ОСОБИСТІСНЕ СПРИЙНЯТТЯ НОРМАТИВНИХ КРИЗ ІЗ ПОЗИЦІЙ ДИТИНИ І ДОРОСЛОГО В НЕНОРМАТИВНИХ ЖИТТЄВИХ УМОВАХ

Abstract

The article discusses the concept of «crisis» and its main types: normative (age) and non-normative (life). It is substantiated that in the conditions of war, all crises, and especially the crises of the immature personality of a schoolchild, acquire new forms of expression, experience and comprehension. The purpose of the study is a brief theoretical analysis of the psychological aspects of the concept of «crisis» and an empirical study of the images of a first-grader and a teenager who are experiencing age-related crises in the minds of both schoolchildren themselves and significant adults (parents and teachers) in the time dimensions of the present and retrospective («before the war»). A semantic differential adapted in Ukraine with 12 dichotomous scales, which include 24 adjectives-antonyms, is used. On the basis of voluntary and informed consent using specially designed google forms, 216 people were involved in the study: 40 teachers (primary and secondary school teachers), 106 parents (parents of students of different ages), 33 first-graders (6-7 years old) and 37 adolescents (12-16 years old). Based on the results of the empirical study, it is concluded that: first-graders perceive themselves to a much greater extent as more «good» and «problem-free» compared to adults’ ideas about them; adolescents at a statistically significant level perceive themselves as more «powerless», but at the same time more «big» compared to parents and teachers; first-graders rate themselves as more «good», «powerful», «energetic» and «problem-free» compared to teenagers’ self-esteem on similar scales; According to adults, modern adolescents in general are significantly more «indifferent» compared to first-graders; and when comparing the images of a typical first-grader in the conditions of war and in the pre-war period, as well as the corresponding images of a typical teenager, no statistically significant differences between the assessments of adults were found. The carried out research outlines the prospects for further study and interpretation of both the personal self-perception of schoolchildren who are experiencing certain normative and non-normative crises, and the corresponding perception of children by significant adults – parents and teachers