There are three main types of mental deprivation: emotional (affective), sensory (stimulus), social (identity).
By severity: deprivation can be complete or partial.
J. Langmeyer and Z. Matejcek emphasize some conventionality and relativity of the concept of mental deprivation - after all, there are cultures in which something that would be an anomaly in another cultural environment is considered normal. In addition to this, of course, there are cases of deprivation that are absolute in nature (for example, children raised in Mowgli’s situation).
Emotional and sensory deprivation.
It manifests itself in the insufficient opportunity to establish an intimate emotional relationship with any person or the severance of such a connection when one has already been created. A child often ends up in an impoverished environment, finding himself in an orphanage, hospital, boarding school or other
institution closed type. Such an environment, causing sensory hunger, is harmful for a person at any age. However, it is especially destructive for a child.
As shown by numerous psychological research, a necessary condition For normal maturation of the brain in infancy and early age, a sufficient number of external impressions is necessary, since it is in the process of entering the brain and processing of various information from the outside world that the sense organs and corresponding brain structures are exercised.
A great contribution to the development of this problem was made by a group of Soviet scientists who united under the leadership of N. M. Shchelovanov. They found that those parts of the child’s brain that are not exercised cease to develop normally and begin to atrophy. N.M. Shchelovanov wrote that if a child is in conditions of sensory isolation, which he observed more than once in nurseries and children's homes, then there is a sharp lag and slowdown in all aspects of development, movements do not develop in a timely manner, speech does not appear, inhibition of mental development is noted.
The data obtained by N. N. Shchelovanov and his colleagues were so vivid and convincing that they served as the basis for the development of some fragmentary principles of the psychology of child development. The famous Soviet psychologist L.I. Bozhovich put forward the hypothesis that it is the need for impressions that plays a leading role in the mental development of a child, arising approximately in the third to fifth week of a child’s life and being the basis for the formation of other social needs, including the social nature of the need for communication between the child and the mother. This hypothesis is opposed to the ideas of most psychologists that the initial ones are either organic needs (for food, warmth, etc.) or the need for communication.
L. I. Bozhovich considers the facts obtained during the study of the emotional life of an infant to be one of the confirmations of his hypothesis. Thus, the Soviet psychologist M. Yu. Kistyakovskaya, analyzing the stimuli that evoke positive emotions in a child in the first months of life, discovered that they arise and develop only under the influence external influences on his senses, especially the eye and ear. M. Yu. Kistyakovskaya writes that the data obtained show “the incorrectness of the point of view according to which positive emotions appear in a child when his organic needs are satisfied. All the materials we have received indicate that the satisfaction of organic needs only removes emotionally negative reactions, thereby creating favorable preconditions for the emergence of emotionally positive reactions, but in itself does not generate them... The fact we have established is - the appearance of a child’s first smile and other positive emotions when fixating an object contradicts the point of view according to which a smile is an innate social reaction. At the same time, since the emergence of positive emotions is associated with the satisfaction of some need of the body... this fact gives reason to believe that, along with organic needs, the baby also has a need for the activity of the visual analyzer. This need is manifested in positive reactions, continuously improving under the influence of external influences, aimed at receiving, maintaining and strengthening external stimuli. And it is on their basis, and not on the basis of unconditioned food reflexes, that the child’s positive emotional reactions arise and are consolidated and his neuropsychic development occurs.” Even the great Russian scientist V.M. Bekhterev noted that by the end of the second month the child seems to be looking for new impressions.
Indifference and lack of a smile in children from orphanages and orphanages were noticed by many from the very beginning of the activities of such institutions, the first of which date back to the 4th century AD (335, Constantinople), and their rapid development in Europe dates back to approximately the 17th century. There is a well-known saying of a Spanish bishop dating back to 1760: “In an orphanage, a child becomes sad and many die of sadness.” However, how scientific fact negative consequences of staying indoors children's institution began to be considered only at the beginning of the 20th century. These phenomena, first systematically described and analyzed by the American researcher R. Spitz, were called by him the phenomena of hospitalism. The essence of the discovery made by R. Spitz was that in a closed children's institution a child suffers not only and not so much from poor nutrition or poor medical care, how much depends on the specific conditions of such institutions, one of the significant aspects of which is a poor incentive environment. Describing the conditions of detention of children in one of the shelters, R. Spitz notes that the children constantly lay in glass boxes for up to 15-18 months, and until they got to their feet, they saw nothing but the ceiling, because there were curtains hanging on our sides. The children's movements were limited not only by the bed, but also by the depressed depression in the mattress. There were very few toys.
The consequences of such sensory hunger, if assessed by the level and nature of mental development, are comparable to the consequences of deep sensory defects. For example, B. Lofenfeld found that, based on developmental results, children with congenital or early acquired blindness are similar to deprived sighted children (children from closed institutions). These results manifest themselves in the form of a general or partial delay in development, the emergence of certain motor characteristics and characteristics of personality and behavior.
Another researcher, T. Levin, who studied the personality of deaf children using the Rorschach test (a well-known psychological technique based on the subject’s interpretation of a series of pictures depicting colored and black-and-white blots), found that the characteristics of emotional reactions, fantasy, and control in such children are also similar to those of orphans from institutions.
Thus, an impoverished environment negatively affects the development of not only the child’s sensory abilities, but also his entire personality, all aspects of the psyche. Of course, hospitalism is a very complex phenomenon, where sensory hunger is only one of the moments, which in real practice is impossible to even isolate and trace its influence as such. However, the depriving effect of sensory hunger can now be considered generally accepted.
I. Langmeyer and Z. Matejcek believe that infants raised without a mother begin to suffer from the lack of maternal care and emotional contact with the mother only from the seventh month of life, and before this time the most pathogenic factor is the impoverished external environment.
According to M. Montessori, whose name is special place in child psychology and pedagogy, the author of the famous system of sensory education, and which went down in history as the Montessori system, which participated in the organization of the first children's homes and nurseries for children the poorest strata The population that is most sensitive, most susceptible to a child’s sensory development, and therefore subject to the greatest danger from the lack of various external impressions is the period from two and a half to six years. There are other points of view, and, apparently, the final scientific solution to the issue requires additional research.
However, for practice, the thesis can be considered fair that sensory deprivation can have a negative impact on the mental development of a child at any age, at each age in its own way. Therefore, for each age, the question of creating a diverse, rich and developing environment for a child should be specifically raised and solved in a special way.
The need to create a sensory-rich external environment in children's institutions, which is currently recognized by everyone, is in fact implemented in a primitive, one-sided and incomplete manner. So, often with the best intentions, struggling with the dullness and monotony of the situation in orphanages and boarding schools, they try to maximally saturate the interior with various colorful panels, slogans, paint the walls in bright colors etc. But this can eliminate sensory hunger only to the greatest extent a short time. Remaining unchanged, such a situation will still lead to it in the future. Only in this case this will happen against the background of significant sensory overload, when the corresponding visual stimulation will literally hit you over the head. At one time, N.M. Shchelovanov warned that the maturing brain of a child is especially sensitive to overloads created by prolonged, monotonous influence of intense stimuli.
Social deprivation.
Along with emotional and sensory deprivation, social deprivation is also distinguished.
The development of a child largely depends on communication with adults, which affects not only the mental, but also, in the early stages, the physical development of the child. Communication can be viewed from the perspective of various humanities. From the point of view of psychology, communication is understood as the process of establishing and maintaining purposeful, direct or mediated by one or another means of contact between people, one way or another connected with each other in psychologically. Child development, within the framework of the theory of cultural-historical development, is understood by Vygotsky as the process of children’s appropriation of socio-historical experience accumulated by previous generations. Gaining this experience is possible by communicating with elders. At the same time, communication plays decisive role not only in enriching the content of children's consciousness, but also determines its structure.
Immediately after birth, the child has no communication with adults: he does not respond to their requests and does not address anyone himself. But after the 2nd month of life, he begins to interact, which can be considered communication: he begins to develop a special activity, the object of which is an adult. This activity manifests itself in the form of the child’s attention and interest in the adult, emotional manifestations the child’s attitude towards the adult, proactive actions, the child’s sensitivity to the adult’s attitude. Communication with adults in infants plays a starting role in the development of responses to important stimuli.
Examples of social deprivation include such textbook cases as A. G. Hauser, wolf children and Mowgli children. All of them could not (or spoke poorly) speak and walk, often cried and were afraid of everything. During their subsequent education, despite the development of intelligence, personality disorders and social connections remained. The consequences of social deprivation are irreparable at the level of some deep personality structures, which manifests itself in distrust (except for group members who have suffered the same thing, for example in the case of the development of children in concentration camps), the importance of the feeling “WE”, envy and excessive criticism.
Considering the importance of the level of personal maturity as a factor in tolerance to social isolation, we can assume from the very beginning that what younger child, the harder it will be for him social isolation. The book of Czechoslovak researchers I. Langmeyer and Z. Matejcek “Mental deprivation in childhood” provides many expressive examples of what social isolation of a child can lead to. These are the so-called “wolf children”, and the famous Kaspar Hauser from Nuremberg, and essentially tragic cases from the lives of modern children who have not seen or communicated with anyone since early childhood. All these children could not speak, walked poorly or did not walk at all, cried incessantly, and were afraid of everything. The worst thing is that, with a few exceptions, even with the most selfless, patient and skillful care and upbringing, such children remained defective for the rest of their lives. Even in cases where, thanks to the ascetic work of teachers, the development of intelligence occurred, serious disturbances in personality and communication with other people persisted. At the first stages of “re-education”, children experienced an obvious fear of people; subsequently, the fear of people was replaced by unstable and poorly differentiated relationships with them. In the communication of such children with others, importunity and an insatiable need for love and attention are striking. Manifestations of feelings are characterized, on the one hand, by poverty, and on the other hand, by acute, affective overtones. These children are characterized by explosions of emotions - violent joy, anger and the absence of deep, lasting feelings. They practically lack higher feelings associated with the deep experience of art and moral conflicts. It should also be noted that they are very vulnerable emotionally, even a minor remark can cause acute emotional reaction, not to mention situations that really require emotional stress, internal resistance. Psychologists in such cases speak of low frustration tolerance.
A lot of cruel life experiments the second put children on social deprivation World War. A thorough psychological description of one of the cases of social deprivation and its subsequent overcoming was given in their famous work by A. Freud, daughter of Z. Freud, and S. Dan. These researchers observed the rehabilitation process of six 3-year-old children, former prisoners of the Terezin concentration camp, where they were sent as infants. The fate of their mothers and the time of separation from their mother were unknown. After their release, the children were placed in one of the family-type orphanages in England. A. Freud and S. Dan note that from the very beginning it was striking that the children were a closed monolithic group, which did not allow them to be treated as separate individuals. There was no envy or jealousy between these children; they constantly helped and imitated each other. It is interesting that when another child appeared - a girl who arrived later, she was instantly included in this group. And this despite the fact that the children showed obvious distrust and fear of everything that went beyond the boundaries of their group - the adults who cared for them, animals, toys. Thus, the relationships within the small children's group replaced for its members the relationships with the outside world of people that were disrupted in the concentration camp. Subtle and observant researchers have shown that it was possible to restore relationships only through these intragroup connections.
A similar story was observed by I. Langmeyer and Z. Matejcek “in 25 children who were forcibly taken from their mothers in work camps and raised in one secret place in Austria, where they lived in a cramped old house among the forests, without the opportunity to go out into the yard, play with toys or see anyone other than their three inattentive teachers. After their release, the children also screamed all day and night at first, they did not know how to play, did not smile, and only with difficulty learned to maintain cleanliness of the body, which they had previously been forced to do only by brute force. After 2-3 months, they acquired a more or less normal appearance, and the “group feeling” greatly helped them during readaptation.
The authors give another interesting example, from my point of view, illustrating the strength of the feeling of WE in children from institutions: “It is worth mentioning the experience of those times when children from institutions were examined in a clinic, and not directly in an institutional environment. When the children were in the reception room in a large group, there were no differences in their behavior compared to other children preschool age, who were in the same waiting room with their mothers. However, when a child from an institution was excluded from the team and he was left alone in the office with a psychologist, then after the first joy of an unexpected meeting with new toys, his interest quickly fell, the child became restless and cried, “that his children would run away.” While children from families were in most cases content with the presence of their mother in the waiting room and collaborated with the psychologist with an appropriate measure of confidence, the majority of preschool children from institutions could not be individually studied due to their inability to adapt to new conditions. This was possible, however, when several children entered the room at once and the child being examined felt supported by the other children who were playing in the room. The point here concerns, apparently, the same manifestation of “group dependence”, which - as we have already mentioned - characterized in a particularly pronounced form some groups of children brought up in concentration camps, and also turned into the basis of their future reeducation” (reeducation. - Auth.). Czechoslovak researchers believe this manifestation one of the most important diagnostic indicators of “institutional-type deprivation”.
Analysis shows: the older the children, the milder forms it manifests itself. social deprivation and the faster and more successfully compensation occurs in the case of special pedagogical or psychological work. However, it is almost never possible to eliminate the consequences of social deprivation at the level of some deep personal structures. People who experienced social isolation in childhood continue to experience distrust of all people, with the exception of members of their own microgroup who have experienced the same thing. They can be envious, overly critical of others, ungrateful, and always seem to be waiting for a trick from other people.
Many similar traits can be seen in boarding school students. But perhaps more indicative is the nature of their social contacts after finishing their studies at the boarding school, when they entered normal life. adult life. Former pupils experience obvious difficulties in establishing various social contacts. For example, despite very desire create a normal family, enter the parental family of their chosen one or chosen one, they often fail on this path. As a result, everything comes to the point that family or sexual connections are created with former classmates, with members of the very group with which they suffered social isolation. They experience distrust and a sense of insecurity towards everyone else.
Fence orphanage or the boarding school became a fence for these people, separating them from society. He did not disappear, even if the child ran away, and he remained when they married him, entering adulthood. Because this fence created a feeling of being an outcast, dividing the world into “Us” and “Them”.
In 1951, Bowlby's most famous book, Maternal Care and mental health”, which contains the results of the research. Based on the data of his observations, as well as on the research of Spitz (who formulated the concept of hospitalism, describing the conditions of children in one of the shelters, R. Spitz notes that children constantly lay in glass boxes until they were 15-18 months old , they saw nothing but the ceiling, since the boxes were draped with curtains. The children’s movements were limited not only by the bed, but also by the depressed depression in the mattress.
They were deprived of contact with adults, this led to the fact that they were lagging behind in physical and mental development, some began to fade away for no apparent reason and could only be cured by carrying them in one’s arms), Bowlby concluded: a child in early age should be brought up in an atmosphere of emotional warmth and should be attached to the mother on the basis of intimate and lasting emotional bonds, which for both represent a source of satisfaction and joy.
A situation in which a child suffers from a disruption of such an emotional connection seriously undermines his mental health. Depending on the degree and persistence of deprivation, distortions in mental development may be varying degrees severe and sometimes irreparable.
Social, intellectual deprivation - deprivation of experience necessary for the development of emotions.
Intellectual deprivation - if a child does not have enough toys or cognitive experience.
Social-emotional deprivation - deprived of affection, contact, stroking - disturbances in in an emotional way. Girls who lose contact with their mother at the age of 9 months later develop an emotional tendency toward depression.
Deprivation tactile contact- when they don’t pick him up, they tell the boy that real men are strong, they don’t cry, they don’t pick him up. He grows up to be emotionally cold, but intellectually developed.
In Czechoslovakia, 2 twins at the age of 1.5 lost their mother. The stepmother locked them in the bathroom. At the age of 6 they were discovered - their intelligence was below the normal IQ of less than 70%, they were mentally retarded, shorter in stature, and physically underdeveloped. Psychologists compensated for emotional deprivation in 1.5 g, and by the age of 14 they were brought to the intellectual norm.
The search for tactile contact with a psychologist is the result of insufficient warmth and affection.
Mental illness of parents is a factor of deprivation for children.
Socio-economic status – parents are at work all day – deprivation.
A large number of children in a family (5-6 children) and decreased attention to each child is deprivation. (Lectures)
Scientists analyzing the stimuli that cause positive emotions in a child in the first months of life, they discovered that they arise and develop only under the influence of external influences on his sense organs, especially the eye and ear.
The strategy for overcoming deprivation is compensation.
For each age of the child, a diverse, rich and developing environment should be specially created.
A mother should not be separated from her child in the first year of life!
Types of deprivation
Depending on what exactly a person is deprived of, they distinguish different types deprivation. For psychology, the most interesting types of deprivation are motor, sensory, informational, social, sexual, emotional and maternal.
Let us consider those types of deprivation that are to the greatest extent important for studying the development of children deprived of normal parental care.
Sensory deprivation. Sensory deprivation can also occur in life, when for one reason or another a person experiences so-called sensory hunger and does not receive enough stimuli - visual, auditory, tactile and others. To describe such living conditions, psychologists also use the concept of an impoverished environment, and in Lately- impoverished information environment.
A child often finds himself in an impoverished environment when he finds himself in an orphanage, hospital, boarding school or other closed institution. Such an environment, causing sensory hunger, is harmful to a person at any age. However, it is especially destructive for a child.
As numerous psychological studies show, a necessary condition for normal brain maturation in infancy and early childhood is a sufficient number of external impressions, since it is in the process of entering the brain and processing a variety of information from outside world the sense organs and corresponding brain structures are exercised.
It has been established that those parts of a child’s brain that are not exercised stop developing normally and begin to atrophy.
Outstanding child psychologist L. I. Bozhovich (1968) put forward the hypothesis that the leading factor in the mental development of an infant is the need for new impressions. According to this hypothesis, the need for impressions arises at approximately 3-5 weeks of a child’s life and is the basis for the formation of other social needs, including the social nature of the need for communication between the child and his mother. This position is opposed to the ideas of most psychologists that the initial ones are either organic needs (for food, warmth, etc.) or the need for communication.
At what age does sensory deprivation affect mental development child as much as possible?
Some authors believe that the very first months of life are critical. Thus, I. Langmeyer and Z. Matejcek note that infants raised without a mother begin to suffer from the lack of maternal care and emotional contact with the mother only from the seventh month of life, and before this time the most pathogenic factor is precisely the impoverished external environment (1984).
The most sensitive and critical period for a child’s sensory development is the period from two and a half to six years.
There are other points of view, and, apparently, the final scientific solution the issue requires additional research. However, for practice, it should be recognized as fair that sensory deprivation can have a negative impact on the mental development of a child at any age, each in its own way. Therefore, for each age, the question of creating a diverse, rich and developing environment should be specifically raised and solved in a special way.
(Book “Psychology of Orphanhood” 2nd edition)
Mental deprivation is a type of sensory deprivation when early stage During ontogenesis, the organism is isolated from society or receives incomplete or distorted information about the external environment, i.e. from his social environment.
Possible types and forms of mental deprivation are extremely diverse. The most acute forms of mental deprivation occur when, say, a human child ends up in a pack of animals at a young age. There his upbringing takes place, which results in the fact that such a child can never subsequently become a human being. His soul developed according to the laws of the animal pack and can no longer become human.
Types of deprivation are usually distinguished depending on what need is not being satisfied.
J. Langmeyer and Z. Matejcek analyze four types of mental deprivation.
1. Stimulus (sensory) deprivation: reduced number of sensory stimuli or their limited variability and modality.
2. Deprivation of meaning (cognitive): too changeable, chaotic structure of the external world without clear ordering and meaning, which does not make it possible to understand, anticipate and regulate what is happening from the outside.
3. Deprivation of emotional relationship (emotional): insufficient opportunity to establish an intimate emotional relationship with a person or the severance of such an emotional connection, if one has already been created.
4. Identity deprivation (social): limited opportunity to acquire an autonomous social role.
Sensory deprivation sometimes described by the concept of “depleted environment,” that is, an environment in which a person does not receive a sufficient amount of visual, auditory, tactile and other stimuli. Such an environment can accompany the child’s development and also be included in life situations adult.
Cognitive(informational) deprivation prevents the creation of adequate models of the surrounding world. If there is no necessary information, ideas about the connections between objects and phenomena, a person creates “imaginary connections” (according to I.P. Pavlov), he develops false beliefs.
WITH emotional deprivation Both children and adults can experience this. In relation to children, the concept of “maternal deprivation” is sometimes used, emphasizing important role emotional connection between child and mother; disruption or deficiency of this connection leads to a number of mental health problems in the child.
Social deprivation is interpreted quite widely in the literature. It is faced by children living or studying in closed institutions, adults who, for one reason or another, are isolated from society or have limited contact with other people, elderly people after retirement, etc.
In life, different types of deprivation are intricately intertwined. Some of them may be combined, one may be a consequence of the other, etc.
In addition to those mentioned above, there are other types of deprivation. For example, with motor A person experiences deprivation when there are restrictions in movement (as a result of injury, illness or in other cases). Such deprivation, although not directly mental, nevertheless has a strong impact on the mental state of a person. This fact was repeatedly recorded during relevant experiments. Motor deprivation also affects mental development. In particular, in developmental psychology, evidence has been obtained that the development of movements in childhood is one of the factors in the formation of the “image of the self.”
In modern psychology and related humanities, there are some types of deprivation that are of a generalized nature or associated with individual aspects of human existence in society: educational, economic, ethical deprivation, etc.
In addition to types, there are various forms manifestations of deprivation, which in form can be obvious or hidden.
Explicit deprivation is of an obvious nature: a person’s stay in conditions of social isolation, prolonged loneliness, raising a child in an orphanage, etc. This is a visible deviation from the norm (in the cultural understanding).
Hidden deprivation(also partial, according to J. Bowlby; masked, according to G. Harlow) is not so obvious. It occurs under externally favorable conditions, which, however, do not provide the opportunity to satisfy the needs that are significant to a person. Thus, J. Bowlby writes that partial deprivation can be observed where there is no direct separation of mother and child, but their relationship for some reason is unsatisfactory for the child.
Hidden deprivation in given time attracts special attention from researchers. Its source may be in the family, school, various social institutions, or society as a whole.
Thus, deprivation is a complex, multidimensional phenomenon related to various areas human life.
Deprivation is called a special mental condition of a person, which arises when it is impossible to satisfy one’s own vital needs, which can be absolutely anything (sleep, eating, motor and auditory activity, communication with parents, etc.). Deprivation is also spoken of when a person finds himself deprived of his usual benefits. This term used quite wide range values in various sciences ah, including in psychology, and it came from Latin word“deprivatio”, which means “deprivation”.
Causes
In scientific circles the concept has become more wide use at the beginning of the 20th century. At that time there were active physiological studies aimed at studying the functioning human body under conditions of deprivation, such as food or motor deprivation. For psychology, the main result of such research was that a person, deprived of the ability to satisfy his own needs, experiences severe psychological and physical discomfort.
Sleep deprivation has formed a separate area of research. Experiments conducted on people have proven that with insufficient sleep or its complete absence, certain changes in consciousness occur, a decrease in willpower, and the occurrence of auditory and visual hallucinations. Thus, sleep deprivation, like depriving the body of food, is a way to induce an unnatural state of consciousness in a person, although in some mystical practices there is still a misconception that such deprivation is a path to “purification.”
No less rich history There is also so-called sensory deprivation, associated with a reduction in sensory stimuli reaching the sense organs. History knows of cases when people voluntarily deprived themselves of sight or imprisoned themselves in caves, thereby trying to escape from the world and find solitude. In reality, consciousness, completely deprived of external stimulation, also undergoes changes: a person in a state of sensory deprivation experiences implausible sensations that can be identified as hallucinations. Research in this area is carried out using specially built devices. So, there is a special chamber equipped with sound insulation. The subject is placed in it, whose movements are also constrained. As experiments have shown, people’s reactions to this kind of isolation from external stimuli can be very different, but almost never the subjects experienced any pleasant sensations, and subsequently completely refused to participate in similar experiments, since sensory and social deprivation is the path to degradation of personality and thought processes.
IN modern psychology deprivation is talked about in a slightly different way. This term refers to a lack of social and sensory stimuli that can lead to inhibition of normal intellectual and emotional development child.
Classification
If we classify the concept of deprivation, then it can be absolute and relative. About absolute form We are talking about deprivation when an individual, due to some social or material factors, is not able to satisfy his basic needs for food, housing, education, etc. But the concept of relative deprivation is between the norm and pathology. In fact, in such a state, a person does not feel satisfied with the benefits he has. The concept of relative deprivation is in many ways similar to frustration, but frustration is a short-term phenomenon.
Today, scientists identify the following types deprivation: 
- Sensory (stimulus). Sensory deprivation is the inability to satisfy the need for impressions. This includes visual, auditory, tactile, sexual and other forms;
- Cognitive. In essence, this is a person’s lack of ability to effectively and rationally understand the world, which also includes cultural form deprivation;
- Emotional. This group includes the so-called maternal deprivation (parental), as well as any other types of deprivation associated with limited opportunities to establish emotional connections or their severance, for example, in the event of death loved one. A paternal form of deprivation often occurs when a child is raised in an incomplete family;
- Social. This concept means that a person is deprived of the opportunity to fulfill his own social role, due to social isolation. Social deprivation occurs among prisoners in prisons, children in orphanages, etc.
A little about each type of disease
Sensory deprivation can be triggered both by some extreme circumstances and by physical disabilities of a person. Separately, maternal deprivation is considered, which contributes to mental and physical retardation in the first years of children’s lives due to lack of communication with the mother or other adults. Such sensory and emotional deprivation leads to mental development disorders and emotional impoverishment.
Social deprivation occurs due to forced, involuntary or voluntary exclusion. However, the boundaries of this type deprivations are quite wide, as they can include, among other things, pedagogical deficits. In conditions of forced isolation, a person finds himself cut off from familiar surroundings not of one’s own free will, for example, by getting lost in the deep forests of the taiga, etc. Forced isolation involves the purposeful placement of an individual in closed groups (hospitals, correctional facilities, etc.). There are also individuals who choose voluntary isolation for themselves, becoming hermits. It is worth emphasizing that even complete social isolation does not mean that a person truly feels unhappy due to fatal deprivation. Individuals, distinguished by their stamina and maturity of character, tolerate such conditions relatively easily with virtually no negative consequences for the psyche.
From the point of view of various sciences, the phenomenon of sleep deprivation is of particular interest. Insufficient or absent satisfaction of sleep needs often occurs when the body is influenced by factors such as insomnia, various mental disorders leading to sleep disorders, etc. There is also a theory that sleep deprivation can be used as a very effective method treatment of depression. Previously, depriving a person of sleep was used as a method of torture during interrogations. 
In any case, it should be understood that voluntary or forced sleep deprivation can lead to exhaustion of the body and other extremely negative consequences.
Sensory, emotional, maternal deprivation, like its other types, can be obvious and hidden. Thus, obvious deprivation can be observed in all prisoners in prisons or children in orphanages, but one may not even be aware of hidden deprivation, since it occurs when outwardly favorable circumstances. Also, one person can experience several hardships at once.
General manifestations
Despite the fact that there are many various types deprivation, they all have some common manifestations:
- increased anxiety;
- heightened feeling of dissatisfaction with oneself;
- decreased vital activity;
- frequent mood changes;
- unmotivated aggression, etc.
It is also worth taking into account that emotional deprivation and any other forms of it can have varying degrees expressiveness. As a rule, in most cases, a person succeeds in unidirectional influence by satisfying his other needs.
Possible complications
Consequences that may be caused various kinds deprivations and restrictions are quite varied. Sensory deprivation often leads to unmotivated aggression, insomnia, loss of appetite and, as a result, exhaustion of the body. Sleep deprivation, emotional deprivation, and other types of it are fraught with similar consequences. In the most severe cases, when a person is forced to be in strict isolation, the mental side of health can suffer greatly. So, for example, prisoners in solitary confinement, people in certain extreme conditions, often suffer from hysterical and delusional disorders, psychosis, and depression.
Almost always, a person in conditions of deprivation experiences outbursts of aggression, which can spread to others or himself. This can be expressed in attempts to harm oneself, commit suicide, as well as in hidden forms of auto-aggression, manifested in bad habits, dependencies, somatic diseases(hypertension, peptic ulcer etc.). People with a certain character may try to harm others. As a rule, the objects of aggression are people who have what the patient is deprived of.
It is interesting that social deprivation and some other types of it can trigger peculiar defense mechanisms. So, if an individual long time will be alone, it is likely that he will talk to himself. Hallucinations in such situations often become a way to compensate for sensory deprivation.
Fighting methods
Specific treatment for this condition has not yet been developed. If we are talking about its relative form, then you can completely get rid of this condition and its accompanying consequences by eliminating the main causes. As a rule, long-term work with a qualified psychotherapist or psychologist helps eliminate the problem.
The situation is much more complicated with absolute deprivation, since the only way its elimination can be by providing a person with those benefits that he is deprived of or assistance for their independent achievement. However, in this case, competent psychotherapy and psychological help also recommended.
In addition, there are several ways to temporarily turn off deprivation mechanisms. It is believed that the development of aggression caused by deprivation stops under stress, as well as intense physical activity. The consequences of motor and sensory limitations can be quite successfully compensated for by creative activity, whereas with a lack of maternal attention, the problem becomes much deeper. Moreover, the earlier a person experienced such restrictions, the more negative consequences arise and the more difficult it is to cope with them in the future.
Deprivation- is a temporary or permanent, complete or partial, artificial or life-related isolation of a person from the interaction of his internal psyche with the external psyche. Deprivation is both a process and a result of such isolation. Most often The following types of deprivation are distinguished::
- stimulus deprivation (sensory): the number of sensory stimuli is reduced or their variability is limited;
- cognitive deprivation: too variable chaotic structure of the external world without clear ordering and content, which does not allow understanding, anticipating and regulating information that comes from outside
- deprivation of emotional attitude (emotional): insufficient opportunity to establish intimate emotional relationships with someone or the breakdown of an emotional connection, if one has already been created;
- identity deprivation (social): limited opportunity to acquire an independent social role.
- sensory;
- emotional;
- psychomotor;
- spiritual;
- social;
- cognitive;
- psychocultural.
- short-term (a diver’s work for several hours at the bottom of the sea, rest on desert island, illness, etc.);
- protracted (for example, the stay of astronauts in low-Earth orbit)
- long-term (lack of physical activity over the years, renunciation social life through self-isolation in a monastery, membership in religious organizations (sects), etc.).