Report on the topic: “The concept of “adaptation”, its essence, main stages and factors”

What is adaptation

Adaptation is the process of interaction of an organism with its environment, as a result of which the organism, the environment, or both change and acquire new properties.

In psychology it is customary to talk about social adaptation or psychological adaptation . Both social and psychological adaptation describe the process of interaction of the individual with the social environment.

When we talk about psychological adaptation, we mean a person’s interaction with himself, with his immediate environment (relatives, friends, colleagues) and with the wider society represented by social institutions.

The features of social adaptation are such that a person - an individual - can influence the environment and change it . For example, having become a leader in a new group, a person can create new rules for all the people in it. Another example of environmental change under human influence is the mechanism of emotional contagion. By clearly showing his emotions, a person infects those around him with them, and now the environment has already changed.

Report on the topic: “The concept of “adaptation”, its essence, main stages and factors”

The concept of “adaptation”, its essence, main stages and factors

Adaptation (from the Latin adaptatio - adaptation) refers to phenomena, adaptations comparable in duration to the life of an individual, and shifts in the organisms of populations over several generations. The concept of adaptation is fundamental in concepts that consider the relationship of an individual with his environment as processes of homeostatic balancing. This term was first introduced into scientific circulation by G. Aubert and was used in medical and psychological literature, where it denoted a change in the sensitivity of analyzers under the influence of the adaptation of the senses to the action of stimuli.

As an analysis of the literature has shown, there are quite a lot of approaches to defining the concept of “adaptation”. As an example, let's look at some of them.

Z.K. Trushinsky believes that “Adaptation is the interaction of the body and the environment, aimed at maintaining homeostasis, ensuring the biological and social activity of the body, continuing and improving the species” [13. 1].

V.Ya. Semke believes that “Adaptation is the actions of an individual in such a range of the social environment that does not reveal a pathological radical of the individual and the demands of which are feasible even in the presence of abnormal components of character”[27.22].

In the Russian Pedagogical Encyclopedia, the concept of adaptation is considered as “the ability of the body to adapt to various environmental conditions” [vol. 1., p. 20]. There are other approaches to defining the concept of “adaptation”.

In the literature, along with the term “adaptation”, its derivative terms such as adaptation, dis(dis)adaptation are also used. readaptation, etc.

Adaptation is the completeness of the adaptation process, a certain specific state characterized by good adaptation of the organism to the environment; a state when the child’s adaptation process is completely completed, and as a result of restructuring the functions of the body’s leading systems, the level of functioning that is most typical for the child is restored and provides him with optimal existence in a new microsocial environment [24, p. 114].

Adaptability is the ability of an organism (biosystem) to adapt to the environment.

Adaptogenic factors are factors that cause adaptation; factors to which the body must adapt.

Adapt - make an adaptation. Here adaptation is understood as an active process performed by the subject of adaptation himself.

Disadaptation (from Latin de/des - meaning cessation, elimination, denial) - loss, disappearance (usually temporary and, in principle, renewable) of an existing adaptation.

Readaptation is the restoration of adaptation lost in the past.

“Phenotypic adaptation can be defined as a process developing during the course of individual life, as a result of which the organism acquires previously absent resistance to a certain environmental factor, as a complex adaptive response of the whole organism or its systems to the combined effects of environmental and/or social conditions of its life and the nature of its activity or adaptation to significant physical and psycho-emotional stress"[15, p. 178].

Existing adaptation models distinguish two stages: the initial - urgent adaptation and the subsequent - long-term. However, most researchers adhere to the division of adaptation into three phases:

• phase of urgent or primary adaptation;

• phase of sustainable adaptation;

• phase of maladaptation - disturbances, depletion of adaptation or phase of adaptation fatigue.”

The dynamics of phenotypic adaptation are most fully represented by four stages identified by F.Z. Meyerson.

The first stage is characterized by the mobilization of pre-existing adaptation mechanisms - hyperfunction or the beginning of the formation of a functional system responsible for adaptation. This stage is based on a triad of changes:

• hyperfunction of the system specifically responsible for adaptation to this factor;

• stress syndrome;

•disturbance of certain functions caused by shifts in homeostasis.

With congenital or acquired inferiority of any link in the systems involved in the reaction to a new environmental factor, urgent adaptation may be so imperfect that the body becomes ill or avoids solving problems dictated by the environment.

The second stage is the transition from urgent adaptation to long-term adaptation. It is characterized by activation of the synthesis of nucleic acids and proteins in the cells of the system specifically responsible for adaptation - an increase in the power of this dominant system and a gradual decrease in stress syndrome. Subsequently, in most cases, stable adaptation develops. The transition stage can be prolonged in situations where the acting factor is excessively strong or when the situation arising in the environment is too complex, and therefore the required adaptive reaction is not feasible. In such situations, an effective functional system is not implemented, a systemic structural trace is not formed in it. As a result, the initial disturbances of homeostasis persist, and the stress syndrome stimulated by them reaches extreme intensity and duration.

The third stage is when long-term adaptation is formed. It is characterized by the presence of a systemic structural trace, the absence of stress syndrome and perfect adaptation to a specific factor or situation. With an excessively long or directed adaptation of this kind, the dominance of a certain system in accordance with the basic principle of dominance can lead to one-sided development of the organism.

The fourth stage - wear and tear and functional failure - is not obligatory, it develops only with excessive adaptation stress and is characterized by the fact that a large load on the system that dominates the adaptation process leads to excessive hypertrophy of its cells and, as a consequence, to disruption of structure and function [ 27, p. 178].

Among the different types of phenotypic adaptation - biological, physiological, biochemical, mental, social, sexual, visual - the most significant in the context we are considering are social and mental adaptations.

Social adaptation is the process of including an individual in a new social situation, the constant process of an individual’s active adaptation to the conditions of the social environment, as well as the result of this process. The ratio of these components, which determines the nature of behavior, depends on the goals and value orientations of the individual and on the possibilities of achieving them in the social environment. An important aspect of social adaptation is the individual’s acceptance of a social role. The effectiveness of adaptation significantly depends on how adequately the individual perceives himself and his social connections.

According to the reference book on psychology and psychiatry of childhood and adolescence, mental adaptation includes its own biological, psychological and social aspects. The psychological component of adaptation is determined by the activity of the individual and acts as a unity of the processes of assimilation of the rules of the environment (“adjustment of oneself”) and transformation, change of the environment (“adaptation to oneself”) [5, p. 10-11]. The psychological component of adaptation is directed by the social component, which determines the goals of activity and social norms - acceptable ways to achieve goals and sanctions for deviating from these norms. The most important condition for successful adaptation is the optimal balance between both sides of an individual’s active activity (transformation of oneself and transformation of the environment).

According to a number of scientists: Aleksandrovsky Yu.A., Berezin A.F., Wasserman L.I. etc. the mental level of adaptation is the highest, superstructural level, characteristic of a person and increasing the range of his adaptive capabilities. The social (socio-psychological) level of adaptation, although it is an independent link in the adaptive process, is presented as one of the components of mental adaptation, acting rather as a regulator of the stress-tension relationship, determining the reliability of psychophysiological functions and increasing the body’s resistance to emotional stress. Psychophysiological adaptation, as the third aspect of mental adaptation, reflects adaptation not only at the level of the mental sphere, but also at the level of physiological functions, psychovegetative, psychohumoral and psychomotor relationships.

Human mental adaptation is ensured by the activity of an integral self-governing system of individual components (subsystems) that provide search, perception and processing of information; emotional response, which determines the “personal” attitude towards the information received; socio-psychological contacts; wakefulness and sleep; endocrine-humoral regulation. The activity of this system is ensured by their interaction, which generates new integrative qualities that are not inherent in the individual constituent subsystems.

A generally accepted criterion for adaptation is the process of preservation and development of the biological properties of a species, population, biocenoses, ensuring the progressive evolution of biological systems in adequate environmental conditions. In addition, objective and subjective adaptation criteria are distinguished. The objective ones include the productivity of activity, the real position of a person in the team, his social status; the subjective ones include the satisfaction of the individual, his attitude to various aspects of activity and communication.

In modern psychological and pedagogical science there is no common understanding of the phenomenon of adaptation and its criteria, adaptation disorders and risk factors. Most authors studying the adaptation of children and adolescents are of the opinion that, in general, the adaptation process is largely determined by adaptation to society, as evidenced by the leading importance of the individual’s personal properties, through which indicators of autonomic regulation influence the mechanisms of psychophysiological functions,

All authors agree with the opinion that full adaptation should be considered not as a static state, but as a dynamic process ensured by the constant activation and regulation of various mechanisms of the body's functional systems. There is no consensus among researchers regarding the criteria for successful adaptation. At the same time, the search for informative and objective physiological criteria of adaptation is extremely important; assessment of the course of adaptation is of great importance, because allows you to timely diagnose maladjustment, find out the causes of the breakdown and carry out appropriate corrective measures.

Bityanova M.N. considers a child's adaptation as an ability to develop. An adapted person, in her opinion, is a subject of life and his own further development; he is able to use the social situation given to him to solve the problems of today and form the prerequisites for moving forward. A child’s ability to develop can be regarded as a criterion for his adaptation [2, p.6].

There is no consensus among researchers regarding the conditions for the course of adaptation. So, Trombach S.M. identifies three conditions for adaptive reactions:

1. External influences are unusual, new for the body and create a discrepancy between the external environment and the properties of the body at the moment.

2. Responsive restructuring of the body occurs as a result of more or less prolonged or repeated exposure, leaving a trace in those physiological systems that play a major role in the implementation of reactions to this exposure.

3. The restructuring that occurs in the body is biologically expedient. [15, p. 82].

Four systems of conditions for normal socio-psychological adaptation are described:

1. The first system of conditions is “information” - the right and opportunity for children to receive reliable information on all issues that concern them

2. The second system of conditions is associated with the development of freedom-responsibility in children and adolescents.

3. The third system of conditions is self-acceptance.

4. The fourth system of conditions is skills of decent behavior.

All these systems of conditions, according to the authors, determine the successful social adaptation of a teenager to modern life as a whole. [27, p. 18].

In the process of socialization, a person interacts with the social environment. At the same time, he not only assimilates social experience, but transforms it into his values, attitudes, and orientations. The social development of a person largely depends on his condition and activity in self-determination. The activity of manifestation is largely determined by his feeling, to what extent he is adapted or maladapted in the environment, how he feels in society. Successful socialization presupposes a person’s adaptation to society and, at the same time, the ability to resist it in those life collisions that impede self-development, self-determination, and self-realization.

The possibilities (limits) of adaptation of a particular person are determined by his heredity, age, state of health and degree of fitness, which becomes especially important [24].

Adaptation is considered as a process, manifestation and result.

Adaptation as a process represents the natural development of a person’s adaptive capabilities in various conditions of his life environment or in certain conditions (for example, in kindergarten, class, group, at work, on vacation, etc.). It allows a person to ensure his natural self-realization and socialization.

Adaptation as a manifestation characterizes the typical behavior, attitude and performance of a person in the environment, as a reflection of his adaptation (comfortable well-being) to (in) it. By a person’s manifestations one can judge the degree of his adequacy to certain environmental conditions in a given period of time.

Adaptation as a result is evidence of the extent to which a child is adapted to the living environment, given conditions, and the extent to which his behavior, attitude and performance correspond to his age, social norms and rules accepted in this society. In relation to a child, it is an indicator of his social development and upbringing, the degree of his compliance or non-compliance with the bulk of his peers. In other words, this is an assessment of the compliance (inconsistency) of a child’s social development with his age.

Research and practice show that a person’s predisposition to adapt in a given situation largely depends on his individual identity, experience of adapting to a particular situation, a temporary break in the manifestation of experience, mood (desire and aspiration), state and self-activity. The experience of adaptation contributes to the formation of personality qualities that help to quickly get used to new conditions and adapt to them. By manifesting himself in a given situation, a person learns the experience of adaptation in it and in a similar (typical) situation [13].

The adaptation function consists of the following aspects:

The first is achieving success and satisfying needs by counteracting environmental factors that limit the self-organization of the individual.

The second is the renunciation of immediate needs for the sake of maintaining favorable relationships with the environment. In the presence of an internal conflict, under the influence of minimal environmental influences, the balance between a person’s egocentric needs and the ability to yield to the demands of the social environment is disrupted, and disadaptation occurs. Among the causes of maladaptation one can highlight problems of a social, medical, and psychological nature.

Medical problems are caused by pathological abnormalities in the health of orphans. Among orphans, the most common cause of pathology is brain damage due to intrauterine intoxication, birth trauma, neuroinfections of early childhood and other factors. Almost all children show signs of neuroticism, and some have severe neurosis caused by mental trauma associated with troubles in the former family and the loss of parents.

Problems of a psychological nature are more often determined by lack of parental love and affection, early deprivation of informal communication with adults; children, after an emotional family childhood, find themselves without parental care in a state institution. Such children constantly experience a state of frustration and are predisposed to neurotic breakdowns.

This factor, as is known, leaves an imprint on the entire further period of personality formation. Underdevelopment, as a result of such deprivation of identification mechanisms, becomes the cause of emotional coldness, aggressiveness and, at the same time, increased vulnerability of a boarding school student.

Problems of a pedagogical nature are most often associated with the socio-pedagogical neglect of children entering the orphanage. A number of authors who consider the problems of adaptation and maladaptation in their articles describe some factors that can cause maladjustment in any child, regardless of his status [13].

It is possible to identify the following factors characteristic of an orphanage, which also do not allow pupils to fully develop social self-sufficiency:

· the role of a social orphan, who does not have support and approval in society;

· living conditions (shared bedrooms, shared dining room, shared playrooms, shared toilet and bathroom);

· personal space where the child could be alone has been reduced;

· regulated regime of residence;

· constant forced contacts, no clear boundaries of personal space;

· restriction in social role position – student, pupil;

· regulated nature of gaming activities;

· lack of emotional warmth, leading to the repression of negative feelings (aggression);

· features of mental development of children;

· loss of “basic trust in the world,” in which such new personality formations as autonomy, initiative, social competence, skill in work, and gender identity are violated.

Social adaptation is a necessary condition for ensuring optimal socialization; determined by the degree of adequacy of the individual’s reactions to social influence at various levels.

Each person has his own natural predispositions to social adaptation and adaptation processes. Thanks to which, people successfully adapt to environmental conditions, including extremely difficult and unfavorable ones. Indicators of a person’s successful social adaptation are his satisfaction with this environment, the activity of self-government and the acquisition of appropriate experience.

For an orphanage pupil, the adaptive transition to an adult environment is very difficult, where he must realize himself as a part of society, since he is deprived of the protective care of his family. Until entering the orphanage, in many cases, the child’s entire experience of communication was limited to relationships with close adults, whose moral character left much to be desired, and the whole problem is that they acted as the undisputed authority in resolving all “life issues.” ” and “standards” in the acquisition of speech and behavior skills of a child. In all other cases, for children entering the orphanage, the “street”, with all its laws and principles, was the authority. In this regard, the teaching staff of the shelter, in their practical activities, specifically create a situation for organizing adaptation work with children and adolescents. However, it must be taken into account that the environment itself does not educate; it is necessary to turn it into an educational environment. When a student accepts it, he becomes an active participant in life, manifesting himself in accordance with the plans of the teachers.

Types of adaptation

From the point of view of the domestic psychologist A.A. Rean, the effectiveness of the adaptation process can be assessed according to two criteria: internal and external.

If a person is adapted according to the internal criterion , this means that he is in agreement with himself, follows his desires, and realizes his values ​​in behavior.

If a person is adapted according to external criteria , this means that his behavior corresponds to the norms of the society in which he lives. He solves social problems, does not break the law and does not go against the traditions of society.

A.A. Rean believes that complete (systemic) adaptation is characterized by adaptation according to both internal and external criteria. This means that a person brings benefit to society by realizing himself and his potential. Such a person can be called a self-actualizing person.

If a person lives without agreement with himself (goes to a job he doesn’t like, is in a painful relationship for him, cannot find a hobby he likes, etc.) and at the same time does not benefit society (the product of his labor is not in demand or is completely absent) , - this means that the personality is completely maladapted . Any person experiences a temporary state of complete disadaptation during periods of crisis in life.

In addition to the two extreme options - system adaptation and complete disadaptation - there are two intermediate ones:

1. Imaginary adaptation according to internal criterion.
2. Imaginary adaptation according to external criteria.

In the first case, a person lives by his own rules, but does not take into account the norms of society. At best, he looks like a black sheep. At worst, he is realized as a criminal. “Love yourself, sneeze on everyone.” But in this case you can’t expect success.

The second case is more common. Outwardly, the person seems well-adapted: he has a “decent” job, he dresses well, he has a family and friends. But at the same time he feels emptiness and meaninglessness in life. He has no goal. He “pulls the strap” and cannot express himself, cannot realize himself. The life of such a person is devoid of color or, on the contrary, filled with bright spots of events, but they do not truly inspire him, but only allow him to “kill time.”

Stages of social adaptation according to J. Szczepanski

Remark 1
Since the adaptation process cannot be primitive, and is an action occurring over time, different researchers in the field of sociology have a question about its stages, or, more correctly, about stages.

For example, the 20th century Polish sociologist Jan Szczepanski identified four stages in the process of social adaptation.

The first stage is the initial stage . It is characterized by the fact that a person at this stage is able to learn only the rules of behavior in a new environment, but the system of values ​​and traditions is not yet familiar to him, or his internal attitude is not ready to recognize them (alienation, rejection or denial of the host party’s value system).

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The second stage is the so-called “tolerance stage”. At this stage, both the individual and his environment recognize the equal value of each other. This stage can hardly be called the stage of complete adaptation or acceptance, but entry into the new environment has already been partially completed.

The third stage is the stage of adaptation or so-called accommodation. This stage is associated with concessions. For example, not only does the new individual recognize the value system of the host environment and reproduce it, but also representatives of the host party recognize some of these individual values. This process can also be called the term “diffusion”, known in physicochemical circles—the penetration of the values ​​of one side into the value system of the other.

The fourth stage is the stage of complete adaptation , or assimilation. In this case, the individual completely abandons previous patterns of behavior, his usual way of life and worldview, and accepts new ones that dominate the new social environment.

Adaptation factors

A person has to adapt to many factors, some of them are natural, others are artificially created:

• Natural factors: wildlife, climatic factors, natural disasters.
• Material environment: surrounding objects, cars, equipment and other artificial elements, work, home.
• Social environment: state, ethnic group, people.

Adaptability is the ability of a person to adapt to new conditions. Everyone gets used to the same conditions at different paces. Some adapt quickly, others more slowly. This is influenced by two factors:

1. Subjective. Include physiology, age and psyche of a person. The psychological factor includes a person’s ability to perceive, react emotionally to situations, practically take actions and motivate himself.
2. Environmental. They include the environment in which a person lives: home, people, work, hobbies, economy, etc.

Goals of labor adaptation

If your organization has set itself the task of implementing a competent personnel adaptation program, you first need to clearly understand its goals. As a rule, they are:

• reducing efficiency losses “at the start” (while the employee is poorly prepared to perform his duties, the quality of his work is much lower, additional time and sometimes finances need to be spent on him);
• reduction of anxiety and psychological discomfort (this not only helps reduce staff turnover, but also significantly affects the quality of work);
• saving time resources (if the organization has a well-functioning adaptation program, the manager and colleagues will not have to waste time on disorderly explanations with the new employee);
• developing a good attitude towards the new place of work (when staff feel cared for, they work more efficiently).

Algorithm for adaptation to kindergarten

Adapting a child to kindergarten is a step-by-step process. The teacher’s task is to regulate these stages and guide parents.

It is better to start visiting kindergarten with daytime and evening walks with a group. The mother stays next to the child during these walks. During the first week, you can bring your child for a few morning hours. If possible, the mother stays in the group with the child; if not, then she simply comes to pick him up after a morning walk.

During the second week, the baby's stay increases until lunchtime. He eats with the others, after which his mother takes him home. In the third and fourth weeks, the baby can be left for a nap and picked up immediately after sleep or after an afternoon snack.

After the fourth week, the child can be left in kindergarten full time. During the adaptation period, it is important to bring the child in first or last so that he does not see the tears of other children. It is better to feed the child at home, since many children refuse to eat in an unfamiliar environment, especially unusual food.

Degree of child adaptation

Psychologists distinguish 3 degrees of child adaptation:

• light;
• average;
• heavy.

The duration of adaptation is affected by the age of the child. Most experts believe that adaptation of a child under 3 years of age is much more difficult than adaptation of a child after 3 years of age.

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Adaptation is an effective mechanism

The term “adaptation” came to human resources management from biology, where it literally meant “adjustment.” Adaptation is understood as the mutual “adjustment” of the environment and the organism to each other.

In relation to professional activity, we can define labor adaptation as the influence of an organization on the behavior of an employee who appears in it with the aim of inclusion in its functioning with the most effective interaction. It also includes the reverse process: the employee also adapts to himself some aspects of the organization’s activities.

The process of personnel adaptation in schemes .

Adaptation of a child in kindergarten. What is considered normal?

While adjusting to kindergarten, a child's behavior can change greatly. Parents literally do not “recognize” their baby. But these are completely normal reactions to new conditions:

• The child behaves well in the garden, but when he comes home he seems to “fly off the handle.” In fact, he comprehends social roles. He is afraid to behave badly with other people's adults and children, and at home he spills out everything that was pent up in the garden;
• The child feels good in the garden, but in the morning he does not want to go there and throws tantrums without explanation. In fact, he tests adults, tries to achieve concessions with tears;
• a child does not sleep or eat in the garden - this is most often an expression of protest, since everything in the garden is different from the usual home;
• a child in the kindergarten began to fight and bite - this is how he tries to gain “weight” in the team, especially if his vocabulary is limited;
• the child is often sick. Frail immunity and severe stress can cause frequent illnesses during the adaptation period. A child receives some diseases as a result of infection from other children, and some are psychosomatic in nature.

Three approaches

Organizations hiring a new employee use “optical,” “army,” and “partnership” approaches to adaptation.
1. The “optical” approach is usually expressed in the words “start working, we will look at you, and then we will discuss payment and authority.” As a rule, such employers believe that the labor market is oversaturated with specialists of any qualification and any specialist can be easily replaced. The “optical” approach gives the candidate a feeling that the organization is unserious and lacks interest in his work.

2. The “army” approach is based on the expression “hard to learn, easy to fight.” During the probationary period, additional difficulties are created for the new employee in the form of particularly complex and responsible tasks. At the same time, he is not introduced to existing developments and is not given any explanations. Sometimes organizations that follow this approach limit the period of work with each employee to a probationary period, and then hire a new employee.

Most often, this is not a harsh “sweatshop” system, but really an attempt to select the best workers, which ultimately can lead to negative consequences. An employee who has passed a probationary period in such an organization either relaxes after passing the test and believes that he has already secured a quiet existence for himself, or he will “revenge” for an unfairly harsh attitude. In addition, in “army” type organizations, “hazing” is inevitable, i.e. the life of every newly hired employee will be even more difficult. As a result, the organization may be completely cut off from the influx of new forces. A strict disciplinary attitude towards newly hired employees makes sense only if the entire personnel policy is of the same nature and the employee does not notice the end of the probationary period.

3. The “partnership” approach is usually demonstrated by organizations that have extensive and varied experience in hiring employees. In essence, this approach is a sign of the maturity of the organization, which is aware of the need for efficiency in determining whether a candidate meets the requirements of the position and, accordingly, reducing the costs that are inevitable when hiring personnel and their adaptation. A mature employer understands that there are no perfect employees and that every hire is a compromise between expectations and reality.

The main problems of beginners

What can make life difficult for a person in his first days at a new job? What should specialists dealing with personnel adaptation problems pay attention to first? Research shows that the predominant negative aspects that prevent new employees from feeling “in their place” are:

• lack of organizational knowledge;
• inability to navigate in a new environment;
• constraint in front of management and colleagues;
• lack of practical experience.

To these objective factors are added subjective experiences that further complicate adaptation, such as:

• fear of appearing incompetent and failing to cope with one’s responsibilities;
• fear of losing a job (or a passionate desire to “promote” as quickly as possible);
• fear of not becoming respected in the team;
• lack of contact with superiors (antipathetic manager or, conversely, fear of not liking him);
• inability to “fit in” with the team (fear of being rejected or not wanting to get closer on your own initiative), etc.

Adaptation in biology and psychology

Initially, the phenomenon of homeostasis was studied only from a biological point of view: scientists studied how the body maintains the constancy of internal vital activity.

Adaptation in biology is a process aimed at ensuring the above-mentioned constancy under changing external conditions.

For example, if you are used to living in an area with low temperatures, then if you move to a country with a hot climate, you may feel some malaise (disturbance of homeostasis). All physiological resources will be used to restore balance.

Within a few days, the body will adapt its activities to the existing conditions - it will get used to the climate (acclimatization will occur), and your well-being will improve (homeostasis will be restored).

Later, Jean Piaget transferred the theory of adaptation from biology to psychology. From his point of view, adaptation in psychology is a process that includes two ways of regulating mental homeostasis:

1. assimilation - the introduction of external factors into the internal environment.
   For example, when you study something carefully and put it into practice, knowledge assimilates - it is included in your cognitive sphere. Or an example with assimilation in the context of upbringing - what parents teach their children is put aside “in the subcortex” and in the future becomes their attitudes;
2. accommodation is a change by an individual in his own cognitions for successful existence in the environment.
   In this case, a person does not get used to what is, but changes himself, rebuilds what already exists - develops new ways of behavior and reactions. For example, when a woman becomes a mother, she changes many of her habits.

Thus, psychological adaptation represents an equal ratio of two vectors of human intellectual activity.