07.03.2022
Mastyukova E.M., Moskovkina A.G. Family education of children with developmental disabilities - file n1.doc. Individual options for the formation of personality in senior school age Mental development of children
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n1.doc
Mastyukova E. M., Moskovkina A. G.
Family education of children with developmental disabilities: Proc. allowance for students. higher textbook institutions / Ed. V.I. Seliverstov. - M.: Humanit. ed. center VLADOS, 2003. - 408 p.
ISBN 5-691-01100-6.
The textbook contains information about modern technologies for raising a child with developmental disabilities in the family: sensory disorders, intellectual disability, speech disorders, disorders of the musculoskeletal system, emotional-volitional sphere and behavior. Particular attention is paid to the interaction between specialists and parents of infants, toddlers and children. preschool age and forms of its organization.
In addition to practical issues, the theoretical justifications for family education of children with developmental disabilities are considered.
UDC 37.0(075.8) BBK74.90ya73
Table of contents
Introduction ................................................ ......................................... 3
Chapter I. Theoretical foundations of family education of children with developmental disabilities .............................................................. ............5
Theories of family systems, socio-ecological model of the family ....................................6
Family structure .............................................................. .............7
Models of family interactions...............................................9
Family life cycle .............................................................. ..17
Family Functions .................................................................. ........eighteen
Questionsandtasks................................................................. 20
Chapter II. Concepts of family upbringing of children with developmental disabilities.......21
Historical aspect .............................................................. .....22
Modern approaches to the problem of family education.....28
The concept of the normalization of family life ........................... 30
The concept of family education "Special children in Russia"..................................................33
Questionsandtasks................................................................. 36
Chapter III. Methods of studying a family raising a child with disabilities .............................................3 7
Information You Can Get from Parents............................38
Information you can get from your child......................45
Information that can be obtained from a family survey.......................................48
Questionsandtasks................................................................. 52
Chapter IV. Family of a non-standard child .............................................. 53
Integration trends...............................................54
Parental reactions .................................................................. ........55
Common problems................................................ ...........58
Families at risk .............................................................. ......73
Familial alcoholism and fetal alcohol syndrome (FAS) ..............................................................73
Peculiarities of raising a child in a large family...................... 74
Family of a child with schizophrenia ..............................................75
Adopted child in the family .............................................. 76
Family of an autistic child .............................................................. .78
Gifted child in the family .............................................. 80
The problem of child abuse in the family .............................. 81
Questions andtasks.........................................................89
Chapter U. Psychotherapy in correctional work with children with developmental disabilities .............................................................. ......91
Psychotherapy of preschool children.......................................92
Art therapy methods of psychotherapy and psycho-correction..................................................94
Psychotherapeutic work with the family .............................. 101
Psychohygiene of family education .............................. 104
Other types of family assistance .............................................. 111
Medical Genetic Counseling (MGC).................................. 111
Public organizations, early intervention centers...................... 115
Questionsandtasks............................................................... 118
Chapter VI. Fundamentals of compensatory education in the family of children with developmental disabilities .............................................................. ......119
The role of the family in the corrective upbringing of the child............. 120
The main provisions of corrective work .................... 121
New technologies for teaching and educating children with developmental disabilities ............................................................... ... 123
The main forms of interaction between specialists and parents .............................................. 135
Tasks and forms of corrective upbringing of a child with developmental disabilities in the family.................................................137
Child Mode early age with developmental disabilities ....................... 145
Developing self-care skills in a child .............................. 148
Teaching your baby the habits of tidiness............................... 149
The development of sensory functions and various types of memory..153
Development of cognitive activity, speech and communication skills .............................. 158
Developing Playing Skills.............................................. 160
Helping a child to improve motor functions and orientation in space.................................................. 164
Formation of prerequisites for teaching reading and writing .... 167
Psychomotor-oriented stimulation with the help of therapeutic and pedagogical vaulting.....168
Organization of early medical and pedagogical assistance to children with developmental disabilities .............................................................171
Questionsandtasks............................................................... 174
Chapter VII. Child with intellectual problems
Development in the family .............................................................. ......................175
The position of the child in the family .............................................. 176
Stereotypes of attitude towards a mentally retarded child of teachers and parents .... 178
Assistance of a specialist in raising a mentally retarded child in the family ............... 182
The main directions in the work of specialists with the family ...... 184
Forms of psycho-correctional work of GOU specialists with families with children with intellectual disabilities ... 186
Information for parents raising children with intellectual disabilities. .188
Special forms of developmental disabilities: Down's syndrome (188); Rubenstein-Taybi syndrome (205); Noonan syndrome (208); Williams syndrome ("elf face") (211); Cornelia de Lange syndrome (212); Rett syndrome...............................213
Questions and tasks...............................................................218
Chapter VIII. A visually impaired child in the family.................................219
Violation of visual functions in the first year of life .... 220
The position of parents of children with visual impairment .............................. 226
Help from professionals for parents...............................................229
General Strategies for the Normalization of Family Life.................................234
Some Strategies for Raising and Teaching a Blind Child ..........................................234
Some Peculiarities of the Emotional Development of a Child with Visual Impairment .................................................................236
Peculiarities of Intellectual Development............................238
The work of kindergarten specialists with parents .............. 241
Questionsand tasks...............................................................241
Chapter IX. Hearing-impaired child in the family..................................243
Causes of Hearing Loss.................................................................244
Features of the reaction to sound in infancy ... 245
Motility features .................................................................. .246
Game features .................................................................. ........247
Peculiarities of Behavior .............................................................. 247
Features of intellectual development and speech ...................... 248
Additional Violations..............................................250
Approaches and methods of correctional education ............................... 251
Family upbringing .............................................................. ...252
General patterns of development with defects in the sensory sphere .................................... 255
Questionsand tasks...............................................................257
Chapter X
Developing communication at an early age.......................................260
Autism................................................. ...............262
Negativism................................................. ...............271
Topics for Conversations with Parents of an Autistic Child.................................275
Interaction between professionals and parents at work
With autistic children ....................................................... .....279
Experience of club work with children with communication disorders in IKP RAO.......................283
Early childhood schizophrenia ..............................................287
Raising a child with attention deficit hyperactivity disorder in a family 289
Questionsandtasks...............................................................302
Chapter XI. A child with impaired functions of the musculoskeletal system in the family .............................................303
Bringing up a child with cerebral palsy in the family .............................. 304
A child with Duchenne myodystrophy in the family .............................331
Questionsandtasks...............................................................335
Chapter XII. A child with speech development disorders in the family ..............................337
Causes of speech disorders .............................................. 338
Basic functions of speech .................................................................. 339
Evaluation of speech difficulties of psychoverbal development in young children (information for parents) ...................... 340
Early stimulation of pre-speech and early speech development.. 345
Speech therapy .............................................................. 350
Questionsandtasks...............................................................352
Applications ................................................. ...............................353
I. Communicative Behavior Survey .................................354
P. Interview questions for structure research
Family system .............................................................. ........355
III. Features of the mental state and behavior of the child, allowing to suspect physical abuse .... 356
IV. Drug treatment of residual effects of organic lesions of the central nervous system and mental disorders in children .............................................................. ................361
V. The program for the creation of a unified state system for early detection and special assistance to children with developmental disabilities.................................................................. ..........375
VI. An exemplary curriculum for students of higher educational institutions in the discipline "Family education of children with developmental disabilities" .385
Literature................................................. .................................397
Introduction
Qualified assistance from the family to children with developmental disabilities significantly complements the complex of therapeutic and pedagogical measures. At present, sufficient representative literature for parents is being published. However, it would be wrong to believe that after reading this literature, parents will be able to independently master all the necessary techniques and skills without the help and support of specialists.
In most cases, it is very difficult for parents who have not received special training to assess the child's capabilities and situation. Cooperation with specialists is necessary not only for obtaining specific skills and abilities, but also for the personal growth of the parents themselves, who become equal partners with specialists, and in some ways can even surpass them. Parents, driven by a feeling of love for the child, they are able to individualize, supplement, expand and develop the teaching methods offered by the specialist, show creativity and ingenuity in raising their child, and take on the enormous daily work of helping the child.
Great responsibility for the result of correctional and educational work lies with specialists- defectologists, doctors, educators, teachers, psychologists, speech therapists. New pedagogical technologies for the upbringing and education of "special" children further expand the area of responsibility, including specialists from mass children's institutions, parents of healthy children and the whole society as a whole.
Often teachers and educators of mass institutions show intolerance towards the “non-standard” child. They cannot provide qualified assistance to parents, establish relations between a “special” child and the children's team. Their only desire is to isolate a different child from their peers by sending him to some institution for abnormal children.
Indeed, in some cases this is justified, since it is in these institutions that children with impaired hearing, vision, speech, intelligence, and motor skills can be provided with the most effective corrective assistance.
However, not every child with special needs should be brought up only in a special children's institution. There are many categories of children with mild expression
Women's defects, as well as children whose developmental deviations are combined with various diseases of the internal organs, which requires some care. For such children, home education is necessary, which at the same time does not exclude attendance at mass preschool and school institutions. There is currently flexible integration system"special" child in mass children's institutions. Depending on the state of health of the child and the possibilities of the family, it can be partial, full, combined, which gives parents the freedom to choose the optimal conditions for the development of the child, and experts will help make this choice.
The need for a textbook dedicated to the problem of interaction between specialists and families in the upbringing of children with special needs, is determined by the earlier and active participation of parents in correctional work. This is due to the fact that currently socially acceptable is education of "special" children in the family from their very birth.
Specialists have a unique opportunity to rely in their work on the people most interested in its success - parents who become their partners.
Parents, in turn, master the tools necessary to effectively help their own children.
Target of this manual is to help future specialists in the field of special psychology and pedagogy to acquire the knowledge and skills necessary to work with families.
The book can be useful to teachers-defectologists, educators of special and general educational institutions, speech therapists, psychologists, neuropsychiatrists, family doctors, parents and the general reader.
The benefit consists of 12 chapters, has theoretical and practical sections, both general and devoted to specific forms of developmental disabilities, and methods for their compensation in the joint work of specialists and parents.
4
CHAPTER 1
Theoretical foundations of family education of children with developmental disabilities
Theories of family systems, socio-ecological model of the family
From the point of view of systems theory, the family is a living system and, like all living systems, consists of independent parts, the interaction of which provides such properties of the system that none of the parts has. Therefore, the behavior and needs of family members cannot be properly understood if considered in isolation from the environment.
A family is more than the simple sum of its parts. Individual characteristics of the family can only be understood by studying the relationship between its members and the interaction of its various parameters.
In accordance with the concept of a systematic approach, family structure, family interactions, family functions and the family life cycle are distinguished. The structure of the family includes the resources of the family and the characteristics of its individual members. This is the input of the system that forms the family, cultural and ideological styles of the family and family interactions. In the process of family interactions, the family fulfills its functions and satisfies its needs. Family functions are the activities that the family performs to meet their collective and individual needs. Her family functions are the output of the system. Finally, the family as a whole is constantly changing as it moves through the stages of its life cycle (Fig. 1).
The addition and development of the theory of family systems is the socio-ecological model of the family. Consideration of the family in the socio-ecological aspect was proposed in 1970 by American scientists. Ecological model includes biological and physical parameters organism and environment along with psychosocial characteristics and their interactions into a single system. A change in any part of this system causes changes in its other parts, thereby creating stress, the need for family adaptation, and the achievement of balance. Like the concept of "boundaries" in family systems theory, in the ecological model there is the concept of "permeability of the family system" when integrating with other systems. main idea The socio-ecological model consists in the fact that the quality of a person’s interaction with his immediate environment (family, close people, specialists) most closely depends on how this interaction is mediated by means of a wider social environment.
Family structure
Different families differ from each other in their structure: in their composition, cultural and ideological style, each family is unique, which, in turn, determines the uniqueness of the process of family relationships.
At the same time, the presence in the family of a child with a developmental disability is considered only as one of the many features of the family structure.
characteristics of family members. Special studies have shown that this parameter is not constant and changes over time as the family moves through the stages of its life cycle: new members appear in the family, adult children leave it. There may be losses in the family due to the death of its members. Not only the composition changes, but also the age and other characteristics of the family. These changes affect the success of family interactions.
The cultural style of the family. This parameter of family structure includes features associated with ethnic and racial factors, differences in religious affiliation, socio-economic and educational status. Cultural style is the most static component of the family
Systems. It directly influences the formation of a family ideological style, ways of family interaction and functional priorities.
The ideological style of the family. It consists of beliefs, beliefs, value orientations and adaptability of behavior. It is influenced, as already emphasized above, by cultural style. For example, poor families, due to financial instability and the inability to control the conditions of their surroundings, have a low level of future planning. Or another example: Jewish families tend to place a high value on education and intellectual achievement. Italian families value family cohesion, emotional intimacy and love more, so the child’s admission to a college that is geographically remote from their place of residence can be perceived by the latter as almost a threat to family stability. Another example is that the middle class exercise control over their children, developing their internal control and initiative without requiring blind obedience to authority. All of these characteristics influence how a family interacts with a child with a developmental disability, and how such a child influences the family. The ideological style of the family is a criterion in choosing ways to adapt the family and greatly affects the ability of the family to function successfully throughout the life cycle.
Overcoming the chronic stress associated with raising a non-standard child, the family uses various strategy, which are divided into domestic and external. Any family life strategy consists primarily in assessing the situation in terms of the possibility of changing it. Otherwise, one has to change the perception of this situation, that is, to come to terms with it.
Domestic Strategies
? passive position. This position is "ostrich" and consists in avoiding the search for a solution to the problem. It is based on the hope that everything will work itself out. Whatever happens, everything is taken for granted.
? active position. Such a position lies in the ability to identify teguconditions that can be
Change, and active work to change them, attacks the same in the ability to identify conditions that cannot be changed at the moment and take them for granted.
External Strategies
Such strategies are based on the ability to rely on extrafamily subsystems, i.e. on individuals and institutions that are not part of the family system:
Ability to find and use help from other people- neighbors, friends, other families with or without similar problems.
The ability to find spiritual support- advice and assistance of religious leaders, to participate in the work of religious institutions.
> Ability to use state support resources. Different types of support are used differently at different stages of the life cycle. Special studies show that spiritual and social support is less often used to its full extent by young married couples than by older couples.
Models of family interactions
Children with disabilities live and develop in the context of a family, where any event that happens to one person will certainly affect others. Family relationships can be considered in the system of four concepts: subsystems, cohesion, adaptability, communication.
Within each family there are four subsystems: > matrimonial(husband wife)
? parent(parent - child) ?> Sibsovaya(brother - sister)
??? extended family(extra-family) - interaction with friends, professionals, etc. A child with developmental disabilities violates all four subsystems. At the same time, a violation of at least one of the subsystems causes a change in all the others.
Subsystems describe who interacts with whom in the family, while cohesion and adaptability determine how interaction occurs. Cohesion usually described with
With the help of two polar states: interweaving ^ disunity.
Families with weak boundaries between subsystems are strongly intertwined and are usually characterized by overprotection and hyper-involvement of family members in each other's lives. Such a family with a disabled child experiences a strong fear of the child's independent actions, which hinders the development of his ability to act and live independently. On the contrary, in disconnected families, the boundaries between subsystems and the involvement of some family members in the life of a sick child and those around him can be reduced to a minimum (for example, a father who avoids marital and parental interactions due to developmental deviations of the child). Normally functioning families are characterized by a balance between interweaving and disunity. Members of such a family are capable of both close ties and a certain autonomy.
adaptability(flexibility) is related to the ability to change in response to a stressful situation. Rigid families have difficulty adjusting to the new situation of having to take care of a child with significant developmental disabilities. For example, the rigid role of the father-breadwinner will not allow him to share with his wife the burden of household chores and activities with the child. In this case, the mother, taking care of the child, will be forced to devote all her strength to him, leaving other family members unattended. Such a family will be prone to dysfunctional states.
A chaotic family living without special rules and principles often breaks and changes the few rules that do exist. Chaotic families often go from feeling emotional closeness and solidarity to hostility and disunity.
Problems communications arise in the process of human interaction. Often, family members consider one person (for example, a child with developmental disabilities) the only source of their own problems and thereby try to reduce their own anxiety. Family members should not be blamed for this practice, but should be helped to understand that their problems are not explained by such simple causal factors.
The family, as you know, is the least restrictive, most gentle social environment for the child. A situation where there is a child with special needs in the family can lead to the creation of a more rigid environment that family members need to fulfill their functions. The presence of a child with a developmental disability, combined with other factors, can reduce opportunities for earning and recreation. An increase in the load on one of the functions or roles affects many other functions or roles of family members. It is necessary to distinguish between the desire of parents and their readiness for a certain role. Professionals who work with children sometimes create additional stress for families when they place responsibilities on parents that they cannot handle.
Olson's Circular Model of Family Interactions
One of the most famous models family interactions is Olson's circular model (Fig. 2).
This model includes two main parameters: cohesion and flexibility in the form of two mutually perpendicular axes and an additional parameter - communication, which is not included graphically.
Allocate four levels of cohesion, reflecting the degree of emotional closeness between family members: F low- disunited;> low to moderate - divided;> moderate to high - connected;?; excessively high confused(intertwined).
Family flexibility (adaptability) is characterized by the number of changes in family leadership, in family roles and in the rules that determine relationships.
Allocate four levels of flexibility(adaptability) of family relationships: ?;? rigid- very low; ?j. structured- low to moderate; ?j" flexible- moderate; ?? chaotic- excessively high.
Central levels cohesion and flexibility are considered to be balanced and ensure the optimal functioning of the family. Extreme values on these scales are considered as problematic. It has been established that families who come for a consultation with a psychologist usually belong to extreme types.
If a level of cohesion family members too high (confusing) then in such a family the requirements for emotional intimacy and loyalty are extremely high. Therefore, family members cannot act independently. In such families, there are rigid external boundaries and weak internal ones between subsystems and individuals.
At the other extreme are disunited families with low level of cohesion. The members of such a family are little attached to each other, have different interests and different friends.
It is possible that members of such a family are incapable of establishing close relationships and experience anxiety when approaching other people.
Family members balanced types are able, on the one hand, to be quite independent, and on the other hand, to have close ties with their family.
Family members with divided type of relationship have some emotional separation, but it is not as extreme as in a disunited family.
Connected family type is characterized by emotional closeness in relationships. Family members often spend
They spend time together, but their cohesion does not reach the degree of confusion, when the slightest differences of opinion are unacceptable.
The family system becomes rigid when it ceases to respond to the vital tasks that arise when the family moves through the stages of the life cycle. For example, a family refuses to change and adapt to a changed situation (birth, death). And, conversely, a chaotic state can be acquired at the time of a family crisis. Any family can acquire such a state, but such a state becomes problematic only if the system gets stuck in it for a long time.
Favorable is structured a type of family in which there is a democratic leadership that takes into account the opinions of all family members, including the opinion of children. Roles and intra-family rules are stable, but with the possibility of changing them.
Flexible the type of family system is also characterized by a democratic type of leadership that actively includes children. Roles are shared with other family members and changed as needed. It is very important that family members communicate with each other.
Communication- this is the process of transferring information in the family, in which the ability to actively listen to others, the ability to clearly express one's thoughts and provide emotional support to the interlocutor is important.
Communication can be closed, open and random.
The best option is open communication.
Family with closed communication is characterized by a lack of discussion and little expression of emotion.
At random communication in the family, all issues, without exception, are vigorously discussed.
Changes in the family life cycle play the role of a catalyst that changes the nature and quality of family relationships. As experience shows, those families that manage to avoid extremes, maintain a balance between stability and change, emotional unity and autonomy, between closed and casual communication, function more successfully.
Depending on the ratio of cohesion, flexibility and communications Families are divided into balanced, medium balanced and unbalanced.
Balanced Families that are quite close-knit and at the same time flexible, with communication accessible to all family members, generally cope with family crises and stress more easily than unbalanced ones.
Balance is not an absolute indicator, since, adapting to circumstances, balanced families can temporarily move into the category medium balanced and unbalanced. However, only getting stuck in extreme positions for a long time leads to malfunction.
Objectively developing relationships in the family characterize family integrity. In a healthy family structure, a moving balance is established, manifested in the formation of the psychological roles of each family member, the formation of a family "we", the ability of family members to independently resolve contradictions and conflicts.
AT unbalanced In families, the balance in relationships is disturbed, the spouses try to avoid changes - the development of the family cycle and the possible anxieties and losses associated with it, or, conversely, they interact in a disconnected, chaotic manner.
T. M. Mishina distinguishes three main types marital dysfunctions in "neurotic couples»: with an attitude of rivalry, pseudo-cooperation and isolation.
Rivalry
The structure of relations is contradictory, friendly-hostile. Both partners are characterized by immaturity, unformed family role and are unable to take responsibility. Conflicts can be presented as contradictions mainly in the areas of care and guardianship.
Pseudo-cooperation
From the outside, this type of relationship looks smooth and coordinated. The reasons for the emergence of conflicts in the family lie in the extra-family sphere and are associated with individual difficulties and failures related to work or communication.
Insulation
In joint activities, the spouses remain emotionally isolated, they are not interested in each other as in husband and wife.
At the heart of family conflicts, i.e., disharmonious interaction, lies the inadequacy of perception (D. A. Petrovskaya), immature relationships that serve to satisfy and maintain "neurotic" needs for rivalry, dominance, protection, guardianship (T. M. Mishina).
Families with broken relationships cannot independently resolve the contradictions and conflicts that arise in family life.
As a result of a long-term conflict, family members experience a decrease in social and psychological adaptation, a lack of ability to work together (an inability to coordinate in matters of raising children). The level of psychological stress in the family tends to increase, leading to emotional disturbances, neurasthenic reactions of its members, and the emergence of a feeling of constant anxiety in children.
Thus, disharmony in marital relations creates adversebackground for the emotional development of the child and can become a source of preneurotic pathological radical.
In addition to the impact on the development of a child in a family from marital relations, many authors have studied directly child-parent relationships, types of upbringing in the family, which make it possible to talk about the disharmony of family upbringing.
Four parental settings and their corresponding behaviors:
^ "Acceptance and love";
*>"Explicit rejection";
? "Excessive demands";
? "Overprotection".
There is a certain relationship between the behavior of parents and the behavior of children: "acceptance and love" create a sense of security in the child and contribute to the normal development of the personality, "clear rejection" leads to aggression and emotional underdevelopment. V. I. Gar-
Buzov, A. I. Zakharov, D. N. Isaev believe that the decisive factor that forms personality traits that predispose children to neurasthenic reactions is improper upbringing.
Among wrong types of upbringing, leading to the emergence of neurosis in children, there are: Rejecting. It is due to a number of conscious and often unconscious moments. Its essence lies either in excessive exactingness, strict regulation and control, or in a lack of control on the basis of connivance. Hypersocializing. It arises on the basis of parents' suspiciousness regarding the health of the child and other family members, the social status of the child among peers and especially his academic success, as well as in relation to the social status of other family members. 2" Egocentric. seen in families with low level responsibility when the idea of "I'm big" is imposed on the child as a self-sufficient value for others.
A. I. Zakharov, in the study of families in which children suffered from various forms of neurosis, identified the following parameters of the educational process: > Intensity of emotional contact parents in relation to children:
A) overprotection;
B) guardianship;
B) acceptance
D) rejection. > Control parameter:
A) permissive;
B) allowing;
B) situational;
D) limited.
> Subsequence- inconsistency.
? Affective stability- instability.
? Anxiety- non-anxiety.
In addition, the author explores various combinations of these parameters, their correlation with various types of neuroses. For example, restrictions, affective instability on the part of parents lead to the development of a fear neurosis in a child.
"Over-acceptance" - to the development of hysterical neurosis. Pronounced limitation in relation to parents to children leads to obsessive-compulsive disorder.
In general terms, the following traits of pathogenic upbringing:
? Low cohesion and divisions family members on the issue of education.
? High degree of inconsistency inconsistency, inadequacy.
??? Expressed degree of guardianship and restrictions in any spheres of life of children. Increased Stimulation of Opportunities children, in connection with this, the frequent use of threats, condemnations.
The work of A. Ya. Varga describes three unfavorable for the child pathogenic type of parental relationship:
> Emotionally dismissive.
The latter is characterized by attributing to the child morbidity, weakness, personal failure. This is a type of upbringing with an attitude towards the child as a “little loser”.
Family life cycle
The American researcher of the Thornbull family in 1986 identified five periods of stress at the stages and transitions of the life cycle of families with children with developmental disabilities.
?> Birth of a child- obtaining an accurate diagnosis, emotional addiction, informing other family members.
? School age- the formation of a personal point of view on the form of education of the child (integrated, specialized education), arrangements, experiencing the reactions of peers, caring for the child's extracurricular activities.
? Adolescence- getting used to the chronic nature of the child's disease, the occurrence of problems associated with
Nykh with sexuality, isolation from peers and rejection, planning for the future employment of the child.
* Release period- recognition and getting used to the ongoing family responsibility, making a decision about a suitable place of residence for an adult child, experiencing a lack of opportunities for socialization of the family of a disabled person.
> Post-parental period- restructuring the relationship between spouses (for example, if the child was successfully released from the family) and interaction with specialists at the child's place of residence.
Thus, in order to be able to objectively consider the problems of families with children with disabilities, it is not enough to take into account only intra-family opportunities and intra-family factors.
Young children with developmental disabilities do not live in isolation. The family, being for them the primary social environment, is itself immersed in a wider social context. In Russia, the socio-ecological model attracts more and more researchers' interest. There is a concept of family permeability in interaction with other extrafamily systems. An example would be a situation in which a family with a child is closed or open to receiving support from other families with similar problems, support groups, social institutions and other sources of help.
family functions
Family functions from the point of view of systems theory are the output of the family system. The fulfillment of family functions is an important condition for the existence of the family and requires its certain independence from the extra-family subsystem.
There are many classifications of family functions in both domestic and foreign literature. However, not many of them take into account the specifics of the functions of a family raising a child with developmental disabilities.
Let's take one of classifications of family functions. In accordance with it, the main ones are the following: eco-
mic, connected with the payment of bank accounts, bank deposits, wages and other financial transactions. The family also has responsibilities for the satisfaction physiological the needs of family members related to intimacy, the purchase and preparation of food, the purchase of clothing, the treatment and prevention of diseases, and home care. family performs restorative the function of organizing individual family vacations, hobbies of its members. An important function of the family is socialization of children associated with the development of social skills and interpersonal relationships. Family contributes children's self-identification. Helps them see their strengths and weak sides promotes the development of a sense of belonging. Velika educational the role of the family. It is in the family that the child learns what is good and evil, love, friendship, fidelity. The family also does worldview function, forming a system of values in the child. educational the function of the family is connected with the education of children and the continuation of the education of parents. Finally, the family plays an important role in vocational training and solving professional problems.
For a family raising a “special” child, such functions as corrective-developing, compensatory and rehabilitation, the purpose of which is to restore the psychophysical and social status of the child, to achieve material independence and social adaptation.
Thus, understanding the family as an integral system makes it possible to extend to it the provisions relating to functioning of system objects:> The family has a complex internal structure, its psychological structure and specific functions.
The family as a whole determines certain characteristics of its constituent individuals.
?> The family system is not a simple sum of its constituent elements.
* * Each individual of the family system influences other individuals and is himself under their influence. *?* The family system has the ability to self-regulate.
Understanding the family as a system leads, in turn, to understanding the need to apply an integrated approach to the organization of clinical, psychological and pedagogical correction of deviations in the development of children, the psychophysiological mother-child system, and the entire family system as a whole.
Questions and tasks
1. What is the socio-ecological model of the family? Give the main characteristics.
2. Describe Olson's model of family interactions.
3. Name the stages of the family life cycle.
4. List the functions of a family raising a “non-standard child”.
Age features characterize a certain trend in personality development at a given age stage and always exist in the form of individual options for the development of the personality of specific children. Personality development is a complex and lengthy process that should lead to the formation of a human individuality or a mature personality, which implies the possibility of constantly expanding its activity, the scope of its relationships with other people and things that mediate these relationships (see: E. V. Ilyenkov, 1979) . Let's get acquainted with several characteristics that represent different options for the personal development of high school students.
In individual characteristics, an attempt was made to describe the personality structure of individual high school students, based on the results of an experimental study. We deliberately did not include in these characteristics the materials of observations, conversations, personal impressions, etc. Such an approach, from our point of view, makes it possible to differentiate the analysis of individual components of the personality structure, their relationship in the formation of readiness for self-determination.
This research approach has both advantages and disadvantages. The former include, first of all, the objectivity of the final characteristic, compiled according to the results of psychological methods that different researchers worked with, so that, in essence, the “researcher factor” was eliminated, and this, as you know, is quite difficult to do when studying and describing personal characteristics. Disadvantages are the reverse side of the existing advantages, since the lack of an initial gestalt in the perception of a schoolchild psychologist, the fundamental removal of the moment of empathic empathy and empathy inevitably entails a certain schematism.
A certain difficulty was the choice from the compiled characteristics of those that would best illustrate the materials presented in Part I of the book. Each characteristic is interesting in its own way, reflecting an individually unique way of solving the problem of self-determination. Therefore, the examples below should not be considered as standards or anti-standards of personality development at a given age, as a norm or deviation from it, and even as "bright representatives" of some typical ways of personality formation. We tried to show how difficult, ambiguous, internally contradictory is the process of personal self-determination for each person in his youth.
Natasha R. is a student of the 10th grade. Natasha has developed a developed system of CL, the content of which has an individualistic orientation, i.e. she falls into group V. Since the majority in this group are girls, Natasha can be considered in a certain sense a “typical representative” of high school students with a highly for their own interests. An interesting job, love, good friends, knowledge, health and material security have the highest rating for Natasha. Creativity as the goal of life received the lowest rating. Equality, public recognition, independence and self-reliance are also relatively low valued.
Comparing the hierarchy of life values and what is most important for Natasha when choosing a sphere professional activity, we see that it does not identify life values and values associated with future work. For example, while highly appreciating material security for life in general, she does not consider it important for her future profession. At the same time, the problem of professional self-determination is included by her in the broad context of personal self-determination. Here is the girl’s answer to the question of one of the methods: “Should a person, when choosing a profession, be guided by social or personal values?” I bow to people who are guided by the principle of benefit to society when choosing a profession in a difficult time for the country. But I don't think it's necessary today. In order to do your job as well as possible, it is necessary that it interests you, absorbs your thoughts. If the work is not interesting, I don't think a person would strive to do it as well as possible.
Natasha wants to become an economist, choosing her father's profession (in the future we will come across what influence the father has on the development of the girl's personality). This profession attracts her because it is interesting in itself, allows you to feel on an equal footing with everyone and is necessary in all areas of life.
Thus, in the presence of a highly differentiated system of values, Natasha has close global life values and values associated with the choice of a future profession; the defining moment in this hierarchy is the motives for the development of one's own personality (S), which, from her point of view, not only do not contradict, but also meet the interests of society.
An analysis of the motivational sphere, carried out using the MIM technique, also indicates that Natasha is dominated by motivation, directed at her own self.
Recall that it is precisely this motivation that is most often found in our sample and specifically characterizes group V. However, not standing out among her peers in terms of the content of the dominant motivation, Natasha is distinguished by her desire for the highest possible level of achievements in those areas that are significant for her: to be able to do what - either (in addition to work) at the highest level, for example, playing tennis, well, etc., naturally, which is in the circle of my interests, so that even my small desires come true, do everything that is planned, etc.
This feature of motivation, which is extremely rare in high school age, is clearly manifested in the level of Natasha's ambitions: in all areas she wants to achieve only the highest achievements and considers herself capable of this. Let us note an important point for future analysis: we observed this character of the level of claims extremely rarely among girls, it was relatively more common among boys.
For the analysis of the motivational sphere, it is significant to compare positive and negative motivations. In the MIM technique, incomplete sentences were partly positive inductors (I want ... etc.), partly negative (I don't want ...). It turned out that, in response to positive inductors, Natasha made common statements indicating the presence of motives aimed at her own personality. Most of the motives caused by negative inductors turned out to be related to another area - communication with other people: the girl is afraid of being without the support of her parents (in the moral sense); she is afraid that they will not reckon with her, they will begin to talk rudely, that due to circumstances she will be alone, will not be able to achieve reciprocity of the person she loves, etc.
A meaningful analysis reveals a certain inconsistency in Natasha's motivational sphere. First, there are two most significant areas - attitude towards oneself and communication. Moreover, the first of them is relatively conflict-free, located in the sphere of positive motivation. The second, the area of communication, turns out to be in the area of negative motivation: fears, fears, anxieties. Only twice did communication motives arise in response to a positive inductor (I think it's better not to have friends than to have bad ones; I dream of becoming a good speaker so that the audience fear complex disappears). We see that in both cases, even for a positive inductor, the answer is given in the negative form. Note that many theorists believe that the sphere of negative motivation is more significant for the individual.
The data of the MIM methodology correlate in a certain way with the results of the self-assessment identification methodology. Natasha has very high self-esteem. To be precise, the highest in the entire sample. And what is interesting - even against this high background, the assessment of one's own authority among peers stands out for its height. The psychological study of self-esteem shows that the combination of a high level of claims, very high self-esteem and at the same time the presence of high anxiety, fears, fears in a certain area speaks of the “special significance and conflict of this area for the individual. Sometimes such an area is referred to as a "conflict zone".
The fact that Natasha's communication falls into the "Conflict Zone" is also confirmed by the results on the Turner scale. Natasha gets a very low score on her, that is, the teachers evaluate her as an egoist.
If we analyze exactly in what situations and actions Natasha turns out to be the most selfish, then two points can be highlighted: situations of approval, support and situations of accomplishing tasks, implementing plans. According to the teacher, she loves flattery, not understanding the true value of what she is being praised for, enjoys being in the center of attention, but does not like to praise others, is unresponsive to kindness, cannot “normally”, accept the help of another person, is ungrateful.
Outlining and implementing her plans, Natasha does not take into account the opinions and interests of other people, she does not worry much if she interferes with someone's business. But in situations containing a threat to her personality, Natasha often turns out to be quite constructive (from the point of view of social interaction): say, when someone does not pay attention to her, she will not noisily demand this attention, but will try to win it, will not get angry, but will calmly continue her business. Or, having made a mistake that could not be avoided, he will not deny it or formally admit it, but will try to correct it. Natasha also demonstrates prosocial, mature behavior in situations of verbal communication with other people, being able to listen to the other, and be unobtrusive, etc.
In general, a comparison of those situations in which Natasha is assessed positively and negatively by teachers on the Turner scale of altruism suggests that in this case we are dealing with a fairly pronounced egocentric position, indifference to the interests of other people, while simultaneously being able to pro-social, adequately, skillfully behave in many situations of social interaction, if it is necessary, beneficial or convenient for her.
It is interesting to note that Natasha herself, answering questions from a different method, evaluates her behavior towards other people in approximately the same way - down to the nuances. The ability to adequately recognize one's weaknesses and shortcomings, especially in the "conflict zone", is a property that is rarely found even in an adult. It indicates a high maturity and constructive personality.
It is important that Natasha can become aware of her actions and their impact on other people not only post factum, but also directly at the moment of the development of the conflict. This is evidenced by the experimental data of the study of personal reflection. She is characterized by the ability to analyze her experiences (a high level of introspection), as well as the desire to understand the inner world of another person. It should be noted that personal reflection is one of the most important components of self-consciousness. In turn, the generally recognized criterion for the productivity of personality development in adolescence is the development of self-awareness. We see that Natasha's personality development proceeds fully. This once again indicates that for her age she is quite a mature person.
Natasha's high level of personal maturity is also confirmed by the data of other methods. So, according to the Zazzo scale, Natasha chooses her age as her preferred one, that is, she makes the most mature choice.
The personal maturity of this girl is also evidenced by the great depth of her time perspective - the predominance of motives, goals, plans related to the distant future, with a certain indifference to the problems of the moment (including studies) and even the near future associated with graduation from school and entering the institute. And in this Natasha is much more mature than her peers. For her, both studying, and entering an institute, and a number of other problems of current life and the near future, of course, matter, but all of them are subordinated to distant life goals, speaking link between present and future. In most of Natasha's peers, we meet with the fact that either the near future, in essence, exhausts the time perspective, or the unstructured future is torn off from the present.
It is interesting in this connection to consider Natasha's attitude to school and teaching. Although Natasha is a good student, studying at school occupies a very modest place in her life (This, unfortunately, is a necessary step to achieve the goal); the girl has where to use her free time from studies (to theatres, museums, concerts, books), and she would not be very upset if there were even more of it. However, all this does not prevent her from treating her studies with the measure of responsibility that is necessary to achieve her goal. Natasha knows well what exactly she should receive from school (some kind of not always necessary minimum of knowledge, most of the subjects are not so much needed, but not really needed), and believes that from the VIII grade you can already limit yourself to those subjects with which it is supposed to connect its future. The consequence of an indifferent attitude to learning is a rather high level of so-called motives for avoiding troubles associated with the achievement of private, situational goals (to sit out a lesson, not get a deuce, etc.) for high school students.
Let us now analyze how Natasha's aspects of her self at different times correlate with each other. Let us recall that the features of such a correlation characterize various options for growing up. In the case of Natasha, we can talk about the normal variant: the girl partially retains the continuity of the current I and the past I, that is, she, unlike many of her peers, does not break with the past. However, she does not idealize him, she is critical of him, she reconsiders a lot in him. Such an attitude to the past is constructive.
Identification with others is characterized by the fact that Natasha likens herself to a narrow circle of significant others - father, mother, sympathy of the opposite sex, a pleasant peer. Antipodes are a confident person and an unloved teacher.
The past self, being, as already noted, half rejected, is in many ways likened to a mother and is opposed to a confident person and an interesting person. In other words, she regards her past self as uninteresting and insecure. I-future is identified with the father and grandfather. The latter are closest to Natasha's ideal. Recall that she chooses the same profession as her father.
In the I-past, there are traits of unsuitability, lack of efficiency, perseverance, self-doubt, which bring her closer to her mother. It is in these relations that Natasha considers it necessary to change, becoming like her father and grandfather.
Natasha's self-doubt is combined with the consciousness of her own exclusivity - a new feeling experienced in the present, not experienced before.
All those qualities (perseverance, purposefulness, self-confidence) that the father and grandfather possess and which the mother is deprived of are of great value to Natasha at the moment.
On the other hand, she equally appreciates such qualities as delicacy, tact, the ability to take care of another, benevolence, which, according to Natasha, are inherent in her and her loved ones, especially her mother. Perhaps it is worth noting that Natasha does not just single out these characteristics as important traits for her, on the basis of which she judges herself and the people around her, but formulates them in a negative sense: rudeness, tactlessness, thick-skinnedness, inability to care for others, malevolence, greed , which again betrays some kind of affect in communication. These features are noted mainly in an unloved teacher, in a person with whom you feel uncomfortable, some of them in your closest friend.
The girl characterizes herself, like her parents, as an interesting interlocutor, a good speaker. It is amazing that Natasha repeatedly expresses her desire to be a good speaker. It is surprising not only the desire itself, but also the fact that this word has never been encountered in our sample again: in general, it is extremely rare to hear it among modern young men. And Natasha, in two completely different methods, and in different situations, speaks of the important quality for herself to be a good speaker. It is interesting that, evaluating herself, she considers herself to be such. In a projection situation, indicates his desire to get rid of the audience fear complex and become a good speaker.
Being a good speaker is an interesting motivational object. It combines both a high need for personal achievement and a desire to satisfy the need for recognition from other people. But, perhaps, the most significant thing here is that this is, in fact, the desire to satisfy the need for recognition from other people, bypassing the actual communication, not getting into contact with others, but only realizing one's personal (oratorical) abilities. It is worth noting once again the difficulties that Natasha experiences in communication.
Difficulties in communication are also indicated by the narrow circle of people described above, with whom Natasha identifies herself. In essence, these are only the closest relatives - mother, father, grandfather. However, within this non-threatening circle of communication, she shows her inherent constructiveness. By the way, we note that Natasha belongs to the group of “cognitively complex”, perceiving the world in all its richness and diversity. So for her own development she takes best qualities and father, and grandfather, and mother, being critical of their other features. Nevertheless, the main reference point for her is the male representatives of the family - the father and grandfather. It is not for nothing that she chooses the profession of her father, it is no accident that her self-esteem develops according to the male type, even her attitude towards the future. This circumstance is especially manifested in psychosexual identification.
The most characteristic qualities modern woman Natasha believes: loving, amiable, energetic, strong-willed, purposeful, all-round, Natasha's standard of feminism differs from the general group in that it contains features that indicate a desire to achieve. Such qualities, which reflect achievement motivation, from Natasha's point of view, are most characteristic of men: energetic, independent, strong-willed, purposeful, all-round. Moreover, in essence, Natasha's standard of muscularity is exhausted by them, although, according to the majority of high school students, other virtues are also characteristic of men, in particular, manifested in communication (loyal, attentive, etc.).
Thus, we can say that Natasha's female and male standards turn out to be close to each other, characterizing an adult person in general rather than a man and a woman. The standard of an adult person is shifted by Natasha towards the idea of a man traditionally existing in culture.
Natasha assesses herself as capable, independent and at the same time kind, sensitive, delicate, gentle. In other words, in her self-assessment, qualities are presented both related and not related to communication.
The closeness of the features of a man and a woman highlighted by Natasha to her assessment of her father, whom she wants to be like, gives reason to consider this standard of characteristic as a kind of ideal of an adult. It is significant that her ideal, in essence, does not include qualities associated with communication. At the same time, they are present in the content of self-assessment. Two circumstances cause well-known fears here. First, a comparison of the girl's self-esteem with the data of other methods (primarily the altruism scale) allows us to consider her self-esteem as not quite adequate. Secondly, taking into account Natasha’s trouble in the sphere of relationships with other people, the fact that she does not include in the standard of adult qualities that allow her to successfully communicate, and thus does not set herself the appropriate task of development, can be regarded as a circumstance that prevents the full development of her personality. personality.
Summing up the description of the personality traits of Natasha R., we will avenge the following. In almost all the parameters we have identified, Natasha is characterized as a mature person with a high level of readiness for self-determination. This, however, does not mean that she does not have problems. On the contrary, psychological analysis reveals a difficult, affectively charged area of communication. Noting in general a high readiness for self-determination in the professional sphere, in the sphere of self-development, it can be assumed that self-determination in the system of I and others will be very difficult for her.
Sasha S, X class. By the nature of the CO, Sasha falls into group II, which is made up mainly of young men. So Sasha is also a "typical representative" of his group.
Sasha's AC system is just beginning to take shape. This process is most intensively associated with professional choice. In this area, Sasha's ACs are highly differentiated, while global life values: he practically does not differentiate.
Group II is characterized by a predominant orientation towards personal and family happiness, when work and study serve as one of the means of achieving success. Representatives of this group tend to deny material well-being and pleasure as the main values of their lives.
When choosing a profession, Sasha believes, a person should be guided primarily by the interests of society (If everyone looks for a profession that will satisfy only his interests, then who will work where wages are low or where work is simply not prestigious). He himself chooses the profession of a criminal investigation investigator, which he likes because it is work with a person that requires great psychological and volitional stress. The young man motivates his choice: this profession allows you to actively participate in the life of the state, to be independent, the investigator protects society, makes it possible to correct people who have turned onto a “slippery path”. Most people, according to! Sasha choose a profession based on the fact that it is interesting to them and well paid.
So, we see that, on the one hand, Sasha's problem of professional self-determination has been resolved, and its solution is based on a differentiated system of values and an understanding of the significance of future work; for society. On the other hand, it is noteworthy that Sasha makes his professional choice against the background of a weakly differentiated system of global life values.
Discussing the problem of choosing a profession, we note that Sasha talks about it, completing the unfinished sentences of the Time Perspective Study Method (MIM), which is not typical for adolescents. In this regard, one cannot ignore the well-known teenage romanticism of the profession chosen by Sasha as a criminal investigation investigator. It should be noted that Sasha often uses newspaper, “correct” formulations in her answers (to have a peaceful sky over our planet, to become a real citizen of our Motherland), which at the same time often carry an infantile expression (I dream that people and I could live forever , be a good son).
Despite all this, Sasha's time perspective is quite deep - he has the most represented periods of the distant future, the current period and the "open" present, which indicates that the young man's time perspective is sufficiently formed. However, a meaningful analysis shows that his time perspective is, in fact, a representation of the external, event series of the upcoming life (to serve not in some motorized infantry, but in the airborne troops, go to college, get a good job, marry a good girl , dedicate his life to work in the criminal investigation department). At the same time, Sasha has practically no motives for self-development, which are so characteristic of his peers; only one of his statements, testifying to the desire to be strong and tempered, can be attributed to those with certain reservations.
Sasha is a mediocre student. Average level his performance - 3.6 points. Among the motives of learning, the motives associated with the intention to enter a university are of maximum importance for him. There are many formally correct arguments in Alexander's statements: about the need to study well in order to get a good certificate and achieve a certain level of knowledge necessary for entering an institute. But these motives are in no way connected with cognitive motivation, which has, for him, not too much great importance. Against the background of constant references to the intention to enter a university, there is absolutely no idea of interest in at least some specific subjects, there are no critical remarks typical of high school students about school, study, and teaching. The young man's statements about learning are also more typical for a teenager (I pay my attention primarily to written objects; When answering at the blackboard, the most important thing for me is how I tell, etc.). A specific and simplified understanding of the connection between studying at school and plans for a future life (I study at school in order to go to college; I achieve good grades, because you won’t go to university with bad ones).
Teachers rate Sasha as an altruist - he gets a very high score on the Turner scale. In other words, he knows how to be kind, attentive, sympathetic, takes into account in his actions the interests of other people, to him. It is not common to assert oneself at the expense of others.
However, Sasha himself evaluates his authority among his peers extremely low, which is striking even with his low overall self-esteem. Sasha has low self-esteem, which is atypical for high school students, combined with a low level of aspirations. The only area where the young man would like to achieve high results is “ skillful hands But even here he does not count on success. Sasha is generally characterized by a large gap between the level of claims and self-esteem, which is a symptom of personal trouble: firstly, claims do not fulfill their stimulating function, do not create a zone of proximal development of the personality; secondly, Sasha is having a hard time with the gap between what he would like to achieve and how he assesses his capabilities. This is expressed in a high level of anxiety in almost all areas of life (study, relationships with adults and peers, ideas about one's own competence, "competitiveness", etc.).
Sasha's personal reflection is not highly developed: he is not able to take a reflexive position at the moment of conflict development and, therefore, he can neither prevent it nor constructively resolve it. He tries to understand the conflict after it has ended.
Sasha's personal immaturity and, moreover, personal troubles are vividly illustrated by the fact that. as a preferred, "golden age" he chooses the age of about 9 years. His choice indicates extreme emotional distress and is extremely rare among high school students.
Sasha belongs to the group of average students in terms of cognitive complexity-simplicity. The perception of others around him is very unequal. Some he examines as if more closely, ambiguously highlighting a variety of features. Such people include a father, grandmother, sympathy of the opposite sex, an unlucky adult, an unloved teacher, an adult with whom you feel uncomfortable. He sees others in a certain light. This is how the best friend, beloved teacher is perceived.
The same characterizes the perception of different plans of the Self. The present Self and the Self through the eyes of others are highly dissected. I-future and I-ideal are extremely simple. Sasha's continuity with the past is broken, his attitude towards him is critical; the future, identified with the ideal, has little to do with the present; I-cash, like I am through the eyes of others, does not really correspond to the I-ideal. Such a broken structure of the Self testifies to the crisis nature of growing up. The present self does not so much connect as separate the past and the future, and the feeling of separation, of repulsion from some part of the environment, seems to be experienced much more strongly than the feeling of community with another part of it.
Thinking about himself and his environment, the young man uses three main qualities related to each other: 1) kindness, responsiveness; 2) the ability to put the interests of society first; 3) the ability not to think about personal gain. Much less often, he resorts to such characteristics as optimism, honesty, generosity. His assessments are superficial, general, non-specific, sometimes infantile (I like general views on life, a general opinion about modern youth - this is what Sasha has in common with some people and shares with others).
Sasha identifies with only a small number of people. I-cash is likened to only two persons: the best friend and the girl who likes. Antipodes are perceived as a father, a beloved and unloved teacher, an unpleasant adult. The I-past is absolutely isolated, but the I-future is not likened to anyone. For Sasha, negative identification is more characteristic - not who he, in his own opinion, will look like, but who he will look like: this number includes a father, an unsuccessful adult, a self-confident peer, an unpleasant adult. I-ideal personified in two people: mother and beloved teacher. It is noteworthy that a sense of community is experienced mainly with peers; with the world of adults, especially the male half, the relationship is more complicated.
As we can see, this is a difficult version of growing up also because identification with men, without having direct positive adult models, is based on completely inverted ideas.
In Sasha, the content of sets of the most characteristic qualities of men and women demonstrates a kind of inversion of sex roles. So, the set of the most characteristic qualities of men consists of: energetic, loving, faithful, attentive, homely, sensitive. An even greater inconsistency with stereotypes is manifested in what Sasha considers most characteristic of women: independent, enterprising, enthusiastic, but not modest, selfless, compliant, quiet.
Sasha's self-esteem, both in content and in height, occupies, as it were, an intermediate position between the assessment of men and the assessment of women. He describes himself as patient, peaceful, caring, versatile, enterprising, independent. He considers activity, perseverance, ambition to be the least characteristic for himself.
Apparently, many of the difficulties of Sasha's personal development can be explained by the peculiarities of family education. The fact that a young man considers his father to be his antipode and wants to be like his mother or his beloved teacher, endowing them with masculine features, is an indicator of the distortion not only of psychosexual identification, but also of the normal development of the personality in general. Anxiety, low self-esteem, the fragmentation of the past, present and future self, the violation of the system of identifications - all this characterizes a high level of personal trouble, from which Sasha would like to get away, returning to childhood. However, in his rather difficult situation, he is trying to find another way out. He makes a "breakthrough into the future" by choosing the romantic specialty of a criminal investigation investigator, creating a time perspective for himself. And the fact that Sasha has it gives him almost the only possible stimulus for personal development in this situation.
The peculiarities of Sasha's personal development lead to the fact that he has practically no means to solve the problem of personal self-determination, he is not ready for this. This young man's personal self-determination is essentially replaced by professional self-determination.
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