Adaptive capabilities of the child’s bodyarticle on the topic

Human adaptive capabilities

Adaptation is the adaptation of the body, personality, and their systems to the nature of individual influences or to changing conditions of life in general. Depending on the external conditions and at what level a person interacts with the environment, the following types of adaptation are distinguished: biological, physiological, psychological, social.

Psychological adaptation is the process of harmonizing the individual and the environment during the implementation of human activities, allowing a person to satisfy current needs and realize significant goals associated with them while ensuring compliance of activities and behavior with the requirements of the environment. Adaptation compensates for the insufficiency of habitual behavior in new conditions. If adaptation does not occur, additional difficulties arise in mastering the subject and conditions of activity, up to violations of its regulation. The adaptation process includes physiological, endocrine and other reactions of the body, mental processes, experience, states and personality traits.

Adaptation factors

can be divided into two groups.
The first group
includes the personality traits of the person himself.
These are characteristics such as general and special preparedness, character, temperament, mental processes, initial mental state and age. The second group
consists of objective factors. These factors are: means of becoming familiar with the nature of the situation and the tasks being solved, the qualities and example of others, and preparatory work. Adaptation is accelerated if preliminary work has been done to become familiar with possible situations and actions.

In the theory of mental adaptation, a distinction is made between stable adaptation, re-adaptation, disadaptation, readaptation

.
Sustainable adaptation
is determined by regulatory reactions, mental activity, and a system of relationships that arose in the process of human development in specific environmental and social conditions and do not require significant neuropsychic stress.
Mental disadaptation
is a state of “breakthrough” of adaptation barriers and breaking of existing dynamic stereotypes of mental activity under prolonged and strong influence of extreme factors.
Mental re-adaptation
is a person’s adaptation to changing living conditions.
Readaptation
is the process of returning a person from changed conditions to normal ones, with the abandonment of new dynamic stereotypes and the restoration of old ones. The longer the period of stay in changed conditions, the more difficult and longer the readaptation occurs.

IN AND. Lebedev identified the following stages of the adaptation–readaptation process:

: preparatory, starting mental stress, acute mental reactions of entry, readaptation, final mental stress, acute mental reactions of exit, readaptation.

IN AND. Lebedev identified four criteria that allow unusual (but still normal) reactions and conditions to be separated from pathological ones. The first is the certainty of connection with the environment. Secondly, pseudopathological reactions and the condition differ from pathology in their short duration. Third, a person remains critical of unusual conditions. Fourth, if a person in changed conditions was convinced of the reality of some unusual phenomenon, then after returning to normal conditions he easily abandons his conviction, following the arguments of others.

The formation of a person’s psychological readiness for activity in extreme conditions is based on his adaptive capabilities. Adaptive capabilities are the most important factor ensuring high emotional and neuropsychic stability of a person. The methods for determining a person’s adaptive potential are as follows: – the “Forecast” questionnaire for assessing neuropsychic stability (developed by the St. Petersburg Military Medical Academy); – “Adaptability” questionnaire to measure mental regulation, communicative potential, moral standards, adaptive ability (A. Maklakov, S. Chermyanin); – D. Taylor’s method of assessing the level of anxiety; – assessment of the level of anxiety using the method of Ch.D. Spielberger (modified by Yu.L. Khanin).

Systems that provide adaptation.

Afferent link. The afferent link of the functional adaptation system consists of receptors, as well as sensory neurons and sets of afferent nerve cells in the central nervous system. All these elements of the nervous system perceive irritations from the external environment and from the body itself and participate in the implementation of the so-called afferent synthesis necessary for adaptation. Afferent synthesis occurs according to P.K. Anokhin, with the interaction of motivation, memory, situational and triggering information. In sports, in some cases (for example, runners, skiers, gymnasts), afferent synthesis for making a decision about the beginning of one’s movements is relatively simple and this facilitates the formation of an adaptive system, while in others (martial arts, sports games), it is very complex and this makes it difficult formation of such a system.

Central regulatory link. The central regulatory link of the functional system is represented by neurogenic and humoral processes controlling adaptive reactions. In response to afferent signals, the neurogenic part of the unit includes a motor response and mobilizes the autonomic systems based on the reflex principle of regulation of functions. Afferent impulses from receptors to the cerebral cortex cause the emergence of positive (excitatory) and negative (inhibitory) processes, which form a functional adaptive system. In an adapted organism, the neurogenic part of the unit quickly and clearly responds to afferent impulses with appropriate muscle activity and mobilization of autonomic functions. There is no such perfection in an unadapted organism. Muscular movement will be performed approximately, and autonomic support will be insufficient. When a signal about physical activity is received, simultaneously with the changes described above, neurogenic activation of the humoral part of the central regulatory link occurs, which is responsible for the significance of humoral reactions (increased release of hormones, enzymes and mediators) determined by the fact that they, by influencing the metabolism of organs and tissues, provide more complete mobilization functional adaptive system and its ability to work for a long time at an increased level.

Effector link. The effector link of the functional adaptation system includes skeletal muscles, respiratory organs, blood circulation, blood and other autonomic systems. The intensity and duration of physical activity at the skeletal muscle level is determined by three main factors:

1. the number and type of motor units activated;
2. the level and nature of biochemical processes in muscle cells;
3. characteristics of the blood supply to the muscles, which determines the flow of oxygen, nutrients and the removal of metabolites.

An increase in the strength, speed and accuracy of movements in the process of long-term adaptation is achieved by two main processes: the formation in the central nervous system of a functional movement control system and morphofunctional changes in muscles (muscle hypertrophy, an increase in the power of aerobic and anaerobic energy production systems, an increase in the amount of myoglobin and mitochondria, a decrease in the formation and accumulation ammonia, redistribution of blood flow, etc.)

Adaptive capabilities of the child’s bodyarticle on the topic

Adaptation of the body

The process of adaptation to the environment begins from the moment of birth - every minute, every second. The body has to adapt to fluctuations in temperature, atmospheric pressure, the influence of microorganisms, nutritional factors, and an endless variety of psychological, social and other influences. The essence of the adaptation is that the body changes the intensity, rhythm and nature of the processes occurring in it in such a way that the main indicators of the internal environment, despite the action of external factors, are firmly maintained within the physiological parameters [10].

This process of adapting the body to the external environment or changes occurring in the body itself is adaptation. Adaptation is also the result of achieving compliance of the morphofunctional state of the organism with the conditions of activity that the environment creates for it [19, 45, 49].

The main and fundamental question that requires scientific coverage is through what mechanisms and what chain of phenomena does an unadapted organism become adapted.

Since the human body is a complex, dynamic, multifunctional system, adaptation includes all types of adaptation to general natural, industrial, and social conditions. Therefore, they talk about temperature, sensory, pain, mental, labor, etc. adaptation.

There are genotypic and phenotypic adaptations. The first was formed in the process of human evolution on the basis of hereditary variability, mutation, and natural selection. Her achievements are fixed genetically and are inherited. Phenotypic adaptation is formed in the process of a person’s individual life and his interaction with the environment. Phenotypic changes acquired during life are layered on hereditary characteristics and form the individual appearance of the organism, characterized by a set of morphofunctional changes aimed at maintaining the relative constancy of its internal environment - homeostasis.

As a result of the development of adaptive reactions, the body acquires a new quality in the form of resistance to hypoxia, cold, physical activity, new motor skills, etc. This new quality is manifested primarily in the fact that the body cannot be damaged by the factor to which adaptation has been acquired. Essentially, such reactions form the basis of hardening, health promotion and disease prevention in the process of health-improving physical exercises. The role of adaptation as a factor of prevention is manifested in the fact that the body’s resistance increases to the action of not only one factor, but also several, i.e. We are talking about combined adaptation. In sports activities, for example, during the training and competition of skiers, simultaneous adaptation to physical activity requiring endurance, cold, hypoxia, and stressful situations occurs [59].

Adaptation to physical work is based on the body’s adaptive reactions in response to the changing demands of the internal and external environment. Physical activity acts as an adaptogen, and its structural unit is physical exercise.

1.2. The mechanism of action of the body's adaptive capabilities

Initially, the mechanism of action of physical exercise consists of excitation of the corresponding afferent and motor centers, mobilization of skeletal muscles, blood circulation and respiration, which together form a single functional system responsible for the implementation of this motor reaction [3]. However, the effectiveness of this system is low, and the body’s reaction does not mean immediate adaptation. This is only the basis of the initial stage of urgent adaptation, which is an emergency reaction of various organs and systems, compensating for the impact of external factors. But these reactions are not fixed and quickly disappear if they do not exceed the physiological capabilities of the body at the moment.

In order for a stable adaptation to develop, reinforcement, training, and repeated external influences are necessary. As a result of an increase in physiological capabilities, cumulative adaptation is formed. This is a complex and lengthy process of gradual functional restructuring of the body [44].

During intense sports training, it is associated with the activation and mobilization of the body's functional resources, the intensive occurrence of structural and functional transformations in organs and tissues.

According to V.N. Platonov [54], sustainable long-term adaptation is characterized by the presence of the necessary reserve to ensure a new level of system functioning, the stability of functional structures, and the close relationship of regulatory and executive bodies. V.V. Petrovsky [53], V.M. Volkov, A.A. Semkin [13] characterize it as a state of highest performance, expressed in the formation of an effective structure of movements, increasing the rate of voluntary muscle relaxation (technical economization), accelerating the work-in process, reducing energy consumption per unit of work performed, increasing oxygen utilization, optimizing recovery processes (functional economization) .

Long-term adaptation is expressed, on the one hand, in an increase in the power of self-regulation mechanisms, on the other, in an increase in the reactivity of these systems to control signals. As a result, the balancing of the adapted organism with the external environment is achieved with a lesser degree of inclusion of the higher levels of the regulatory hierarchy - with a more economical functioning of the neuroendocrine regulation of the systems responsible for adaptation [46].

Particular attention is paid to the body’s adaptation to extreme, stressful conditions, from which it is impossible to escape through simple avoidance reactions. Such situations occur in various types of human activity associated with responsibility, risk, the need to maintain restraint, regulate behavior and emotions.

Throughout an individual’s life, a person is repeatedly exposed to stress, as a result of prolonged and intense action of which stress diseases develop. Currently, the role of stress as an etiological factor in coronary heart disease, hypertension, atherosclerosis, gastric ulcers, even malignant tumors and immunodeficiency conditions that limit human life has been proven [45, 71].

Stressors include such natural forms of our time as environmental disasters, wars, loss of loved ones, physical injuries, injuries, etc. Socially determined stress situations as a result of interpersonal conflicts associated with humiliation, deception, betrayal, etc. are no less widespread. collapse of hopes, disappointment, etc. Many disabled people find themselves in a similar situation, having suddenly lost a limb, vision or hearing, when so-called hopeless stressful situations arise. The conflict of people who find themselves in a difficult situation lies in the need to implement a defensive reaction of self-preservation and the impossibility, an insurmountable prohibition, to implement it in the created conditions [64].

However, most people who find themselves in hopeless situations do not die, but acquire one or another degree of resistance (stability) to these stressful situations.

The fact is that when exposed to various extreme factors, both physical and mental, the same type of biochemical changes occur in the body, aimed at overcoming the effects of these factors by adapting the body to the requirements. G. Selye [62] called the set of changes occurring in the body under the influence of stressors the adaptation syndrome. The severity of these changes depends on the intensity of stress, the functional state of physiological systems and the nature of human behavior. According to G. Selye, no vigorous activity is possible without stress; complete freedom from stress is tantamount to death. Therefore, stress is not only harmful, but also beneficial for the body. It mobilizes its capabilities and increases resistance to negative influences.

Behavioral reactions to a stressful situation are important for the nature of the consequences of stress. An active search for ways to change it leads to the body’s resistance; if the active search is abandoned, the resistance phase of the adaptation syndrome passes into the exhaustion phase and, in severe cases, can lead the body to death.

So, even the most general knowledge about the patterns of the body’s adaptation processes is of strategic importance for understanding the biological essence of the theory and methodology of adaptive physical culture. However, today the following important theoretical and applied problems remain unresolved: such as managing long-term adaptation of the body of people with disabilities of various nosological groups in the process of physical education, sports, recreational activities and motor rehabilitation; rationing physical activity and adaptation to it; tactics of adaptation to the action of several environmental factors; ensuring complex forms of social adaptation through movement; adaptation of the body to extreme stress situations; quantitative and qualitative assessment of adaptation processes, etc.

Acupressure is one of the most ancient methods of treatment. It arose in the East, on the territory of modern China, Korea, Mongolia and Japan after ancient healers drew attention to the fact that there are special “vital” points on the human body associated with internal organs and systems. By influencing these points, it was possible not only to improve the general condition of the patient, but also to restore impaired organ functions.

1.3. Rationale for the acupressure technique

Acupressure (point pressure according to Zhu Lian, finger zhen), or pressing, is the impact on acupuncture points (AP) with a finger (fingers). The ease of performing acupressure and its effectiveness contribute to the widespread use of this method.

The essence of acupressure is reduced to mechanical irritation of small areas (2-10 mm) of the skin surface, which are called biologically active points (BAP), since they contain a large number of nerve endings.

To date, scientists and specialists have described about 700 BAPs, of which 140-150 are the most commonly used.

To find BAP, one should use anatomical and topographical signs (tubercles, ligaments, muscles, bones, etc.). However, these landmarks are clearly not enough to find some BAPs. In I, a unique measure helps in finding them: individual cun - the distance between two folds that are formed when bending the second phalanx of the middle finger of the right hand in women and the left in men. It turned out that all parts of our body can be conditionally divided into a certain number of equal parts. Their border is called the proportional cun, which varies between 1-3 cm depending on the person’s physique. Everyone can make a measuring tape for themselves with their own tsunami.

Before starting a massage, it is necessary to clearly study the location of BAPs and learn to regulate the force of influence on them depending on their location - near bones, ligaments, vessels, nerves, etc. A weaker effect is exerted on blood vessels and nerves. The principle of choosing BAP for acupressure is determined primarily by the nature of the disease (trauma) and its main symptoms.

Acupressure is based on the mechanical impact of a finger (fingers) on biologically active points (BAP), which have a reflex connection (through the nervous system) with various internal organs and functional systems. The correct location of the point is indicated by a feeling of aching, bloating, or numbness. Very often the point responds with pain. The soreness of any point (zone) can sometimes suggest a disease of a particular organ.

Acupressure technique

The acupressure technique includes various techniques: rubbing, stroking, pressure (pressure), vibration, grasping, etc.

Technique - stroking is performed with the pad of the thumb (or middle) finger with rotational movements. It is used mainly in the area of ​​the head, face, neck, hands and, in addition, at the end of the entire procedure.

Technique - rubbing is done with the pad of the thumb or middle finger in a clockwise direction. Moreover, rubbing is used independently and, as a rule, after all other acupressure techniques.

Technique - kneading (pressure) is performed with the tip of the thumb or two thumbs (at symmetrical points), as well as with the middle or index finger. When doing this, they make circular rotational movements with the finger - at first slowly and weakly, gradually increasing the pressure until a feeling of fullness appears at the site of the massage, then loosen the pressure, etc. Grasping (“pinch”) is performed with three fingers of the right hand (index, thumb and middle ). At the location of the BAP, the skin is grabbed into a fold and kneaded and squeezed. The movement is performed quickly, abruptly 3-4 times. At the site of acupressure, a feeling of swelling usually appears.

Technique - “injection” is performed with the tip of the index finger and thumb at a fast pace.

Technique - vibration is performed with a large or medium finger. Make oscillatory movements quickly, without lifting your finger from the massaged point. This technique can be used with weights, when another hand is placed on the massaging brush to increase pressure (on large muscles).

The calming or stimulating effect of acupressure depends on the nature of the irritation.

Since disturbances in physical development reduce the adaptive capabilities of a schoolchild’s body, we consider it advisable to use acupressure in the process of correcting the body’s condition.

1.4. Basic principles of acupressure

The following principles are basic for acupressure massage:

1. An integrated approach to the treatment of each disease.

2. Slowness and thoroughness of all treatment methods.

3. Treatment of each patient should be purely individual.

Studying the work of Eastern specialists in acupressure, modern researchers have come to the conclusion that “biologically active points” (BAP) have a number of specific features:

—low electrocutaneous resistance;

— high electrical potential;

-high skin temperature;

—high pain sensitivity;

—increased oxygen absorption;

-high level of metabolic processes.

You can determine the location of a particular point by simply pressing your fingertips on the surface of the skin. When a point is hit, a person experiences a feeling of aching, numbness, and even pain. One of the advantages of acupressure is that the technique for performing it is quite simple; it does not require additional equipment or expensive devices. In addition, the area of ​​influence during acupressure is very small. Acupressure can be used before special medical care is provided, as well as in combination with other treatment methods.

Basics of acupressure.

The action of acupressure is based on the most ancient idea of ​​​​the structure of the human body. According to this idea, “vital energy”—“chi”—flows through the invisible meridian channels of the human body. There are only fourteen such channels: 12 paired and 2 unpaired. And as long as “chi” does not encounter obstacles on its path, each channel, receiving an equal amount of energy, carries it to all internal organs and nourishes them. As soon as the uniform flow of “chi” is disrupted, the amount of vital energy in different parts of the body becomes unequal, and the person falls ill.

This theory echoes another ancient Eastern theory that every phenomenon is based on two principles: “yin” and “yang.”

Yin, which carries a negative charge, is the maternal principle: cold, wet, dark, secretive, passive and changeable. Yang, which carries a positive charge, is the paternal principle: warm, dry, bright, obvious, proactive, constant. Following this theory, in the human body there is a constant confrontation between two opposing principles: yang and yin. Therefore, all processes occurring in it are either positive or negative. Reconciling them is the main task of Eastern medicine.

According to another ancient Eastern theory, the internal organs of a person are connected with the five primary elements of the earth: the heart - with fire, the spleen - with earth, the kidneys - with water, the liver - with wood, the lungs - with metal. One thing follows from all these theories: all internal organs in the human body are interconnected, and man is part of nature.

Literature

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Personal adaptation potential in the context of system analysis 2544

An analysis of publications devoted to the adaptive potential of the individual shows the growing frequency of use of this term when formulating a psychological diagnosis and ascertaining the adaptive capabilities of the individual. At the same time, there is noticeable heterogeneity in the studies in which operationalization is carried out and its content is determined. Adaptive potential is usually understood as a set of qualitatively unique individual psychological properties, the set of which varies in different studies. The conclusion about the state of personal adaptation potential is made as a result of an analysis of the level characteristics of these properties combined into a group, which causes difficulties in comparing studies and identifying common properties, factors and patterns in the formation of adaptation potential. There is a contradiction between the explanatory value of this concept and the ambiguity of its definition.

Today, the spread of the concept of “adaptive potential of the individual” in the practice of psychological assistance is due to the tasks of assessing the adaptive capabilities of the individual, differentiating stable adaptation disorders and transient maladaptive states. Correct ideas about the nature of adaptation disorders, the boundaries and properties of adaptive potential are determined by researchers as important prerequisites for the effectiveness of correction of oncological rehabilitation measures. In addition, in our opinion, adaptation potential can serve as the basis for a probabilistic forecast of the development of the adaptation process and the dynamics of an individual’s adaptive status.

As an example, we will give several approaches to understanding personal adaptation potential in the works of domestic authors.

The adaptive potential of the individual is defined by N. L. Konovalova as an integrating characteristic of mental health. Mental adaptability is assessed as an integral property of the individual as an integral system and is considered as a set of internal factors that determine the effectiveness of adaptive changes. Adaptability, according to this author, generally characterizing the ability of an individual to withstand disruptions of mental adaptation, depends on many constitutional, congenital and acquired factors that determine the structure of personality, and is closely related to the periodization of personality development. Mental adaptability here is determined by a number of components - the general level of mental development, personal characteristics and the system of relationships, the nature and content of psychological problems, the position of the individual in relation to them [2].

The concept of “adaptation potential” is considered by S. Yu. Dobryak as synonymous with the concept of “adaptability” and is used to designate a property that expresses an individual’s capabilities for mental adaptation [1].

The works of A. G. Maklakov and V. A. Kulganov and co-authors also assess individual psychological characteristics that are components of adaptive potential, the level of development of which, accordingly, determines the boundaries of potential and the likelihood of successful adaptation to a wide range of environmental factors [3, 6]. The study of internal factors that determine the effectiveness of mental adaptation, which are multi-level personality characteristics, is also presented in the works of F. B. Berezin, A. A. Nalchadzhyan, A. A. Rean and others.

S. T. Posokhova suggests that the adaptive potential contains the latency of adaptive abilities, the timeliness and vector of implementation of which depends on the activity of the individual. In her opinion, it is advisable to represent adaptation potential as an integral education that combines into a complex system socio-psychological, mental, biological properties and qualities, updated by the individual to create and implement new behavior programs in changed living conditions. Personal adaptation potential includes bioplastic, biographical, mental and personality-regulatory components [7].

The analysis of the definitions of this phenomenon allows us to highlight some of its general, basic features and show that, as a rule, personal adaptation potential:

• is considered as an integral variable characterizing a set of individual psychological characteristics that determine the effectiveness of mental adaptation;
• has the properties of a complex system and, accordingly, system analysis is the main approach to its study;
• includes not only existing manifestations of adaptive abilities, but also latent properties that can appear when the content, strength and direction of influence of adaptogenic factors change;
• determines the boundaries of an individual’s adaptive capabilities and resistance to influencing factors, contains the prerequisites for a certain range of adaptive responses;
• is associated with age-psychological characteristics, while the individual’s own activity acts as a condition regulating the degree of realization of potential opportunities.

Thus, adaptation potential is usually considered as a systemic property of an individual, which determines the boundaries of its adaptive capabilities and the nature of the course of personal adaptation in response to the influence of certain factors and environmental conditions. Features of individual potential, mediating the impact of adaptogenic context factors, determine the direction, content, and intensity of the individual’s adaptive response.

We consider adaptive potential as an individual’s ability to make structural and level changes (under the influence of adaptogenic factors) of qualities and properties, which increases its organization and stability. “Adaptation potential” is an integral concept that includes specific resources presented at various levels of personality organization (individual, personal, subject-activity). Important components of adaptation potential are mechanisms, methods of use and transformation of adaptation resources, their quantitative and qualitative components (deployment, accumulation, replenishment, etc.). These processes serve as connecting links between the capabilities and abilities of an individual and their actual implementation in a purposeful adaptation process.

In our opinion, the adaptive potential of an individual characterizes the individual’s ability to productively undergo the adaptation process, form progressive adaptation effects, expand the range of reactions and acquire new adaptive skills. Acquired properties can probably have, to a greater or lesser extent, a stable character and degree of integration in the personality structure.

We emphasize that the potential for adaptation is not limited to the ability to “withstand” the adaptive load, maintaining the integrity and stability of the individual. Its corresponding abilities and adaptability represent a chronological cross-section of this potential, which manifests itself and is realized in the activities and system of human relationships. Its characteristics, apparently, are not limited to the current capabilities and achievements of the individual, but also include latent, emerging and only emerging properties. Adaptation potential ensures the “readiness” of the individual to complicate adaptation tasks, transform the structure and properties of the adaptive response to ensure harmonious relationships with the environment, optimize the psychophysiological cost of adaptive changes and successfully implement the goals.

The need to operationalize the concept of “adaptive potential of the individual” determines its study in the context of mental adaptation, in a system of clearly defined internal and external, subjective and objective indicators.

The most general and widespread approach to the classification of adaptation resources is to divide them into internal (personal) and external (environmental) [4, 5]. Approaches to the typology of personal adaptation resources can also be based on attributing them to conscious or unconscious aspects of regulation, to psychophysiological, psychological or psychosocial levels.

Based on the working definition of an individual’s adaptive potential proposed above, determining its components involves identifying individual psychological properties that contribute to the progressive, productive course of the adaptation process.

The components of adaptation potential can be defined as those multi-level properties and qualities (essentially, resources) of an individual that are united by intra- and interfunctional connections in the process of organizing an adaptive response under certain (possible or existing) conditions. The range of variability of these single- and multi-level connections is a characteristic of the adaptive potential of an individual. In other words, potential characterizes the system’s ability to change its mode of operation, which must simultaneously satisfy multidirectional aspirations for stabilization and development of the system.

A personality trait acquires the quality of a resource only in the context of the adaptation process. That is, to designate a personality trait as a resource means to correlate it with the conditions and tasks of the adaptation process. In this sense, all individual psychological characteristics of a person, to one degree or another in various conditions, can act as resource ones.

In a narrow sense, resources can be defined as personality properties that are associated with the characteristics of the subject of research (for example, professional, sports, educational activities, extreme conditions of activity, etc.). In the context of this work, as resources, we can differentiate such personality properties that are included in the implementation and determine the effectiveness of mental adaptation, the structural and dynamic properties of the adaptation response, the maintenance of the psychological health of the individual, its integrity and stability.

The differentiation of adaptation potential and development potential, in our opinion, is based on the degree and chronological extent of structural and level transformations of personality properties, qualities, and functions. At the same time, it is advisable to analyze the differences in these phenomena both in stable and critical periods of ontogenesis.

We can include among adaptation resources the properties and qualities that determine the structure, dynamic properties (duration, intensity, pace) of the adaptive response to the mismatch that has arisen in the person-environment system, the transformation of adaptive skills and the expansion of adaptability.

The development potential is characterized by:

• accumulation of adaptation effects;
• formation of adaptive new formations;
• transformation of the quantity of acquired skills into quality properties;
• sustainable consolidation and integration of them into the personality structure.

It can be assumed that the adaptive resources that a person has are in a certain relationship with each other. This ratio can be presented as an individual “profile” of resources, where some of them dominate and perform the main function in ensuring the adaptation process, others constitute a response reserve, and others are in a latent state. The system of internal connections and the nature of the relationship between qualitatively unique resources determine the structure of adaptation potential. These connections are probably determined by a whole complex of factors, including both the characteristics of the resources themselves and the measure of their “reliability”, as well as the adaptive goal facing the subject, self-assessment of one’s own potential, etc.

Analysis of the structure of an individual’s adaptive potential, in our opinion, involves correlating its components with the tasks that arise as the corresponding response is implemented at various stages of the “unfolding” of the adaptation process itself over time (mobilization of resources, orientation in changed conditions, anticipation of possible results, etc. .). This allows us to imagine the structure of the potential that ensures the productive course of this process.

Theoretical analysis allowed us to identify the following components of personal adaptation potential: energetic, cognitive, instrumental, creative, motivational and communicative (see table). The schematic display of personal adaptation potential given in the table is subject to experimental verification and a detailed description of the elements.

individual properties act as personality resources They are the basis that determines the energetic and dynamic boundaries of activity, in which a person is able to successfully implement and subsequently replenish resource costs, qualitatively transform them and develop. We tend to consider psychophysiological characteristics as the most important components of adaptive potential.

The subject-activity level contains both human resources and methods and mechanisms for their implementation. First of all, the resources of this level are represented by abilities and skills that characterize the adaptive behavior of the individual (formed adaptation schemes and programs).

The personal level is probably the richest in composition, quality and variety of resources. These include the features of the motivational-need sphere, which determines the vector and intensity of an individual’s activity, the mechanisms through which the processes of goal setting and choice of means to achieve set goals occur. Speaking about adaptation potential as a form of resource integration, we want to emphasize that it is at the personal level that methods and mechanisms for managing resources are presented in accordance with the intentions, goals and realized values ​​of the individual. Mechanisms of coping, psychological defense, and emotional response can be attributed to the methods of regulating adaptation resources and, at the same time, to the method of their organization in the structure of the adaptive response.

At the level of individuality, adaptation potential is formed as a holistic characteristic and acquires a unique and inimitable identity, determined by the individual structure of resources, the direction and methods of their implementation.

In the group of properties inherent in an individual’s adaptive resources, in addition to structural features, it is advisable to highlight dynamic properties that characterize the variability and activity of the functions and structure of resources over time and include intensity of use, tendency to conservation, stability, etc. The interweaving of dynamic and structural properties, in our opinion view, is observed in the processes of renewability, mutual enrichment and compensation of resources, i.e. flexibility of their use within certain boundaries of individual potential.

It seems to us that the dynamic properties of resources and potential in general are the most significant. Observations show that the success of adaptation and the development process is determined not by the absolute value of the potential, but by the relative value: methods, mechanisms of resource formation, their intensification, individual style of expenditure and renewal, wide possibilities for compensating for missing or damaged resources. Thus, even with low individual adaptive resources, the nature of combining them into potential, under certain internal and external conditions, can lead to high efficiency of adaptation and personal development.

In addition to determining the available resource supply, it is interesting to study the dynamics of the realization of potential in ontogenesis, especially in conditions of decrease and compensation of resources. In our opinion, adaptation and development resources are dynamic phenomena, the state of which is subject to oscillatory, cyclical patterns, expressed in alternating phases of consumption and replenishment. In addition, the roles and ratio of leading and latent components of potential are transformed in ontogenesis, which reflects the processes of structure formation, hierarchization of potential elements and qualitative transformation of properties. Due to the fact that the adaptation potential is a complex characteristic of the system, it is possible that the dynamics curve is complex and is the result of the summation of a number of oscillatory harmonics.

Along with the identification and study of individual components of adaptation potential that influence the course and results of the adaptation process, an urgent task is to develop a structural-dynamic model of an individual’s adaptation potential, representing its structure, the system of internal and external connections and allowing one to analyze its variability. The continuous development of adaptive potential in ontogenesis is determined by the processes of integration and differentiation of its components and the development of the system of its internal and external connections.

It can be assumed that the properties of an individual’s adaptive potential should be sought not only in the totality of its constituent psychological properties and the formation of qualitatively new properties that are not reducible to the sum of the constituent elements, but also in the patterns of combination of characteristics with different ranges of optimal functioning, influencing the consistency, stability and other characteristics of the potential as a system. Most likely, the formation of adaptation potential, which ensures coordination and consistency of multi-level indicators, lies in the integration of such a structure of adaptation resources that will ensure the most effective course of the adaptation process and the achievement of adaptation tasks, as well as internal conditions that allow the formation of this structure.

Analysis of the structure of adaptation potential, the hierarchy of its elements, the qualitative uniqueness of its internal and external connections may be the key to correct and reliable forecasting of the adaptation process, increasing the effectiveness of programs for its psychological support and the formation of adaptation effects, and providing individualized psychological assistance.
1 The author is grateful to Associate Professor A. G. Portnova, as well as M. G. Ivanova, S. A. Kashintsev and K. A. Khokhlova for the help provided during the work on the article, their valuable advice and comments.

Human adaptation and maladjustment: socio-pedagogical aspect

The article reveals the essence and content of adaptation, adaptability and adaptability from the position of social pedagogy, as a factor of adaptation to the sociocultural environment, predisposition to adaptation and its result; the essence and content of disadaptation, dasadaptation and maladaptation, as a consequence of internal (personal) and external disadvantage (environment), their influence on the manifestation of a person, as a factor in stimulating his development and socialization; the need to take into account adaptation and maladaptation in social pedagogy.

Already in the first scientific manuals on social pedagogy [3, 4], such a phenomenon as adaptation was revealed. It is thanks to adaptability that a person is able to survive in a changing life situation.

It is known that the natural need of a person is activity in self-expression, which is the most important factor in his development and socialization. This activity largely depends on his condition and comfort in the sociocultural environment of his life. The state and comfort of a person in a particular environment is determined by his adaptability to it. Such fitness is characterized by a person’s adaptability to this environment. The term “adaptation” (from the Latin adaptatio – adaptation, adaptation) means that the human body and its functions are adapted to the conditions of the environment in which it finds itself.

Social pedagogy studies the essence of adaptation and social adaptation, which characterizes a person’s adaptability to the conditions of the social environment (living environment), society. It creates the prerequisites for his most complete natural self-manifestation. It is self-manifestation (activity in activity) that acts as the source and driving force of social development, socialization of a person, in the process of which a person assimilates (consolidates) the goals accepted in society, methods of achieving them, values, norms, rules and styles of behavior. This fact dictates the need for a person to adapt to society for the most complete self-manifestation. It should be emphasized that from birth a person has a predisposition to adapt to the living environment, which allows him to remain resistant to life and development.

It is necessary to reveal the essence of adaptation as a process, as a manifestation and as a result.

In textbooks on social pedagogy, adaptation was considered as a process, manifestation and result [4, p. 82; 5, p. 178]. Adaptation as a process is, on the one hand, the natural adaptation of a person’s properties and qualities to the new conditions of the socio-cultural environment of life (for example, kindergarten, class, group, production environment, recreation environment, etc.), and on the other, the accumulation experience of adapting to the new, and thirdly, the development of adaptive capabilities (adaptability).

Adaptability characterizes the capabilities (potential) of a particular person (child), which determine his predisposition to adapt to a new situation for him. For a child, this is especially important, since it determines the potential that determines the prospects for his adaptation and the most complete manifestation in a new environment for him, for example, to the conditions of a kindergarten or school group.

Essentially , a person who acquires the experience of adaptation in one or another new environment for his life, develops in himself such a quality as adaptability. It, becoming a personality quality, is necessary for him in various situations: in studies, professional activities, communication with other people. In studies, it denotes the student’s ability to flexibly reorient to the content, forms and methods of teaching that are used in the educational organization.

You can determine a child’s adaptability by its manifestation. Based on typical behavior, attitude towards someone (something) and performance in a person’s activities in a specific environment in a given period of time, one can judge the degree of his adaptability (adaptation (comfortable well-being) to (in) it).

In the specialized literature there is such an expression as adaptation syndrome. It is used in relation to children and characterizes the process of a child’s adaptation to new microsocial conditions (preschool, school) and functional changes in his nervous and cardiovascular systems.

It should be noted that if adaptability exists, then the opposite quality also occurs - non-adaptiveness (lack of development of a person’s adaptive capabilities, the result of which is maladaptation). It manifests itself in the fact that a person experiences great difficulties in adapting to new environmental conditions, the nature of communication and activity, which, as a rule, he cannot overcome on his own. In this case, the child needs help (assistance) in overcoming the difficulties (problems) he has encountered in adaptation. The desire of some parents, kindergarten teachers, and school teachers to create easier conditions for students unwittingly hinder the development of their adaptive capabilities. Such children, emerging in new conditions, experience great difficulties in adaptation, and, consequently, in self-realization, social development and socialization.

The result of a person’s adaptation is manifested in his adaptation to the sociocultural environment. Adaptation is evidence that a particular person has adapted to the conditions of the living environment. For a child, it indicates the comfort of given environmental conditions for him, which is one of the factors of favorable self-expression and significantly affects his development and socialization. Assessment of the compliance (inconsistency) of a child’s adaptation to the specific conditions of the sociocultural environment is carried out taking into account his age, development, socialization, and allows us to determine the possibilities for the most complete manifestation in relationships and behavior, in studies and games. Such an assessment can take place in a kindergarten, school, or home.

The ability to see atypical manifestations of a child in the environment (family, kindergarten, school, cooperation (interaction) with peers in the classroom, on the street) allows the teacher to respond in a timely manner to his discomfort (lack of adaptation). However, practice shows that the teacher cannot always see the child’s discomfort, since this requires a good knowledge of his characteristics and the inherent uniqueness of his manifestation in various conditions. The teacher needs to carefully study the reasons for this state (discomfort) of the student and help him adapt, overcome the contradictions and difficulties that have arisen, which will allow him to be better realized in his studies, leisure activities, and in interaction with other people in the process of his social development and socialization.

It should be emphasized that adaptation is only a condition that characterizes the child’s comfort (discomfort) in the sociocultural environment. It determines neither the direction nor the intensity of its self-manifestation. The child may feel comfortable, but at the same time not show the necessary constructive activity. It is important not only to facilitate the child’s adaptation, but also to facilitate the manifestation of his directed activity in studies, leisure activities, and self-improvement.

Research and practice indicate that a person’s predisposition to adapt to a particular situation largely depends on individual uniqueness, adaptation experience, a temporary break in manifestation (if any), experience, mood (desire and aspiration), state and self-activity.

The individual uniqueness of a person is what is characteristic of him, allows him to adapt in a given situation, and is manifested in his qualities and properties. With age, a person changes, something is lost, something is gained, something is improved and acquires a new quality. Its change (the uniqueness being formed) is affected by life activity, the manifestation of experience in something, relationships, the direction and activity of manifestation, the effectiveness of activities, etc.

The experience of adaptation contributes to the formation in a person of qualities that help to express oneself in accordance with the needs of a particular situation, quickly get used to it, adapt to it, which plays a vital role in one’s social life and self-realization. The more experience a person has in adapting to new conditions, the faster adaptation occurs. Experience allows him to reduce the time of adaptation to a new environment (life situation).

Social adaptability of a person is the most favorable state for his socialization when displaying appropriate activity.

Of particular importance is the social adaptation of the child - the process of coordinating the individual capabilities and state of the child with the world around him, adapting him to the changed environment, new living conditions, the structure of relationships in communities, establishing compliance of behavior with the norms and rules accepted in them. Its result is social adaptation.

The social adaptation of a child is a necessary condition for his fullest self-expression, which in turn has a constructive effect on socialization. It allows the latter to express himself most fully in a particular society in relation to the people and activities around him, to be an active participant in social processes and phenomena, and thanks to this, ensure his natural social self-improvement. Nature has formed a person’s predisposition to social adaptation and adaptation processes in various living conditions, including extremely complex and unfavorable ones. Each person has their own adaptation capabilities and they are significant. Indicators of a person’s successful social adaptation are his satisfaction with this environment, the activity and effectiveness of self-expression, and the acquisition of relevant experience.

Favorable living conditions at a certain period of a person’s life, the absence of the need for adaptation, reduces the effectiveness of his experience. Constantly being in the same conditions, he finds it difficult to adapt to new ones. The emergence of a need for adaptation causes certain difficulties for a person. For example, a “home child” has difficulty adapting to kindergarten or school.

Attitude is an internal predisposition to adaptation that affects a person’s condition. If you have experience, but lack the mindset for self-expression, self-realization, adaptation, it may not work out. At the same time, the mood can be formed in the process of a person’s self-expression, which can captivate him, stimulating the manifestation of interest, desire, and aspiration.

The condition determines a person’s physical well-being, as well as his disposition and mood. It is determined by internal (state of health, positive or negative attitude, fear) and external (novelty, acceptance or rejection of the environment) factors. The state can be favorable or unfavorable and can change during the process of adaptation depending on changes in the situation and the degree of self-realization, both in a positive and negative direction.

Self-activity is a factor determined by the person himself in the process of his adaptation to the environment, allowing him to either overcome difficulties and adapt, or not adapt.

in the family, kindergarten, and school is of great importance for In kindergarten, it allows the child to feel natural in the group and to manifest himself most fully in relationships and activities. For adapted children, self-activity in a group is most fruitful. In this case, the process and result of social development and socialization of the child are largely determined by the educational program and the activities of educators. At school (secondary and higher educational institutions), it allows the child to adapt to learning conditions and successfully master the school (professional) program, taking into account individual capabilities.

Adaptation is important in other conditions as well. This:

• adaptation of a school graduate, a boarding school graduate, a college (technical school) graduate, or a university graduate;
• professional adaptation in connection with a change of place of work;
• adaptation in the post-professional sphere (pensioner).

Each of the spheres of adaptation has its own vital meaning for a person . For example, adaptation of a graduate of an educational organization (secondary or higher level) is the process and result of his adaptation to the social conditions of the professional environment. The success of adaptation determines the extent to which a person realizes himself in the profession, finds his place in the production team, successfully copes with professional activities, and achieves positive results. Both the graduate and production need this.

Depending on the sphere of human adaptation, it can be physiological (to natural conditions), psychological (to the microclimate of society, characterized by the degree of psychological well-being) and activity (through activity manifestation in society). Activity adaptation can be constructive or destructive. A child can adapt through submission to the norms and rules that have developed in society, the result of which will depend on him. This fact was especially clearly taken into account by A.S. Makarenko, S.T. Shatsky, V.N. Soroka-Rosinsky and other outstanding teachers, creating a healthy educational team. A child can adapt through inappropriate behavior, turning into a jester or a scapegoat. He can, through his behavior and activities, lead others or subordinate them to his influence, acting as a maladaptive factor in society.

There is such a concept as functional adaptation. It characterizes the process of a person’s adaptation to performing a certain activity, professional duties and is applicable to any person starting any activity. Its result is characterized by functional adaptation. The time required for functional adaptation depends on the experience of the relevant activity, mood, state, self-activity and, possibly, a temporary break in activity.

Human adaptation largely depends on the environment. A favorable environment for a particular person or group is adaptive for them. Such an environment is characterized by the fact that for a certain category of people it is adaptive, it is adapted for their natural adaptation to it. They will be able to adapt to it quickly enough. There are adaptive environments that are best prepared for certain categories of people. For example, a kindergarten is most suitable for the adaptation of preschool children, a school is for school-age children. In turn, the environment in which people have adapted becomes adapted for them. They feel comfortable in it.

Considering that a person’s adaptability depends on his condition and environment, his situational adaptive capabilities should be highlighted. They are not constant for a particular person. Depending on the conditions, originality and state of the latter, they can decrease or increase. A decrease in adaptive capabilities is characterized by a phenomenon called disadaptation.

In theory and practice, the phenomenon of maladjustment is of particular interest. The Latin deot prefix dis means disturbance, distortion, deformation, and much less often, disappearance. In relation to human adaptation, it indicates its violation, distortion. The phenomenon of maladaptation in a particular person can manifest itself in a specific (including typical for him) environment or in any environment. For example, at home a child feels quite comfortable and does not experience maladaptive phenomena, but in kindergarten, on the contrary, he feels uncomfortable.

Disadaptation as a process means a decrease in a person’s adaptive capabilities in the conditions of the living environment in general or in certain conditions (in kindergarten, class, group). It can manifest itself in different ways:

• have a sluggish character and be practically invisible, manifesting only at a certain stage in the form of serious personality problems;
• sharply expressed when a person in a certain situation turns out to be completely unadapted to it and cannot find himself in it. The consequences of such maladjustment are always quite serious.

For a child, long-term maladaptation, which restrains his self-expression and activity, is fraught with developmental delays, the formation of negative attitudes, and anxiety.

Maladaptation characterizes the predisposition of a person (child) to maladaptation, his inability to self-realization in the environment of life, in a certain society. It is important to take it into account especially for the subject of work with the child (parent, teacher, educator, social worker). It indicates that a student may experience discomfort in society, which will negatively affect his well-being, ability to build relationships with others, and realize himself most fully. This predisposition can be identified by its manifestation. As a manifestation, maladaptation is an external characteristic of a person’s ill-being, which is reflected in his atypical behavior, attitude and performance in a given environment. Each child has its own forms of manifestation of maladjustment. It is often difficult to externally determine the manifestation of maladjustment. It is necessary to know the person well and his typical manifestations in various situations.

The ability to promptly identify manifestations of maladjustment in a student allows the teacher to quickly respond to the situation, preventing deep-seated negative deformation consequences.

Maladjustment is the result of maladaptation. It indicates a qualitatively new state of a person (child), atypical for him, characterizing his discomfort and negatively affecting his well-being, attitude towards the environment, behavior, ability to express himself in activities (communication, interaction, educational, play, etc.). In relation to a child (kindergarten teacher, student), maladjustment is evidence that his behavior, relationships with children and adults, and performance in studies and games do not correspond to his typical manifestation and is destructive in nature.

It should be noted that in the specialized literature and in practice, often any atypical manifestation of a child that does not correspond to the social norms characteristic of his peers in given conditions and leading to negative consequences in behavior, learning, and relationships is called maladaptive. This approach does not correspond to the essence of the concept of maladjustment.

Disadaptation has a negative (destructive) effect on himself , as it does not allow him to realize himself, restrains his development, socialization, and significantly affects his psyche . Sometimes, the desire to adapt to society can lead to an atypical manifestation of the child, which carries negativity. For example, a child, finding himself in a new environment (classroom), trying to gain recognition from his peers, tries to suppress their negative attitude towards himself by force; or, failing to cope with the curriculum, the child begins to influence others who are successful academically , suppressing them, and negatively affecting their learning. In these cases, the child becomes maladaptive rather than maladjusted. There are examples when a child, feeling his discomfort in learning and not being able to overcome it, tries to attract attention to himself with atypical forms of behavior, which earns approval from his peers, turning into a class jester. Such a child also cannot be classified as maladapted, since he is adapted in his own way in this society. It is extremely difficult for this child to get out of this state. What is needed is the art of a teacher who can help him overcome learning difficulties and acquire his worthy name in the class.

In the specialized literature and in practice, the category maladjusted is used in relation to a certain category of people (maladapted children, maladjusted child, maladjusted group), as well as in relation to the environment that caused deformation phenomena (school maladjustment, family maladjustment).

For various reasons, maladjusted children cannot adapt to the conditions of their living environment (kindergarten group, class group, peer group) on equal terms with their peers, which affects their self-expression, development, upbringing and education. For example, pupils of an orphanage, a boarding school, children with special adaptive health abilities, under certain conditions, who find themselves in a regular general education organization. Often “street children” are classified as maladjusted. We cannot agree with this assessment. These children are better adapted to the street than adults, and even in difficult life situations they are in no hurry to take advantage of the help offered to them. To work with them, specialists are trained who can convince them and bring them to a shelter or other specialized institution. If such a child is removed from the street and placed in a specialized institution, then at first he may turn out to be maladapted. However, after a certain time it is difficult to predict who will be maladjusted - he or the environment in which he finds himself.

A maladjusted person differs from other people due to problems of adaptation in the environment of life, which are reflected in his self-expression, activity, and ability to solve problems that are natural for this situation. Accordingly, a maladjusted child differs from his peers due to problems in adaptation, which affect his development, socialization, and ability to solve problems that are natural for his peers. For example, a child who is unprepared for school entering first grade; a child who has been transferred from one educational organization to another. Under certain conditions, this may be a child who is failing at school. At the same time, poor academic performance may be the result not of maladaptation, but of the student’s individual cognitive capabilities and reluctance to learn.

School maladjustment most often recorded by teachers of primary schools, where children aged 6–8 years study, who have difficulty mastering the school curriculum. They do not understand the classroom situation, they do not have good relationships with classmates, and their cognitive activity is practically not developing or is progressing at a reduced pace.

Such children need special attention and help from the teacher, an individual approach to their education and upbringing. If a teacher knows how to build pedagogically appropriate relationships with maladjusted students, their parents and the class, then school maladaptation is largely overcome within 2–4 months from the beginning of the school year. In more severe cases, when children have persistent negative reactions to the learning situation in the classroom, it is necessary to obtain professional advice from specialists, including a psychologist. In some cases, when a child has neurotic reactions in the form of irritable tearfulness, nervousness, aggressiveness in combination with sleep and appetite disorders, see a neuropsychiatrist.

An equally important role in stimulating the adaptive capabilities of students belongs to the teacher and class staff, which is manifested in respectful attitude towards them and support.

A child’s maladjustment is affected by a combination of internal (personal) and external (environmental) factors.

Internal (personal) factors of human maladjustment are associated with insufficient realization of his social needs as an individual. These include:

• long-term illness;
• the child’s limited ability to communicate with the people around him, the lack of adequate (taking into account individual characteristics) communication with him from his environment;
• long-term isolation of a person, regardless of his age (forced or forced) from the environment of everyday life;
• switching to another type of activity (long vacation, temporary performance of other official duties).

External (environmental) factors of a person’s maladaptation are unusual for him, creating discomfort, to one degree or another, inhibiting constructive personal manifestation. These include:

• an unhealthy family environment that suppresses the child’s personality (occurs in “at-risk” families or families with a predominant authoritarian parenting style and cases of child abuse);
• absence or insufficient attention to communication with the child from parents and peers;
• suppression of personality due to the novelty of the situation (child’s arrival at kindergarten, school; change of group, class);
• suppression of the individual by a group (maladaptive group) - rejection, oppression, violence against a child by a collective, microgroup. This is especially typical for teenagers: manifestations of cruelty (violence, boycott) on their part towards their peers are a frequent occurrence;
• a negative manifestation of “market education”, when success is measured exclusively by material wealth. Unable to provide enough income, a person finds himself in a complex depressive state;
• negative influence of the media in “market education”: the formation of age-inappropriate interests, the promotion of ideals of social well-being and the ease of achieving them. Real life leads to disappointment, complexion, and maladjustment. Cheap mystery novels, horror films and action films form an immature person's idea of ​​death as something vague and idealized;
• the maladaptive influence of an individual (maladaptive personality) - the presence in a group of a person in whose presence the rest of its members or some of them experience great tension and discomfort. It restrains the activity of others and negatively affects their ability to realize themselves most fully. Examples of such a personality could be: a girl in relation to a guy who is not indifferent to her; hyperactive child in relation to class; a child who is difficult to educate and actively displays a provocative role in relation to the teacher (especially a young one);
• overload associated with “caring” for the child’s development, inappropriate for his age and individual capabilities. This situation occurs when an unprepared child is sent to a school or gymnasium class that does not correspond to his individual capabilities; overload the child without taking into account his physical and mental capabilities with club activities, sports, and studies.

All of these factors pose a direct threat to the adaptability of individuals, entire groups and, especially, the child, his development, upbringing and education. At the same time, practice convincingly proves that just as the child himself becomes a victim of maladaptation in the new environment, so, under certain conditions, he can act as a factor in the maladjustment of others, including the teacher.

Maladjustment of children and adolescents leads to consequences that are usually negative. These include:

• personal deformations;
• insufficient physical development;
• impaired mental function;
• possible brain dysfunction;
• typical nervous disorders (depression, lethargy or excitability, aggressiveness);
• loneliness - a person finds himself alone with his problems. It can be associated with external alienation of a person or with self-alienation;
• problems in relationships with peers and other people. Such problems can lead to the suppression of the main instinct of self-preservation. Unable to adapt to the current conditions, a person may take extreme measures - suicide.

Considering the predominantly negative impact of maladjustment on the personality development of a child and adolescent, it is necessary to carry out preventive work to prevent it. The main ways to help prevent and overcome the consequences of maladaptation in children and adolescents include: creating environmental conditions favorable for the child;

1 Depression (from Latin depressio - suppression, oppression) is a painful mental state, manifested in experiences of melancholy and despair against the background of emotional, intellectual and motor inhibition. Drives, motives, volitional activity, self-esteem are sharply reduced. Behavior in this state is characterized by slowness, lack of initiative, and fatigue.

• avoiding overload due to the discrepancy between the level of learning difficulty and the organization of the educational process and the individual capabilities of the child;
• support and assistance to children in adapting to new conditions;
• encouraging the child to self-activate and express himself in the environment of life, stimulating their adaptation;
• creation of an accessible special service for socio-psychological and pedagogical assistance to various categories of the population who find themselves in difficult life situations: helplines, offices for socio-psychological and pedagogical assistance, crisis hospitals;
• training parents, teachers and educators in methods of work to prevent and overcome the consequences of maladaptation, training specialists for specialized services of socio-psychological and pedagogical assistance to various categories of people in difficult life situations.

In relation to maladjusted children, efforts are necessary to overcome the consequences of maladjustment. At the same time, the content and nature of social and pedagogical activity are determined by the consequences to which the latter led.

Overcoming maladjustment is readaptation 2 . Disadaptation leads to maladaptation, therefore, readaptation leads to the restoration of adaptability.

Readaptation as a process represents the dynamics of restoring a person’s adaptability, the result of which is readaptation. In relation to the group, there is such a phenomenon as co-adaptation3. To stimulate readaptation of a person or group, readaptation activities are carried out.

Adaptation, disadaptation and readaptation are inherent in every person. They manifest themselves in various life situations and entail the assimilation of certain social norms and rules or their loss, the acquisition or loss of social experience. Depending on this, disadaptation and readaptation are positive or negative. This fact is pedagogically advisable to be taken into account and used by educators in their professional activities.

When working with children with deviant behavior, it is necessary to create a different living environment for them. The child must have the opportunity to express himself in accordance with new conditions, following norms and rules, as a result of which qualitative changes occur in him. The environment should contribute to the maladjustment of a child prone to deviation, prompting his readaptation in relation to a new environment for him.

In the practical activities of educators, a similar situation is specially created when re-educating children and adolescents. However, the environment itself does not educate; it is necessary to turn it into an educational environment. This is only possible when the pupil accepts it and becomes an active participant in life, manifesting himself in accordance with the teacher’s plan. The art of the educator lies in making the student an accomplice in the educational process, fulfilling the requirements of the educational environment.

These are adaptation and maladaptation from the perspective of social pedagogy, which require consideration in social and pedagogical activities.

1. Belicheva, S.A. Social and pedagogical methods for assessing the social development of maladjusted adolescents / S. A. Belicheva // Vestn. psychosocial and correctional and rehabilitation work. – – No. 1.
2. Breeva E.B. Disadaptation of children and national security of Russia. – 2nd ed. / E. B. Breeva. – M.: Publishing and trading corporation “Dashkov and K*”,
3. Mardakhaev L.V. Social pedagogy: educational method manual / L.V. Mardakhaev M .: Publishing house MGSU "Soyuz", 4 Mardakhaev, L.V. Social pedagogy: / L. V. Mardakhaev. – M.: Gardariki, 2008.
4. Mardakhaev, L.V. Social pedagogy: a complete course / L. V. Mardakhaev. – M.: Yurayt, 2015.
5. Kholostova E.I. Social work with maladapted children: a textbook. M.: Publishing and trading corporation "Dashkov and K*", 2007.

2Readaptation (from Latin re - a prefix denoting the resumption or repetition of an action; opposite action or reaction, and adaptatio - adaptation, adjustment) - restoration of a person’s adaptive capabilities under the influence of any factors, including due to directed self-activity.

3 Coadaptation (from Latin co - together and adaptare - to adapt) is a general and mutual adaptation to changed living conditions.

Adaptation factors

The external environment has many natural factors and factors created by man himself (material and social environment), under their influence personality adaptation is formed.

Natural factors of adaptation: components of wildlife, climatic conditions, cases of natural disasters.

The material environment includes the following adaptation factors: environmental objects; artificial elements (machines, equipment); immediate living environment; work environment.

The social environment has the following adaptation factors: state society, ethnicity, conditions of a modern city, and associated social progress.

The most unfavorable environmental factors are considered to be anthropogenic (technogenic). This is a whole complex of factors that a person needs to adapt to, since he lives in these conditions every day (man-made electromagnetic pollution, the structure of highways, landfills, etc.).

The pace of adaptation relative to the factors described above is individual for each person. Some people can adapt faster, while others find this process very difficult. A person's ability to actively adapt to the environment is called adaptability. Thanks to this property, it is much easier for a person to move, travel, or find himself in extreme conditions.

According to one theory, the success of the adaptation process is influenced by two groups of factors: subjective and environmental. Subjective factors include: demographic characteristics (age and gender) and psychophysiological characteristics of the person.

Environmental factors include: conditions and circumstances of life, nature and mode of activity, conditions of the social environment. Demographic factors, in particular a person’s age, have a two-way influence on the successful adaptation process. If you look from one side, the age of a young person provides him with more opportunities, but in old age these opportunities decrease. But, with age, a person gains experience of adaptation, he finds a “common language” with the external environment.

Another psychological theory identifies four psychological factors in personality adaptation. The cognitive factor includes cognitive abilities and specific features of cognitive processes. The emotional response factor includes features of the emotional sphere. Practical activity is a factor in the conditions and characteristics of an individual’s activity. Personal motivation is a special factor in personal adaptation. For example, if a person’s motivation to achieve success prevails over the motivation to avoid failure, then successful adaptation is formed and key activities become more effective. The nature of adaptation is also influenced by the correspondence of the motivational personal core to the goals and conditions of the activity. Motive is a factor of adaptation and with its help the influence of external circumstances on the individual is mediated.

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Adaptation is a person’s ability to adapt to the surrounding reality. This process is an integral part of our life. The higher a person’s adaptive abilities, the easier it is for him to build his life in society.

The ability to adapt has always been a necessary skill for humans. This was especially true in those times when people were maximally dependent on the environment and had to adapt to existing natural conditions. Since then, the world has changed a lot, but a person’s adaptive capabilities still play a huge role in his life. It is important to develop and maintain the ability to adapt to any situation. Thus, a person who knows how to easily establish contact with new people never experiences difficulties when changing places of study or work, if necessary, seek help or advice from strangers, etc. A person’s adaptive capabilities largely depend on his upbringing. If parents in childhood paid enough attention to the development of these child’s abilities (for example, going hiking, playing sports, constantly meeting new children, etc.), then in the future he will not have problems with adaptation.

Typically, there are three types of human adaptive capabilities: biological, social and ethnic. (We have an article about human cognitive capabilities ). The biological type of adaptation is responsible for the ability of the human body to adapt to existing environmental conditions. The first people who find themselves in certain natural conditions begin to develop those functions and abilities of the body that are most useful in the current conditions. All subsequent generations already receive the necessary properties, which are passed on by inheritance. The social type of adaptation is the ability to adapt to social norms and requirements, to join a certain social group. Ethnic adaptation is a whole complex of physiological, cultural, social characteristics characteristic of a certain people living in a specific territory.

Each person develops these capabilities differently. Moreover, the same person can combine different possibilities for adaptation, depending on the type of conditions to which one needs to adapt. For example, a person can easily adapt to a new company, in a new workplace, in a new city and, at the same time, have difficulty adapting to a new diet and daily routine. That is, a person can always adapt to anything, but one thing is easy for him, while another requires great emotional and physical costs. There are situations when a person is placed in conditions that are absolutely unbearable for him. At the same time, there is no way out of this situation. A person has no choice but to adapt to the proposed circumstances and adapt to the situation. At first, this can cause stress and deterioration in physical and emotional well-being. But, as you get used to it and go through the adaptation process, it will become much easier for a person to perceive the current situation. Gradually, he will enter into a routine and develop a certain model of behavior for himself, which he will adhere to.

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