ОVERCOMING THE OSTRACIZATION OF IDP CHILDREN, IN TERMS OF ADAPTATION TO THE EDUCATIONAL SPACE

Abstract

The article aims to define the fundamental principles of overcoming ostracism directed toward internally displaced children who are in the process of adapting to new learning environments. The psychological characteristics of internally displaced children were closely examined. Such actions were needed to understand better the role of the acute stress the internally displaced children are experiencing in predicting their experience of ostracism.

The key features of ostracism towards internally displaced children were examined. It was revealed that factors contributing to ostracism include the social alienation phenomenon, specific behavioral patterns, low motivation regulation, and low emotional regulation.

It was indicated that the difficulty of accepting individual differences is a basis of ostracism. Such challenges arise due to such group phenomena as a need for integrity and stability. Unusual behavior of new group members will be seen as a threat to group integrity and stability. Therefore, such behavior will provoke ostracism.

It was discussed that psychological support of victims of ostracism is a complex task that requires a complex approach to treatment, individual-orientated, family-orientated, and group orientated. The individual-orientated approach aims to work with emotions that arise due to ostracism. The family-orientated approach seeks to create healthy and caring relationships between family members with communication difficulties. The group-orientated approach aims to mark certain group members' behavioral strategies that may provoke conflicts.

The necessary actions that the staff of the learning environment must perform to prevent ostracism were revealed. The complex approach to the problem and consistency in its solving is vital to establishing a tolerant attitude to individual differences and minimizing the experience of ostracism of members of learning environments.

It was concluded that an analysis of all knowledge regarding the experience of ostracism by internally displaced children who are in the process of adaptation to new learning environments is needed. The complex study aims to systematically research characteristics of ostracism in learning environments and prevent all possible situations that may lead to ostracism.   Further consideration of the problem is seen in the formation of practical tools and corrective programs to ensure the adaptation of internally displaced children to the learning environment.