| Type of educational strategy |
Features of educational positions |
Difficulties of children, characteristic for this type of families |
Manifestations at the level of self-awareness |
| Group 1 (middle-lower social layer) |
| The authoritarian, tough strategy, as a way of adapting to the socioeconomic living conditions of the family (26%, 9 families) |
The authoritarian, tough position is taken by the father, an alternative to the conniving attitude of an emotionally and physically exhausted mother |
Transferring patterns of behavior of parents, in conflict or uncertain situations, provokes open aggression |
Fixing on the perception of the Other, as tough and controlling, confusion and anxiety when interacting with the receiving Other, entails an emotional stupor |
| Type of struggle and resistance(49%, 17 families) |
Parenthood is an investment in the child’s future the desire to hypo compensate, to restore his position |
Anxiety and internal stress focus on results, striving to achieve, perfectionism. Latent aggression, the desire to assign and retain |
Fusion, preoccupation with Others, fears of losing an object |
| Type of social imbalance(14%, 5 families) |
In the conditions of social uncertainty there appears some confusion, uncertainty and instability in the choice of educational strategy |
Emotional depression, apathy, a strong increase in anxiety in a frustrating situation, in a situation of uncertainty |
Other for the child does not structure the reality around, contradicting requirements and actions. |
| Type of social "mimicry"(11%, 4 families) |
The importance of obtaining the maximum amount of budgetary benefits from various children's institutions has been postulated |
Demonstrative, narcissistic, trespassing, difficult to establish long-term trustful relationships with peers, competitiveness, the desire to achieve |
Relation to the Other, as a field of possibilities for satisfying one’s own needs, manifesting oneself |
| Group 2 (middle-upper social layer) |
| Authoritarian, tough position, as an alternative educational strategy. (26%, 8 families) |
Сomplete absence of deep emotional contact with the mother, as well as constant frustration, from the nanny |
Feeling of internal anxiety, extreme tension, emotionally uncontrollable “surges”, tears child's loneliness |
Aggression and admiration for superpower, the desire to identify with it as a result of constant interaction with the tough, aggressively controlling Other |
| Sharp change of attitude to the child in the manifestations of parents(13%, 4 families) |
Indulgence, hyper-satisfaction, super-attention to the child gives way to authoritarianism, despotism with the use of physical force |
In controversial situations, there are bright emotional reactions accompanied by the inability to control oneself |
Internal conflict in the child's self-consciousness: soft, indulgent, satisfying, Other, suddenly gives way to despotic, authoritarian |
| Type of educational experimentation with children (the child, as a special creative project) (29%, 9 families) |
The creation of a “special personality”, the message “be not like everyone else” |
Uncertainty and tense rigidity in the child’s manifestations instead of the expected “freedom”, violation of the adult-child hierarchy |
Other is allowing, “soft”, not structuring, which gives the child “freedom” of expression and forms confusion, nebula |
| Indulging, supersatisfying type (32%, 10 families) |
An atmosphere of gaining positive reinforcements, minimizing the frustration of “ideal childhood" |
Superfreedom in its manifestations and hypersensitivity, resentment for the manifestations of others |
An all-consuming, expanding Self, where the Other "dissolves", becomes a source of satisfaction of needs |
