Personal resources for overcoming the situation of socio-economic deprivation

Krasnodar 2006

The dissertation was completed at the Department of Social Psychology and Sociology of Management, Kuban State University

general description of work

The relevance of research. Instability in the sphere of socio-economic processes leaves an imprint on the situations that individuals have to face in the process of their development and building a life path. This requires specialists to be prepared to be able to provide psychological support to people in difficult life situations.

The issue of "a person in difficult situations" is being developed in personality psychology, social psychology, psychotherapeutic practice and labor psychology. The study of psychological overcoming of difficult life situations is connected with the studies of psychological defense (A. Freud, G. Vaillant, L.I. Wasserman, F.E. Vasilyuk, R.M. Granovskaya, I.M. Nikolskaya, D. Parker, J. Peri, L.Yu. Subbotina, N. Khaan, N. Endler, E.G. Eidemiller); mental and socio-psychological adaptation (F.B. Berezin, Dikaya L.G., B.D. Parygin, A.A. Rean, T.V. Sereda, A.A. Nalchadzhan, S.A. Shapkin); coping with stress (V.A. Bodrov, A. Billing, S. Carver, S. Kobasa, B.E. Compass, R. Lazarus, W. Leer, R. Moos, K. Aldwin, L. Perlin, G. Tome, S. Folkman, M. Sheyer); self-regulation of activity and behavior, regulation of functional states (V.A. Bodrov, L.G. Dikaya, O.A. Konopkin, A.B. Leonova, V.L. Marishchuk, V.I. Morosanova, A.K. Osnitsky , A. O. Prokhorov, E. A. Sergienko); activity and its role in overcoming life's difficulties (B.G. Ananiev, K.A. Abulkhanova, A.K. Belousova, A.V. Brushlinsky, A.N. Demin, V.V. Znakov, T.L. Kryukova , B.F. Lomov, V.A. Petrovsky, S.L. Rubinstein).

In understanding the content of the process of overcoming difficulties and the factors that determine its effectiveness, a special role is assigned to the resources of the individual. The term "resources" in psychology is understood in several interpretations: 1) in a broad interpretation, "resources" are included in the concept of personal and human potentials (G.M. Zarakovskiy, M.S. Kagan, G.B. Stepanova, P.G. Shchedrovitsky ), as well as in the description of life strategies (K.A. Abulkhanova, L.I. Antsyferova, A.A. Kronik, Yu.M. Reznik, E.A. Smirnov); 2) in a narrow interpretation are considered as opportunities and means of overcoming stress (P.B. Baltes, V.A. Bodrov, R. Lazarus, S. Hobfall) and elements of self-organization, self-regulation of activity and behavior (A.N. Demin, L. G. Dikaya, T. L. Kryukova, V. I. Morosanova, K. Muzdybaev, A. K. Osnitsky, S. A. Shapkin).

The problem of coping behavior resources, according to L.I. Antsyferova, V.A. Bodrov and other authors, in psychology has not yet received due consideration, since the corresponding system of concepts is still poorly formed. Thus, the main problem of the study is the need for a theoretical and empirical analysis of personal resources for overcoming difficult life situations. A variety of difficulties, specific sources of their occurrence, a variety of psychological and social consequences for a modern person create a cognitive situation in which it is necessary to analyze the features of overcoming in a wide range of life situations. That is why researchers prefer to study coping in specific life situations in order to capture the individual and situational specificity of the phenomenon. For example, overcoming family difficulties (A. Kocharyan, T.L. Kryukova, A. Libina, E.G. Eidemiller), difficulties in educational and professional activities (V.A. Bodrov, T.L. Kryukova, V.I. Morosanova), features of self-regulation in a situation of job loss (A.K. Osnitsky), in various forms of an individual employment crisis (A.N. Demin), poverty (K. Muzdybaev), etc.

A special difficult life situation in the structure of the individual's life path is the socio-economic deprivation of the individual. The need to take into account situational specifics in the study of coping with life's difficulties determines an additional research problem, which consists in the need to reveal the psychological content of socioeconomic deprivation, because in the psychological literature this concept has been used so far in a purely economic interpretation.

The practical relevance lies in the study of the specific content of the psychological overcoming of the socio-economic deprivation of the individual, since in the field of psychological assistance there is a lack of knowledge and ways to provide targeted assistance to people experiencing psychological difficulties in life crises.

The generalization of the obtained results will make it possible to extend the results of the study of personal resources in overcoming the socio-economic deprivation of the individual to other life situations that are similar in their characteristics.

The purpose of the study is to identify the psychological mechanisms and personal resources for overcoming socio-economic deprivation.

The object of the study is the process of overcoming socio-economic deprivation by a person, which is part of the life path of a modern person.

The subject of the research is the content, structure and mechanisms of using personal resources in the process of overcoming social and economic deprivation by a person.

The main hypothesis of the study is the following assumption:

the achievement of positive effects of overcoming the socio-economic deprivation of the individual is associated with the ratio of motivational, reflexive, social network parameters of personal resources and the peculiarities of accessing these resources in the process of overcoming.

The object and subject of the study determined the need to formulate and test an auxiliary hypothesis:

such a difficult life situation as socio-economic deprivation of a person can be interpreted as a kind of individual employment crisis, highlighting the specifics of its prerequisites, sources of occurrence, psychological symptoms, dynamics, methods, resources and cost of overcoming.

The following theoretical and empirical tasks were set in the study:

To analyze approaches to the psychological overcoming of difficult life situations in order to highlight the content side of this process.

Conduct a theoretical analysis of the concept of "resources", reflecting the content of the process of psychological overcoming of difficulties, substantiate the definition of personal resources, specify their criteria, content and structure.

Give a psychological definition of the socio-economic deprivation of the individual and describe its specifics as a kind of individual employment crisis, conduct an empirical verification of the theoretical definition.

To single out the psychological mechanisms for overcoming social and economic deprivation by a person and describe the types of relationships to individual and social and environmental resources as part of these mechanisms.

To analyze the features of the use of personal resources in achieving positive results in the process of overcoming the socio-economic deprivation of the individual.

The methodological and theoretical foundations of the study were: the principle of subjectivity, developed in the theories of the life path of the individual (B.G. Ananiev, K.A. Abulkhanova, A.V. Brushlinsky, B.F. Lomov, S.L. Rubinshtein); procedural-dynamic approach to the study of personality (K.A. Abulkhanova, L.I. Antsyferova,); the principle of transaction or component perspective (A. Bandura, E.Yu. Korzhova, K. Levin, D. Magnusson); approaches to overcoming life's difficulties and the role of resources in this process, reflected in the theory of coping with stress by R. Lazarus and the theory of resource conservation by S. Hobfall, studies of coping with life's difficulties as an element of a person's life path (K.A. Abulkhanova, T.L. Kryukova, A. Libin, A. Libina, S.K. Nartova-Bochaver, Yu.M. Reznik, E.A. Smirnov), overcoming difficulties and stress in various activities (V.A. Bodrov, L.G. Dikaya, L.A. Kitaev-Smyk, T.L. Kryukova, A.B. Leonova, S.A. Shapkin); approaches to the study of personality deprivation (T. Garr, K. Muzdybaev, S. Rosenzweig, V. Runciman, S. Stoufer); the concept of individual employment crises (A.N. Demin).

To implement the tasks set, qualitative and quantitative approaches to the organization and construction of the study were used. Each of the approaches involves the use of specific methods of data collection and analysis.

Data collection methods:

In the "qualitative" part of the study, focused semi-structured interviews with people in a situation of socio-economic deprivation were used. The interview was conducted in 3 stages: 1998, 1999, 2004. The longitudinal format of this part of the study made it possible to reflect not only the content of overcoming, but also the features of its dynamics.

Quantitative data were obtained using methods and questions aimed at measuring motivational and reflexive, as well as social network, behavioral characteristics of a person. To determine the psychological effects of overcoming, the diagnostic technique of the "level of general self-efficacy" (R. Schwarzer, M. Yerusalem, V. Romek) and the scale of "psychosocial stress" by L. Ryder (adapted by O.S. Kopina) were used. Additional questions are included on psychological and non-psychological problems, socio-demographic characteristics, economic and social status, and the availability of material resources.

Qualitative data analysis methods: axial and transverse coding of interview transcripts, analytical generalization of the obtained data.

Quantitative data were analyzed using the method of criterion groups, calculation of the level of significance of differences (Student's t-test), correlation analysis based on the use of the STATISTICA statistical package.

The reliability and validity of the results and conclusions of the study is ensured by the systematic theoretical and empirical analysis of the object and subject of the study, the use of methodological principles of psychology, the use of data collection and analysis methods that are adequate to the objectives of the study, the harmonization, complementarity of the results of the analysis of qualitative and quantitative data, the confirmation of the theoretical positions of the work by the results, obtained in the empirical part.

Research base and characteristics of the sample: in the "qualitative" part of the study, employees of crisis enterprises in the city of Krasnodar were studied. The main criterion for the crisis situation at these enterprises is long-term non-payment of wages; the quantitative part of the study involved employees of crisis enterprises located in four cities of Russia (Moscow, Nizhny Novgorod, Yekaterinburg and Krasnodar). The sample of the survey was quoted according to sex, age, education, official status, and also according to the criteria of material deprivation.

The total sample was 268 people.

The scientific novelty of the research is as follows:

A theoretical scheme for the analysis of personal resources is proposed, which includes the basis for classifying resources, criteria for determining personal resources, and ways to use them. The list of criteria for allocating personal resources has been expanded and refined: awareness of the available means or opportunities to achieve them, willingness to use, optimality, compensability, convertibility. The definition of personal resources for overcoming difficult life situations is given.

The psychological mechanisms of overcoming socio-economic deprivation by the individual, which ensure the achievement of delayed positive results, are identified: 1) strategic and tactical planning, supported by actions to implement these plans; 2) the importance of recognition from other people; 3) concretization of ideas about oneself, highlighting one's own capabilities, not limitations, high self-efficacy; 4) taking responsibility for the possibility of positive changes in one's own life and specific situation; 5) differentiation of spheres of application of one's forces; 6) lack of global explanations for failures and difficulties; 7) attitude to social opportunities as a means of achieving positive effects.

Types of attitude to different types of resources are singled out: 1) to individual resources, differing in ideas about their own efficiency and correlated with the implementation of these ideas; 2) to social network resources, reflecting the ways of extracting resources from the network, depending on the existing image of the network. An empirical classification of positions has also been created, reflecting the links between individual and social-environmental resources.

The factors influencing the achievement of positive psychological effects of overcoming the socio-economic deprivation of the personality are identified, most of which are represented by motivational (plans, claims, labor and life values) and reflexive characteristics of the personality (conclusions from the situation, explanation of the causes of ongoing events).

A psychological understanding of the socio-economic deprivation of a personality is proposed as a specific phenomenon in the structure of the life path of a modern personality and a variety of a personality employment crisis. Features of socio-economic deprivation are external, socially conditioned prerequisites - non-payment of wages or a chronic lack of financial resources; deformation of the relationship of the individual with the institution of employment, leading to material and social (status) deprivation, long-term negative experiences (feeling of dependence on external circumstances, uncertainty about the future, self-doubt); the presence of specific mechanisms for overcoming the crisis, the content of which includes awareness, choice, use of individual and social resources; high probability of overwork, deterioration of health, decrease in psychological and social well-being during a long stay in this crisis. In terms of its psychological content, socio-economic deprivation differs from another type of individual employment crisis - unemployment.

Theoretical significance of the results of the study.

The definition of "personal resources" is given as internal and external opportunities perceived and used as a means to achieve positive results. The important role of personal resources in the process of overcoming the socio-economic deprivation of the individual is substantiated.

The proposed scheme for the analysis of personal resources can be used in the study of various life crises of the individual.

The identified factors for achieving positive psychological and social effects specify the mechanisms of coping behavior, contribute to understanding the activity of the individual in difficult life situations.

The psychological definition of socio-economic deprivation enriches the idea of ​​the structure of the life path of a modern person; it is important for understanding the interaction of the individual and the situation in the process of overcoming life crises.

The highlighted features of overcoming this specific situation make it possible to compare the features of the content of overcoming various life crises, to expand the phenomenology of employment crises of the individual.

The practical significance of the results of the study lies in the possibility of creating the foundations for a more accurate, reasonable solution to personality problems in difficult life situations.

Data on the specifics of overcoming socio-economic deprivation can be used in psychological profiling in the labor market, orientation of the individual in the field of employment.

The results obtained will make it possible to provide targeted psychological assistance to a person who finds himself in a situation of socio-economic deprivation. Knowledge of coping mechanisms and personal resources included in these mechanisms, as well as factors associated with the achievement of positive effects, can be used both by people in crisis themselves and by professionals involved in counseling.

Theoretical and empirical results of the study can be used in training courses on personality psychology, economic psychology, psychology of employment, advanced training courses for specialists of specialized organizations dealing with employment issues.

Defense provisions.

Personal resources are internal and external opportunities perceived and used as a means to achieve positive results. Personal resources must meet the following criteria: 1) awareness of the available funds or the possibility of their acquisition; 2) willingness to use them as a means to an end; 3) optimality, i.e. an adequate ratio of the goal and one's own capabilities when choosing means; 4) compensability, i.e. interchangeability; 5) convertibility, i.e. the value of resources in the social environment.

The psychological content of socio-economic deprivation is determined by understanding it as part of the life path of a modern individual, which is a kind of crisis in the employment of an individual. It is characterized by specific prerequisites and the immediate source of occurrence, psychological symptoms, methods, resources, criteria and the "price" of overcoming.

The achievement of positive results in the process of overcoming the socio-economic deprivation of the individual is due to a number of initial factors that determine the choice and use of individual and socio-environmental resources of the individual. Important reflexive characteristics of a person are clear conclusions from the situation - knowledge of ways to change the situation and an explanation of the reasons why it is not changed, not determined through resource deficits. Important motivational characteristics of a person are plans that imply the possibility of a positive resolution of the situation, plans for the future, high material claims, labor values, focused on the possibility of realizing oneself as a professional, the possibility of increasing one's official status. Of great importance is the presence of a variety of very important life values ​​that affect many areas of the realization of the individual.

Constructive overcoming of the socio-economic deprivation of the individual is accompanied by such procedural factors as: 1) strategic and tactical planning, supported by actions to implement these plans; 2) the importance of recognition from other people; 3) concretization of ideas about oneself, highlighting one's own capabilities, not limitations, high self-efficacy; 4) taking responsibility for the possibility of positive changes in one's own life and specific situation; 5) differentiation of spheres of application of one's forces; 6) lack of global explanations for failures and difficulties; 7) attitude to social opportunities as a means of achieving positive effects.

The selected initial and procedural factors are consistent and complement each other.

Approbation of the work: The results of the dissertation research were presented and discussed at meetings of the Department of Social Psychology and Sociology of Management of the Kuban State University, methodological seminars, as well as at the International Scientific and Practical Conference of Students and Postgraduates (St. Petersburg, 2002), the Second International Scientific and Practical Conference young social scientists "Vectors of development of modern Russia" (Moscow, 2003); 3rd All-Russian Congress of Psychologists (St. Petersburg, 2003); All-Russian Scientific and Practical Conference "Lomonosov 2003" (Moscow, 2003); All-Russian Scientific and Practical Conference "Personality and Being: Subjective Approach" (Krasnodar, 2002, 2003, 2004); All-Russian conference "Professional self-awareness and economic behavior of the individual" (Omsk, 2005). The work was repeatedly presented at the annual scientific and practical conferences of students and graduate students of the Faculty of Management of KubSU (Krasnodar, 1999 - 2006).

The results of the study are used within the framework of the training courses "Psychology of employment", "Management of labor resources".

Publications. There are 15 publications on the research topic.

Dissertation structure: the dissertation research consists of an introduction, three chapters, a conclusion and a bibliography. The text contains 2 figures, 10 tables, 5 appendices. The list of references includes 174 sources.

The introduction substantiates the relevance of the problem under study, determines the purpose of the study, its object and subject, formulates hypotheses and tasks, indicates research methods, reveals scientific novelty, theoretical and practical significance, sets out the main provisions submitted for defense.

The first chapter "Psychology of overcoming difficult life situations" provides a theoretical analysis of the use in psychology of the concept of overcoming life difficulties and the role of personal resources in this process.

The phenomenon of psychological overcoming is considered in a broad interpretation - as an element of life orientation (associated with the study of activity and its role in overcoming life's difficulties in the works of B.G. Ananiev, A.G. Asmolov, K.A. Abulkhanova, A.K. Belousova, A. V. Brushlinsky, V. V. Znakov, B. F. Lomov, V. A. Petrovsky, S. L. Rubinstein, mental and socio-psychological adaptation in the works of F. B. Berezin, A. A. Nalchadzhan, B. D. Parygin, A. A. Rean, T. V. Sereda);

in a narrow interpretation - as a phenomenon of self-regulation and regulation of behavior (associated with the study of overcoming stress in the works of V.A. Bodrov, S. Carver, S. Kobasa, B.E. Compass, R. Lazarus, R. Moos, K. Aldwin, L. Perlina, S. Folkman, C. Holohan, M. Sheyer); self-regulation of activity and behavior, regulation of functional states in the works of L.G. Wild, O.A. Konopkina, A.B. Leonova, V.L. Marishchuk, V.I. Morosanova, A.K. Osnitsky, A.O. Prokhorova, E.A. Sergienko). Based on a theoretical analysis, the content of the process of psychological overcoming is concretized, its specific features are indicated.

Empirical studies of psychological coping are usually built on the basis of two schemes: causal and process-oriented.

The causal scheme involves the allocation of factors that determine the achievement of positive, both situational and delayed results (effects) of overcoming. As situational effects of overcoming, they distinguish the solution of urgent problems and a sense of psychological well-being. The delayed effects include the transformation of the situation, the achievement or restoration of social, psychological well-being, as well as the state of health.

A process-oriented scheme involves the allocation of strategies, coping mechanisms, phases and features of transitions from one phase to another, which allows you to study the content, individual originality of overcoming life's difficulties.

The most promising is the study of the content of overcoming life's difficulties, based on the combination of process-oriented and causal schemes, taking into account the specifics of the situations that initiated it.

The result of the theoretical analysis is the choice of a working definition of overcoming life's difficulties. The understanding that has developed in psychology as an adaptive form of behavior was taken into account (V.A. Ababkov, F.E. Vasilyuk, T.L. Kryukova, A. Libin, A. Libina, etc.). Further, overcoming is understood as such ways of regulating one's behavior that provide an accessible level and form of solving a problem in a given difficult situation and directly or indirectly prepare favorable outcomes in future situations due to the optimal correlation and use of personal and environmental resources (A.N. Demin, 2001 , 2004).

There are several approaches to the definition of the concept of "resources" of overcoming:

Definition of resources as an element of the process of overcoming, which is presented as a set of mechanisms for activating and operating resources (process model of coping - P. Baltes, V.A. Bodrov, P. Wong, T. Jackson, R. Lazarus, J. Fredy, S. Hobfall, M. Zeidner, R. Schwarzer);

Definition of resources as factors of successful human behavior in the process of overcoming difficulties. For example, studies on the importance of internality (its influence on the effectiveness of overcoming) (T. Anderson, S. Carver, M. Scheier), optimism (S. Carver, K. Muzdybaev, K. Aldwin, M. Seligman), feelings of connection with world (Antonovsky), self-efficacy and self-respect (A. Bandura, T.A. Kryukova, R. Moos, D. Terry, S. Folkman). In domestic research, special attention is paid to internal psychological resources - emotional, volitional, motivational, temperamental and other personality traits (in the works of V.A. Bodrov, A.N. Demin, L.G. Dikoy, O.A. Konopkina, T. L. Kryukova, A. Libin, V. I. Morosanova, A. V. Makhnach, A. K. Osnitsky, S. A. Shapkin.).

Resources are included in the process of overcoming through motivational, cognitive, reflexive, behavioral components of the personality as a subject making efforts to overcome difficult life, stressful, crisis situations. Their presence and perception (value both in itself and as a means to achieve the desired result) determines the direction of overcoming activity and its success. Based on the theoretical analysis, the grounds for the classification of resources are generalized and specified.

We consider resources both as an element of coping mechanisms and as a coping factor associated with the achievement of positive results in order to create a holistic view of the content and results of psychological coping. Personal resources are defined as internal and external opportunities perceived and used as a means to achieve positive results. In accordance with the definition, personal resources must meet the following criteria: awareness of the available means or opportunities to achieve them, willingness to use these means, optimality, compensability, convertibility.

The content of psychological overcoming reflects both initial and procedural resources associated with a person's attitude to other types of resources that are formed in the process of overcoming a difficult life situation. Attitude can be realized subjectively (internally) as an awareness of opportunities as a means to achieve a goal and a willingness to use them, as well as in external activity in the form of behavioral acts.

The allocation of procedural resources makes it possible to interpret resources as a bipolar formation, when the same property, means can be updated, become a factor in overcoming difficulties or, conversely, a factor blocking overcoming.

In the second chapter “Socio-economic deprivation as a difficult life situation”, the understanding of socio-economic deprivation as a specific phenomenon in the life path of a modern person, a kind of individual employment crisis that initiates external and internal efforts to overcome, is substantiated.

Socio-economic deprivation of the individual is considered as a difficult life situation caused by objective deprivations that conflict with the values ​​and claims of the individual and are perceived as a loss of the ability to satisfy the needs of different levels (both deficient and meta-needs). Overcoming a difficult life situation largely depends on the specifics of the situation, which determines the context and the main tasks of psychological overcoming.

The theoretical foundations for understanding personality deprivation are studies of deprivation as a characteristic of a situation (S. Rosenzweig); elements of the theories of mental deprivation (in the psychoanalytic direction - the works of D. Benjamin, R. A. Spitz, D. V. Winicott; the theory of learning - the works of D. Bruner, D. JI. Gevirts, W. Denis; socially-oriented studies of O. G. Brima, X. G. Goff); analysis of the influence of deprivation in childhood on the development of a person's life path (K.A. Abulkhanova); the concept of relative deprivation (T. Garr, Davis, V. Runciman, S.A. Stoufer), socio-economic deprivation (K. Muzdybaev).

Appeal to the analysis of the structure and content of the situation is due to the fact that "psychological overcoming" occurs at the crossroads of two basic categories of psychology: personality and situation. The synthetic approach is taken as the basis, which understands behavior as the result of continuous interaction between the individual and the situation, where cognitive and motivational factors are significant from the side of the individual, and from the side of the situation, the psychological significance that it has for the individual. These ideas are implemented in the psychology of personality in the principle of transaction (L.I. Antsyferova), in the social-cognitive theory of personality - in the principle of triple interconditioning (A. Bandura, W. Michel, J. Rotter,); in the psychology of all-age development - in the principle of contextuality (P. Baltes); in social psychology - in the principle of situationism, etc. (L. Ross and R. Nisbett).

For the psychological analysis of the socio-economic deprivation of the personality, the scheme of analysis of the individual employment crisis (A.N. Demin) was used, which includes prerequisites, immediate sources, psychological symptoms, dynamics, factors and methods of overcoming, criteria, circumstances that exacerbate the course of the crisis, price overcoming.

The specificity of socio-economic deprivation as a kind of individual crisis of employment of a person is manifested in the following: the crisis is non-normative, because it is initiated by external objective changes in the field of employment; the crisis is determined not by a break, but by a deformation of ties with the institution of labor employment; the relative nature of both status and material deprivations is noted, while deprivations are experienced hard, because. determine the perception of the broken integrity, the sequence of the individual life path of the individual; for some, the contradictions that have arisen are softened by the possibility of satisfying some of the needs that this work provides, as well as the importance of other areas of life.

The psychological symptoms of the crisis are characterized by various changes in the psychological well-being of the individual (feeling of uncertainty about the future and dependence on external circumstances, high stress, low self-efficacy). These symptoms, on the one hand, are not specific, they manifest themselves in other types of crises, which is emphasized by a number of authors (K.A. Abulkhanova, L.I. Antsyferova, K. Levin, K. Muzdybaev, L. Frank). On the other hand, in this situation they are the main ones and manifest themselves as clearly as possible. The main psychological criterion of the crisis is the direct antagonism between the image of the desired and the present, which is manifested in the correlation of the main problems and values ​​that have a high degree of importance.

Psychological overcoming of a life crisis can have both immediate and delayed results. The indicators of internal success (the level of stress and self-efficacy) and external success (subjective closeness to solving the most acute problem) were used as direct results of overcoming. These criteria indicate the situational success of the individual in overcoming the crisis. Overcoming by one criterion may not coincide with overcoming by another criterion.

External and internal efforts to overcome the socio-economic deprivation of the individual, in the absence of positive results, may be accompanied by increasing overwork and a decrease in health strength caused by a large number of side jobs, a decrease in the feeling of psychological and social well-being. If the efforts made are long-term and are not accompanied by positive results for the individual, then it is possible to predict an increase, an increase in the factors blocking overcoming.

The third chapter "Empirical study of personal resources in overcoming socio-economic deprivation" describes the logic of the study, the methods used to collect and analyze data, and presents the results of analysis, generalization and interpretation of data.

When solving empirical problems, causal and process-oriented research schemes were combined. A process-oriented scheme for studying personal resources is implemented as part of a qualitative research strategy using qualitative methods. To implement the causal scheme, a quantitative strategy for constructing a study, quantitative methods for collecting and analyzing data were used. The schemes are combined according to the principle of mutual complementarity.

As a result of the analysis of the qualitative data obtained in the interview, some respondents were classified as subjects of coping behavior, while others were classified as avoiding, amotivated, or implementing defensive behavior. In this part of the study, procedural resources for overcoming difficulties are identified, which form mechanisms that reflect the awareness, choice and use of personal resources.

The mechanisms for overcoming socio-economic deprivation are identified, which allow achieving intermediate positive effects: 1) active awareness of individual resources; 2) the ability to see the situation as a set of chances; 3) the ability to see many areas of application of one's forces; 4) objectivity of assessments, intentions and plans; 5) control over the situation; 6) use of network resources: direct circulation or use as a consumer of products of own production.

The longitudinal format of this part of the study made it possible to concretize and supplement the main coping mechanisms, taking into account the achievement of positive long-term results. An objective change in the situation and positive psychological well-being was accompanied by the following mechanisms: 1) strategic and tactical planning, supported by actions to implement these plans; 2) the importance of recognition from other people; 3) concretization of ideas about oneself, highlighting one's own capabilities, not limitations, high self-efficacy; 4) taking responsibility for the possibility of positive changes in one's own life and specific situation; 5) differentiation of spheres of application of one's forces; 6) lack of global explanations for failures and difficulties; 7) attitude to social opportunities as a means of achieving positive effects. As a result, receiving positive changes in the situation, people change the criteria for success and increase the requirements for life, for other people, they value themselves more.

The content side of overcoming is characterized by the attitude towards individual, social and environmental resources and their ratio. The following types of relationships to individual resources have been identified: 1) "I can do anything"; 2) "I can because I have to"; 3) "I can only do what I can, and therefore I fight with all my might"; 4) "what can I do?". The first and second types are characterized by a mobile and broad self-image, these types are characterized by a higher and more effective activity to increase material income. The third and fourth types are characterized by limited, undifferentiated ideas about oneself, a rigid idea of ​​oneself and one's abilities, as well as behavioral activity that does not lead to positive results.

In relation to social and environmental resources, types are identified that reflect their perception and use as a means of overcoming difficulties: 1) “infusion into a social network”; 2) network encapsulation; 3) orientation to one network segment; 4) focus on a holistic image of the network.

An empirical classification of types has been created that reflects the relationship between individual and social and environmental resources of the individual: 1) manipulation - the use of social resources to obtain one-sided benefits; 2) mutual exchange - activity aimed at building relationships with the social environment, where, with a certain share of the contribution, they receive a return that makes it possible to constructively and optimally solve problems; 3) expectation of outside help - shifting the active role in solving the problem to other people. Treat them and yourself as substitute resources.

The result of the generalization of the obtained data on the content of the process of overcoming, its procedural characteristics are the following provisions:

the achievement of positive results is associated with the awareness and use of social resources as personal, as opportunities for obtaining help, a useful result, the possibility of using them to change a difficult situation, but this action should be preceded by activity aimed at building a network with resources;

in relation to individual resources, the most effective is a differentiated positive idea of ​​one's capabilities, an emphasis on opportunities, not limitations, and using them in real behavior as a means to achieve goals;

the strategy of relying on only one of the types of resources cannot be clearly defined as effective. The value of certain resources is determined by the specifics of the situation, previous events and experience of their use.

In the quantitative part of the study, a causal model of studying resources is implemented by highlighting the factors of constructive overcoming.

In accordance with the organizational scheme of this part of the study, which implies the fixation of initial characteristics and the absence of the possibility of fixing the final positive overcoming of socio-economic deprivation by the individual, overcoming is correlated with the achievement of intermediate positive results. Three main criteria were used as intermediate criteria for overcoming this form of crisis: subjective proximity to solving the most acute problem (external component of success), self-efficacy indicator, level of psychosocial stress (internal components of success).

According to the severity of these criteria, the respondents were divided into contrasting groups (for each criterion separately), between which differentiating parameters were identified. Below, these parameters are summarized in the description of contrast groups.

Based on the subjective proximity to the solution of the most acute problem, two groups were distinguished: 1) respondents who took concrete steps to solve the acute problem, but did not completely resolve it (40.7%) (only 3% of respondents managed to completely solve the problem associated with material difficulties ); 2) respondents who do not know what can be done to solve the most acute problem (39.5%). The selected variables significantly differentiate the representatives of these subgroups (error probability from p< 0,045 до p< 0,001).

People who take steps to solve material problems are constantly trying to change something in the situation and, for the most part, they are confident that the situation is solvable. They show a higher behavioral activity in the field of employment (even before the changes they had irregular earnings and are now actively earning extra money, the total number of jobs and paid employment have increased, and the amount of free time has noticeably decreased). Along with an increase in labor activity, changes in professional status are noted (qualifications have decreased and the inability to use qualifications is noted as an acute problem).

The situation is perceived by them as a set of chances, and they believe that all the chances must be used as much as possible, they try to do this and, in general, believe that they succeed. In this case, the representation, implementation and effectiveness of actions coincide. The presence of a holistic image of the situation reflects their correlated ideas about themselves and the situation in the time span from the past to the future, i.e. although the usual course of life has been disrupted, in their view, life goes on and has various options for development.

External activity is supplemented by internal work aimed at regulating one's own state (constant attempts to change something in one's state). These efforts have been met with success. It combines both problem-oriented overcoming and emotionally-oriented overcoming (in terms of R. Lazarus). They value autonomy and independence more, the presence of good and true friends and relaxation, pleasure and entertainment. At the same time, material and status deprivations are compensated by increased moral support from relatives and friends and the presence of close friends.

Those who do not know what to do to solve the most acute problem believe that the main psychological causes of difficulties: lack of knowledge, connections, confidence - they often mention such psychological problems as self-doubt, inability to present themselves, uncertainty about tomorrow, inability to navigate the situation. This indicates the lack of self-control and the inability to control the situation as the main limitations. Limitations of individual resources are also accompanied by limited social resources (decrease in the moral support of relatives, also strained relations in the family or the absence of relatives and friends nearby).

The designated differentiating parameters specify the coping mechanisms (highlighted in the qualitative part of the study) that ensure the achievement of positive results. The identified mechanisms can be specified as follows: 1) vision of many areas of application of one’s forces (there is a lot of work, qualifications are declining, but this does not affect the feeling of one’s own strength to solve the problem, but at the same time, not everyone agrees to perform any work; not only the sphere of employment matters, but also family relationships and relationships with friends); 2) the ability to see the situation as a set of chances and their use (the main conclusion from the current situation is to use all the chances provided by life, they do it and think that it works out); 3) active use of personal resources (assessment of oneself as a means or source of achieving the goal, the ability to offer oneself to the employer. This is accompanied by an increase in one's own activity and an assessment of one's ability to earn money - the main priority and problem in this situation); 4) the presence and use of network resources: an increase in the moral support of relatives and the presence of friends, the high value of having good and true friends; 5) the presence and specification of intentions and plans that reflect the "temporal perspective" (make general plans for the future and more often analyze the past, including their own actions, and act on the most important conclusion from the situation, believe that they manage to change something both in his state and in the situation).

So, when positive results are achieved according to this criterion, attempts are combined to control and change the situation, to control and change one’s own state, accompanied by subjective success, as well as behavioral activity aimed at solving the main problem in a particular situation, and a vision of the possibility and prospects for the development of the situation in the future (temporary perspective).

The second criterion of psychological success in overcoming the situation of socio-economic deprivation is the level of general self-efficacy. Based on the data, two subgroups were distinguished: those with low self-efficacy scores (56.9%) and those with normal self-efficacy scores (40.7%). The selected variables significantly differentiate the representatives of these subgroups (error probability from p< 0,05 до p< 0,001)

Respondents with high self-efficacy scores believe that their social status has not changed. Material difficulties are not so acute, because most of them have savings and a relatively higher material income of the family. Significantly, most of them, as before, work part-time, having irregular, unregistered earnings and fees or a second paid job. At the same time, they do not want to leave this place of work, because the work makes it possible to realize themselves professionally, it is a pity for them to interrupt their professional career (career, official, professional claims are clearly expressed), but at the same time they continue to earn extra money and look for a decent job for themselves.

Thus, we can say that the crisis, although non-conflict nature of the contradictions in relations with the institution of employment in this subgroup (which is mitigated by the presence of stocks of material resources, as well as the value of not only material aspects in the existing work) is accompanied by preparatory work, which can provide a way out of the situation if positive changes do not occur at the enterprise. This strategy manifests a situational response and preparation of opportunities for development and change in the situation.

A holistic vision of the situation is reflected in their tendency to make general plans for the future and ponder the actions taken. The “successful” ones are characterized by an analysis of past events and the current situation, which allowed them to draw some life conclusions even before the start of the transformations and make sure that they are correct at the moment. They believe that the most significant resources in this situation are the knowledge of the laws, the urgent demand for what you are entitled to by law; believe that it is necessary to use all the chances that life provides, to actively establish the necessary connections with people, to be persistent in achieving their goals, to try to calculate all the possible consequences of their decisions, to behave more confidently, to learn to present themselves. They value themselves highly, consider them a source of resources and strength to transform the situation. At the same time, they pay attention to both introspection and analysis of the situation and believe that it is necessary to present oneself as positively and persistently as possible, use all opportunities, take everything that is supposed to.

In the group with low self-efficacy, the negative effects of experiencing a crisis situation are reinforced by the lack of savings, as well as a decrease in material support from relatives and relatives and the lack of financial assistance from relatives (although advice from relatives increases). Another factor that intensifies the crisis nature of experiences is health problems, which in this subgroup were not strong before, but now there is a decrease in its strength.

As changes in psychological well-being, a decrease in confidence in one's abilities, a decrease in independence from circumstances are noted much more often, but at the same time, the invariability of usefulness for society is practically the only thing that this work can still provide. Respondents with low indicators of self-efficacy more often indicate a desire to stay at the enterprise, suggest taking on any job, and at the same time believe that there is nowhere to go, there is no other job. Two opposite trends are observed: on the one hand, they suffer hardships at this place of work, which make them increase their activity aimed at generating income, and it is difficult psychologically to experience this situation; on the other hand, outside of this work, they do not see prospects, the situation seems even more uncertain, which forces them to maintain their position, to maintain their existing positions.

Based on the analysis of quantitative data, it is possible to concretize and supplement the mechanisms identified earlier in the qualitative analysis for overcoming socio-economic deprivation. The following coping mechanisms can be specified: 1) active awareness of individual resources (perception of oneself as a source or means of achieving the goal, possessing characteristics that are important (valuable) for society, awareness of one's own value for society, the presence of diverse and highly important life values); 2) the objectivity of intentions, assessments and plans, the severity of the temporal perspective (they evaluate the past, make plans for the future, made many conclusions before the start of changes, which became stronger in this situation); 3) the ability to see the situation as a set of chances (the conviction of the need to use all the chances provided by life, the intention to use them, the conviction of the need to consistently achieve one's goal); 4) exactingness, perseverance and active positioning of oneself in relation to the situation.

In this case, maintaining confidence in one's own effectiveness in overcoming the situation is correlated with the availability of some convertible resources, which allows one not to be limited to a situational response, but to go beyond the situation, to be more demanding of it. In general, we can say that the lack of resources either blocks overcoming or stimulates behavioral activity aimed at restoring their minimum level; and the availability of resources (material, status, official, health) and their weight (value for oneself, society) enhances the role of motivational and reflexive factors, behavioral activity, which is accompanied by greater demands on the environment and a clear positioning of one's own interests.

As the third criterion of success in overcoming the situation of socio-economic deprivation, the indicator of the severity of psychosocial stress was used. According to this indicator, two subgroups were distinguished: with a high level of stress (9.7%) and a low level of stress (38.4%). The selected variables significantly differentiate the representatives of these subgroups (error probability from p< 0.05 до p< 0.000)

The high level of stress is associated with an increase in paid employment, including part-time jobs, but the absence of a regularly paid second job. Having increased their work activity, people fail to solve material problems (they note the low material income of the family and the presence of debts). In addition, this activity does not allow you to have opportunities for your favorite activities and significantly reduces the availability of free time, i.e. they do not see the results of their efforts and at the same time cannot satisfy other needs, they feel that losses continue, confidence in themselves and their capabilities decreases.

Assessing their opportunities to find another job, the majority believes that they are hindered by the lack of necessary social connections (blat), lack of health, or there is no work suitable for them at all. It should be noted that they are more demanding, in comparison with the contrast group, to a “suitable job”: when looking for and choosing a job, for the majority, high wages, stable pay, proximity to home and the availability of benefits are very important. At the same time, they realize that their ideal ideas and real possibilities do not correspond. Therefore, they plan to change the employment strategy: 1) they intend to increase activity (take on any job); 2) change the direction of activity (look for opportunities in another area, learn another profession or specialty); 3) switch to household chores, work more around the house (generally leaving the profession); 4) some of them note the lack of their own business as a problem, but do not plan to organize it yet.

As resource deficits, the state of health, advanced age, and deficits in social resources are singled out. We are convinced of the importance of social resources and plan to develop them to receive assistance, but have not yet done so. Moreover, they are focused not on changing the quality of existing social relations, but on increasing their number, expanding and seeking support in another area.

A high level of stress is associated with the realization of the unrealistic nature of one's claims, the inability to realize one's aspirations, which are accompanied by an increase in feelings of psychological distress and a decrease in faith in one's own capabilities. In general, the situation and one's own psychological state are assessed as uncontrollable, one's own limitations are recognized, and not opportunities are singled out, the causes of failures are emphasized, and the feeling of dependence on external circumstances increases.

Summarizing the data obtained on the impact of personal resources on the success of overcoming the socio-economic deprivation of the individual, we identified factors that correlate with all the criteria used to achieve positive results.

Five factors significant for all success criteria have been identified. Among them: 1) one motivational - "successful" do not notice a decrease in self-confidence; 2) three reflexive ones - a small part of them do not experience psychological problems, they are ready to take on any job (but at the same time they are guided by criteria relating to the content of the work), they believe that there is a lot of work and it can be found; 3) one socio-demographic - "successful" spent more time on their own education.

In most cases, the achievement of positive results by one criterion did not coincide with the achievement of positive results by other criteria. Among all the factors that determine the intermediate success of overcoming in terms of one or two indicators, the following motivational and reflexive factors turned out to be differentiating:

The successful ones are characterized by the following reflexive factors - the presence of conclusions from the situation and an explanation of the reasons why they still do not radically change the situation, remain at the enterprise. Among the motivational factors are general plans for the future and specific plans; high claims; labor and life values: orientation towards interesting work and stable employment (for external success), compliance with the specialty, opportunities for professional and career growth (for the internal component of success), values ​​of independence, independence, having good and true friends, the importance of recreation, entertainment , the values ​​of public recognition and respect for others, self-confidence, an active active life, material security, the realization of professional abilities, personal dignity, self-respect.

These factors determine the choice and use of opportunities as a means to achieve positive results and determine the intensity and direction of activity, which is manifested in differences in the number, intensity and nature of side jobs.

unsuccessful are characterized by reflexive factors related to explaining the causes of ongoing events (the impossibility of achieving positive results, localized both externally and in one’s own characteristics), basic scarce resources (both psychological and non-psychological problems and the reasons that determine that they remain at this enterprise). Motivational factors are represented by plans to change the direction of activity (change profession, perhaps start your own business, work more at home, take care of children, look for other housing); labor and life values: focus on high pay, on stable pay, the ability to use benefits, proximity to home; stable life, the importance of good health, material security.

The identified factors differ from the factors of overcoming the main phenomenon of the individual employment crisis - unemployment. The specificity of overcoming the socio-economic deprivation of the personality is manifested, firstly, in a more variable content of overcoming, oriented towards achieving the internal components of success, and secondly, in a lesser representation of social network factors.

In conclusion, the results of the study are summed up, general conclusions are formulated, it is noted that the study made it possible to solve the tasks and confirm the hypotheses put forward, to verify the theoretical schemes.

Based on the results obtained, the following conclusions of the dissertation research were made:

Personal resources characterize the content side of the psychological overcoming of socio-economic deprivation as a specific phenomenon in the structure of the life path of a modern individual and a variety of an individual employment crisis. Personal resources are understood as internal and external opportunities perceived and used as a means to achieve positive results.

Personal resources must meet the following criteria: 1) awareness of the available funds or the possibility of acquiring them; 2) willingness to use them as a means to an end; 3) optimality, i.e. an adequate ratio of the goal and one's own capabilities when choosing means; 4) compensability, i.e. interchangeability; 5) convertibility, i.e. the value of resources in the social environment.

Achieving positive results in overcoming the socio-economic deprivation of the individual is accompanied by the following mechanisms: 1) strategic and tactical planning, supported by actions to implement these plans; 2) the importance of recognition from other people; 3) concretization of ideas about oneself, highlighting one's own capabilities, not limitations, high self-efficacy; 4) taking responsibility for the possibility of positive changes in one's own life and specific situation; 5) differentiation of spheres of application of one's forces; 6) lack of global explanations for failures and difficulties; 7) attitude to social opportunities as a means of achieving positive effects.

The process of overcoming is characterized by both the achievement of positive results and their absence. Of greatest importance for achieving positive results are such initial factors as the total number of years spent on education, self-confidence, willingness to take on any job, the conviction that a job can be found, and the absence of acute psychological problems.

The contribution of factors to the achievement of results is not balanced. Both "successful" and "unsuccessful" take steps to solve problems, but the content characteristics of their activity differ and are determined by reflexive and motivational factors. “Unsuccessful” focus on the causes of failures, explaining them by the lack of their own resources, have undifferentiated ideas about the possibilities of a positive resolution of the situation or believe that the resolution of psychological and non-psychological problems is impossible, are characterized by intense chaotic labor activity. The "successful" made specific conclusions (the basis of which is the orientation to individual resources and active positioning of their own interests), convinced themselves of them, know what to do, make plans for the future, focus on the content and status characteristics of the work, have a greater number of diverse and more degrees of valuable objects and states. The content side of constructive overcoming is characterized by the correlation of ideas about oneself and the situation, the conviction that it is possible to solve problems, and the implementation of these ideas in order to achieve positive results.

4. The psychological content of the socio-economic deprivation of the individual is due to the fact that it is initiated by external prerequisites - non-payment or long delay in wages; immediate sources are deprivation of social, economic and professional status; the main psychological symptoms manifest themselves in the form of uncertainty about the future, a feeling of dependence on external circumstances, self-doubt. The content side of overcoming the socio-economic deprivation of the individual has its own specifics and includes the choice and use of overcoming resources, the content of which is determined by a complex of motivational, reflexive, socio-demographic factors and some behavioral features.

Unlike overcoming unemployment, overcoming socio-economic deprivation is more variable. The constructiveness of overcoming this form of a life crisis is more manifested in the achievement of internal criteria for success, and is also less focused on the use of social network resources.

So, personal resources determine the achievement of positive results, reflect the content side of overcoming the socio-economic deprivation of the individual. The specificity of the use of individual and social-environmental resources is determined by a complex of factors, among which the reflexive and motivational characteristics of the individual play a leading role.

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We can talk about deprivation in the educational process in those cases when conditions in an educational institution are unfavorable for the student's personal development, that is, conditions that limit the possibilities of his self-realization.

Deprivation is becoming one of the main reasons for the alienation of students from educational activities. It is alarming that recently the term “alienation in education” has been increasingly used in pedagogy. In a broad sense, alienation in education is associated with the learning process in which the child experiences psychological discomfort. The natural response to discomfort is resistance. The main symptoms of alienation: a negative attitude towards school, aversion to academic work.

However, alienation is not limited to an unwillingness to learn. It touches the deeper feelings of the child. Alienation arises mainly as a result of a mismatch between the values ​​of the child and the school.

M. Mead defined the difference between learning in primitive and civilized societies as follows: in a primitive society, children learn what necessary, to be an adult, and in an industrial society, children learn that, as someone thinks they will have to do. The educational world of the primitive child is real, the educational world of the civilized child is "trusted".

Among the reasons for alienation, first of all, the nature of the relationship between schoolchildren and teachers is mentioned: the lack of subject-subject communication between the teacher and students; the formal nature of the interaction; the inability and unwillingness of teachers to build democratic relations, on the one hand, and the unpreparedness of students for democratic relations, on the other hand.

A significant barrier to the disclosure of the creative potential of students is the stereotyped perception of the student by the teacher. The main reason for this perception is seen in the fact that teachers do not have a sufficiently clear specific goal of constantly observing and studying their students, as well as the means and methods for carrying out such observation.

According to research by L. M. Mitina, schematic typification is reduced to the following five types:

1) excellent students cooperating with the teacher;

2) students whom the teacher considers capable, but in a certain sense difficult;

3) the so-called good (obedient) students, but considered incompetent, with poor academic performance;

4) clearly problematic students;

5) students, which can be designated as an indefinite, weakly differentiable group.

With each type of student, teachers behave differently, which, of course, affects the academic performance, behavior, and personality development of students. Communication is built according to a certain pattern, which, of course, limits the possibilities of self-realization of the child, hinders his activity. At the same time, a representative of any of the five groups finds himself in deprivation conditions.

Many researchers note as a sign of the times the increase in mental disorders and learning difficulties in children during the period of schooling. In educational psychiatry, which arose at the intersection of psychiatry and pedagogy, the term "didactogeny" is used to refer to mental disorders caused by the teacher's misbehavior. According to research, a violation of the pedagogical tact by the teacher is a common cause of neuroses, school phobias, etc.

The described phenomena indicate that the educational system contains a number of deprivation factors that limit the realization of the child's potential and become the causes of deep affective experiences in children.

There are several aspects to educational deprivation. One of them - emotional deprivation on the part of the teacher. Such deprivation occurs in cases where the teacher (teacher, educator) neglects the needs of the student, ignores his personality, does not allow his individuality to manifest.

There is another side to educational deprivation. In the process of learning, the assimilation of knowledge often occurs formally. The disciple, in fact, remains alienated from them. L. I. Bozhovich wrote that the presence of such formal knowledge in a schoolchild is worse than their complete absence. This aspect brings educational deprivation closer to cognitive. The latter in the educational process occurs in circumstances where the child's ability to assimilate the meanings of the external space, associated with understanding what is happening outside, is limited. The too changeable, chaotic structure of the external space of the educational process does not allow the child to understand, anticipate and regulate the ordering of internal images, and, consequently, to realize the essential forces to the maximum, to expand the existing experience.

Cognitive deprivation occurs when the student is faced with the need to comprehend information that he still cannot absorb due to his age or individual characteristics. It is known that individual characteristics can have a significant impact on the nature and pace of development. The need to memorize a large amount of information incomprehensible to the child leads to alienation from the knowledge acquired at school and can be considered as cognitive deprivation with all the ensuing consequences.

At the same time, educational deprivation can also be viewed as a kind of cultural deprivation. In some families, education does not seem to be a significant cultural value, it is not given much importance; from an early age, the child does not support the value stimuli of learning. As a result, the child is initially closed to the perception of many cultural values ​​through education. In this case, the family factor reinforces the impact of educational deprivation.

The difficulty of recognizing educational deprivation is that it is largely masked.

A study of the basic needs of schoolchildren in the learning process shows that most of all students need support from teachers, security, communication, achievement and recognition. As a warning and overcoming educational deprivation, we see the transition from pedagogical influence to empathy, understanding, and assistance. The principle of preventing deprivation in this case is Adoption child in the educational process.

2. Deprivation as a problem of modern society

The socio-economic structure of modern society potentially contains a source of various types of deprivation, which is often implicit, hidden.

Here it can be noted economic deprivation, related to the subjective experience of poverty. Being a non-psychological category, it nevertheless has a significant impact on the psychological state of a person, causing frustration, depression, lowering self-esteem, etc.

The next type can be considered a special type of social deprivation. Its essence is that representatives of some social groups are initially less likely to realize themselves, compared with other groups. Such social rewards as prestige, power, high social and economic status are more accessible to some categories of the population and less accessible to others. Thus, in modern society, the young are generally valued more than the elderly, male workers are valued more than their female counterparts, etc.

The social, economic instability of society contributes to the strengthening of the so-called relative deprivation, which is defined as the discrepancy between expectations and the actual result. Modern society is such that it does not allow people to realize many important needs. At the same time, the perception of deprivation is the stronger, the greater the discrepancy between what people, from their point of view, deserve, and what actually happens. Such a discrepancy can cause a person to feel injustice, anger, envy, depression, alienation. Self-esteem decreases, the need for outside help increases, which further reduces self-esteem. In general, the deprivation state manifests itself as a loss of self-confidence. Negative emotions arising from relative deprivation contribute to the acceptance abnormal patterns of behavior in order to relieve tension and restore self-esteem, which manifests itself in the form of crimes against property, violence, etc.

In other cases, a person resorts to psychological defense mechanisms such as denying or repressing problems, retreating into fantasies instead of real actions, devaluing interests instead of defending them, etc. Defense mechanisms allow you to relieve emotional tension for a while, but their frequent use leads to maladaptive effects. Probably, cases of long-term unemployment or poverty are sometimes explained by the operation of precisely such mechanisms.

Another model of human behavior, faced with a long-term impossibility to satisfy significant needs, was described by M. Seligman as learned helplessness. It represents a refusal of activity if the previous situations were beyond the control of the subject and all his efforts did not lead to anything. Learned helplessness manifests itself on three levels:

Emotional (the appearance of emotional disorders - depression, neurotic anxiety);

Motivational (lack of desire to try to solve the problem again and again);

Cognitive (difficulty of relearning - transition to a new model of behavior).

The main characteristic of learned helplessness is the tendency to generalize. Appearing in one situation, it spreads to many others, blocking human activity. As a result, he ceases to attempt to solve even those tasks that he would easily cope with.

Thus, long-term deprivation of needs that are important for a person, constant experience of failure contributes to a decrease in the overall activity of a person, causing a feeling of futility of efforts.

If a person has a number of individual-personal qualities, another way of responding is possible - search activity. It makes you act constructively in a situation, try to change it, even if previous experience does not confirm confidence in the positive results of such behavior.

However, if, for example, stress increases activation (especially at the initial stages of its development), deprivation can cause an increase in activity only in the case of a short-term effect, causing a certain feeling of “hunger” and, accordingly, a readiness to seek satisfaction of a need. Long-term deprivation, as a rule, does not stimulate an increase in energy, but, on the contrary, causes some decrease in vital activity, passivity, apathy, and pessimism. In this regard, attempts to constantly overcome the same insurmountable difficulties can be seen as the exception rather than the rule. It is known, for example, that people who cannot find a job or somehow improve their lives for a long time often give up, internally resign themselves to the situation of deprivation.

The experience of failure, the futility of efforts encourages people to look for alternative ways to normalize their internal state. One of them - appeal to religion. Another - introduction to a variety of psychological and esoteric techniques. In the latter case, people hope, with the help of specific methods of internal concentration, relaxation, etc., to increase their adaptive capabilities.

Another modern version of “overcoming” deprivation is escape to the virtual world. A person has the ability to go into a fantasy world and hide there from the difficulties of real life that he cannot cope with. This world is safe, does not involve making real decisions and, therefore, responsibility for them, does not require building real relationships and even presenting oneself as “real” to others. Such communication gives a sense of security from disappointments, allows you to experiment with your image, play any fantasies in the virtual space. Up to some point, it can be a completely harmless game. But sometimes behind this lies a deep self-doubt, that a person can be interesting to someone as he is.

In a sense, going into virtual reality is a form of psychological defense mechanisms. Here there is repression, and identification, and sublimation, etc. And, like any of the mechanisms, virtual reality performs the function of relieving stress rather than providing real help in solving problems.

In the psychological literature, a phenomenon is described that can also be attributed to the phenomenon of deprivation, - structural hunger.

E. Bern wrote that along with sensory hunger and the need for recognition, a person has a need for time structuring. Structural hunger is understood as a state when a person does not know what to do, cannot structure his time himself, he is bored and uninterested in life. Daily activities and communication do not cause a desire to continue them. A person is in a state of mental vacuum and loss of the meaning of life.

19th century literature (J. Byron, A. S. Pushkin, etc.) gives a colorful description of such a state as typical for the aristocratic circles of society. Longing, boredom forced young nobles to kill time in all available ways: cards, duels, balls, etc. The feeling of disappointment in life was considered typical and was even elevated to some kind of cult.

Structural hunger is also characteristic of modern man. An example is the so-called "Sunday neurosis". It is known that more quarrels and conflicts occur on weekends. Left without a regulated routine, people cannot organize their time on their own, find a sphere for the application of forces, which causes subconscious irritation and results in internal and external conflicts. One of the most common options for filling free time is watching “empty” TV shows: series, talk shows, etc.

The problem of structuring time can also arise in other situations. E. Bern writes:

“The problem that often arises in adolescents after the first meeting is well known:“ Well, what will we talk about with her (with him) then? This question often arises among adults. To do this, it is enough to recall an intolerable situation when there is a sudden pause in communication and a period of time appears that is not filled with conversation, and none of those present is able to come up with a single relevant remark in order not to let the conversation freeze. People are constantly preoccupied with how to structure their time.

“If boredom lasts long enough,” the author continues, “then they become synonymous with emotional hunger and can have the same consequences.”

An individual isolated from society, as E. Bern writes, can structure his time in two ways: by engaging in activities or plunging into fantasies, withdrawing into himself. When he becomes a member of a group of two or more people, different ways of structuring time are possible:

1) rituals;

2) pastime;

4) proximity;

5) activity.

Activity, from his point of view, is the most meaningful way of human interaction.

VN Druzhinin identifies several typical life strategies. One of them is life as a waste of time, "life is a pastime." This is the life of a person who is not oppressed by worries, duty, responsibility, there is no need to earn money. In the past - a string of monotonous days, years. The present is similar to the past and also to the future. The main experience is boredom. "When there are no real problems, creative aspirations and daily worries, life seems like an endless monotonous stream". At the same time, time can be structured in two ways: to embark on an active search for pleasure, entertainment, adventure, etc., or to use the services of “time organizers”, whom E. Berne considered to be the most scarce and highly paid specialists in any society. "Time organizers" will provide a person with many options for spending time so that he forgets about the non-existent meaning of life and fills the present with events and the past with memories. Photos, videos remain and excite pleasant sensations and emotions.

Thus, everyday reality creates many opportunities for deprivation. It does not have to be in any special unfavorable conditions. It can arise against the background of quite favorable external circumstances and is often hidden. This is one of the difficulties of its recognition and correction.

Deprivation is a state close in characteristics to a state. Occurs with a prolonged impossibility or limited satisfaction of those relevant to the individual. The state of deprivation refers to. It can create irreversible mental changes. Deprivation differs in forms, types, manifestations and consequences.

Deprivation is often hidden or not realized by a person, masked. Outwardly, the conditions of her life may look prosperous, but at the same time inside a person is raging, discomfort is felt. Prolonged deprivation creates chronic stress. The result is prolonged stress.

Deprivation is similar to frustration, but there are 2 main differences between them:

• deprivation is not as noticeable to the personality itself as frustration;
• deprivation occurs with prolonged and complete deprivation, frustration is a reaction to a specific failure, an unsatisfied need.

For example, if a child's favorite toy is taken away, but given another, then he will experience frustration. And if you completely ban playing, then this is deprivation.

Most often we are talking about psychological deprivation, for example, when deprived of love, attention, care, social contacts. Although biological deprivation occurs. It can be threatening to the physical and mental (her self-actualization,) and non-threatening. The latter is more like frustration. For example, if a child is not bought ice cream, then he will experience non-threatening deprivation, but if he systematically starves, he will experience threatening deprivation. But if the same ice cream is a symbol of something for a child, for example, parental love, and he suddenly does not get it, then this will cause serious personality changes.

The appearance and severity of deprivation largely depend on the individual personality characteristics of a person. For example, two people can perceive and endure social isolation in different ways, depending on the value of society for each and the severity of the need for social contacts. Thus, deprivation is a subjective state that does not repeat in the same way in different people.

Types of deprivation

Deprivation is considered and classified depending on the needs. It is customary to distinguish the following types:

1. Sensory deprivation. It implies such conditions for the development of a child or life situations of an adult in which the environment has a limited or extremely variable set of external stimuli (sounds, light, smells, and so on).
2. cognitive deprivation. The environment has excessively variable or chaotic external conditions. A person does not have time to assimilate them, which means that he cannot predict events. Due to the lack, variability and inadequacy of incoming information, a person develops an erroneous idea of ​​the outside world. The understanding of connections between things is broken. A person builds false relationships, has erroneous ideas about causes and effects.
3. Emotional deprivation. Assumes a break in emotional interpersonal communication or intimate-personal communication, or the impossibility of establishing close social relationships. In childhood, this type of deprivation is identified with maternal deprivation, which means the coldness of a woman in relations with a child. It is dangerous mental disorders.
4. Social deprivation, or deprivation of identity. We are talking about limited conditions for the assimilation of any role, the passage of identity. For example, pensioners, prisoners, pupils of closed schools are exposed to social deprivation.
5. In addition, there is motor deprivation (for example, bed rest due to trauma), educational, economic, ethical and other options.

This is theory. In practice, one type of deprivation can transform into another, several types can appear simultaneously, one type can arise as a result of the previous one.

Deprivations and their consequences

sensory deprivation

One of the most studied forms. For example, changes in the minds of pilots on long flights have long been confirmed. The monotony of days and loneliness depresses.

Perhaps the most films have been made about sensory deprivation. For some reason, the story with a lonely man surviving on the island is very loved by the writers. Take, for example, the movie Cast Away, starring Tom Hanks. The picture very accurately conveys the psychological changes of a person left for a long period in solitude and limited conditions. One ball friend is worth something.

A simpler example: every person knows how monotonous and the same work depresses. The same "Groundhog Day" that many people like to talk about.

The main effects of sensory deprivation include:

• change of direction and reduced ability to focus;
• retreat into dreams and fantasies;
• loss of sense of time, disturbed orientation in time;
• illusions, deceptions of perception, hallucinations (in this case, this is an option that helps maintain mental balance);
• nervous restlessness, excessive excitement and motor activity;
• somatic changes (often headaches, muscle aches, flies in the eyes);
• delirium and paranoia;
• anxiety and fears;
• other personality changes.

In general, 2 groups of reactions can be identified: increased excitability against the background of general depression, that is, an acute reaction to situations (under normal conditions, the same events did not cause such a violent reaction) and a decrease in craving for previously interesting things, an overly calm and apathetic response. A third variant of reactions is possible - a change in taste preferences and emotional relationships to the opposite (annoying what you liked).

This is with regard to changes in the emotional sphere, but violations due to deprivation also apply to the cognitive sphere:

• Deterioration and disorders in the field of verbal-logical thinking, mediated memorization, voluntary attention and speech.
• Disturbances in perceptual processes. For example, a person may lose the ability to see in three dimensions. It may seem to him that the walls are moving or narrowing. A person mistakenly perceives colors, shapes, sizes.
• Increased suggestibility.

As we understand it, sensory hunger can easily arise in everyday life. Very often, it is sensory hunger that is confused with ordinary hunger, the lack of impressions is compensated by food. Overeating and obesity are another consequence of sensory deprivation.

Not all changes are strictly negative. For example, increased activity encourages creativity, which is useful in finding ways out of a difficult situation. Recall the same films about survivors on a desert island. And in principle, any output of awakened creativity will reduce the risk of mental disorders.

Due to the innate need for external stimuli, sensory deprivation will cause greater impairment than in. Also, people with a stable type of psyche will more easily survive this type of deprivation. It will be more difficult for people with hysterical and demonstrative to survive sensory deprivation.

Knowledge of individual personality characteristics of people and assumptions about their reaction to sensory deprivation is important for professional selection. So, work on expeditions or flight conditions, that is, sensory deprivation, is not suitable for everyone.

motor deprivation

With prolonged limitation in movement (from 15 days to 4 months), there is:

• hypochondria;
• depression;
• unreasonable fears;
• unstable emotional states.

Cognitive changes also occur: attention decreases, speech slows down and is disturbed, memorization becomes difficult. The person becomes lazy, avoids mental activity.

cognitive deprivation

The lack of information, its randomness and disorder cause:

• boredom
• inadequate ideas of the individual about the world and his possibilities of life in it;
• erroneous conclusions about the events of the world and the people around;
• inability to be productive.

Ignorance (information hunger) awakens fears and anxieties, thoughts about an incredible and unpleasant development of events in the future or inaccessible present. There are signs of depression and sleep disturbances, loss of vigilance, decreased performance, impaired attention. No wonder they say that there is nothing worse than ignorance.

emotional deprivation

Recognizing emotional deprivation is more difficult than others. At a minimum, because it can manifest itself in different ways: someone experiences fears, suffers from depression, withdraws into himself; others make up for it with excessive sociability and superficial relationships.

The consequences of emotional deprivation are especially acute in childhood. There is a delay in cognitive, emotional and social development. In adulthood, the emotional sphere of communication (handshakes, hugs, smiles, approval, admiration, praise, compliments, and so on) is needed for psychological health and balance.

social deprivation

We are talking about the complete isolation of an individual or group of people from society. There are several options for social deprivation:

• Forced isolation. Neither the individual (or a group of people) nor society wanted or expected this isolation. It depends only on objective conditions. Example: the crash of an airplane or ship.
• Forced isolation. Society is the initiator. Example: prisons, army, orphanages, military camps.
• Voluntary isolation. The initiator is a person or a group of people. Example: hermits.
• Voluntary-compulsory isolation. The personality itself limits social contacts in order to achieve the goal. Example: a school for gifted children, the Suvorov School.

The consequences of social deprivation largely depend on age. In adults, the following effects are noted:

• anxiety;
• fear;
• depression;
• psychoses;
• feeling of an outsider;
• emotional stress;
• euphoria, similar to the effect of taking drugs.

In general, the effects of social deprivation are similar to those of sensory deprivation. However, the consequences of social deprivation in a group (a person gradually gets used to the same persons) are somewhat different:

• irritability;
• incontinence;
• fatigue, inadequate assessment of events;
• self-care;
• conflicts;
• neuroses;
• depression and suicide.

At the cognitive level, with social deprivation, there is deterioration, slowing down and speech disorders, loss of civilized habits (manners, norms of behavior, tastes), deterioration of abstract thinking.

Social deprivation is experienced by outcasts and hermits, mothers on maternity leave, old people who have just retired, an employee on long sick leave. The consequences of social deprivation are individual, as well as the period of their preservation after the return of a person to the usual conditions of life.

Existential deprivation

It is connected with the need to find oneself and one's place in the world, to know, to understand the issues of death, and so on. Accordingly, existential deprivation differs by age:

• In adolescence, existential deprivation occurs in a situation where the environment does not allow a teenager to realize the need for adulthood.
• Youth is due to the search for a profession and the creation of a family. Loneliness and social isolation are the causes of existential deprivation in this case.
• At the age of 30, it is important that life conforms to internal plans and personality.
• At 40, a person evaluates the correctness of his life, self-realization, fulfillment of his personal destiny.

Existential deprivation can occur regardless of age, for personal reasons:

• change of social status (in a positive or negative direction);
• destruction of meanings, the impossibility of achieving the goal;
• a quick change in living conditions (longing for the old order);
• longing due to the gray monotony of life (excessive stability);
• a feeling of loss and sadness when achieving such a desired goal after a long and difficult journey (and what to do next, how to live without a dream).

educational deprivation

We are talking not only about complete pedagogical neglect, but also about learning conditions that do not correspond to the individual and personal characteristics of the child, the impossibility of full disclosure of potential and self-realization. As a result, motivation for learning is lost, interest falls, and there is a reluctance to attend classes. An aversion to educational activity in the broad sense of the word is formed.

Within the framework of educational deprivation, one can single out emotional (ignoring the needs and characteristics of the child, suppression of individuality) and cognitive (formal presentation of knowledge).

Educational deprivation often transforms into cultural deprivation or serves as its precondition. Cultural deprivation originates in a family where education has no value.

Deprivation in the modern world

Deprivation can be obvious and hidden. With the first form, everything is simple: physical separation, imprisonment in a cell, and so on. An example of hidden deprivation is isolation in a crowd (loneliness in a crowd) or emotional coldness in a relationship (marriage for the sake of children).

In the modern world, no one is immune from deprivation. This or that form and type of it can be provoked by the economic and social instability of society, information war or information control. Deprivation makes itself felt the more the person's expectations (level of claims) diverge from reality.

Unemployment, poverty (largely a subjective indicator), urbanization can negatively affect the psyche of people. Very often, the beginning deprivations and the state of frustration are compensated by a protective mechanism - an escape from reality. This is why virtual reality and computers are so popular.

Learned helplessness is another disease of modern society. It also has its roots in deprivation. People are passive and in many ways infantile, but for some this is the only way to maintain balance in an unstable environment or limited opportunities. Pessimism is another reaction to long-term deprivation.

Overcoming deprivation

Deprivation can be overcome in different ways: destructive and constructive, social and asocial. For example, leaving for religion, passion and psychology, development is popular. No less popular is going into the world of the Internet and fantasy, books, films.

With a conscious and professional approach, the correction of deprivation involves a detailed study of a particular case and the creation of anti-deprivation conditions. That is, for example, with sensory deprivation, the saturation of the environment with events and impressions. With cognitive - the search for information, its assimilation, correction of existing images and stereotypes. Emotional deprivation is eliminated by establishing communication with people, building relationships.

Working with deprivations requires a strictly individual psychotherapeutic approach. The term of deprivation is important, as well as individual and personal characteristics of a person, his age, type of deprivation and form, external conditions. The consequences of some deprivations can be corrected more easily, while others take a long time to correct, or the irreversibility of mental changes is stated.

Afterword

By the way, the phenomenon of deprivation is closer than we think, and it has not only a negative side. Its skillful application helps to know oneself, to achieve a state of altered consciousness. Remember the techniques of yoga, relaxation, meditation: close your eyes, do not move, listen to music. All these are elements of deprivation. In small and controlled doses, with skillful use, deprivation improves the psychophysiological state.

This feature is used in some psychotechniques. With the help of perception management (can be carried out only under the supervision of a psychotherapist), new horizons become available to the individual: previously unknown resources, increased adaptive abilities.

Deprivation should be understood as any condition that creates or can create in an individual or group a feeling of own deprivation in comparison with other individuals (or groups), or with an internalized set of standards. The feeling of deprivation can be conscious when individuals and groups experiencing deprivation can understand the causes of their condition. But such a development of the situation is also possible, when deprivation is experienced as something else, i.e. individuals and groups perceive their condition in a transformed form, without realizing its true causes. In both cases, however, the deprivation is accompanied by a strong desire to overcome it. The only exceptions can be situations where deprivation is justified by the value system of a given society, for example, the caste hierarchy in India.

Five types of deprivation can be distinguished.

Economic deprivation arises from the uneven distribution of income in society and the limited satisfaction of the needs of some individuals and groups. The degree of economic deprivation is assessed according to objective and subjective criteria. An individual who, according to objective criteria, is economically quite prosperous and even enjoys privileges, may, nevertheless, experience a subjective feeling of deprivation. For the emergence of religious movements, the subjective feeling of deprivation is the most important factor.

social deprivation due to the tendency of society to evaluate the qualities and abilities of some individuals and groups higher than others, expressing this assessment in the distribution of such social rewards as prestige, power, high status in society and the corresponding opportunities for participation in social life. The grounds for such an unequal assessment can be very diverse. In today's society, young people are valued more than the elderly, male workers more than their female counterparts, talented people are given privileges that are not available to the mediocre. Social deprivation usually complements economic deprivation: the less a person has in material terms, the lower his social status, and vice versa. In general, an educated person ranks “higher” on the social and economic scale than an uneducated person.

Organismic deprivation associated with congenital or acquired individual human shortcomings - physical deformities, disability, dementia, etc.

ethical deprivation associated with a value conflict that arises when the ideals of society do not coincide with the ideals of individuals or groups. These kinds of conflicts can arise for many reasons. Some people may feel the internal inconsistency of the generally accepted system of values, the presence of latent negative functions of established standards and rules, they may suffer because reality does not correspond to ideals, etc. Often the value conflict arises due to the presence of contradictions in the social organization. Such conflicts are known between society and intellectuals who have developed their own criteria for excellence in art, literature and other areas of creativity, not shared by the general public. Many religious reformers (for example, Luther), as well as politicians of a radical revolutionary trend (Marx), apparently experienced a sense of deprivation caused by an ethical conflict with society. – the inability to lead a lifestyle that corresponds to their own system of values.

mental deprivation arises as a result of the formation of a value vacuum in an individual or group - the absence of a significant system of values, in accordance with which they could build their lives. This is mainly the result of an acute and not resolved for a long time state of social deprivation, when a person, in the order of spontaneous mental compensation for his condition, loses adherence to the values ​​of a society that does not recognize him. The usual reaction to mental deprivation is the search for new values, new faith, meaning and purpose of existence. A person experiencing a state of mental deprivation, as a rule, is most receptive to new ideologies, mythologies, and religions. In contrast to this category, people who experience ethical deprivation demonstrate a deep commitment to the values ​​they are accustomed to. Mental deprivation manifests itself primarily in a feeling of despair, alienation, in a state of anomie, arising from objective states of deprivation (social, economic or organismic). It often results in actions aimed at eliminating objective forms of deprivation.

The subjective feeling of deprivation is a necessary prerequisite for the emergence of any organized social movement. However, deprivation in itself is only a necessary, but by no means a sufficient condition for this. For a protest movement to form, the state of deprivation must be shared by many people; the existing institutions in society must be unable to resolve it; finally, a leader must appear with a new idea attractive to the masses.

Before proceeding to perform phonetic analysis with examples, we draw your attention to the fact that letters and sounds in words are not always the same thing.

Letters- these are letters, graphic symbols, with the help of which the content of the text is conveyed or the conversation is outlined. Letters are used to visually convey meaning, we will perceive them with our eyes. The letters can be read. When you read letters aloud, you form sounds - syllables - words.

A list of all letters is just an alphabet

Almost every student knows how many letters are in the Russian alphabet. That's right, there are 33 of them in total. The Russian alphabet is called Cyrillic. The letters of the alphabet are arranged in a certain sequence:

Russian alphabet:

In total, the Russian alphabet uses:

• 21 letters for consonants;
• 10 letters - vowels;
• and two: ь (soft sign) and ъ (hard sign), which indicate properties, but do not in themselves determine any sound units.

You often pronounce the sounds in phrases differently from how you write them down in writing. In addition, more letters than sounds can be used in a word. For example, "children's" - the letters "T" and "C" merge into one phoneme [ts]. Conversely, the number of sounds in the word "blacken" is greater, since the letter "Yu" in this case is pronounced as [yu].

What is phonetic parsing?

We perceive sound speech by ear. Under the phonetic analysis of the word is meant the characteristic of the sound composition. In the school curriculum, such an analysis is more often called “sound-letter” analysis. So, in phonetic parsing, you simply describe the properties of sounds, their characteristics depending on the environment, and the syllabic structure of a phrase united by a common word stress.

Phonetic transcription

For sound-letter analysis, a special transcription in square brackets is used. For example, the correct spelling is:

• black -> [h"orny"]
• apple -> [yablaka]
• anchor -> [yakar"]
• tree -> [yolka]
• sun -> [sontse]

The phonetic parsing scheme uses special characters. Thanks to this, it is possible to correctly designate and distinguish between the letter record (spelling) and the sound definition of letters (phonemes).

• the phonetically parsed word is enclosed in square brackets - ;
• a soft consonant is indicated by a transcription sign ['] - an apostrophe;
• shock [´] - with an accent;
• in complex word forms from several roots, a secondary stress sign [`] is used - grave (not practiced in the school curriculum);
• the letters of the alphabet Yu, Ya, E, Yo, b and b are NEVER used in transcription (in the curriculum);
• for double consonants, [:] is used - a sign of the longitude of pronouncing the sound.

Below are detailed rules for orthoepic, alphabetic and phonetic and parsing words with examples online, in accordance with the general school norms of the modern Russian language. For professional linguists, the transcription of phonetic characteristics is distinguished by accents and other symbols with additional acoustic features of vowel and consonant phonemes.

How to make a phonetic parsing of a word?

The following diagram will help you conduct a letter analysis:

• Write down the necessary word and say it out loud several times.
• Count how many vowels and consonants are in it.
• Mark the stressed syllable. (Stress with the help of intensity (energy) singles out a certain phoneme in speech from a number of homogeneous sound units.)
• Divide the phonetic word into syllables and indicate their total number. Remember that the syllable division in differs from the hyphenation rules. The total number of syllables always matches the number of vowels.
• In transcription, disassemble the word by sounds.
• Write the letters from the phrase in a column.
• Opposite each letter, in square brackets, indicate its sound definition (how it is heard). Remember that sounds in words are not always identical to letters. The letters "ь" and "ъ" do not represent any sounds. The letters "e", "e", "yu", "I", "and" can mean 2 sounds at once.
• Analyze each phoneme separately and mark its properties with a comma:
  • for a vowel, we indicate in the characteristic: the sound is a vowel; shock or unstressed;
  • in the characteristics of consonants we indicate: the sound is consonant; hard or soft, voiced or deaf, sonorous, paired / unpaired in hardness-softness and sonority-deafness.
• At the end of the phonetic analysis of the word, draw a line and count the total number of letters and sounds.

This scheme is practiced in the school curriculum.

An example of phonetic parsing of a word

Here is an example of phonetic analysis by composition for the word "phenomenon" → [yivl'e′n'iye]. In this example, there are 4 vowels and 3 consonants. There are only 4 syllables: I-vle′-ni-e. The emphasis falls on the second.

Sound characteristic of letters:

i [th] - acc., unpaired soft, unpaired voiced, sonorous [and] - vowel, unstressed in [c] - acc., paired solid, paired sound [l '] - acc., paired soft, unpaired . sound, sonorous [e ′] - vowel, percussion [n '] - consonant, paired soft, unpaired. sound, sonorous and [and] - vowel, unstressed [th] - acc., unpaired. soft, unpaired sound, sonorant [e] - vowel, unstressed ____________________ In total, the phenomenon in the word is 7 letters, 9 sounds. The first letter "I" and the last "E" represent two sounds.

Now you know how to do sound-letter analysis yourself. The following is a classification of sound units of the Russian language, their relationship and transcription rules for sound-letter parsing.

Phonetics and sounds in Russian

What are the sounds?

All sound units are divided into vowels and consonants. Vowel sounds, in turn, are stressed and unstressed. A consonant sound in Russian words can be: hard - soft, voiced - deaf, hissing, sonorous.

How many sounds are there in Russian live speech?

The correct answer is 42.

Doing phonetic analysis online, you will find that 36 consonants and 6 vowels are involved in word formation. Many have a reasonable question, why is there such a strange inconsistency? Why does the total number of sounds and letters differ for both vowels and consonants?

All this is easily explained. A number of letters, when participating in word formation, can denote 2 sounds at once. For example, pairs of softness-hardness:

• [b] - peppy and [b '] - squirrel;
• or [d] - [d ’]: home - do.

And some do not have a pair, for example [h '] will always be soft. If in doubt, try to say it firmly and make sure that this is impossible: stream, pack, spoon, black, Chegevara, boy, rabbit, bird cherry, bees. Thanks to this practical solution, our alphabet has not reached a dimensionless scale, and the sound units are optimally complemented, merging with each other.

Vowel sounds in the words of the Russian language

Vowel sounds unlike melodic consonants, they flow freely, as if in a singsong voice, from the larynx, without barriers and tension of the ligaments. The louder you try to pronounce the vowel, the wider you will have to open your mouth. And vice versa, the louder you strive to pronounce the consonant, the more vigorously you will close the oral cavity. This is the most striking articulatory difference between these classes of phonemes.

The stress in any word forms can only fall on a vowel sound, but there are also unstressed vowels.

How many vowels are in Russian phonetics?

Russian speech uses fewer vowel phonemes than letters. There are only six percussive sounds: [a], [i], [o], [e], [y], [s]. And, recall, there are ten letters: a, e, e, and, o, y, s, e, i, u. The vowels E, Yo, Yu, I are not "pure" sounds in transcription are not used. Often, when parsing words alphabetically, the letters listed are stressed.

Phonetics: characteristics of stressed vowels

The main phonemic feature of Russian speech is the clear pronunciation of vowel phonemes in stressed syllables. Stressed syllables in Russian phonetics are distinguished by the strength of exhalation, increased duration of sound, and are pronounced undistorted. Since they are pronounced distinctly and expressively, the sound analysis of syllables with stressed vowel phonemes is much easier to perform. The position in which the sound does not undergo changes and retains the main form is called strong position. Only a stressed sound and a syllable can occupy such a position. Unstressed phonemes and syllables remain in a weak position.

• The vowel in the stressed syllable is always in a strong position, that is, it is pronounced more distinctly, with the greatest force and duration.
• A vowel in an unstressed position is in a weak position, that is, it is pronounced with less force and not so clearly.

In Russian, only one phoneme "U" retains unchanging phonetic properties: kuruza, plank, u chus, u catch - in all positions it is pronounced distinctly like [u]. This means that the vowel "U" is not subject to qualitative reduction. Attention: in writing, the phoneme [y] can also be indicated by another letter “Yu”: muesli [m’u ´sl’i], key [kl’u ´h’], etc.

Analysis of the sounds of stressed vowels

The vowel phoneme [o] occurs only in a strong position (under stress). In such cases, "O" is not subject to reduction: cat [ko´ t'ik], bell [kalako´ l'ch'yk], milk [malako´], eight [vo´ s'im'], search [paisko´ vaya], dialect [go´ var], autumn [o´ s'in'].

An exception to the rule of a strong position for “O”, when unstressed [o] is also pronounced clearly, are only some foreign words: cocoa [kaka "o], patio [pa" tio], radio [ra" dio], boa [bo a "] and a number of service units, for example, union no. The sound [o] in writing can be reflected by another letter “e” - [o]: turn [t’o´ rn], fire [kas’t’o´ r]. Parsing the sounds of the remaining four vowels in the stressed position will also not be difficult.

Unstressed vowels and sounds in the words of the Russian language

It is possible to make the correct sound analysis and accurately determine the characteristics of the vowel only after placing the stress in the word. Do not forget also about the existence of homonymy in our language: for "mok - zamok" and about the change in phonetic qualities depending on the context (case, number):

• I'm at home [ya to "ma].
• New houses [but "vye da ma"].

IN unstressed position the vowel is modified, that is, it is pronounced differently than it is written:

• mountains - mountain = [go "ry] - [ga ra"];
• he - online = [o "n] - [a nla" yn]
• witness = [sv'id'e "t'i l'n'itsa].

Similar vowel changes in unstressed syllables are called reduction. Quantitative, when the duration of the sound changes. And a qualitative reduction, when the characteristic of the original sound changes.

The same unstressed vowel can change its phonetic characteristic depending on its position:

• primarily with respect to the stressed syllable;
• at the absolute beginning or end of a word;
• in open syllables (consist of only one vowel);
• under the influence of neighboring signs (b, b) and a consonant.

Yes, different 1st degree of reduction. She is subject to:

• vowels in the first prestressed syllable;
• open syllable at the very beginning;
• repeated vowels.

Note: To make a sound-letter analysis, the first pre-stressed syllable is determined not from the “head” of the phonetic word, but in relation to the stressed syllable: the first to the left of it. In principle, it can be the only pre-shock: not-here [n'iz'd'e´shn'y].

(bare syllable) + (2-3 pre-stressed syllable) + 1st pre-stressed syllable ← Stressed syllable → stressed syllable (+2/3 stressed syllable)

• forward-re -di [fp'ir'i d'i´];
• e-ste-ve-nno [yi s’t’e´s’t’v’in: a];

Any other pre-stressed syllables and all pre-stressed syllables in sound analysis refer to reduction of the 2nd degree. It is also called "weak position of the second degree."

• kiss [pa-tsy-la-va´t '];
• model [ma-dy-l’i´-ra-vat’];
• swallow [la´-hundred-ch'ka];
• kerosene [k'i-ra-s'i'-na-vy].

The reduction of vowels in a weak position also differs in steps: the second, third (after hard and soft consonants, - this is outside the curriculum): study [uch'i´ts: a], numb [atsyp'in'e´t '], hope [nad'e´zhda]. In a letter analysis, the reduction of a vowel in a weak position in a final open syllable (= at the absolute end of a word) will appear very slightly:

• cup;
• goddess;
• with songs;
• turn.

Sound letter analysis: iotized sounds

Phonetically, the letters E - [ye], Yo - [yo], Yu - [yu], I - [ya] often denote two sounds at once. Have you noticed that in all the indicated cases, the additional phoneme is “Y”? That is why these vowels are called iotated. The meaning of the letters E, E, Yu, I is determined by their positional position.

During phonetic analysis, the vowels e, e, u, i form 2 sounds:

◊ Yo - [yo], Yu - [yu], E - [ye], I - [ya] in cases where there are:

• At the beginning of the word "Yo" and "Yu" always:
  • - cringe [yo´ zhyts: a], Christmas tree [yo´ lach’ny], hedgehog [yo´ zhyk], capacity [yo´ mkast’];
  • - jeweler [yuv ’il’i´r], yule [yu la´], skirt [yu´ pka], Jupiter [yu p’i´t’ir], briskness [yu ´rkas’t’];
• at the beginning of the word "E" and "I" only under stress *:
  • - spruce [ye´ l '], I go [ye´ f: y], huntsman [ye´ g'ir '], eunuch [ye´ vnuh];
  • - yacht [ya´ hta], anchor [ya´ kar’], yaki [ya´ ki], apple [ya´ blaka];
  • (*to perform sound-letter analysis of unstressed vowels “E” and “I”, a different phonetic transcription is used, see below);
• in the position immediately after the vowel "Yo" and "Yu" always. But "E" and "I" in stressed and unstressed syllables, except when the indicated letters are located behind the vowel in the 1st pre-stressed syllable or in the 1st, 2nd stressed syllable in the middle of words. Phonetic analysis online and examples for specific cases:
  • - reception mnik [pr’iyo´mn’ik], sing t [payo´t], kluyo t [kl’uyo ´t];
  • -ay rveda [ayu r’v’e´da], sing t [payu ´t], melt [ta´yu t], cabin [kayu ´ta],
• after the separating solid “b” sign “Yo” and “Yu” - always, and “E” and “I” only under stress or at the absolute end of the word: - volume [ab yo´m], shooting [syo´mka], adjutant [adyu "ta´nt]
• after the dividing soft "b" sign "Yo" and "Yu" - always, and "E" and "I" under stress or at the absolute end of the word: - interview [intyrv'yu´], trees [d'ir'e´ v'ya], friends [druz'ya´], brothers [bra´t'ya], monkey [ab'iz'ya´ na], blizzard [v'yu´ ha], family [s'em'ya´ ]

As you can see, in the phonemic system of the Russian language, stresses are of decisive importance. Vowels in unstressed syllables undergo the greatest reduction. Let's continue the literal analysis of the remaining iotated sounds and see how they can still change their characteristics depending on the environment in the words.

◊ Unstressed vowels"E" and "I" denote two sounds and in phonetic transcription and are written as [YI]:

• at the very beginning of a word:
  • - unity [yi d'in'e´n'i'ye], spruce [yilo´vy], blackberry [yizhiv'i´ka], his [yivo´], egoza [yigaza´], Yenisei [yin'is 'e´y], Egypt [yig'i´p'it];
  • - January [yi nva´rsky], core [yidro´], sting [yiz'v'i´t'], label [yirly´k], Japan [yipo´n'iya], lamb [yign'o´nak ];
  • (The only exceptions are rare foreign word forms and names: Caucasoid [ye wrap’io´idnaya], Eugene [ye] vge´niy, European [ye wrap’e´yits], diocese [ye] pa´rchia, etc.).
• immediately after a vowel in the 1st pre-stressed syllable or in the 1st, 2nd stressed syllable, except for the location at the absolute end of the word.
  • in a timely manner [piles vr'e´m'ina], trains [payi zda´], let's eat [payi d'i´m], run into [nayi zh: a´t '], Belgian [b'il'g'i´ yi c], students [uch'a´shch'iyi s'a], sentences [pr'idlazhe´n'iyi m'i], vanity [suyi ta´],
  • bark [la´yi t '], pendulum [ma´yi tn'ik], hare [za´yi ts], belt [po´yi s], declare [zai v'i´t '], I will manifest [prayi in 'l'u´]
• after a separating hard "b" or soft "b" sign: - intoxicates [p'yi n'i´t], express [izyi v'i´t'], announcement [abyi vl'e´n'iye], edible [sii do´bny].

Note: The St. Petersburg phonological school is characterized by "ekanye", while the Moscow school has "hiccups". Previously, the yottered "Yo" was pronounced with a more accentuated "ye". With the change of capitals, performing sound-letter analysis, they adhere to Moscow standards in orthoepy.

Some people in fluent speech pronounce the vowel "I" in the same way in syllables with a strong and weak position. This pronunciation is considered a dialect and is not literary. Remember, the vowel “I” under stress and without stress is pronounced differently: fair [ya ´marka], but egg [yi ytso´].

Important:

The letter "I" after the soft sign "b" also represents 2 sounds - [YI] in sound-letter analysis. (This rule is relevant for syllables in both strong and weak positions). Let's conduct a sample of sound-letter online analysis: - nightingales [salav'yi´], on chicken legs [on ku´r'yi' x "no´shkakh], rabbit [cro´l'ich'yi], no family [with 'yi´], judges [su´d'yi], draws [n'ich'yi´], streams [ruch'yi´], foxes [li´s'yi] But: The vowel "O" after a soft sign "b" is transcribed as an apostrophe of softness ['] of the preceding consonant and [O], although when pronouncing the phoneme, iotization can be heard: broth [bul'o´n], pavillo n [pav'il'o´n], similarly: postman n , champignon n, shigno n, companion n, medallion n, battalion n, guillotina, carmagno la, mignon n and others.

Phonetic analysis of words, when the vowels "Yu" "E" "Yo" "I" form 1 sound

According to the rules of phonetics of the Russian language, at a certain position in words, the indicated letters give one sound when:

• sound units "Yo" "Yu" "E" are under stress after an unpaired consonant in hardness: w, w, c. Then they denote phonemes:
  • yo - [o],
  • e - [e],
  • yu - [y].
  Examples of online parsing by sounds: yellow [yellow], silk [sho´ lx], whole [tse´ ly], recipe [r'ice´ Fri], pearls [zhe´ mch'uk], six [she´ st '], hornet [she´ rshen'], parachute [parashu´ t];
• The letters "I" "Yu" "E" "Yo" and "I" denote the softness of the preceding consonant [']. Exception only for: [w], [w], [c]. In such cases in a striking position they form one vowel sound:
  • ё - [o]: voucher [put'o´ fka], light [l'o´ hk'y], honey agaric [ap'o´ nak], actor [act'o´ r], child [r'ib' o´ nak];
  • e - [e]: seal [t'ul'e´ n '], mirror [z'e´ rkala], smarter [smart'e´ ye], conveyor [kanv'e´ yir];
  • i - [a]: kittens [kat'a´ ta], softly [m'a´ hka], oath [kl'a´ tva], took [vz'a´ l], mattress [t'u f'a ´ k], swan [l'ib'a´ zhy];
  • yu - [y]: beak [kl'u´ f], people [l'u´ d'am], gateway [shl'u´ s], tulle [t'u´ l'], suit [kas't 'mind].
  • Note: in words borrowed from other languages, the stressed vowel "E" does not always signal the softness of the previous consonant. This positional softening ceased to be a mandatory norm in Russian phonetics only in the 20th century. In such cases, when you do phonetic analysis by composition, such a vowel sound is transcribed as [e] without the preceding softness apostrophe: hotel [ate´ l '], shoulder strap [br'ite´ l'ka], test [te´ st] , tennis [te´ n: is], cafe [cafe´], puree [p'ure´], amber [ambre´], delta [de´ l'ta], tender [te´ nder], masterpiece [shede´ vr], tablet [tablet´ t].
• Attention! After soft consonants in prestressed syllables the vowels "E" and "I" undergo a qualitative reduction and are transformed into the sound [i] (excl. for [c], [g], [w]). Examples of phonetic parsing of words with similar phonemes: - grain [z'i rno´], earth [z'i ml'a´], cheerful [v'i s'o´ly], ringing [z'v 'and n'i´t], forest [l'and snowy], blizzard [m'i t'e´l'itsa], feather [n'i ro´], brought [pr' in'i sla´], knit [v'i za´t'], lay down [l'i ga´t'], five grater [n'i t'o´rka]

Phonetic analysis: consonant sounds of the Russian language

There is an absolute majority of consonants in Russian. When pronouncing a consonant sound, the air flow encounters obstacles. They are formed by organs of articulation: teeth, tongue, palate, vibrations of the vocal cords, lips. Due to this, noise, hissing, whistling or sonority occurs in the voice.

How many consonant sounds are there in Russian speech?

In the alphabet for their designation is used 21 letters. However, performing a sound-letter analysis, you will find that in Russian phonetics consonants more, namely - 36.

Sound-letter analysis: what are consonant sounds?

In our language, consonants are:

• hard - soft and form the corresponding pairs:
  • [b] - [b ’]: b anan - b tree,
  • [in] - [in ’]: in height - in June,
  • [g] - [g ’]: city - duke,
  • [d] - [d ']: dacha - d elfin,
  • [h] - [h ’]: z won - z ether,
  • [k] - [k ’]: to onfeta - to engur,
  • [l] - [l ’]: l odka - l lux,
  • [m] - [m ’]: magic - dreams,
  • [n] - [n ’]: new - n ectar,
  • [n] - [n ’]: n alma-p yosik,
  • [p] - [p ’]: r chamomile - r poison,
  • [s] - [s ’]: with uvenir - with a surprise,
  • [t] - [t ’]: t uchka - t tulip,
  • [f] - [f ’]: flag flag - February,
  • [x] - [x ’]: x orek - x hunter.
• Certain consonants do not have a hardness-softness pair. Unpaired include:
  • sounds [g], [c], [w] - always solid (life, cycle, mouse);
  • [h ’], [u’] and [y ’] are always soft (daughter, more often, yours).
• The sounds [w], [h ’], [w], [u’] in our language are called hissing.

A consonant can be voiced - deaf, as well as sonorous and noisy.

You can determine the sonority-deafness or sonority of a consonant by the degree of noise-voice. These characteristics will vary depending on the method of formation and participation of the organs of articulation.

• Sonorants (l, m, n, p, d) are the most sonorous phonemes, they hear a maximum of voice and a little noise: lion, paradise, zero.
• If, during the pronunciation of a word, both a voice and noise are formed during the sound analysis, then you have a voiced consonant (g, b, s, etc.): factory, b people, life from n.
• When pronouncing deaf consonants (p, s, t, and others), the vocal cords do not tense, only noise is emitted: stack a, chip a, k ost yum, circus, sew up.

Note: In phonetics, consonant sound units also have a division according to the nature of formation: a bow (b, p, d, t) - a gap (g, w, h, s) and the method of articulation: labial-labial (b, p, m) , labio-dental (f, c), anterior lingual (t, d, h, s, c, f, w, u, h, n, l, r), middle lingual (d), posterior lingual (k, d, x) . The names are given based on the organs of articulation that are involved in sound production.

Hint: If you are just starting to practice phonetic parsing, try placing your hands over your ears and pronouncing the phoneme. If you managed to hear a voice, then the sound being studied is a voiced consonant, but if noise is heard, then it is deaf.

Hint: For associative communication, remember the phrases: “Oh, we didn’t forget a friend.” - this sentence contains absolutely the entire set of voiced consonants (excluding softness-hardness pairs). “Styopka, do you want to eat cabbage soup? - Fi! - similarly, these replicas contain a set of all voiceless consonants.

Positional changes of consonant sounds in Russian

The consonant sound, like the vowel, undergoes changes. The same letter can phonetically denote a different sound, depending on the position it occupies. In the flow of speech, the sound of one consonant is likened to the articulation of a nearby consonant. This effect facilitates pronunciation and is called assimilation in phonetics.

Positional stun/voicing

In a certain position for consonants, the phonetic law of assimilation by deafness-voicedness operates. The voiced double consonant is replaced by a voiceless one:

• at the absolute end of the phonetic word: but [no´sh], snow [s’n’e´k], garden [agaro´t], club [club´p];
• before deaf consonants: forget-me-not a [n’izabu´t ka], hug [aph wat’i´t’], Tuesday [ft o´rn’ik], tube a [corpse a].
• making sound letter parsing online, you will notice that a voiceless double consonant standing before a voiced one (except for [d'], [v] - [v'], [l] - [l'], [m] - [m'] , [n] - [n '], [r] - [r ']) is also voiced, that is, it is replaced by its voiced pair: surrender [zda´ch'a], mowing [kaz'ba´], threshing [malad 'ba´], request [pro´z'ba], guess [adgada´t'].

In Russian phonetics, a deaf noisy consonant does not combine with a subsequent voiced noisy consonant, except for the sounds [v] - [v’]: whipped cream. In this case, the transcription of both the phoneme [h] and [s] is equally acceptable.

When parsing by the sounds of words: total, today, today, etc., the letter "G" is replaced by the phoneme [v].

According to the rules of sound-letter analysis, in the endings of the "-th", "-his" names of adjectives, participles and pronouns, the consonant "G" is transcribed as a sound [v]: red [kra´snava], blue [s'i´n'iva] , white [b'e'lava], sharp, full, former, that, this, whom. If, after assimilation, two consonants of the same type are formed, they merge. In the school program on phonetics, this process is called contraction of consonants: separate [ad: 'il'i´t'] → the letters "T" and "D" are reduced to sounds [d'd'], silent smart [b'ish: u ´many]. When parsing by composition, a number of words in sound-letter analysis show dissimilation - the process is the opposite of assimilation. In this case, the common feature of the two adjacent consonants changes: the combination “GK” sounds like [hk] (instead of the standard [kk]): light [l'o′h'k'y], soft [m'a′h' k'iy].

Soft consonants in Russian

In the phonetic parsing scheme, the apostrophe ['] is used to indicate the softness of consonants.

• Softening of paired hard consonants occurs before "b";
• the softness of the consonant sound in the syllable in the letter will help determine the vowel that follows it (e, e, i, u, i);
• [u’], [h’] and [th] are only soft by default;
• the sound [n] always softens before the soft consonants “Z”, “S”, “D”, “T”: claim [pr'iten'z 'iya], review [r'icen'z 'iya], pension [pen 's' iya], ve [n'z '] spruce, face [n'z '] iya, ka [n'd '] idat, ba [n'd '] um, and [n'd '] ivid , blo[n'd'] in, stipe[n'd'] ia, ba[n't'] ik, wi[n't'] ik, zo[n't'] ik, ve[n' t '] il, a [n't '] personal, co[n't '] text, remo[n't '] to edit;
• the letters "N", "K", "R" during phonetic analysis of the composition can soften before soft sounds [h '], [u ']: glass ik [staka′n'ch'ik], changer ik [sm'e ′n'shch'ik], donut ik [po′n'ch'ik], mason ik [kam'e′n'sh'ik], boulevard ina [bul'var'r'shch'ina], borscht [ borsch'];
• often the sounds [h], [s], [r], [n] in front of a soft consonant undergo assimilation in terms of hardness-softness: wall [s't'e'nka], life [zhyz'n'], here [ z'd'es'];
• in order to correctly perform sound-literal analysis, consider the words of exception when the consonant [p] before soft teeth and lips, as well as before [h ’], [u’] is pronounced firmly: artel, feed, cornet, samovar;

Note: the letter "b" after a consonant unpaired in hardness / softness in some word forms performs only a grammatical function and does not impose a phonetic load: study, night, mouse, rye, etc. In such words, during literal analysis, a [-] dash is placed in square brackets opposite the letter “b”.

Positional changes in paired voiced-voiced consonants before sibilant consonants and their transcription in sound-letter parsing

To determine the number of sounds in a word, it is necessary to take into account their positional changes. Paired voiced-voiced: [d-t] or [s-s] before hissing (w, w, u, h) are phonetically replaced by a hissing consonant.

• Letter analysis and examples of words with hissing sounds: visitor [pr'iye´zhzh y], ascension [your e´stv'iye], izzhelta [i´zhzh elta], take pity [zhzh a´l'its: A].

The phenomenon when two different letters are pronounced as one is called complete assimilation in all respects. Performing sound-letter parsing of a word, you should designate one of the repeated sounds in transcription with the longitude symbol [:].

• Letter combinations with hissing "szh" - "zzh", are pronounced as a double solid consonant [zh:], and "ssh" - "zsh" - like [w:]: squeezed, sewn, without a tire, climbed.
• The combinations "zh", "zhzh" inside the root during sound-letter analysis is recorded in transcription as a long consonant [zh:]: I drive, squeal, later, reins, yeast, burnt.
• The combinations "sch", "sch" at the junction of the root and the suffix / prefix are ​​pronounced as a long soft [u':]: account [u': o´t], scribe, customer.
• At the junction of the preposition with the next word in place "sch", "zch" is transcribed as [sch'h']: without a number [b'esch' h' isla´], with something [sch'ch' em mta] .
• With a sound-letter analysis, the combinations "tch", "dch" at the junction of morphemes are defined as double soft [h ':]: pilot [l'o´ch': ik], young man ik [little´h ': ik], report ot [ah': o´t].

Cheat sheet for likening consonants at the place of formation

• mid → [u':]: happiness [u': a´s't'ye], sandstone [n'isch': a´n'ik], peddler [razno´sh': ik], cobbled, calculations, exhaust, clear;
• zch → [u’:]: carver [r’e´shch’: hic], loader [gru´shch’: hic], storyteller [raska´shch’: hic];
• ZhCh → [u’:]: defector [p’ir’ibe´ u’: ik], man [mush’: i´na];
• shh → [u’:]: freckled [v’isnu′shch’: common];
• stch → [u’:]: tougher [zho´shch’: e], whip, rigger;
• zdch → [u’:]: traverser [abye´shch’: ik], furrowed [baro´shch’: whit];
• ss → [u’:]: split [rasch’: ip’i′t ’], generous [rasch’: e′dr’ils’a];
• van → [h'sh']: split off [ach'sh' ip'i′t'], snap off [ach'sh' o'lk'ivat'], in vain [h'sh' etna], carefully [h' sh'at'el'na];
• tch → [h ':] : report [ah ': o't], homeland [ah ': izna], ciliated [r'is'n'i'ch ': i'ty];
• dh → [h’:] : underline [patch’: o’rk’ivat’], stepdaughter [pach’: ir’itsa];
• szh → [zh:]: compress [zh: a´t '];
• zzh → [zh:]: get rid of [izh: y´t '], ignition [ro´zh: yk], leave [uyizh: a´t '];
• ssh → [sh:]: bringing [pr’in’o′sh: th], embroidered [rash: y´ty];
• zsh → [w:] : inferior [n'ish: y'y]
• th → [pcs], in word forms with “what” and its derivatives, making a sound-literal analysis, we write [pcs]: so that [pcs about′by], ​​not for anything [n'e′ zasht a], anything [ sht o n'ibut'], something;
• thu → [h't] in other cases of literal parsing: dreamer [m'ich't a´t'il'], mail [po´ch't a], preference [pr'itpach't 'e´n' ie] and so on;
• ch → [shn] in exception words: of course [kan'e´shn a′], boring [sku´shn a′], bakery, laundry, scrambled eggs, trifling, birdhouse, bachelorette party, mustard plaster, rag, and also in female patronymics ending in "-ichna": Ilyinichna, Nikitichna, Kuzminichna, etc.;
• ch → [ch'n] - literal analysis for all other options: fabulous [fairytale'n], country [yes'ch'n], strawberry [z'im'l'in'i´ch'n th], wake up, cloudy, sunny, etc.;
• !zhd → in place of the letter combination “zhd”, a double pronunciation and transcription [u ’] or [pcs ’] in the word rain and in the word forms formed from it: rainy, rainy.

Unpronounceable consonants in the words of the Russian language

During the pronunciation of a whole phonetic word with a chain of many different consonant letters, one or another sound may be lost. As a result, in the orthograms of words there are letters devoid of sound meaning, the so-called unpronounceable consonants. To correctly perform phonetic analysis online, the unpronounceable consonant is not displayed in the transcription. The number of sounds in such phonetic words will be less than letters.

In Russian phonetics, unpronounceable consonants include:

• "T" - in combinations:
  • stn → [sn]: local [m’e´sny], reed [tras’n ’i´k]. By analogy, you can perform a phonetic analysis of the words ladder, honest, famous, joyful, sad, participant, messenger, rainy, furious and others;
  • stl → [sl]: happy [w’: asl ’and’vy "], happy ivchik, conscientious, boastful (exception words: bony and spread, the letter “T” is pronounced in them);
  • ntsk → [nsk]: gigantic [g’iga´nsk ’y], agency, presidential;
  • sts → [s:]: sixs from [shes: o´t], eat up I [vzye´s: a], swear I [kl’a´s: a];
  • sts → [s:] : tourist cue [tur'i´s: k'iy], maximalist cue [max'imal'i´s: k'iy], racist cue [ras'i´s: k'iy] , bestseller, propaganda, expressionist, hindu, careerist;
  • ntg → [ng]: roentgen en [r'eng 'e´n];
  • “-tsya”, “-tsya” → [c:] in verb endings: smile [smile´ts: a], wash [we´ts: a], look, fit, bow, shave, fit;
  • ts → [ts] for adjectives in combinations at the junction of the root and the suffix: children's [d'e'ts k'y], fraternal [brother's];
  • ts → [ts:] / [tss]: athlete men [sparts: m’e´n], send [acs yla´t ’];
  • ts → [ts:] at the junction of morphemes during phonetic analysis online is written as a long “ts”: bratts a [bra´ts: a], ottsepit [atz: yp'i´t'], to father u [katz: y'];
• "D" - when parsing by sounds in the following letter combinations:
  • zdn → [zn]: late [po´z'n' y], starry [z'v'o´zn y], holiday [pra′z'n 'ik], gratuitous [b'izvazm' e′zn y];
  • ndsh → [nsh]: mundsh tuk [munsh tu´k], landsh aft [lansh a´ft];
  • ndsk → [nsk]: Dutch [gala´nsk ’y], Thai [taila´nsk ’y], Norman y [narm´nsk ’y];
  • zdts → [sts]: under the bridles [pad sts s´];
  • nds → [nc]: Dutch s [gala´nts s];
  • rdts → [rc]: heart [s’e´rts e], evina’s heart [s’irts yv’i´na];
  • rdch → [rch "]: heart-ishko [s’erch ’i´shka];
  • dts → [ts:] at the junction of morphemes, less often in roots, are pronounced and when parsing the word it is written as a double [ts]: pick up [pats: yp'i´t '], twenty [two´ts: yt '] ;
  • ds → [ts]: factory [zavats ko´y], kinship [rational tvo´], means [sr’e´ts tva], Kislovods to [k’islavo´ts k];
• "L" - in combinations:
  • sun → [nc]: sun e [so´nts e], sun state;
• "B" - in combinations:
  • vstv → [stv] literal analysis of words: hello [hello uyt'e], feelings about [h'u´stva], sensuality [h'u´stv 'inas't'], pampering about [pampering o´], virgin [d'e´st 'in: y].

Note: In some words of the Russian language, with the accumulation of consonant sounds “stk”, “ntk”, “zdk”, “ndk”, dropping out of the phoneme [t] is not allowed: trip [paye´stka], daughter-in-law, typist, agenda, laboratory assistant, student , patient, bulky, Irish, Scottish.

• Two identical letters immediately after the stressed vowel are transcribed as a single sound and a longitude character [:] in literal parsing: class, bath, mass, group, program.
• Doubled consonants in pre-stressed syllables are indicated in transcription and pronounced as one sound: tunnel [tane´l '], terrace, apparatus.

If you find it difficult to perform a phonetic analysis of a word online according to the indicated rules or you have an ambiguous analysis of the word under study, use the help of a reference dictionary. The literary norms of orthoepy are regulated by the publication: “Russian literary pronunciation and stress. Dictionary - reference book. M. 1959

References:

• Litnevskaya E.I. Russian language: a short theoretical course for schoolchildren. – Moscow State University, Moscow: 2000
• Panov M.V. Russian phonetics. – Enlightenment, M.: 1967
• Beshenkova E.V., Ivanova O.E. Rules of Russian spelling with comments.
• Tutorial. - "Institute for advanced training of educators", Tambov: 2012
• Rosenthal D.E., Dzhandzhakova E.V., Kabanova N.P. A guide to spelling, pronunciation, literary editing. Russian literary pronunciation. - M .: CheRo, 1999

Now you know how to parse a word into sounds, make a sound-letter analysis of each syllable and determine their number. The described rules explain the laws of phonetics in the format of a school curriculum. They will help you phonetically characterize any letter.