Psychological features of self-acceptance and social identity of deprived teenagers: theoretical and empirical aspect

Abstract

It’s observed that becoming teenagers children, who have a lack of family care, feel the negative influence and powerful pressure not only of diversity of deprivation, but of the age-related adolescent psychophysical regularities, in particular, it focuses on the feature of puberty as heterochronic pubescence, crisis effects of transferring from the primary to the secondary school, conflict and problem character of interpersonal communication, experience of various complexes etc. It’s found out that as a result of being in the force field of essences and traditions of the boarding school and because of absence of one’s own parents as examples for subconscious and conscious imitation, deprived children have got increased inner conflict, ambivalence, trying of avoidance or loneliness, and other passive and uncomfortable behavioral tendencies that have a very bad influence on the forming of one’s positive self-acceptance and receiving of social identity. It is set up that deprived mode of children’s life-being is an obstacle in the way of the full personal development and ability to self-realization. It’s empirically proved that unfamiliar upbringing in the boarding schools or other institutions without parents forms the blockade of the basic needs in affiliation, stimulates the learning of wrong family, sexual, status and role identity models. It is significant that deprived children need psychological and pedagogical revitalized accompaniment for making the skills of successful positive self-acceptance and receiving of full personal and social identity.

Keywords

• deprivation
• family deprivation
• teenagers
• self-consciousness
• self-acceptance
• social identity
• boarding school