Psychosomatic disorders of students as a consequence of didactogeny in the educational process

Abstract

The article is devoted to the problem of the emergence of didactogeny in students as a consequence of destructive mental states provoked or initiated by violation of pedagogical etiquette or legal norms, lack of pedagogical tact on the part of the teacher (educator, tutor, etc.) as well as violations on the part of students and their family members. Analyzing the materials of the researchers, the authors describe an algorithm for the occurrence of a psychosomatic symptom, as a result of the work of a psychological defense mechanism and a mechanism for psychological adaptation to a stressful situation, as well as the development of a symptom into a psychosomatic disorder, in the absence of proper psychological support. The results of a survey among students of different grades on the manifestation of didactogeny, which further affect the physical and mental health of schoolchildren and become one of the reasons for their academic failure, are presented. The article demonstrates the results of an experiment using the forum-theater method, the purpose of which was to reduce the manifestation of didactogeny in schoolchildren by searching for ways to solve various conflicts between teachers and students.