SOCIAL AND PEDAGOGICAL SUPPORT OF PARTICIPANTS OF THE EDUCATIONAL PROCESS UNDER THE CONDITIONS OF MARITAL STATE

Abstract

The relevance of the problem of socio-pedagogical support of participants in the educational process in the conditions of martial law has been substantiated in the article. It is determined that during the war, the ability of the individual to adapt psychologically to the living environment is important. The characteristic features of psychological and social adaptation have been revealed and the types of human adaptive response have been characterized. Indicators of the "price" of adaptation, external and internal factors of adaptation have been considered.
The process of maladaptation of the participants of the educational process in the conditions of martial law has been characterized. It is found that the maladaptation of the personality signals a violation of the balance in a person’s life, the inconsistency of the individual’s life activity with socio-cultural requirements.
Three degrees of manifestation of maladaptation have been analyzed. The first degree of maladaptation occurs when a maladaptive factor affects a person, but a person quickly recovers his/her adaptive potential. The second degree of maladaptation occurs when the body no longer has sufficient psychophysiological resources for rapid recovery after exposure to maladaptive factors. The third degree, actual maladaptation, when the maladaptive factor is absent, but the adaptive functions of the body at rest are impaired in a person. Separate psychological markers of war have been considered: adaptation to stressful conditions, level of vitality and psychological exhaustion. Markers that are alarming and should attract the attention of psychologists and social pedagogues have been identified. They are physical fatigue, inability to recover; emotional exhaustion (aggression, depression, irritation, anxiety, etc.); decrease in attention concentration, memory, work productivity; loss of interest in education, work, lack of hobbies, etc.; reduction of the body’s resistance to physical and mental illnesses; psychosomatic disorders; refusal to communicate with peers and adults. The main directions and forms of socio-pedagogical support of the participants of the educational process in the conditions of martial law have been outlined.