ISSN 2409-7616

Dzhioeva O.F.



UDC 37.061

Dzhioeva O.F.1 (Vladikavkaz, Russian Federation) – E-mail:

1North Ossetian State University named after K.L. Khetagurov

Abstract. The article is devoted to an important socio-pedagogical problem related to the formation of social deprivation and substantiation of the mechanisms of its research. Deprivation in the article is considered, first of all, as a deficiency in teaching social roles, due to a low level of formation of the ability to social interaction; the duration of the child’s isolation from society; a decrease in social activity due to the limited worldview; distorted memories of their childhood; meager ideas about their future life; lack of differentiated models of social roles. The urgency of this problem is justified, first of all, by the fact that today researchers in various fields: teachers, social workers, psychologists, lawyers, sociologists, etc. are concerned about the increase in the number of children and adolescents with impaired emotional contacts; a delay in the development of speech, the development of social and hygienic skills; the lack of formation of the foundations of the world outlook, individual qualities, priorities and orientations of the personality, inadequate assessment of one’s capabilities, actions and deeds. Based on the analysis of a fairly large volume of research, the author came to the conclusion that finding a person in a socially isolated environment often leads to certain psychoemotional transformations, which, after the completion of the deprivation situations, can accompany the person for a long time. This is especially true for children. As a rule, when they are in conditions of deprivation, children become unsuccessful in their studies; prone to conflicts not only with peers, but also with adults; may be aggressive; others are always blamed for the occurrence of conflicts; cannot get out of conflict situations constructively on the basis of a compromise.

Keywords: social deprivation, mental deprivation, forced deprivation, voluntary deprivation, voluntary-compulsory deprivation.


  1. Bowlby J. Creation and destruction of emotional connections. Moscow, Academic project Publ., 2004. 232 p. (In Russian).
  2. Buzoev A.S. Mechanisms of organizing a health-preserving educational environment. CITISE, 2019, no. 3 (20), pp. 42. (In Russian). URL:
  3. Varaksin V.N., Boldyreva-Varaksina A.V. Correction of inadequate reactions and forms of behavior in children and adolescents. Scientific and methodological electronic journal Concept, 2013, no. S5, pp. 46-50. (In Russian). URL:
  4. Dmitrieva S.A. Psychological correction of the emotional sphere of inmates of the orphanage. Bulletin of TOGIRRO, 2012, no. 2, pp. 1-165. (In Russian). URL:
  5. Zavarzina O.O., Dubrovinskaya E.I., Koz’yakov R.V., Babich E.G. Early socio-psychological deprivation of children brought up in an orphanage. Bulletin of the Moscow Institute of Public Administration and Law, 2014, no. 8, pp. 100-105. (In Russian). URL:
  6. Zakharova T.G. Deprivation of the need for recognition among younger students. Herzen’s readings. Elementary education, 2012, vol. 3, no. 1, pp. 132-135. (In Russian). URL:
  7. Kodzhaspirova A.Yu. Dictionary on pedagogy. Moscow, Academy Publ., 2003, 176 p.
  8. Kozlovskaya G.V., Proselkova M.E., Kalinina M.A. Psychic deprivation as a pathogenic factor in early ontogenesis. Psychiatry, 2005, no. 6 (18), pp. 18-23. (In Russian). URL:
  9. Komarova I.A. Social deprivation: the origins of development and forms of manifestation. In the world of scientific discoveries, 2010, no 6-2 (12), pp. 56-59. (In Russian). URL:
  10. Kulagina I.Yu., Polyakov E.A. Social deprivation and dysontogenesis as conditions for the development of a teenager’s personality. Cultural-Historical Psychology, 2011, no. 3, pp. 61-74. (In Russian). URL:
  11. Lukin O.S. Socio-cultural space of the children’s health camp. CITISE, 2021, no. 3 (29), pp. 166-176. (In Russian). URL:
  12. Makushkin E.V., Chibisova I.A. Children and adolescents in situations of social distress. Journal of Neurology and Psychiatry. C.C. Korsakov, 2017, vol. 117, no. 11-2, pp. 3-12. (In Russian). URL:
  13. Milovanova N.G. Theory and practice of training teachers to work with maladapted children. Bulletin of TOGIRRO, 2009, no. 2 (2), pp. 5-296. (In Russian). URL: https: // Id = 17345967  
  14. Skobelina N.A. Relative deprivation as an indicator of an unstable society. Izvestiya Saratov University. New series. Series: Sociology. Political science, 2010, vol. 10, no. 4, pp. 32-35. URL:
  15. Starovoitova L.I., Dirksen N.V. Socio-pedagogical support of the process of social adaptation of migrant children in Russian schools. CITISE, 2021, no. 1 (27), pp. 99-110. (In Russian). URL:
  16. Tysyachnyuk A.S. Defense mechanisms and personality traits of deprived adolescents. Bulletin of St. Petersburg University. Series 12. Psychology. Sociology. Pedagogy, 2011, no. 4, pp. 287-296. (In Russian). URL:
  17. Ulasen T.V., Bobrov A.E. Children’s deprivation and the formation of mental anomalies: the state of the problem. Bulletin of the Smolensk State Medical Academy, 2016, vol. 15, no. 4, pp. 150-164. (In Russian). URL:

For citation:

Dzhioeva O.F. Forms of social deprivation of children and mechanisms of its research. CITISE, 2021, no. 4, pp.504-511. DOI: