The Impact of Family Conflicts and Divorce on Children’s Psychological State

Abstract

This scientific article discusses family conflicts and divorce. The main causes of divorce and disagreements include fathers’ betrayal toward their children and family, violence under the influence of alcohol, and avoidance of family responsibilities.

Keywords:

Family, divorce, family conflicts, violence, fatherless children, psychology of girls, social adaptation

Introduction

The family is one of the most important units of society. Its environment plays a significant role in the development of children as individuals. A healthy family is the foundation of a stable society. However, today, family conflicts and divorces cause serious psychological problems in society. These situations especially manifest in the mental and emotional state of children.

Although divorce is often assessed as a problem between husband and wife, it leaves deep and unforgettable marks in the lives of children.

Main Causes of Family Conflicts and Divorce

Experience shows that one of the main reasons for divorce is fathers’ insufficient understanding of their family responsibilities and their indifferent attitude toward them. A father in the family should be not only a material provider but also a moral support. In some cases, fathers’ negligence toward the family, betrayal, or defining everything by money undermines the atmosphere of trust in the household.

In addition, alcohol consumption is one of the factors that intensifies family conflicts. Violence arising under the influence of alcohol negatively affects not only the relationship between spouses but also the psychological state of children.

The Effect of Violence and Stress on Children’s Psychology

Children growing up in a violent family environment experience constant stress. Stress is the body’s response to negative external factors, and when prolonged, it negatively impacts the child’s physical development. Such children often have high levels of anxiety and fear, and their self-confidence is significantly reduced.

According to psychological research, children who witness family quarrels often experience:

Low self-esteem compared to peers

Difficulty in social adaptation

Persistent fear and anxiety

Psychosomatic and health-related psychological problems

These children struggle to express their thoughts freely.

The Psychological State of Fatherless Children

After divorce, in many cases, the father leaves the family, and children grow up without a father. Some children grow up without ever seeing their father. In such children, the internal need and longing for a father are strong, and sometimes even the sound of a door knocking sparks the hope that “maybe my father has come.” This reflects the unstable expectations and emotional void in the child’s inner world.

Fatherless children grow up craving affection. Mothers often try to give them love both as a mother and father, giving all they can, but a father’s love cannot be fully replaced. A father’s love is different and unique; every child has a personal place for the father that no one else can fill.

Fatherless girls often express themselves through education. Psychologically, girls who grow up without a father are forced to mature earlier. According to multiple studies, these girls demonstrate strong goal-oriented behavior. Among girls whose fathers left, the desire to support their mothers and make them happy is often very strong. Consequently, they strive for education, self-improvement, and earning a respected position in society. For them, knowledge is not only a means of development but also a tool to overcome life’s challenges.

At the same time, such girls have strong spiritual needs. Specifically, the need for a father’s moral support and prayers often remains unfulfilled. Receiving a father’s blessing (oq fotihasi) becomes a lifelong longing.

Conclusion

In conclusion, family conflicts and divorces represent a serious psychological issue for society. The greatest victims of these processes are children, who grow up with trust issues and health-related problems. In particular, girls who grow up without a father face greater challenges in life.

References

Scientific sources on family and psychology.

Articles on social psychology and the consequences of divorce.

A brief introduction about myself: My name is Orinboyeva Zarina. I was born on April 1, 2011, in Oqdaryo District, Samarkand Region. Currently, I am an 8th-grade student at School No. 43 in Oqdaryo District, Samarkand Region.

I have participated in numerous projects and competitions and am the holder of several international certificates. Twice, my creative work has been published in an American journal and once in the district newspaper. I have also participated in a conference in Germany and serve as a volunteer in Samarkand city.

For my creative works, I was awarded the “Hope of the Nation” badge. I also participated in the district stage of the Zulfiyakhonim Award. My creative works are indexed on Google, and I am a member of the Argentine Writers’ Association.

These achievements are just the beginning, Inshallah. I plan to continue developing myself and achieving many more accomplishments. I hope to present my creative works personally to our respected President one day. My ultimate goal is to become an outstanding journalist, admired and envied by all.

1st-year student in the Oligophrenopedagogy program,

Faculty of Pedagogy and Psychology,

Qo‘qon State University

OLIGOPHRENIC CHILDREN: FEATURES OF PSYCHIC DEVELOPMENT AND PROBLEMS IN EDUCATION

Abstract: This article analyzes the concept of oligophrenic children, their features of mental development, and the problems they face in the educational process from a scientific perspective. The study examines cognitive activity, thinking, memory, attention, and speech delays in oligophrenic children, as well as the special pedagogical methods applied to their teaching and upbringing. Methodologically, the article is based on theoretical analysis, observation, and comparison methods. The results indicate that early identification of oligophrenic children, the use of individualized programs, and special approaches effectively ensure their development and social adaptation.

Keywords: oligophrenic children, special pedagogy, psychology, oligophrenopedagogy, mental development, corrective exercises, pedagogical methods.

Introduction: In today’s society, the socio-economic development imposes new and responsible tasks on the education system. In particular, identifying children with intellectual disabilities and effectively organizing their educational process remains a pressing issue. Inadequate consideration of the psychic and individual characteristics of oligophrenic children during teaching leads to reduced educational effectiveness and prevents children from fully realizing their potential.

Practical experiences show that, in many cases, oligophrenic children are obliged to study in general education institutions, which creates additional difficulties in their cognitive activity. Insufficient application of special pedagogical approaches and the lack of individualized educational programs exacerbate this problem. As a result, these children lose interest in learning, and their social adaptation process slows down.

Proper involvement of oligophrenic children in the educational process has not only pedagogical but also social importance. Scientific, systematic, and goal-oriented approaches are required to adapt them to society and prepare them for independent life. Therefore, it is essential to deeply study the features of mental development in oligophrenic children, identify the problems encountered in education, and develop ways to address them.

This article scientifically analyzes the concept of oligophrenic children, their levels of mental development, psychic characteristics, and the problems they face in the education process.

Methodology: In preparing this article, both theoretical and practical research methods were used to study the problems related to oligophrenic children. The methodological basis of the research relied on the scientific perspectives of special pedagogy, psychology, and oligophrenopedagogy. The study applied the method of analyzing scientific-pedagogical literature, which allowed a deep examination of the concept of oligophrenia, its causes, levels of mental development, and the psychic characteristics of oligophrenic children. Comparison and generalization of existing scientific sources were used to draw key conclusions on the topic.

Practically, the observation method was applied, which was crucial in identifying the cognitive activity, speech, behavior, and educational difficulties of oligophrenic children. The obtained data were processed using analysis and synthesis methods to ensure scientific validity. In addition, methods for evaluating pedagogical approaches and their effectiveness were used, allowing assessment of the importance of special techniques applied in teaching and upbringing oligophrenic children.

This methodology contributed to achieving the research objectives, scientifically substantiating the topic, and deriving practical conclusions.

Discussion and Results: The theoretical analysis and pedagogical observations showed that the specific features of mental development in oligophrenic children require a special approach in the educational process.

The study results indicate that cognitive processes in oligophrenic children—thinking, memory, attention, and speech—develop slowly, creating difficulties in mastering educational material. Therefore, traditional teaching methods alone are insufficient and may lead to additional stress and frustration.

It was found that methods based on visual aids, repetition, and practice-oriented activities are highly effective when working with oligophrenic children. Using visual materials, games, practical exercises, and real-life situations enhances children’s interest and ensures stable learning outcomes. Individualized lessons increase engagement, strengthen self-confidence, and positively influence social adaptation.

The study also shows that early identification of oligophrenic children and their placement in special educational institutions significantly improves learning outcomes. Special methods, including individualized programs, corrective exercises, and tasks aimed at developing labor and daily life skills, play a crucial role in fostering independent functioning. Furthermore, the teacher’s knowledge, experience, specialized training, and empathetic approach directly affect the social and psychological development of the children.

Observations also highlight the importance of social support from families and society. Family and pedagogical assistance together positively influence personal development, facilitate adaptation to society, and enhance self-awareness. Therefore, applying a systematic, scientifically based, and individualized pedagogical approach in teaching and upbringing is essential to achieving positive outcomes.

Overall, the analysis shows that scientifically based pedagogical approaches, individual programs, and special methods in working with oligophrenic children support cognitive development, prepare them for independent life, and successfully facilitate social adaptation. The teacher’s professional competence and family support play a critical role in this process.

Conclusion: Research and theoretical analysis indicate that scientifically based, systematic, and individualized approaches are the most crucial factors in working with oligophrenic children. The findings confirm that cognitive delays in thinking, memory, attention, and speech create educational challenges, and traditional teaching methods alone are insufficient.

Special pedagogical methods, including visual aids, practical exercises, repetition, individualized approaches, and labor-oriented tasks, are highly effective in working with oligophrenic children. These methods increase interest in learning, develop independent functioning, and enhance social adaptation. The teacher’s professional preparation, family support, and societal conditions directly influence child development. Early identification, guidance to special institutions, individualized programs, and systematic approaches in education maximize the development potential of oligophrenic children.

In general, applying scientifically based, individualized pedagogical methods not only improves educational effectiveness but also ensures social adaptation and preparation for independent life. Thus, further research, development of new effective methods, and practical implementation in the field of special pedagogy are urgent scientific and social tasks.

References:

V.S. Rakhmonova. Basics of Defectology and Logopedics. Tashkent, 1991

S.Sh. Aytmetova. Oligophrenopedagogy. Tashkent, 1996

C.Sh. Aytmetova. Features of the Mental Development of Students in Auxiliary Schools. Tashkent, “O‘qituvchi”, 1984

Sh. B. Akhmedov. Methods of Educating and Teaching Oligophrenic Children. Tashkent: O‘qituvchi, 2018

T. M. Boboev. Special Pedagogy and Corrective Education. Tashkent: Fan, 2020

A. R. Karimov. Oligophrenia and Mental Development Disorders. Tashkent: Ilm, 2019

Glass Jar

You see it so clearly,

You speak so decisively.

“There’s nothing inside”—

That’s your answer.

I know you wouldn’t accept this:

You don’t see clearly enough.

Inside, a heart is stored,

A process is stored—

A process from “clarity” to “turbidity”…

I won’t tell you.

I only need to smile and nod.

Because my shadow has been compressed,

And your eyes have already seen—

The expression of the wind.

HUSNORA

“The One Who Strays from the Right Path Ends in Ruin”

From the Author:

This story was not written to promote girls being educated or uneducated. Rather, it was written to encourage everyone to think wisely before acting and to make decisions with their parents’ consent and blessing.

This story is based on real events, and I portrayed them through the character of Husnora. I wrote this story so that others would not repeat the mistakes she made in her youth. If she had not made those mistakes, perhaps she would be happy today.

That is why I wrote this story as a warning to young girls. I hope you will draw the right conclusions from it.

Every person strives to be happy. Happiness cannot be found in money or material things; it is always in one’s own hands. If you stray from the right path, unhappiness awaits you. But if you walk the right path, a beautiful happiness awaits you. You simply need to recognize it—it is often found in the simplest things.

HUSNORA

The noise of cars, the streets crowded with people—everyone busy with their own lives. In a large house at the edge of the street, there was a celebration.

It was May 21st—Husnora’s birthday. All her relatives had gathered; she was turning eighteen. Everyone sincerely congratulated her.

By evening, the guests began to leave. The day ended. The next day she went to school and spent joyful time with her classmates, as they were about to graduate from the eleventh grade.

Two days later, they gathered to hear the final school bell. Everyone was beautifully dressed. They graduated.

Her parents, Hasan aka and Momogul opa, had long been thinking about whether to send their daughter to study further. But they hesitated. Husnora was playful and not very serious. In her younger years, she had made many mistakes. Perhaps because of that, her parents were always worried. Moreover, she often ignored their advice.

June passed with these thoughts.

Without telling her parents, Husnora secretly applied to a medical college because she wanted to become a nurse. The exam day approached, yet her parents knew nothing.

One day, while cleaning the house, Momogul opa accidentally found some documents. Reading them, she realized her daughter had applied to medical college. She sat down and cried for a long time. Then she thought, Is it wrong if my daughter studies?

But still uncertain, she called her husband.

Hasan aka was shocked and angry that his daughter had acted without his permission. That night he argued with Momogul opa.

Husnora had gone to stay at her grandmother Sevara’s house. Sevara lived alone; her husband had died young, and her youngest son lived in Russia. Husnora often stayed with her grandmother.

When her father called angrily, demanding she come home in the morning, Husnora understood the truth had come out.

Her grandmother advised her wisely:
“Without your parents’ blessing, you cannot achieve true happiness.”

But Husnora did not listen.

“I’m eighteen. I can make my own decisions,” she insisted.

Eventually, her father agreed to let her study—but warned her not to disgrace the family.

She passed the exam and was admitted to the Tashkent Medical College. Her family felt uneasy because of her past behavior.

In Tashkent, Husnora made new friends. Instead of focusing on her studies, she spent time going out, dressing fashionably, meeting boys, and enjoying city life.

She met Sardor and Shavkat—two young men who followed the girls everywhere. Eventually, friendships turned into romance. The boys often had no money and made the girls pay for outings.

One night, drunk and out of control, the boys tried to assault Husnora. Terrified, she escaped and hid until morning. She later learned they were gamblers and drug users.

Despite everything, she continued her careless lifestyle.

She graduated and returned home. Her father organized a feast to celebrate her diploma, but she embarrassed him by wearing revealing clothes in front of guests.

Later, she began working at a hospital. There she met Shuhrat, a doctor who showed her attention. She did not know he was married with children.

They spent evenings together. Her father warned her again, but she accused him of interfering in her life.

Eventually, a proposal came from a city man named Farhod. He was handsome and well-dressed. She agreed quickly, dreaming of city life.

After marriage, Farhod revealed his violent nature. He suffered from epilepsy and often beat her. He forced her to write a statement humiliating herself.

She became pregnant. The abuse continued.

One day, during a seizure, Farhod died from an overdose. His family accused Husnora of killing him. They took her son Jonibek away and expelled her from the house.

Despite her attempts through court, she could not regain custody.

Years passed. Jonibek grew up calling his grandmother “mother,” unaware of his real mother. He was raised to hate Husnora.

Husnora lived with deep regret.

If only she had listened to her parents…
If only she had chosen wisely…
Perhaps her life would have been different.

Sometimes when one leaves, there is no return

I won’t live long enough to forget you,

Yet my heart will not stop beating without you.

These wounds you left behind won’t ever heal,

Sometimes when one leaves, there is no return.

If I ever long for your embrace,

If my heart still yearns for your fragrance,

Still, one learns to live no matter what—

Sometimes when one leaves, there is no return.

Tell me, why are you so distressed?

Why do questions keep scratching at your heart?

Leaving you was a sign of my destiny,

Sometimes when one leaves, there is no return.

Do not ever think that I will come back,

Do not lie saying you love me.

Do not wait for me, hoping I’ll arrive

Sometimes when one leaves, there is no return.

Husanxon Odilov

Uzbekistan

THE PLACE AND HISTORICAL SIGNIFICANCE OF THE SHORT STORY IN TODAY’S LITERATURE 

Kattakurgan State Pedagogical Institute

Faculty of Philology and Social Sciences

1st year student

of the Uzbek language and literature

Bakhtiyorova Zakro Farkhod qizi

bakhtiyorovazakhro1@gmail.com

 Phone: (+998) 77 219 02 28

Abstract: The article analyzes the role and historical significance of the short story genre, one of the genres of fiction, in fiction today from a historical, literary and theoretical perspective. It sheds light on the formation and development of the short story genre, as well as its inextricable connection with religious, historical and educational sources. In particular, the role of the short story traditions in classical literature, including the work “Qissasi Rabguziy” in the development of the genre, is considered separately. The study substantiates the role of short stories in preserving historical memory, forming a moral and aesthetic ideal, and understanding national identity with the help of scientific evidence. It also analyzes the transformation of the short story genre in modern fiction, the processes of renewal in its compositional and methodological features.

Keywords: stories, historical, significance, contemporary fiction, spiritual nourishment, human qualities, linguistic theory, stories mentioned in the Holy Quran.

INTRODUCTION

Nowadays, for lovers of fiction, each work has its own unique charm and unique harmony of meaning. Such works, with their aesthetic richness and spiritual maturity, gently touch the heartstrings of the reader, give them a good mood, make them laugh, inspire them, teach them to look at life in a new way, to be loving to those around them. At the same time, with their underlying meaning, they lead to moral perfection. Most of such masterpieces are written in the short story genre. When did the short story genre originally appear? Who were the first to create in this genre? What is the purpose of writing short stories? What spiritual nourishment can be obtained from the short stories being written today? To find answers to such questions, we need to look at history.

The historical significance of short stories and their place in the present day are very important for us. A number of stories are narrated in the work of Nasuriddin Rabguziy, “The Story of Rabguziy” and in the Holy Quran. This study serves to shed light on the moral ideas in these stories and to reveal their intended purpose. In addition, it also conducts research on the language of the work from a linguistic perspective.

REVIEW OF USED LITERATURE

 Over the past 5 years, especially in 2024-2025, the genre of the story has been actively studied in literary studies, new interpretations and methodological approaches are being developed. Azimov.A. cites the following information in his dissertation: Current Uzbek stories have been studied by many literary scholars. These include scientific studies such as S. Mamajonov’s “Uslub jilolari”, U. Normatov’s “Ufqlari nasrimiz”, A. Rasulov’s “Ardoqli adib”, H. Umurov’s “Kahramonning man’ami olam i epiclik” (The Spiritual World of the Hero and Epicism). The methodological basis of the work is theoretical works created on literary works, published works on the nature of the short story genre and the spiritual world of the creator. The work mainly uses descriptive analysis, and in some cases comparative analysis methods.

This scientific work examines the ideological and aesthetic assessment of contemporary Uzbek short stories, the study of the objective and subjective aspects of the characters in the stories, the portrayal of the characters’ psyche, the extent to which contemporary writers have been able to reflect life in a work of art, and the transformation of life’s conflicts from a social phenomenon into an artistic phenomenon based on contemporary Uzbek short stories.

Ulugbek Hamdam, in his article entitled “The Interpretation of Morality in the Poetics of the Story in Subconscious Experiences,” makes the following points: “When analyzing a work of art, we either do not see or cannot see the presence of the author’s personality along with the participating characters. In works of art, the image of the author is manifested in the style of narration, the language of the work, and the methods of depiction. In a word, the image of the author consists of his aesthetic perceptions, thinking, ideology, the objects depicted, and his vices, which are vividly expressed in the work.”

Annayev Davlat Ismatovich, a 1st-year master’s student in the field of literary studies and Uzbek literature at Termez State University, provides the following information in his article entitled “The uniqueness and genre composition of the work “Qissasi ar-Rabguziy”: The first writer in the history of Turkic literature to start creating stories from narratives and stories in prose was Nasuriddin Burhoniddin Rabguziy. Only the work “Qissasi Rabguziy” (1309-1310) has survived to us. The work was written by order of the Muslim Mongol bey Nasuriddin Toqboga. The book is written in Turkic, mainly in prose, with hymns, summaries of some stories, lyrical experiences and the final part in verse.

RESEARCH METHODOLOGY

 It is known that the work “Qissasi Rab’guziy” is the first work in the genre of short stories written in prose. This work is very rich in spiritual terms, it covers a wide range of moral issues, and many stories mentioned in the Holy Quran are also given in this work, which both in history and today contribute to the education of the reader’s soul and the ability to control his soul, to distinguish between the lawful and the unlawful, and to reveal how bad envy is and that no human child can achieve salvation through it. The stories in the work, such as “Ibrahim alayhis-salamu wa Maa Namrud alayhil la’ana” about Abraham and the infidel king Namrud, “Ya’qub alayhis-salamu” about Jacob, who was an example of patience for all people, and “Yusuf Siddiq alayhis-salamu” about his son Joseph and his brothers who were always jealous of him, always serve as an example for us in terms of human qualities.

In addition, from the point of view of linguistics, a large part of this invaluable national heritage is attributed to V.V. Radlov, V. Thomsen, P.M. Melioransky, S.E. Malov, V.L. Kotvich, A. Fon, Gaben, G. Ramstedt, A.N. Kono

LIST OF REFERENCES USED:

1. Rabguziy, Nosuriddin Burhoniddin. “The Story of Rabguziy” (Editor N.A. Asilova; Foreword by E. Fozilov). K.I. – T.: Writer, 1999.-240p.: illustration)

Inv. In front of: Institute of Manuscripts named after H. Sulaymanov of the Academy of Sciences of the USSR.

2. Professor of Chirchik State Pedagogical University, Doctor of Pedagogical Sciences Ulugbek Hamdam: “Interpretation of morality in the poetics of the story in the subconscious experiences”, p. 23.

3. Jabborov E. Folklore: image and interpretation.-Karshi: Nasaf, 1999.

4. Hamdamov U. Loneliness.-Tashkent: Yangi asr avlod, 2019

5. Muhammadjon Xolbekov. Landscapes of 20th-century modern literature. A progressive interpretation of 20th-century modernist prose Source taken from www.kh-davron.uz. 2018.

6. Azimov.A. Dissertation for the degree of Master on the topic “Artistic features of modern Uzbek stories”. Andijan 2021. 5 pages.