Formation of prosocial behavior as a mechanism for overcoming maladjustment of adolescents

Abstract

Adolescent maladjustment and the formation of prosocial behavior are traditionally divided between corrective-preventive work and upbringing, which leaves their common mechanism unexplained and reduces the effectiveness of both lines. The aim of the study is to substantiate the formation of prosocial behavior as a mechanism for overcoming adolescent maladjustment and to provide its structural-functional description. Conceptual-categorical and comparative analysis, classification, content analysis of the current regulatory documents on education and upbringing, and structural-functional modeling were applied. An author's model was built that links four components of prosocial behavior (motivational-value, cognitive-orientational, communicative-activity and regulatory-reflexive) with the corresponding markers of maladjustment. A classification of pedagogical means according to the mechanism of overcoming maladjustment is proposed, together with a matrix of their correspondence to the requirements of the Federal State Educational Standard of basic general education, the Strategy for the Development of Upbringing and the federal working program of upbringing. It is shown that prosocial activity affects maladjustment by restoring the adolescent's position of agency in joint activity and replacing the maladaptive behavioral repertoire with the experience of effective action recognized by others. The established component-by-component correspondence means that overcoming maladjustment is achieved by precisely tuning the means of upbringing to the specific deficits of the adolescent's development. The applied result is that an educational organization is able to build the overcoming of maladjustment without a separate program, by retuning the means of upbringing already provided for by the regulations to the component deficit identified in the adolescent.