One of the most pressing global issues today is human dignity. Whether viewed from a religious perspective or from the standpoint of science, a human being is a conscious and intellectually developed entity. The difference between humans and animals does not lie in appearance or the ability to speak. Humans possess qualities that no other living being on Earth has—wisdom, intellect, perception, thinking, and memory. From a religious point of view as well, sacred scriptures state that humans are the most perfected creation of God.
Without straying from our topic, let us reflect on how human dignity is measured today. What is human dignity? In my opinion, human dignity means that in every society individuals—people—respect one another, refrain from various conflicts, stay away from insulting words, extend a helping hand to each other selflessly, and do not use this help for personal gain.
Among the worst vices that trample on human dignity are human trafficking, the trade in human organs, the violence and aggressive acts currently being committed against innocent young girls, and the deaths of innocent people in wars caused by conflicts between states. Human dignity stands above everything else. Just as many people measure happiness with money, they also measure human worth with money—this is degradation. Human dignity is reflected in every good deed, in selfless charity, and in a sincere smile.
Never trample on your own dignity or the values of others for the sake of mere paper money! After all, all the problems in society stem from this.
5 poems from my haiCU series (haiku Cut-Up series)
no remorse no joke
mixed reactions die
American bombing love
no remorse no joke
newly mopped bar wax
chemicaled beer swag
putting dance moves on carnage
newly mopped bar wax
bangtail bubblegum
arrested archives
faux intelligentsia
bangtail bubblegum
happy lips gob smacked
in the frozen weeds
surgical chocolate drinks
happy lips gob smacked
homeless city bones
nighttime is brutal
haunted by what could have been –
homeless city bones
Poet/Author Scott C. Holstad’s newest book of poems, Surviving Immortality Again, was released in 2025 by Alien Buddha Press. His haiku, fragments, found poetry, Cut-Up works and other experiments, as well as more traditional works, have recently appeared in dadakuku, Five Fleas, Misfit, Libre, Cosmic Daffodil Journal, Synchronized Chaos, haiQu fOO, miniMAG, smols, Mad Swirl and Blood+Honey. He lives in Pennsylvania.
Here do the ceremonies. Here comes my messenger. He is a kind of chameleon. He has some meaning in his mad attire. Here in this island we arrived and here – Here is a box. I had it from the queen. Here is a ring. I had it from the king. Here, where you are, they are coming to perform it. Herbwoman. Linguist. Soldieress. Here come the clusters. Here do the ceremonies.
This poem is from Shakespeare Okuni’s new poetry collection A Twist of Rotten Silk, available here.
PSYCHOLOGICAL ANALYSIS OF THE EMOTIONAL STATE OF CHILDREN FROM DIVORCED FAMILIES
Turon University
Department of Psychology
3rd-year Student
Nurboboyeva Dilshoda Nodir qizi
ABSTRACT
This article provides a psychological analysis of the emotional states observed in children from divorced families. During the divorce process, children often experience various emotional reactions such as grief, fear, anger, anxiety, and difficulties in social relationships. The article examines age-related differences in these reactions, including low self-esteem, changes in parental interactions, deficiencies in personal coping mechanisms, and failures in social relationships. Additionally, the study explores methods of psychological adaptation and stress management for children through parental involvement and professional psychological support. The findings indicate that appropriate psychological approaches help enhance children’s emotional stability and contribute to the formation of healthy social relationships in the future.
A stable family environment plays a crucial role in every child’s emotional and psychological development. However, the process of divorce fundamentally alters the family system and introduces significant stress and emotional difficulties into children’s lives. Research shows that children from divorced families often experience various psychological reactions, including grief, fear, anger, anxiety, and difficulties in social interactions.
These reactions vary depending on the child’s age. Younger children tend to experience anxiety and uncertainty, middle school-aged children often face social difficulties and low self-esteem, while older children may struggle with personal conflicts and stress-related behaviors. In addition, changes in parental relationships, lack of family support, and negative environmental factors significantly affect children’s psychological stability.
This article aims to psychologically analyze the emotional states of children from divorced families, identify age-specific psychological characteristics, and explore ways to improve stress management and emotional adaptation. The findings demonstrate that proper psychological approaches enhance emotional stability and support the development of healthy social relationships.
RESEARCH OBJECTIVE AND JUSTIFICATION
The main objective of this study is to conduct an in-depth psychological analysis of the emotional states experienced by children from divorced families, identifying their emotional reactions, sensitivity to stress, and social and psychological adaptation characteristics. The research seeks to determine how the divorce process affects children’s mental well-being, examine age- and gender-related differences in these effects, and identify effective directions for psychological support.
Modern psychological research indicates that family separation significantly impacts children’s psychological development, leading to increased difficulties in the following areas:
1. Emotional Uncertainty and Grief
Children from divorced families often experience heightened anxiety, grief, and feelings of loneliness due to parental conflict, tension during the divorce process, and changes in family relationships.
In younger children, these emotions primarily manifest as anxiety and sadness.
In middle school-aged children, depressive moods, low self-esteem, and loneliness are more common.
In older children, emotional struggles and internal conflicts are frequently observed.
2. Difficulties in Social Adaptation
Children may experience challenges in communicating with peers, classmates, and teachers. Family-related stress and uncertainty can cause social withdrawal or increased irritability, negatively affecting academic performance and social success.
3. Stress and Behavioral Changes
When experiencing psychological discomfort, children develop various stress-coping mechanisms, such as displaying anger, withdrawing into sadness, or engaging in attention-seeking behaviors. These behaviors directly affect psychological stability and require continuous support throughout development.
4. Age- and Gender-Specific Differences
Younger children often struggle to verbalize their emotions, leading stress and grief to manifest through behavior. Middle school-aged children commonly exhibit depressive symptoms and low self-esteem, negatively affecting school performance and social adjustment. Older children may face internal conflicts, emotional struggles, and difficulties in independent decision-making.
5. Necessity of Psychological Support
The research findings provide parents, educators, and psychologists with practical recommendations for improving children’s emotional well-being. Such support enhances emotional stability, improves social adaptation, and reduces the negative impact of divorce.
Thus, the psychological analysis of emotional states in children from divorced families holds not only scientific but also practical significance. It enables the identification of developmental challenges, analysis of age- and gender-specific characteristics, and formulation of strategies to reduce stress and emotional discomfort.
DESCRIPTION OF THE SCIENTIFIC PROBLEM AND ITS SOLUTION
In contemporary society, the increasing rate of family divorce has become a pressing social and psychological issue. Emotional changes in children from divorced families negatively affect not only their personal development but also their social adaptation. Psychological studies indicate that children’s emotional well-being is influenced by several factors:
1. Changes in Parental Relationships
Parental separation affects children’s worldview, sense of security, and trust. Some children experience heightened anxiety and depression, while others develop emotional withdrawal.
2. Emotional and Psychological Stress
Divorce serves as a major source of stress for children. The duration and intensity of stress depend on the child’s age, gender, and the circumstances of the divorce.
3. Social and School Environment Challenges
Children may face difficulties interacting with classmates, withdraw socially, or become passive. In some cases, anger and aggressive behavior emerge, negatively affecting social integration.
4. Decreased Psychological Resilience
Divorce negatively influences children’s emotional responses, behavior regulation, and stress tolerance, potentially leading to long-term consequences for mental health and personal development.
A key scientific problem lies in the lack of systematic and evidence-based approaches to analyzing the emotional states of children from divorced families. Many existing studies are limited to individual cases or lack statistical generalization, highlighting the need for comprehensive and in-depth psychological analysis.
WAYS TO ADDRESS THE SCIENTIFIC PROBLEM
1. Psychological Assessment and Monitoring
Specialized tests, observational methods, and interviews are used to assess children’s emotional states, including stress, grief, anger, anxiety, and social adaptation. Diagnostic approaches are tailored to age and gender differences.
2. Consideration of Age and Individual Characteristics
Children respond emotionally in different ways depending on their developmental stage. Younger children may not understand divorce and experience intense anxiety, while older children may feel loneliness or emotional isolation. This approach is essential for individualized psychological support.
3. Development of Social and Psychological Support Programs
Based on research findings, individual and group counseling sessions, psychological training, and therapy programs can be implemented to enhance emotional stability, self-regulation, and social adaptation.
4. Recommendations for Parents and Educators
Parents and educators should better understand children’s emotional states and apply supportive strategies such as regular communication, emotional support, positive reinforcement, and stress-reducing activities.
5. Generalization of Scientific and Practical Findings
Research outcomes can be used to develop academic articles, methodological guidelines, and practical recommendations, systematizing psychological approaches for working with children from divorced families.
Studying the emotional states of children from divorced families and establishing psychological support systems is a crucial scientific and practical task. The results contribute to improving emotional resilience, reducing stress, enhancing social adaptation, and mitigating the negative impact of family separation.
CONCLUSION
Psychological analysis of the emotional states of children from divorced families is a highly relevant and important issue. Family separation significantly affects children’s emotional and psychological development. Research indicates that children from divorced families frequently experience anxiety, grief, anger, and emotional withdrawal, and in some cases exhibit social aggression.
Age and individual characteristics play a critical role in this process. Younger children may experience greater stress due to limited understanding of divorce, while older children often face loneliness, emotional isolation, and academic difficulties. Therefore, psychological interventions must be tailored to individual needs.
The findings show that psychological training, group activities, and individual counseling are effective in supporting children, while parental and educator involvement significantly enhances emotional stability. This study holds both scientific and practical value, offering a systematic framework for psychological support and intervention.
Overall, the research highlights the importance of analyzing emotional states, providing targeted support, and developing appropriate psychological programs to ensure healthy emotional and social development. It contributes to reducing the negative psychological effects of divorce, improving stress management, and promoting social adaptation in children from divorced families.
REFERENCES
Ahmadaliev, S. (2018). Child Psychology and Family Influence. Tashkent: Fan va Tekhnika.
Boboev, R. (2016). Family Divorce and Emotional Development of Children. Tashkent: Yoshlar Publishing House.
Kaplan, H., Sadock, B. (2012). Psychiatry and Psychology. Moscow: Mir.
Petrova, E. V. (2015). Children in Divorce: Psychological Consequences. Saint Petersburg: Piter.
Amato, P. R. (2000). The consequences of divorce for adults and children. Journal of Marriage and Family, 62(4), 1269–1287.
Kelly, J. B., Emery, R. E. (2003). Children’s adjustment following divorce: Risk and resilience perspectives. Family Relations, 52(4), 352–362.
Sun, Y., Li, Y. (2009). Effects of family structure and parental involvement on children’s well-being. Social Indicators Research, 94(1), 105–120.
Cherlin, A. J. (2009). The Marriage-Go-Round: The State of Marriage and the Family in America Today. New York: Alfred A. Knopf.
Mamedova, G. (2017). Psychological Support for Children from Single-Parent Families. Baku: Elm.
Johnson, R. (2010). Children of Divorced Families: Emotional and Social Adjustment. London: Routledge.
Sevinch Farxodova Buxoro davlat pedagogika instituti Xorijiy til va adabiyoti ta’lim yo‘nalishi 1-kurs talabasi
Annotation: This article highlights the importance of gender equality in social development, the challenges to achieving it, and the reforms undertaken in Uzbekistan. It also proposes measures to promote gender equality.
Keywords: Gender equality, human rights, education, women’s rights, economic opportunities, legislation, Uzbekistan. Gender Equality: The Foundation of Social Development
One of the key factors in societal development is gender equality. Gender equality means that men and women have equal rights, opportunities, and conditions in all aspects of life. It is not only a matter of human rights but also an essential part of social, economic, and cultural progress. Unfortunately, many countries around the world have yet to achieve full gender equality. In Uzbekistan, while changes are taking place, there are still challenges that need to be addressed.
The Importance of Gender Equality Gender equality is not just about protecting women’s rights; it also contributes to the well-being and prosperity of society as a whole. Countries where women actively participate in the economy develop more rapidly because half of the population is engaged in social and economic processes. Moreover, societies that promote gender equality tend to have better education systems, more stable families, and lower levels of violence.
Research has shown that companies led by both men and women perform more efficiently, as diverse perspectives lead to better decision-making. Therefore, gender equality is not only a matter of fairness but also a factor that drives progress and productivity.
Challenges and Causes of Gender Inequality
One of the biggest obstacles to gender equality is deep-rooted historical and cultural traditions. In many societies, women have traditionally been expected to take care of household duties and raise children, while men have been seen as the primary breadwinners. These stereotypes still persist in many places today.
Another major challenge is limited access to education for women. In some families, girls are still not given the same educational opportunities as boys, and early marriage is often prioritized over their academic and career growth. As a result, women are unable to fully develop their potential in fields such as science, business, and politics.
Gender inequality is also evident in the workplace. Women often receive lower salaries than men, have fewer opportunities for promotion, and face discrimination throughout their careers. These issues remain major barriers to achieving full gender equality.
Gender Equality in Uzbekistan: Current Situation and Achievements
In recent years, Uzbekistan has made significant progress in promoting gender equality. More attention is being given to female education, programs supporting women entrepreneurs have been introduced, and gender-related legislation is being improved. Schools are encouraging girls to pursue education, and various initiatives aim to increase female participation in the workforce.
Additionally, the government has launched financial support programs for women entrepreneurs, and the number of women in public service is steadily increasing. These developments are important steps toward achieving gender equality in the country.
However, full gender equality has not yet been reached. In rural areas, many women still have limited social and economic opportunities. Domestic violence and gender discrimination remain pressing issues that require further action.
What Needs to Be Done to Achieve Gender Equality?
To achieve gender equality, societal attitudes must change. This transformation should start with education. From an early age, both boys and girls should be given equal opportunities to explore different fields and pursue their dreams.
Laws protecting women’s rights should be strengthened, and effective mechanisms for enforcing gender equality must be put in place. Employers should ensure fair working conditions for both men and women, providing equal pay and opportunities for career advancement.
Furthermore, respect for women should be promoted within families and society as a whole. Women should be encouraged to participate in economic and social activities, and they should believe in their own potential, seeking education and career development.
Conclusion:
Gender equality is not just a human rights issue; it is also a driving force for social progress. Ensuring equal rights for men and women contributes to the overall development of society, leading to stability and prosperity. Each of us has a role to play in this process—whether in education, the workplace, or within our families. Only by working together can we achieve true equality and build a fair and just society for future generations.
References:
1. United Nations Development Programme (UNDP). (2023). Gender Equality Strategy 2022-2025. New York: UNDP.
2. World Economic Forum. (2023). Global Gender Gap Report 2023. Geneva: WEF.
3. **Uzbekistan National Statistics Committee.
4. United Nations Development Programme (UNDP). (2023). Gender Equality Strategy 2022-2025. New York: UNDP.
5. World Economic Forum. (2023). Global Gender Gap Report 2023. Geneva: WEF.
6. Uzbekistan National Statistics Committee. (2022). Gender Equality and Women’s Rights in Uzbekistan: Progress and Challenges. Tashkent.
Since times immemorial, education has been looked upon as a parallel training for a growing up human mind, and it is about how to live in the world, and how to connect back to the source of life. It is unfortunate that men, when die, leave all their wisdom or follies behind, and they take nothing with them, except their plain spirit, which is then subjected to close scrutiny and awarded or punished as per divine parameters. This world would have been far better if men who are born to this earth also carried their former wisdom and did not have to start afresh.
In fact, it appears humanity is not a straight upward progression. Gods are trying on human versions. How different men tackle the same problems, obviously, differently, and this helps gods to understand the variety of problems in human life, and make a repository of human wisdom which shows how situations can be handled in different ways. Humanity can be seen as soft versions of truth and untruth which keep intersecting in complex combinations.
As such, progression of human civilization is only a hit and trial for gods, who deny them acquired wisdom, and resend them on the earth, with only original wisdom, and then see if men have made any tangible progress in being human. But, it appears, they are disappointed and disillusioned too in the capability of mankind to emerge from their inherent weaknesses and accomplish something of value.
What we consider of great value, the hi tech trains, aeroplanes, and AI etc, are no match for the ingenuity of gods, because all these things put together, have further diminished the size of man in the eyes of the angels. Angels judge men, not by their intelligence, but by their wisdom in making this world a better place. Intelligence is mostly directed towards one’s own wellbeing. Men never look beyond their nose. Whatever they are doing is amiss in the eyes of gods. Is it that all the educational edifice, the complex web of universities, colleges, gurus and ‘ghantals’, [high flown teachers] have failed to rise to the expectations of gods?
If gods are not happy with men, if they are irritated with nonstop debates and seminars, it is because people have lost their control over natural language of the body, and they have to use language which they have mastered how to miscarry. They have tried to make fool of the gods who have realized at the end that men and mischief go together. All the knowledge is born out of mischief. People who study theology and mysticism, are like teachers who have taught Poetry for forty years, without writing a poem themselves.
The Blues
Where has education lagged? First of all, the declared aims of the people at the helm were suspect. If it was Macaulay, by now we people know it well, he wanted only ‘babus’ to take dictation from English masters. And second purpose was to paste English culture over the minds of young Indians. Even today, we name our schools after ‘Convent’ etc. English and Italian names of colonies, and companies, point to only one thing. We have no pride in our own culture. We feel inferior and that is why when we have to teach Poetry, we quote Keats. We have no Indian authors at hand to quote, as if there are no poets of substance in our own country.
While Macaulay’s model was defective, still it gave us great scholars who spearheaded the struggle for freedom. But, as times are moving ahead, we find the intellectual quotient of the people is giving way and the idea of acceptance, discussion has taken the back seat. Indian scholarship today believes in dictums, and ideological struggles and independence of thought and speech is under grave erosion.
Education should have created a corps of people who believe in goodness, fairness, justice and honesty. It is nowhere near this ideal. On the other hand, we have taught success, and push-ahead syndrome to our students. Finally, the kind of society that we come across, is one in which only money matters, power matters, wealth matters, and all types of crimes flourish.
If a man is properly educated, how can he become a criminal? How can Universities sell degrees, and how can doctors sell kidneys? How can professionals sell secrets, and corporates reduce the people to paupers and make high business profits? If a student gets the degree of an IT professional, he migrates to USA, and there, his only passion is to attain great success. These accomplishments are good, but do they have any relevance to the country they belong to? How they connect themselves to the nation of their origin? Going beyond nationalities, I wish to underscore the idea that every professional is not an individual skyscraper. He belongs to a society, a family, and milieu, which he must serve. Accomplishments without this service dimension are acts of absolute selfishness, and isolate the man from the cosmic responsibility.
Cosmic Responsibility
As a cosmic citizen, everyone must feel connected to his society, to his family and, of course, to gods if he is not an atheist. Our education teaches us in a thousand ways what we should do to succeed in life, and universities give us degrees on the basis of which, we can get jobs. Now that you are equipped with the art of earning money, so that you could remain alive, the society wants your body and your mind for its incomplete jobs. Where are you ? It waits but there is no response from our top rankers.
What Not to Do
When I was learning car driving, my driver was an old military man. Ordinarily, the trainers tell you to save the car from a brick lying on the road. But he would ask me to let the tyre hit the brick. He said, if you know how to hit it, you will also know how to save your car from it.
From this story, I come to the conclusion that teachers and educators should teach their students what not to do in their lives. This is very important. In the past, when we went to a doctor, he would give us medicine, but at the same time, he would tell us what not to eat, because indiscriminate eating could aggravate the malaise and render the effect of his medicine useless. But now, doctors take care to prescribe medicine, [in order to inflate bills] and, if you do not force, the doctor won’t tell what not to eat. Naturally, it ensures your visits to the doctor.
Same thing happens to our educators. They don’t tell the students what they should not do. For the benefit of the readers, let me state a few don’ts. Others you can think of yourself.
Don’t cross your limits. Don’t cheat anybody. Don’t make false claims. Don’t do anything for which your conscience stops you. Don’t think of success as your ultimate career. Never use ulterior means for success. Never tell lies, even to yourself. Never think of breaking the law. Never go into marriage till you understand the idea of marriage. Never go for matrimonial ads. Never look for a partner who is rich. And so on.
If we want a better world, we need to work on these ideas. Education of young minds means we have to make them into decent human beings with minds which do not think amiss. We have to impart them love for mankind, love for nature, love for the creator, love for parents, and love humanity at large. Every student, when emerges from the University education, should swear by honesty, fairness, and goodness. It should be inscribed on the degrees as a solemn pledge. If we are not doing so, we are responsible for criminalizing this society.
Dr. Jernail Singh Anand, with an opus of nearly 200 books, is Laureate of the Seneca, Charter of Morava, Franz Kafka and Maxim Gorky awards. President of the International Academy of Ethics, his name adorns the Poets’ Rock in Serbia. Anand’s work embodies a rare fusion of creativity, intellect, and moral vision. He is a global voice, challenging readers to confront the complexities of existence while offering hope through art and ethics.
In this short and fleeting world, There lived a noble soul, Who chose to say, “My people first,” And stayed forever true and whole.
His name itself spoke of peace, Of loyalty and faithful ways, To live in calm, to stand sincere, The meaning carried through his days.
He walks beside us even now, We feel his presence near, Though unseen by our mortal eyes, Our hearts know he is here.
Like Amir Temur, strong and just, He served his people till the end, Leaving longing in every heart, His name on every tongue, my friend.
Jahongirova Gulhayo Jahongirovna Navoi State University Student of the Department of Philology and Language Teaching, English Language Major, Group 101
