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MAIN ASPECTS OF EMPATHY AND CONSENT IN TEENAGERS WITH
MIGRANT PARENTS
Sherjanova Nodira Alisherovna
Teacher of the Department of Pedagogy and Psychology of the Urgench State
University named after Abu Raykhan Beruni
https://doi.org/10.5281/zenodo.15896788
Abstract:
This article presents information on the main aspects of empathy
and goodwill in adolescents whose parents are migrants, and also analyzes the
scientific and theoretical aspects of the mental development of adolescents in
migrant families, their behavior and the opinions of scientists.
Keywords:
adolescence, migration, family, empathy, psychological
characteristics.
Introduction.
One of the most pressing and global issues of our time is the effective
organization of work related to the education and upbringing of young people in
adolescence. It is known that adolescence is considered an important period in
ontogenesis, which is the basis for the transition from childhood to adulthood,
which is explained by its physiological and psychological characteristics. During
this period, physical and mental development in adolescents is greatly
accelerated, they quickly notice changes in life and show interest in various
things, the desire for something new increases, character traits are formed, their
spiritual world is enriched, conflicts intensify. It is at this age that dramatic
changes in the psychological and physiological development of adolescents
begin to occur. This is especially evident in relationships with others, in
relationships with friends and peers, goodwill, mutual understanding, sympathy
begin to be reflected, which leads to the development of empathy in adolescence.
In adolescence, empathy is formed in its own way and can significantly affect
social relations. Empathy is the ability to understand why people do exactly this,
their emotional actions. In other words, the ability to put yourself in someone
else's shoes. Frequent use of this term dates back to the early 20th century. The
scientific definition belongs to the German scientist Theodor Lipps, who was
introduced to the modern world of psychology by translator and psychologist
Edward Titchener. According to researchers, empathy is divided into several
types. These include affective, somatic and cognitive empathy. In particular, a
low level of empathy is an obstacle to describing a person in the emotional
sphere and entering into communication with others. They cannot show
goodwill to others. In many literary sources, empathy is expressed in connection
with empathy and a sense of anxiety. For example, in modern American child
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psychology, the main focus is on the formation of altruistic behavior, and
empathy is considered as a major factor. Some researchers consider empathy to
be one of the most important sources of a child's personality development.
[27,29] They believe that empathy is a combination of mutual warmth, attention
and influence. The authors rely on O. Rank's idea of child development as a
process of establishing a balance between the needs of parents and the child.
Maintaining a balance of needs makes upbringing effective if empathy
determines the psychological environment in which the child learns to interact
with people. In relationships between parents and children, goodwill can only be
manifested in the fact that parents understand the feelings of their children,
participate in their work and allow them to be independent.
Goodwill in adolescents is usually accompanied by the action of altruism,
and those who are most sensitive to the emotional state of another are always
ready to help and are less prone to aggressive behavior.
Psychological studies conducted since the end of the last century have tried
to identify the factors that determine the presence of empathy, constant anxiety,
aggressive behavior, low levels of empathy, and difficulties in emotional-sensory
description. Despite attempts and proposals to clearly systematize the
components of the concept of empathy, there is no single rule. Moreover, despite
critical opinions that the relationships between its individual components have
not been fully studied, empathy, anxiety, and emotional sphere are mentioned as
a factor or trait in all scientific works related to empathy.
Adolescence is one of the most important periods of personality
development, playing a major role in the future destiny of the individual. At this
age, stable forms of behavior, emotional relationships and ways of expressing
feelings are formed. How this process proceeds in adolescence depends on what
kind of person he will become in adulthood. Adolescence is considered a
sensitive period for the development of many personality traits, including
empathy. During this period, adolescents develop feelings such as compassion,
sympathy, and a willingness to sacrifice their values and needs for the sake of
others. The logic of the study is that in order to ensure the successful adaptation
of adolescents to new living conditions, it encourages addressing the issue of
adolescence, which is most sensitive in relation to the individual to himself, self-
awareness and self-esteem. As a result of the analysis of scientific literature, we
came to the conclusion that at a certain age, the search for one's social identity
intensifies (E. Erikson) and, accordingly, interest in issues of ethnocultural
affiliation increases. In adolescence, an increased interest in other people, their
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views, value orientations and behavior begins to manifest. In adolescence, it is
important to determine one's position in the sphere of human relationships. The
conditions for this are an increased interest in oneself, one's inner world, the
development of reflection, responsibility (L.S. Vygotsky, A.V. Mudrik, D.I.
Feldshtein). Finally, adolescence is very sensitive to the assimilation of socially
significant values (D.I. Feldshtein). At the same time, the problem of adaptation
of migrant adolescents to a new socio-cultural environment is certainly
associated with the development of self-awareness and self-attitude in
adolescence, since adolescents in migrant families develop according to the
same patterns as their peers (the local population). According to philosophers,
the problem of developing self-awareness is associated with the problem of the
"I" of man. Thus, R. Descartes also considered self-awareness as the attitude of
man to himself. Kant argued that man becomes a person thanks to self-
awareness, which distinguishes him from animals and allows him to freely obey
the moral law. In the 20th century, many Western humanistic studies are
devoted to revealing the inner world of the individual (R. Burns, A. Maslow, K.
Rogers, E. Fromm [202], E. Erikson, etc.).
Burns R. considers the concept of "I" as a dynamic system of a person's
ideas about himself, which includes self-awareness of his physical, intellectual
and other qualities, as well as self-esteem and subjective perception of the
factors influencing him. It includes cognitive (conviction, self-image), affective
(emotional attitude, self-esteem) and conative (behavioral reaction, specific
actions arising as a result of self-esteem) components.
If traditional, classical theories consider adolescence a period of "normative
crisis," then J.K. Coleman in his original "focal concept" of adolescence, on the
contrary, proves that most teenagers go through this age without pathogenic or
criminogenic manifestations and consequences. In particular, the author notes
that, in contrast to profound psychophysical changes, teenagers actually
maintain relative stability and minimal tension. This is due to the fact that at any
given time, a certain teenager (J.K. Coleman) was the center of his attention,
focused on the most important problem for him, successfully solved it and boldly
faced the next problem. For objective reasons, teenagers who are
simultaneously engaged in several "outbursts" may experience various
deviations. In the process of forced migration of the family, the teenager faces
several obstacles at the same time, and therefore parents and teachers need to
patiently help in resolving crisis situations, overcome emerging problems of
intercultural interaction, effectively solve the natural problems of teenagers,
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without aggravating them with intolerance, indifference or, conversely,
excessive exactingness. I.S. Kona. It is important for us that the process of
interaction of the individual with the environment the environment and the
world is considered as socialization, revealing the socio-psychological,
ethnographic and pedagogical aspects of the interaction between the
environment and the individual.
At the same time, socialization promotes the adaptation of the individual to
the culture and forms it as a member of the corresponding society. Thus, the
period of adaptation of a migrant teenager and members of his family is
inextricably linked with the socialization and integration of the individual into a
new living environment.
As can be seen from our theoretical analysis of pedagogical research in
recent years, the problem of socialization is reflected in the works of A.V.
Mudrik. Thanks to socialization, each person is involved in social relations and
integrated into the social system. The process of socialization and development
of personal qualities of a child occurs in interaction with the external
environment - "the world" and occurs under the influence of various social
factors: macrofactors, mesofactors, microfactors (A.V. Mudrik).
In the conditions of forced migration, socialization processes proceed in a
peculiar way, since the personality of a migrant is simultaneously influenced by
socio-psychological and situational factors. In this case, the degree of obligatory
migration and its conditions are of great importance. In each individual case,
certain features that are important for the socialization of the individual prevail:
1) "external" - factors that force a person to leave their previous place of
residence; 2) "internal" - factors that indicate their readiness for change,
acceptance of another culture, living conditions and other factors, as well as a
specific combination of these factors. In our study, the model proposed by A.V.
Mudrik was adopted as the main model of socialization of adolescents [1].
However, based on our theoretical studies, we identified the specifics of the
influence of these factors on the migration process of the individual. In our
opinion, in the process of socialization of adolescents from families of forced
migrants, macrofactors prevail - factors that force the individual to leave the
environment; mesofactors - modern living conditions in the teenager's close
microcommunity; microfactors - the individual's attitude to these conditions
(changes in the self-awareness of the migrant teenager at the personal level). In
particular, the following is observed in the behavior and activities of
adolescents: violation of the integrity of the personality, violation of the
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worldview and self-awareness, loss of trust in others, self-isolation, showing
signs of anxiety and aggression [3]. As a result of the feeling of differences in the
previous and current living environment, it affects the interpersonal
relationships of migrants, the microclimate in the educational community and
family, the organization of lifestyle, leisure and self-awareness processes. Self-
awareness is directly related to self-recognition of the individual, the presence
of a relatively holistic "I-concept" and the level of self-esteem. It is known that
the crisis caused by migration processes in modern Russia also causes a crisis in
the self-awareness of the individual, disrupts the normal process of personality
development and forces the immature personality (teenager) to choose a
survival strategy. This strategy involves adaptation to any negative social trends,
including “ethnocentrism, xenophobia, nationalism, ethnic violence, migrant
phobia and others” (A.G. Asmolov, G.U. Soldatova, L.A. Shaigerova) [2].
In the
studies of O.V. Gukalenko [4], the following are distinguished from the main
psychological characteristics associated with the personality of migrant
children: 1) expression of cultural distance - the degree of closeness or
remoteness, similarity or dissimilarity of another culture, which manifests itself
between migrants and persons interacting with them (peers, teachers, local
population); 2) low social adaptation - this is due to the fact that a migrant child
seems less capable due to a state of delusion, fear, difficulties in mastering a new
socio-cultural environment of life; 3) attitude towards migration - to have an
idea of its motives and reasons, background information about the host party,
whether family migration is temporary or permanent; 4) the presence of certain
personality traits - "personality maturity," its value orientations, character,
mental characteristics and attitude towards migration. The author associates the
most frequently encountered difficulties in working with this category of people
with their specific social, psychological and pedagogical problems.
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