Diffusal Identity of Adolescents of Varied Types Deprived Families: Factor Analysis

Abstract

The article highlights the psychological peculiarities of the formation of self-awareness of children, who are deprived of family care and love and are in difficult existential conditions, having brought up in boarding schools. The negative influence of deprivation variety has been determined, as a result of which the identification tactics and strategies are considerably complicated and numerous emotional and volitional disorders are manifested.

It has been empirically determined that deprived pupils of boarding schools are inclined to excessive avoidance, conformality, compliance and inner self-conflict, they tend to solitude, and key signs of their identification are reflexive self-accusation, dependence and excessive trust in accepting of own Self. Through the interpretation of the factor analysis results, it was possible to distinguish the following four main factors which concentrated the content and functional essence of acquiring the identity by the deprived understudied: «inner conflict diffidence», «reflexive self-accusation», «conformal loneliness», and «dependent self-acceptance». Diffuse identity is defined by almost complete absence of identification, as a result of which a child almost does not make any search, nor the choice of ways and means of solving the problem of own identification. It has been determined, that deprived adolescents are mostly characterized by features of diffuse identity, caused by lack and / or lack of parents as carriers and examples of certain mental, social, personality and individual frames.

It has been emphasized, that adolescents of educational institutions of boarding school type need qualified psychological and pedagogical support, based on modern medial and reflexive technologies, which optimize both the harmonious acquiring of integral personality and social identity, and provide a positive revitalization effect of integration in micro and macrosocium.