Open AccessPSYCHOSOCIAL FUNCTIONING OF PRE-ADOLESCENT CHILDREN IN FAMILIES WITH DIFFERENT ATTITUDES TOWARDS SCHOOLING
Author(s) -
Катерина Березіна,
S. Kotenko,
A.E. Malysheva
Publication year - 2021
Publication title -
psihologìâ ì osobistìstʹ
Language(s) - English
Resource type - Journals
eISSN - 2410-3527
pISSN - 2226-4078
DOI - 10.33989/2226-4078.2021.2.239955
Subject(s) - psychosocial , psychology , anxiety , developmental psychology , erikson's stages of psychosocial development , clinical psychology , psychiatry
The article is devoted to the analysis of differences in the psychosocial functioning of adolescents in families with different attitudes to school responsibilities. Modern school education provides a lot of space for creativity, the choice of methods of mastering the program, which, at the same time, is becoming more demanding. It can be difficult for parents to determine the extent to which they give their children homework responsibility. This is especially true for adolescents (9-12 years old), who no longer seem to need help and control in the school process. At the same time, complete lack of control can cause alarm on the part of all participants in this complex process.
An experimental study found that adolescents whose parents do not consider it appropriate to interfere in the school process, show a low level of psychosocial development. This result may mean that these children lack the ability to perform daily activities and enter into relationships with people in a way that satisfies both parties. Most middle school students with low levels of psychosocial functioning usually have internalization problems. That is, it is difficult for them to show themselves and be socially active. Whereas externalized (external) symptoms of psychosocial development disorders are not expressed in both groups.
An additional study of the level of anxiety revealed differences between the groups on the scales "separation anxiety", "social phobia" and "school phobia". In families where parents have dropped out of school for their children, starting in middle school, the level of anxiety on these scales is higher. On the scales "somatic symptoms of anxiety", "generalized anxiety disorder" there are no significant differences between the samples - in both groups, the indicators on these scales do not exceed an acceptable level. Thus, it can be assumed that the complete non-interference of parents in the school process of children in middle school can be perceived by them as a lack of parental attention, which affects the confidence in support in school activities, which, nevertheless, occupies a large place in children's daily lives. school age.