Methods for preventing maladjustment in adolescents in general education institutions

Abstract

Adolescence is a critical period characterized by intense physiological, psychological, and social changes that often lead to maladjustment in the school environment. Maladjustment is manifested in increased anxiety, aggressiveness, social isolation, and decreased academic motivation, exacerbated by factors such as academic workload, cyberbullying, and the transformation of social values. The relevance of the problem is driven by the growth of psycho-emotional stress among students and the ineffectiveness of traditional educational approaches. This study aims to assess the effectiveness of a comprehensive program for preventing adolescent maladjustment in general education institutions, with a focus on developing adaptive resources, including stress resilience, communication skills, and a positive self-concept. The goal is to identify methods for timely prevention of maladjustment by creating a psychologically safe educational environment. The study was conducted in three general education institutions over the course of one academic year involving 312 adolescents aged 14-15 (8th-9th grades). Participants were randomly assigned to an experimental group (EG, n=158) and a control group (CG, n=154). The EG participated in a comprehensive program consisting of three modules: group training sessions for adolescents (20 sessions focused on developing emotional intelligence, conflict resolution skills, and self-esteem); teacher workshops on conflict-free communication technologies and creating a positive climate; lectures and consultations for parents on harmonizing parent-child relationships. Diagnostics were carried out in three stages using the Buss-Durkee Hostility Inventory (aggressiveness), the Spielberger-Khanin Anxiety Scale, the Rogers–Diamond Technique (adaptation), and expert evaluations. Statistical data analysis was performed in SPSS 23.0 using Student’s t-test and Pearson’s correlation analysis (p ≤ 0.05). Initial diagnostic results confirmed the equivalence of groups in baseline anxiety levels (EG: 46.28; CG: 46.93; p=0.314) and aggressiveness (EG: 69.45; CG: 70.12; p=0.421). After program implementation, the EG showed a significant decrease in the proportion of adolescents with high anxiety levels (from 41,14% to 15,82%), verbal aggression (from 34,81% to 11,39%), low self-acceptance (from 27,22% to 8,86%), and low academic motivation (from 24,68% to 10,13%). Final adaptation scores in the EG (138.57) significantly exceeded those of the CG (112.19; p<0.001), as did emotional comfort (36.44 vs 24.81; p<0.001) and reduction in aggressiveness (51.23 vs 68.96; p<0.001). Correlation analysis revealed strong relationships between peer social support and emotional comfort (r=0.613; p<0.001), as well as between teacher support and academic performance (r=0.512; p<0.001). The results demonstrate the high effectiveness of a comprehensive approach, highlighting the role of social support as a key prevention mechanism. The program not only reduces symptoms of maladjustment but also fosters a sustainable adaptive environment by integrating the efforts of adolescents, teachers, and parents. This confirms the need to shift the focus from correcting deviations to preventive shaping of the school climate. The study offers practical recommendations for implementing similar programs, which can improve the psychological well-being and socialization of adolescents. Limitations include the short observation period; future research should assess long-term effects.