GENDER DIFFERENCES IN PSYCHOLOGICAL SEPARATION IN OLDER ADOLESCENTS

• Володимир Руденко

  Вища школа менеджменту у Варшаві,

• Наталія Руденко

  Rivne State University of Humanities

The state of the problem under study in the psychological and pedagogical literature is analyzed, its insufficient development is noted, the essence and content of the concept of "psychological separation" are characterized. From the point of view of the separation theory, the "experience of adulthood" is the main neoplasm of the adolescent period. The main stages of separation are revealed: natal, functional separation, space-time separation, emotional and financial separation. It has been established that the process of psychological separation of adolescent boys and girls is not the same. According to the results of the methods for determining psychological separation, as well as the type of self-regulation, gender differences were recorded for the following separation indicators: "Functional independence", "Independence in relations with mother (father)", "Emotional independence" in relations with mother and father. It has been found that there are no differences in the indicators of psychological separation of the "Conflict Independence" type in relationships with mother and father. Female and male respondents of older adolescents are still on the way to psychological separation. The phenomenon of adolescent "rebellion" is not typical for schoolchildren; they do not go beyond the family, and they do not have a sense of responsibility for their lives. Adolescents do not feel anger or distrust in their relationships with their mothers and fathers; their ability to plan and implement their own affairs without maternal help is not sufficiently developed. Girls in the experimental sample have closer contacts with their mothers. Boys show more independence in their relationships with their mothers and do not feel emotional ties to their fathers. Half of the surveyed older adolescents are autonomous, independent, and try to make decisions and take responsibility for them. One third of students are dependent, who do not demonstrate a complex of "effective independence" in their activities and need help from an adult. There are more male adolescents with an autonomous type of self-regulation than female adolescents.

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