Manifestations of sociogenesis and didactogenesis in psychosomatic disorders
Rybakova Elena Vladimirovna, Beloretskaya PMPK, Beloretsk;
Rybakov Dmitry Gennadievich, MMIG «Belaya Rech», Beloretsk;
Sultanova Roza Minayakhmetovna, Bashkir State University, Ufa;
Gayazova Gulshat Anifovna, Bashkir State University, Ufa.
Invisible to the world tears
Standardization, formalization, unification in social relations traditionally simplify, impoverish the organization and content of education, social sphere, culturological components of education and life activities of people. The necessary, on the one hand, the structuring of socially responsible functions at a certain moment loses expediency and oppresses the essential components of individual viability.
Noting the well-known progress in favor of individualization, social and personal orientation, integration of subjectivity in social life and public opinion, we nevertheless observe a high frequency of cases when the health and social well-being of adults and children in a form that has long been defined, and yet only The planned trends of neglect of individual characteristics, needs, priorities.
In order to first of all feel personally, private well-being. In search of the causes of discomfort, functional and more serious problems of emotional, physical health, as well as the best ways to overcome problems associated with excessive standardized technologies, attitudes, and trends in social relations.
The pressure of society on the individual, the family, the community finds it before birth.
A new person arrives in time or not on time, what place he will take in the family, in the world of housing, in the long term plan of the community cell. The family, mother, other surrounding people are ready or ready to accept the child irrespective of its suitability, usefulness, conformity to expectations, to include and include in the social and educational dialogue - the essence of the realities of the vital and future in the life of the child.
Adult settings and priorities, discordant with the revealed reality, disrupt the communication resources of the family, the process of accepting a new person in this way hinders their detection, contributing to the discovery of people and their environment, not inherent in the ideal or standardized image of the family, heir, assistant, pride of the environment and the resolver Current problems.
How many children were born to ensure the conclusion of marriage, to get rid of divorce or accelerate it, to solve the housing problem? Even before the era of «maternal capital», children were given birth to «buy a coat with a fluffy collar».
This category of problems, we believe, soon the composition will require study, including in the room of systemic psychosomatics. As well as the psychosomatic status of the orphan, in all the multicomponent changes in the physical state.
Thus, even before the birth of the desirability of the birth of a child, gender and different expectations, representations, environmental algorithms set sufficiently pronounced tendencies that determine the current conditions and prospects for future development, which can not be corrected due to temporal, temporal, organization of such impacts, corresponding to the leading sensitive Mendam Life, emotional attachment, physiological community.
The content and orientation of the initial stages of socialization - and hence the definition of the child's psychosomatic status - largely determines the kindergarten as an organization for mass education and training, requiring the majority to submit to the minority as a maximum, with the priority of values developed without the participation of the child, and well if they To some extent meet its real needs, interests, abilities.
Presumably today we are most focused on the individually acceptable socialization of the child, actualization of his personality, consideration of his priorities not only for the detected register, but even theoretically possible - as evidenced by a number of federal and international laws, signed declarations and other documents.
However, practitioners, managers of social and educational organizations, and parents of children are not optimistic enough about this, because technically, and for some subjectiv