SIGNS OF OSTRACISM IN THE PROCESS OF ADAPTATION TO THE EDUCATIONAL ENVIRONMENT

Abstract

. The article considers the signs of ostracism in the process of adaptation to the educational environment. The development of participants in the educational environment is studied, as the level of mental health and academic success is the main indicator of the friendliness of the educational space. The phenomenon of psychological adaptation as a synthesis of a complex interaction between personality and life situations throughout the biodromal path is highlighted. The analysis of the interdependence of socio-psychological adaptation and manifestations of ostracism within educational groups is conducted. It is revealed that a change of educational institution may cause difficulty in adapting personality to a new educational space and — as a consequence of the phenomenon of ostracism or individual entry into a new learning environment with ostracizing tendencies — maladaptation mechanisms of this person.

The main mechanism of the formation of ostracizing tendencies in the process of personality adaptation is highlighted. It is stated that the problem of adapting to the value system of the new educational environment is an important factor for the formation of ostracizing tendencies within the group towards an individual. The classification of indicators of social and psychological adaptation is formed in the following way: the level of development of the personal intellectual sphere; the level of development of the emotional sphere of the individual; the level of development of the communicative sphere of the individual. It is noted that the underdevelopment of these indicators of the ostracized person can provoke the following adaptation disorders: the development of resentment, suspicion, negativism or aggression, hostility, and other disorders. Conclusions are made in the system of studying the signs of ostracism in the process of adaptation to the educational environment that the success of social adaptation largely depends on the individual psychological characteristics of the ostracized person, the degree of his/her personal and social alienation, and ostracizing influence, its duration, structure, and the hierarchy of the microenvironment. We see further consideration of this problem in a more detailed study of the problem of ostracism in the learning environment and the creation of correctional programs to minimize this phenomenon in the educational space.