Severe behavioral disorder. Conduct disorders in children

3. Types of behavior disorder

There are the following types of behavioral disorders:

Aggressive

Delicate

Dependent

Suicidal

Aggressive behavior. As you know, destructiveness (destructiveness) is closely related to such a basic human characteristic as aggression. In psychology aggression is understood as a tendency (striving), manifested in real behavior or fantasizing, in order to subjugate others or dominate them. This tendency is universal, and the term "aggression" itself has a generally neutral meaning. In fact, aggression can be either positive, serving vital interests and survival, or negative, focused on satisfying an aggressive drive in itself.

Conflict, backbiting, pressure, coercion, negative assessment, threats or the use of physical force are considered habitual manifestations of aggression. Latent forms of aggression are expressed in avoiding contacts, inaction in order to harm someone, self-harm and suicide.

Aggressive attraction can manifest itself through various aggressive affects, such as (in order of increasing intensity and depth), irritation, envy, disgust, anger, intolerance, negativism, rage, fury and hatred, the intensity of aggressive affects correlates with their psychological function 2.

From the above, we can conclude that aggressive behavior can have various (in terms of severity) forms: situational aggressive reactions (in the form of a short-term reaction to a specific situation); passive aggressive behavior (in the form of inaction or refusal to do something); active aggressive behavior (in the form of destructive or violent actions). The leading signs of aggressive behavior can be considered such manifestations as:

Expressed desire to dominate people and use them for their own purposes;

Destructive tendency;

Focus on causing harm to people around;

Tendency to violence (infliction of pain) 1.

Delicate behavior. The problem of delinquent (illegal, antisocial) behavior is central to the study of most social sciences, since public order plays an important role in the development of both the state as a whole and each citizen separately.

This term is understood as the unlawful behavior of a person. - actions of a specific person that deviate from the laws established in a given society and at a given time, threaten the well-being of other people or social order and are criminalized in their extreme manifestations... A person engaging in unlawful behavior qualifies as delinquent personality (delinquent), and the actions themselves are delinquent.

Criminal behavior is an exaggerated form of delinquent behavior in general. In general, delinquent behavior is directly directed against the existing norms of state life, clearly expressed in the rules (laws) of society 1.

Dependent behavior. The dependent behavior of a person is a serious social problem, since in its expressed form it can have such negative consequences as loss of working capacity, conflicts with others, and committing crimes.

Dependent behavior, therefore, turns out to be closely associated with both abuse by the individual of something or someone, and with violations of his needs. In the special literature, another name for the reality under consideration is used - addictive behavior. In other words, this is a person who is in deep slavish dependence on some kind of irresistible power.

Dependent (addictive) behavior, as a type of deviant personality behavior, in turn has many subspecies, differentiated mainly by the object of addiction. In theory (under certain conditions) it could be any object or form of activity - chemical, money, work, play, exercise, or sex.

In accordance with the listed objects, the following forms of dependent behavior are distinguished:

Chemical addiction (smoking, substance abuse, drug addiction, drug addiction, alcohol addiction);

Eating disorders (overeating, starvation, refusal to eat);

Gambling - gambling addiction (computer addiction, gambling);

Sexual addictions (bestiality, fetishism, pygmalionism, transvestism, exhibitionism, voyeurism, necrophilia, sadomasochism (see glossary));

Religious destructive behavior (religious fanaticism, involvement in a sect).

As people's lives change, new forms of addictive behavior appear, for example, today computer addiction is spreading extremely rapidly.

Various forms of addictive behavior tend to combine or pass into each other, which proves the commonality of the mechanisms of their functioning, for example, a smoker with many years of experience, having given up cigarettes, may experience a constant desire to eat. A heroin addict often tries to maintain remission through the use of more mild drugs or alcohol 1.

Suicidal behavior. Suicidal behavior is currently a global public problem. According to the World Health Organization, annually about 400-500 thousand people commit suicide in the world, and the number of attempts is ten times more. The number of suicides in European countries is three times higher than the number of homicides.

Suicide, suicide(lat. "to kill yourself") - this is the deliberate deprivation of life. Situations when death is caused by a person who cannot be aware of his actions or control them, as well as as a result of the subject's negligence, are not classified as suicides, but as accidents.

Suicidal behavior - deliberate actions guided by beliefs about taking one's own life... In the structure of the considered behavior, there are:

Actually suicidal actions;

Suicidal manifestations (thoughts, intentions, feelings, statements, hints).

Thus, suicidal behavior is realized simultaneously in the inner and outer planes.

Suicidal actions include attempted suicide and completed suicide. Suicide attempt- This is a purposeful operation with the means of depriving oneself of life, which did not end in death. The attempt can be reversible and irreversible, aimed at taking one's own life or for other purposes. Completed suicide- actions completed with a lethal outcome.

Suicidal manifestations include suicidal thoughts, ideas, experiences, as well as suicidal tendencies, among which plans and intentions can be distinguished. Passive suicidal thoughts are characterized by representations, fantasies about their death (but not about taking their own life as a spontaneous action), for example: “it would be nice to die”, “fall asleep and not wake up”.

Suicides are divided into three main groups: true, demonstrative and hidden. True suicide directed by the desire to die, it is not spontaneous, although sometimes it looks quite unexpected. Such a suicide is always preceded by a depressed state of affairs, a depressive state, or simply thoughts of leaving life. Moreover, those around such a person's state may not notice. Another feature of true suicide is reflections, worries about the meaning of life.

Demonstrative suicide is not associated with the desire to die, but is a way to pay attention to your problems, call for help, and conduct a dialogue. This may be an attempt at a kind of blackmail. The fatal outcome in this case is a consequence of a fatal accident.

Hidden suicide (indirect suicide) - a type of suicidal behavior that does not correspond to its signs in the strict sense, but has the same direction and result. These are actions accompanied by a high probability of death. To a greater extent, this behavior is aimed at risk, at playing with death, than at leaving life 1.

4. Forms of deviant behavior

The main forms of deviant behavior in modern conditions include crime, alcoholism, drug addiction, and suicide. Each form of deviation has its own specifics.

Crime . The study of crime problems reveals a large number of factors affecting its dynamics: social status, occupation, education, poverty as an independent factor, declassing, that is, the destruction or weakening of ties between the individual and the social group.

The main qualitative indicators of the growth of crime in Russia are approaching global ones. Moreover, the state of crime is greatly influenced by the transition to market relations, characterized by the emergence of such phenomena as competition, unemployment, inflation. Experts note that the processes that speak of the "industrialization" of deviance are already noticeable.

Alcoholism. In fact, alcohol has entered our lives, becoming an element of social rituals, a prerequisite for official ceremonies, holidays, ways of spending time and solving personal problems. However, this socio-cultural tradition is costly for society.

According to statistics, 90% of cases of hooliganism, 90% of aggravated rape, almost 40% of other crimes are related to intoxication. Murders, robberies, robberies, grievous bodily harm in 70% of cases are committed by drunk people; about 50% of all divorces are also associated with drunkenness.

Studying the various aspects of alcohol consumption and its consequences is very difficult.

The alcohol consumption model takes into account the following characteristics:

an indicator of the level of alcohol consumption combined with data on consumption patterns;

regularity of consumption, duration, connection with food intake;

the number and composition of drinkers, non-drinkers, drinkers in moderation;

distribution of alcohol consumption between men and women, by age and other socio-demographic characteristics;

behavior with the same degree of intoxication and assessment of this behavior in socio-cultural and ethnic groups.

Addiction (from the Greek narke - numbness and mania - frenzy, madness). This is a disease that is expressed in physical and (or) mental dependence on drugs, gradually leading to a deep depletion of the physical and mental functions of the body. In total, there are about 240 types of narcotic substances of plant and chemical origin. International Convention on Psychotropic Substances 1977 as drugs considers substances that cause addiction (addiction) based on arousal or depression of the central nervous system, impaired motor function, thinking, behavior, perception, hallucinations, or mood changes.

The exact number of Russians who abuse drugs in our country is hardly possible to determine due to the imperfection of the system of social control; but according to some estimates, in 1994 their number could have been from 1.5 to 6 million people, that is, from 1 to 3% of the total population. The overwhelming majority of drug addicts (up to 70%) are young people under the age of 30. The male to female ratio is approximately 10: 1 (2: 1 in the West). More than 60% of drug addicts first try drugs before the age of 19. Thus, drug addiction is primarily a youth problem, especially since a significant part of drug addicts, especially those who use the so-called "radical" drugs (derivatives of the opium poppy), do not live up to adulthood.

Suicide - the intention to take his own life, an increased risk of committing suicide. This form of deviant behavior of the passive type is a way of avoiding the insoluble problems of life, from life itself.

The ratio between male and female suicides is approximately 4: 1 for successful suicides and 4: 2 for attempts, i.e., suicidal behavior of men often leads to a tragic outcome. It is noted that the likelihood of this form of deviation also depends on the age group; for example, suicides are more common between the ages of 55 and 20, and today even 10-12-year-old children become suicides. World statistics show that suicidal behavior is more often manifested in cities, among single people and at the extreme poles of the social hierarchy. behavior at children, especially adolescents: shoots ... M .: "Publishing house AST", 2004. - 635 p. Furmanov, I. A. Psychology children with violations behavior... / I.A.Furmanov. - M.: Humanist Publishing Center "VALDOS" ...

Building self-esteem children in dysfunctional families

Coursework >> Psychology

Problems faced psychologists, is the problem violations intrafamily relationships. Unfavorable ... parents. M., 2003-365s. Furmanov I.A. Psychology children with violations behavior: a guide for psychologists and teachers. M., 2004 .-- 351 ...

- syndromes characterized by a persistent inability to plan and control behavior, to build it in accordance with social norms and rules. It manifests itself as uncommunicativeness, aggressiveness, disobedience, indiscipline, pugnaciousness, cruelty, severe damage to property, theft, deceit, and running away from home. The diagnosis is made by a clinical method, the data are supplemented by the results of psychodiagnostics. Treatment consists of sessions of behavioral, group, family psychotherapy, medication.

General information

The term “conduct disorder” (DC) is used to refer to repetitive, persistent behavioral patterns for more than 6 months that do not correspond to social norms. RP is the most common diagnosis in child psychiatry. Epidemiology among children is about 5%. There is gender dependence - boys are more susceptible to behavioral disorders. In children, the ratio is 4: 1, in adolescents - 2.5: 1. The decrease in the difference as they grow older is explained by the late debut in girls - 12-13 years old. In boys, the peak incidence occurs at 8-9 years.

Causes of Conduct Disorder in Children

The development of behavioral disorders is determined by the realization of biological inclinations and the influence of the environment. Research confirms that the leading role belongs to upbringing, and heredity, psycho physiological features relate to risk factors. Among the causes of behavioral disorders in children can be distinguished:

• Physiological processes. Imbalance of hormones, excitation-inhibition processes, metabolic disorders contribute to the development of RP. Epilepsy and cerebral palsy are associated with an increased risk of disobedience and irritability.
• Psychological features. The formation of RP is facilitated by emotional instability, low self-esteem, depressed mood, distorted perception of cause-and-effect relationships, manifested by a tendency to blame events and other people for their own failures.
• Family relationships. Behavioral syndromes in a child are formed with pathological styles of upbringing, frequent conflicts between parents. These reasons are most relevant for families where one or both parents suffer from mental illness, lead an immoral lifestyle, are involved in criminal activities, have pathological addictions (drugs, alcohol). Intra-family relations are characterized by hostility, coldness, severe discipline or its complete absence, lack of love, participation.
• Social interactions. The prevalence of behavioral disorders is higher in kindergartens, schools with poor organization of the educational process, low moral principles teachers, high staff turnover, hostile relations between classmates (classmates). The broader influences of society are relations in the territory of residence. In areas with national, ethnic, political fragmentation, the likelihood of behavioral deviations is high.

Pathogenesis

The physiological prerequisites for the formation of behavioral disorders in children are changes in the activity of neurotransmitters, an excess of testosterone, metabolic changes. As a result, the purposefulness of the nerve transmission is disturbed, an imbalance in the processes of inhibition and excitation develops. The child is excited for a long time after frustration or is unable to activate volitional functions (directed attention, memorization, thinking). With the right upbringing, a benevolent environment, physiological characteristics are leveled. Frequent conflicts, lack of close trusting relationships, stress become triggers for the implementation of biological characteristics and the development of RP.

Classification

In the International Classification of Diseases 10 (ICD-10), conduct disorders are allocated a separate heading. It includes:

• RP, limited by the framework of the family. It is characterized by dissocial, aggressive behavior that occurs within the home, relationships with the mother, father, and household members. In the courtyard, kindergarten, school, deviations are extremely rare or absent.
• Unsocialized conduct disorder. It is manifested by aggressive actions, actions in relation to other children (classmates, classmates).
• Socialized Conduct Disorder. Aggressive, antisocial acts are committed as part of a group. There are no difficulties in intragroup adaptation. Includes group offenses, truancy, stealing with other children.
• Oppositional defiant disorder. Typical for young children, it is manifested by pronounced disobedience, the desire to break off relations. Aggressive, dissocial acts, offenses are absent.

Conduct Disorder Symptoms in Children

Behavioral disorders have three main manifestations: unwillingness to obey adults, aggressiveness, antisocial orientation - activity that violates the rights of others, causing harm to property, personality. It is important to take into account that these manifestations are possible as a variant of the norm, disobedience is determined in most children, characteristic of crisis stages of development. The disorder is evidenced by persistent (from six months) and excessive manifestation of symptoms.

Children with behavioral disorders often argue with adults, get angry, do not control emotions, tend to transfer blame to another person, resentful, do not obey the rules and requirements, purposefully annoy others, take revenge. The desire to destroy, damage other people's things is often noted. Threats, intimidation of peers, adults are possible. Teenagers with RP provoke fights, fights with the use of weapons, get into other people's cars, apartments, arrange arson, show cruelty towards people, animals, wander, skip school.

Clinical symptoms include depressed, dysphoric mood, hyperactivity, manifested by decreased attention, anxiety, and impulsivity. Sometimes depressive states develop, suicide attempts are made, self-harm is inflicted. Destructive behavior negatively affects academic performance, cognitive interest decreases. The child's popularity in the group is low, there are no permanent friends. Due to the problems of adopting the rules, he does not participate in games, sports events. Social maladjustment increases conduct disorder.

Complications

Complications of conduct disorder develop in adults. Young men who have not received treatment are aggressive, prone to violence, an antisocial lifestyle, often have alcohol, drug addiction, are involved in criminal groups or commit offenses on their own. In girls, aggressiveness, antisociality are replaced by emotional and personal disorders: neuroses, psychopathies. In both cases, socialization is disturbed: there is no education, no profession, there are difficulties with employment, the preservation of marital relations.

Diagnostics

A child psychiatrist is responsible for the diagnosis of conduct disorders in children. The research is based on a clinical method. To objectify the data, psychodiagnostics is additionally carried out, extracts from examinations of narrow specialists (neurologist, ophthalmologist), characteristics of educators, teachers, representatives of law enforcement agencies are collected. A comprehensive examination of a child includes the following stages:

• Clinical interview. The psychiatrist assesses the severity, frequency and duration of aggressive, antisocial behavior. Clarifies their nature, focus, motivation. Conversations with the parent about the emotional state of the child: the prevalence of sadness, depression, euphoria, dysphoria. Asks about school performance, features of socialization.
• Observation. In parallel with the conversation, the doctor observes the child's behavior, the peculiarities of the relationship between him and the parent. The reactions to praise, condemnation are taken into account, it is assessed how the actual behavior is adequate to the situation. The specialist draws attention to the parent's sensitivity to the child's mood, the tendency to exaggerate the existing symptoms, the emotional mood of the participants in the conversation. Collecting anamnesis, observing intrafamilial relationships allow us to determine the proportion of biological and social factors in the formation of the disorder.
• Psychodiagnostics. Projective methods, questionnaires are used additionally. They make it possible to identify the state of maladjustment, emotional and personal characteristics, such as aggressiveness, hostility, a tendency to impulsive actions, depression, anger.

Differential diagnosis of behavioral disorders involves distinguishing them from adjustment disorder, hyperactivity syndrome, subcultural deviations, autism spectrum disorders, and a variant of the norm. To do this, the survey takes into account the presence of recent stress, the intention of deviating actions, adherence to subcultural groups, the presence of autism, and the development of cognitive functions.

Treatment of conduct disorders in children

Treatment is carried out by methods. Medication is used for severe, non-contact behavioral disorders. An integrated approach to eliminating RP involves:

• Behavioral Techniques. Based on the theory of learning, the principles of conditioning. Techniques are aimed at eliminating unwanted behaviors and developing useful skills. A structured, directive approach is used: behavior is analyzed, stages of correction are determined, new behavioral programs are trained. The child's compliance with the psychotherapist's requirements is reinforced.
• Group psychological trainings. Used after behavioral therapy. Designed to contribute to the socialization of the child. They are conducted in a playful way, aimed at developing the skills of interpersonal interaction, solving problems.
• Medication. Herbal sedatives are preferred. Concomitant emotional disorders, somatovegetative disorders are corrected by benzodiazepine tranquilizers with a vegetative stabilizing effect. Antipsychotics (small dosages) are prescribed individually.

The child's treatment should be supplemented by family counseling and social rehabilitation measures. Working with parents is aimed at improving the family microclimate, establishing cooperative relationships with a clear definition of the boundaries of what is permissible. In the form of training, training is carried out on the correct style of education, which implies focusing on the desired behavior of the child, increasing the skills of self-management, coping with conflict situations.

Forecast and prevention

The prognosis of behavioral disorders in children is favorable with systematic psychotherapeutic assistance. It is necessary to understand that the treatment process is unlimited in time, takes several years, and requires periodic medical supervision. Most often, a positive outcome is observed in the presence of deviating behavior according to one characteristic, for example, aggressiveness, while maintaining normal socialization, academic performance. The prognosis is poor with an early onset of the disorder, a wide range of symptoms, and an unfavorable family environment.

Preventive measures - a favorable family environment, a respectful, friendly attitude towards the child, the creation of comfortable material and living conditions. It is necessary to diagnose and treat neurological and endocrine diseases in a timely manner, to maintain physical health by organizing regular activity (sections, walks), and a balanced diet.

For specialists

Educational institutions

Features of the teacher's work with children with behavioral disorders.

G.O. Novokuibyshevsk, 2008

Reprinted by the decision of the Editorial Board of the "Resource Center"

g. Novokuibyshevsk.

Compiled by: Lobina S.A. - Methodist of the department of special and psychological support of the "Resource Center"

Responsible editor: Ulyanova Yu.A. - Head of the department of special and psychological support of the "Resource Center"

Reviewers:

O. I. Parfyonova, Director of the "Resource Center"

Voronkov D.A., Deputy Director of the "Resource Center"

Features of the teacher's work with children with behavioral disorders:

The proposed guidelines contain information about the etiopathogenesis of behavioral disorders in children of different age groups, about the main types of behavior disorders in children, as well as the organization of their individual support

They highlight the directions of correctional work with certain types of violations, present the main methods of behavior correction, as well as recommendations for all participants in the educational process. These recommendations will help specialists educational institutions preserve, develop, correct the behavioral and personal spheres of children.

1. The main types of behavioral disorders in children and the organization of their individual accompaniment 5

2. Causes of Behavioral Disorders 13

3. Features of the manifestation of child aggression 27

5. Overactive children or children with ADHD 59

6. Organization of education for children with ADHD 61

7. Features of the behavior of a left-handed child 68

8. Features of correctional and developmental work with left-handed

9. Shy and anxious child 73

10. Overcoming shyness in children 75

12. The problem of behavior of adolescents at risk 90

13. Behavioral features of adolescents with mental retardation 92

14. Organization of an integrated approach to overcoming behavioral disorders in children 92

15. Appendix No. 1. "Accompanying an aggressive child" (recommendations based on the results of diagnostics) 95

16. Appendix No. 2 "Accompanying a hyperactive child" (recommendations based on the results of diagnostics) 96

17. Appendix No. 3 "What to do if a child is offended by others" 97

18. Appendix No. 4. Avoiding Behavioral Problems 98

19. Appendix No. 5. "Diagnostics of left-handedness" 102

20. List of used literature 104

The main types of behavioral disorders in children and the organization of their individual support

These include children with affective disorders, pedagogically neglected children, children with mental retardation, children with intellectual disabilities, children with psychopathic behavior, and many others. Also, a left-handed child, children with emotional disorders can be attributed to this category.

The organization of individual support is the training, education and development of a student.

Since for you and me personality-oriented education is a priority, in our work we must rely on the zone of proximal development of the student and on his individual characteristics. The need for an individual approach to children in the process of education and upbringing is recognized by everyone, but its implementation in practice is not an easy task.

The task of the individual approach is the most complete identification of individual ways of development, the capabilities of the child, strengthening his own activity, disclosing the uniqueness of his personality. The main thing is not to fight against individual characteristics, but to develop them, study the potential of the child and build educational work on the principle of individual development.

The work of teachers, taking into account the zone of proximal development, contributes to the development of self-control in children, self-regulation under the control of the teacher.

Relying on the zone of proximal development of the child, it will be easier for us to work with students of the "risk group". Like no one else, they require close attention and study. individual characteristics, as well as the development of programs for correctional development.

Children with behavioral disorders are a problem as difficult as it is relevant for parents. Conduct disorders are broad concepts. It includes excessive excitability, irritability, tearfulness, impressionability, sleep disturbances, as well as neuropathy and neurosis and psychosomatic distress, i.e. diseases of internal organs, the main cause of which is painful experiences. One child is born nervous, the other becomes nervous.
"Difficult children" are also brought to the appointment with a neuropathologist and a psychiatrist. children with unfavorable character traits that make it difficult for them to adapt (adaptation) in life. Meanwhile, if the nervous one is always difficult, then the difficult one is not always nervous, although nervousness threatens him too. There are many forms of childhood nervousness and behavioral disorders inseparably associated with it, as well as the reasons that cause them. The most common reason for both is poor parenting. In turn, nervousness and difficulty complicate parenting.
Since children's nervousness is inextricably linked to abnormalities in their behavior, this section addresses both sides of the problem.
A nervous or difficult child means sleepless nights, debilitating fatigue, reduced performance, Bad mood and, as a result, often - neuroses and depression in parents. That is why a nervous and difficult first-born, giving rise to fear of the appearance of the same child in the family, may remain the only one. The single most often becomes even more nervous or even more difficult. A nervous or difficult child evokes in parents anxious love or rejection, rejection, unconscious aggressiveness towards him. Both are bad.
A nervous or difficult child is a source of quarrels in the family, as opinions about who is to blame and how to raise him are divided. Often, such a child becomes the reason for divorce. The problem of nervous and especially difficult children in the absence of timely qualified educational influence inevitably develops first into the problem of difficult adolescents, and then into the problem of young people with deviant behavior, who replenish the contingent of offenders who use alcohol and drugs.
The problem of nervousness or difficulty is often born with the child. In a fertilized egg, two complex genetic lines of ancestors meet, the life stories of the father and mother, their health or diseases intersect. It already contains great opportunities, inclinations, abilities, a norm, but also a deviation from it, pathology. Intrauterine development can be successful or defective, and childbirth is normal or pathological. And if the upbringing of each child is individual, then the upbringing of a nervous or difficult one all the more requires the solution of many specific individual problems. Common sense and the experience of grandmothers are indispensable here. Special knowledge of doctors and specialists is required.
Currently, every third child can be classified as children with behavioral disorders. There are many reasons for this. On the one hand, time makes extremely high demands on the child. On the other hand, many children are born weak. The latter is due to: bearing a pregnancy, which in the past ended in miscarriage (due to the inferiority of the fetus or the woman's reproductive organs); complicated course of pregnancy due to a woman's illness or due to harmful effects (environmental, infectious, toxic, industrial, radiation, etc.); an increase in the number of complicated births (large fetus, an increase in the number of late-bearing children, including the first child, as well as those giving birth before reaching full physical maturity, having an abortion before the first birth, etc.); survival of deeply premature babies. The presence of a large number of single children, which objectively complicates their upbringing, further complicates the problem.
Our methodological recommendations are devoted to the consideration of this complex problem of children with behavioral disorders. We tried to give both the most general and specific recommendations for overcoming, and even more for the prevention of certain, most common forms of children's nervousness.

The main types of behavioral disorders in children

In the behavior and development of children, violations (aggressiveness, irascibility, passivity, hyperactivity), mental retardation and various forms children's nervousness (neuropathy, neuroses, fears).

Complications of the child's mental and personal development are caused, as a rule, by two factors: 1) mistakes in upbringing, or 2) a certain immaturity, minimal damage to the nervous system. Often, both of these factors act simultaneously, since adults often underestimate or ignore (and sometimes do not know at all) those features of the child's nervous system that underlie the difficulties of behavior, and try to "correct" the child with various inadequate educational influences. Therefore, it is very important to be able to identify the true reasons for the behavior of the child, disturbing parents and educators, and to outline the appropriate ways of corrective work with him. To do this, it is necessary to clearly understand the symptoms of the above mental developmental disorders of children, the knowledge of which will allow the teacher, together with the psychologist, not only to correctly build work with the child, but also to determine whether certain complications turn into painful forms that require qualified medical care.

Correctional work with the child should be started as early as possible. Timeliness of psychological assistance - the main condition for its success and effectiveness.

Aggressiveness

Many young children are aggressive. Experiences and disappointments, which seem small and insignificant to adults, turn out to be very sharp and difficult to bear for a child precisely because of the immaturity of his nervous system. Therefore, the most satisfactory solution for a child may also be a physical reaction, especially if his ability to express himself is limited.

There are two most common causes of aggression in children. First, the fear of being traumatized, offended, attacked, and injured. The stronger the aggression, the stronger the fear behind it. Secondly, the experienced resentment, or mental trauma, or the attack itself. Very often, fear is generated by the disturbed social relations of the child and the adults around him.

Physical aggression can be expressed both in fights and in the form of a destructive attitude towards things. Children tear books, scatter and smash toys, break necessary things, set them on fire. Sometimes aggressiveness and destructiveness coincide, and then the child throws toys at other children or adults. Such behavior is in any case motivated by the need for attention, some kind of dramatic events.

Aggressiveness does not necessarily manifest itself in physical actions. Some children are prone to so-called verbal aggression(insult, tease, swear), behind which there is often an unmet need to feel strong or to take revenge for their own grievances. Sometimes children swear completely innocently, not understanding the meaning of words. In other cases, the child, not understanding the meaning of the swear word, uses it, wanting to upset adults or annoy someone. It also happens that swearing is a means of expressing emotions in unexpected unpleasant situations: the child has fallen, hurt himself, teased or touched him. In this case, it is useful for the child to give an alternative to abuse - words that can be pronounced with feeling as a release ("Christmas trees, sticks", "get lost").

How to work with children exhibiting the forms of aggression described above? If the psychologist comes to the conclusion that the child's aggression is not painful and does not suggest a more severe mental disorder, then the general tactic of work is to gradually teach the child to express his displeasure in socially acceptable forms. The main ways of working to overcome childhood aggression are discussed in detail by D. Lashley (1991). This is not a specific program, but the tactics of adult behavior, which ultimately can lead to the elimination of undesirable forms of child behavior. Constancy and consistency in the implementation of the type of behavior chosen by adults in relation to the child is important.

The first step on this path is to try to contain the aggressive impulses of the child immediately before their manifestation. This is easier to do with physical aggression than with verbal aggression. You can stop the child with a shout, distract him with a toy or some kind of activity, create a physical obstacle to an aggressive act (take your hand away, hold by the shoulders). If the act of aggression cannot be prevented, it is imperative to show the child that such behavior is absolutely unacceptable. A child who has shown an aggressive trick is subjected to severe condemnation, while his “victim” is surrounded by the increased attention and care of an adult. Such a situation can clearly show the child that he himself only loses from such actions.

In the case of destructive aggression, an adult must be sure to briefly but unequivocally express his dissatisfaction with such behavior. It is very useful each time to offer the child to eliminate the defeat inflicted by him. Most often the child refuses, but sooner or later he may respond to the words: "You are already big and strong enough to ruin everything, so I am sure that you will help me clean up." Cleaning as punishment is ineffective; The leitmotif of the adult's argument should be the belief that the “big” boy should be held accountable for his own affairs. If the child still helps to clean up, he must definitely hear a sincere "thank you".

Verbal aggression is difficult to prevent, so almost always you have to act after the act of aggression has already taken place. If the child's hurtful words are addressed to an adult, then it is advisable to ignore them altogether, but at the same time try to understand what feelings and experiences of the child are behind them. Maybe he wants to experience a pleasant feeling of superiority over an adult, or maybe in anger he does not know a softer way of expressing his feelings. Sometimes adults can turn the child's insults into a comic fight, which will relieve tension and make the situation of the argument funny. If the child insults other children, then the adults should advise them how to respond.

When working with aggressive children, you should always keep in mind that any manifestations of fear in others about an aggressive attack by a child can only stimulate him. The ultimate goal of overcoming the aggressiveness of the child is to make him understand that there are other ways of showing strength and attracting attention, much more pleasant in terms of the response of others. It is very important for such children to experience the pleasure of demonstrating a new behavior skill in front of a sympathetic audience.

To overcome and prevent the aggressive behavior of young children, you can use group games that contribute to the development of their tolerance and mutual assistance.

Irascibility

A child is considered hot-tempered if he is inclined, on any, even the most insignificant from the point of view of adults, to arrange a hysterics, cry, get angry, but does not show aggression at the same time. Hot temper is more an expression of despair and helplessness than a manifestation of character. Nevertheless, it causes both adults and the child a lot of inconvenience, and therefore requires overcoming.

As with a violent outbreak, a hot temper should be tried to be prevented. In some cases, it is possible to distract the child, in others it is more expedient to leave him, leaving him without an audience. Older children can be encouraged to express their feelings in words.

If the child has already flared up, then it will not be possible to calm him down. Soothing words won't work. A calm emotional tone is important here. Consolation will be needed when the attack has passed, especially if the child is frightened by the strength of his emotions. At this stage, the older preschooler can already express his feelings in words or listen to the explanations of an adult. An adult should not give in to a child just for the sake of not causing a seizure, but it is important to assess whether the adult's prohibition is of fundamental importance, whether he is fighting a trifle and is not just a false adherence to principles and self-affirmation.

Passivity

Often, adults do not see any problem in the child's passive behavior, they believe that he is just a “quiet man” and has good behavior. However, this is far from always the case.

Quiet children experience a variety of and far from the most pleasant emotions. The child may be unhappy, depressed, or shy. The approach to such children should be gradual, because it can take a long time before a response appears.

Quiet behavior of the child is often a reaction to inattention or troubles at home. By this behavior, he is isolated in own world... Manifestations of this are finger sucking, skin scratching, pulling out hair or eyelashes, rocking, etc.

A simple order to stop this activity is unlikely to work, since it does not help the child cope with the state of mind. Anything that will help him express emotions will be more effective. It is necessary to find out what events or circumstances caused this state in the child - awareness will help to find ways to establish contact with him. If age allows (over 4 years old), you can stimulate the child to express their feelings in a game or confidential conversation. The main areas of work with such a child are to help him express his feelings in a different, more acceptable form, to achieve his trust and disposition, to resolve in direct contact with the parents the situation that causes such difficult experiences in the child.

Another reason for the quiet, passive behavior of a child may be fear of unfamiliar new adults, little experience of communication with them, inability to turn to an adult. Such a child may either not need physical affection, or may not tolerate physical contact at all. There is always a risk that the child will become too attached to the adult who pulled him out of the "shell". It is necessary to help the child gain self-confidence, only then he will be able to get out of the care of the adult whom he trusts, and will learn to get along with new people - peers and adults on his own.

Hyperactivity

If the types of behavioral disorders described above are more the result of errors in upbringing and to a lesser extent - the consequence of general age-related immaturity of the central nervous system, then the basis of the hyperdynamic syndrome may be microorganic brain lesions resulting from complications of pregnancy and childbirth, depleting somatic diseases of early age (severe diathesis, dyspepsia), physical and mental trauma. No other child difficulty causes as many complaints and complaints from parents and kindergarten teachers as this one, which is very common in preschool age. (V.I. Garbuzov, 1990).

The main signs of hyperdynamic syndrome are distraction of attention and motor disinhibition. A hyperdynamic child is impulsive and no one dares to predict what he will do in the next moment. He himself does not know this either. He acts without thinking about the consequences, although he does not plan anything bad and he himself is sincerely upset because of the incident, of which he becomes the culprit. He easily endures punishment, does not remember the offense, does not hold evil, constantly quarrels with his peers and immediately reconciles. This is the noisiest child in the children's team.

The biggest problem with a hyperdynamic child is his distraction. Having become interested in something, he forgets about the previous one, and does not bring a single case to the end. He is curious, but not curious, for curiosity presupposes a certain constancy of interest.

The peak of manifestations of hyperdynamic syndrome is 6-7 years. In favorable cases, by the age of 14-15, its severity is smoothed out, and its first manifestations can be noticed already in infancy.

Distraction of attention and motor disinhibition of a child must be persistently and consistently overcome from the very first years of his life. It is necessary to clearly distinguish between purposeful activity and aimless mobility. It is impossible to restrain the physical mobility of such a child, this is contraindicated in the state of his nervous system. But his physical activity must be directed and organized: if he runs somewhere, then let it be the fulfillment of some order. Good help can be provided by outdoor games with the rules, sports activities. The most important thing is to subordinate his actions to the goal and teach him to achieve it.

In the older preschool age, a hyperdynamic child is taught to perseverance. When he runs up and gets tired, he can be offered to do modeling, drawing, design, and it is imperative to try to make sure that the interest in such an activity encourages the child to bring the work started to the end. At first, the perseverance of adults is required, who sometimes literally physically hold the child at the table, helping him to finish the construction or drawing. Gradually, perseverance will become habitual for him and, having entered school, he will be able to sit at the desk for the entire lesson.

If correctional work with a hyperactive child is carried out persistently and consistently from the first years of his life, then one can expect that by the age of 6-7 years the manifestations of the syndrome will be practically overcome. Otherwise, entering school, the hyperactive child will face even more serious difficulties. How to work with hyperactive primary schoolchildren will be discussed later. Unfortunately, such a child is often considered simply disobedient and ill-mannered and they try to influence him with severe punishments in the form of endless prohibitions and restrictions. As a result, the situation only gets worse, since the nervous system of a hyperdynamic child simply cannot cope with such a load, and a breakdown follows a breakdown. The manifestations of the syndrome begin to affect especially devastatingly from about 13 years of age and older, determining the fate of an adult.

The topic of the relationship between children and parents, as well as human psychology in behavior, are now becoming increasingly relevant. Many mothers ask themselves the question: “Why did my child behave differently at a certain period? Why did he become so restless, aggressive, hyperactive and problematic? " The answers to these questions should be sought in the manuals of classical teachers such as L. S. Vygotsky, P. P. Blonsky, A. S. Makarenko, etc. But if you have absolutely no time for this, we suggest reading this article. to understand all the subtleties of child psychology to study the types of disorders and behavioral disorders, as well as find the right approach to its correction and upbringing of the child as a whole.

Voluntary and involuntary behavior

In psychology, there are two types of behavior: voluntary and involuntary. The first is possessed by organized children who show restraint and responsibility in business. They are ready to obey their own goals and the norms, laws, rules of conduct established in society, and they also have high discipline. Usually children with an arbitrary type of behavior are classified as overly obedient and exemplary. But you must admit that this method of self-presentation is also not ideal.

That is why psychologists distinguish another type: involuntary (blind) behavior. Such children behave meaninglessly and are often devoid of initiative, they prefer to ignore the rules and laws - they simply do not exist for such children. Violations gradually become systematic, the child ceases to respond to comments and reproaches in his direction, believing that he can act as he wants. And this behavior is also considered a deviation from the norm. You ask: what type is the most acceptable for a child? Both behaviors require corrective assistance that will focus on overcoming negative personality traits.

What is the reason for the deviations?

As you know, each person is different, and to believe that the occurrence of deviations in the behavior of two children has the same reasons, in most cases it is wrong. Sometimes violations can be primarily conditioned and are a feature of a person. For example, it can be a constant change in mental processes, motor retardation or disinhibition, intellectual disturbances, etc. Such deviations are called "neurodynamic disorders". The child may suffer from nervous excitability, constant emotional instability, and even abrupt changes in behavior.

Abnormalities in healthy children

It is much more difficult for these children to be in public places, it is very difficult for them to find a common language in communication with their peers and loved ones. The maladaptive features of the behavior of children with hyperactivity indicate insufficiently formed regulatory mechanisms of the psyche, primarily self-control as the main circumstance and link in the formation of behavior disorders.

Demonstrative behavior

With this, he deliberately and deliberately violates accepted norms and rules. Moreover, all his actions are addressed mainly to adults. Most often, this behavior manifests itself as follows: the child grimaces in the presence of adults, but if they do not pay attention to him, then it quickly passes. If the child is in the center, he continues to behave like a clown, demonstrating his swagger. An interesting feature This behavior is also the fact that if adults express comments to a child about his inappropriate behavior, he begins to show himself even more actively and fool around in every possible way. Thus, the child, with the help of non-verbal actions, seems to say: “I am doing what does not suit you. And I will continue to behave this way until you lose interest in me. "

Lack of attention is the main reason

This method of behavior is used by the baby mainly in cases when he lacks attention, that is, communication with adults is deficient and formal. As you know, behavior and psyche are closely related, therefore sometimes demonstrative behavior is used by children and in rather prosperous families, where the child is given enough attention. In these situations, self-blackening of the personality is used as an attempt to get out of the power and control of the parents. By the way, unreasonable crying and nervousness in most cases is also used by a child for self-affirmation in front of adults. The child does not want to accept that he is subject to them, must obey and obey in everything. On the contrary, he is trying to "get the best" over the elders, because he needs it to increase his own significance.

Protest behavior

Disobedience and excessive stubbornness, unwillingness to make contact, increased self-esteem- all this refers to the main forms of manifestation of protest behavior. At the age of three (and less), such sharp manifestations of negativism in the child's behavior can be considered the norm, but in the future this should be regarded as a violation of behavior. If the child does not want to perform any actions just because he was asked to do so or, even worse, ordered, then we can conclude that the child is simply striving for independence, wants to prove to everyone that he is already independent and will not follow orders. Children prove they are right to everyone, regardless of the situation, even if in reality they realize that they are doing wrong. It is extremely important for these guys that everything is the way they want it. It is impermissible for them to reckon with the opinion of the older generation, and they always ignore generally accepted norms of behavior.

As a result, disagreements arise in the relationship, and re-education without the help of a specialist becomes almost impossible. Most often, this behavior takes on a permanent form, especially when disagreements often arise in the family, but adults do not want to compromise, but simply try to educate the child with shouts and orders. Often, stubbornness and assertiveness are defined as "the spirit of contradiction." The child usually feels guilty and worried about his behavior, but nevertheless continues to behave this way again. The reason for this constant stubbornness is prolonged stress, which the child cannot cope with alone, as well as impaired intelligence and overexcitation.

Consequently, the occurrence of a behavior disorder can have different causes. To understand them means to find the key to the child, to his activity and activity.

Aggressive behavior

Is targeted and destructive. Using this form, the child deliberately resists the laws and norms of the life of people in society, in every possible way harms the "objects of attack", and it can be both people and things, causes negative emotions, hostility, fear and depression in those with whom he interacts.

Such actions can be carried out to directly achieve important goals and psychological relaxation. Self-affirmation and self-realization are what a child can be too aggressive for. Aggression can be directed either at the object itself, due to which irritability arises, or at abstract objects that have nothing to do with it. In such cases, the child is practically uncontrollable: starting a fight with someone, destroying everything that comes to hand, throwing tantrums - all this the child can do without a twinge of conscience, believing that these actions will not be punished. However, aggressiveness can manifest itself without assault, which means that other behavioral factors can be used. For example, a child may insult others, tease them, and swear. In these actions, there is an unmet need to increase one's own significance.

Why and why does the child behave this way?

By showing aggression, the child feels his dubious superiority over others, strength and rebelliousness. The main causes of behavioral disturbances are problems and difficulties that children get from school. Professionals call this neurotic disorder didactogeny. It is this that is one of the main reasons leading to suicide. But education alone cannot be blamed for the child's over-aggressiveness. The negative impact of computer games, the influence of the media and changes in the value system in relationships, disharmony in the family, namely constant quarrels between parents and fights - all these factors can also have a negative impact on the child's psyche. If your child has become too impulsive, hot-tempered, anxious or emotionally unstable, then it's time to consult a psychologist or try to conduct a conversation on your own and find out what is the reason for the manifestation of aggression.

Infantilism in behavior

If you notice that a child does not behave according to his age and has childish habits, then the child can be considered infantile. Such schoolchildren, being engaged in rather serious activities, continue to see in everything only entertainment and play. For example, during lessons, a child, even without noticing it, can suddenly get distracted from work and start playing. Teachers usually regard this behavior as a violation of discipline and disobedience, but in this case, it should be borne in mind that the child is not doing this at all in order to anger the teacher or get a reprimand. Even if the child is developing normally or too quickly, some immaturity, carelessness and lightness are still visible in his behavior. It is vital for such children to constantly feel someone's care or attention, they cannot make decisions on their own, fearing to make mistakes or do something wrong. They are defenseless, indecisive and naive.

Infantilism can subsequently lead to undesirable consequences in society. A child who exhibits this type of behavior is often influenced by peers or older children with antisocial attitudes. Without thinking, he becomes involved in actions and deeds that violate the general discipline and rules. These children are characterized by such behavioral factors as anxiety and mental pain, since they have a predisposition to caricature reactions.

Conformal behavior

Now let's talk about overly disciplined behavior. Experts call it conformal. As a rule, adults take pride in this behavior of their children, but it, like all of the above, is a deviation from the norm. Unquestioning obedience, blind adherence to the rules, contrary to one's opinion, in some cases can lead to even more serious mental disorders of the child.

The reason for excessive submission may be the authoritarian parenting style of the parents, overprotection and control. Children in such families do not have the opportunity to develop creatively, since all their actions are limited by parental attitudes. They are very dependent on someone else's opinion, prone to a quick change of point of view under someone else's influence. And as you already understood, human psychology plays a very important role in determining behavior. By behavior, you can determine whether the child has mental problems, how he is in communication with family, relatives and friends, how balanced and calm he is.

Methods for correcting children's behavior

Correction methods directly depend on the nature of pedagogical neglect, behavior model and how the child is brought up as a whole. Lifestyle, behavior of people around and social conditions also play an important role. One of the main directions of correction is the organization of children's activities in accordance with their interests and hobbies. The task of any correction is to vactivate and encourage children to fight against their negative qualities, bad manners and bad habits. Of course, now there are other directions and methodological methods for correcting deviations in the behavior of children, namely suggestion, bibliotherapy, music therapy, logotherapy, art therapy, game therapy. As mentioned above, the latter method is the most popular and effective.

CAUSES AND TYPES OF BEHAVIORAL DISORDERS IN YOUNGER SCHOOLBOYS

Classical teachers (L. S. Vygotsky, P. P. Blonsky, A. S. Makarenko, V. A. Sukhomlinsky) emphasized the importance of upbringing voluntary behavior in children.

Realizing voluntary behavior, the child must understand why and for what he performs these actions, acts this way and not otherwise. If a child constantly implements voluntary behavior, it means that he has formed important personality traits, self-control, internal organization, responsibility, readiness and habit to submit to his own goals (self-discipline) and social attitudes (laws, norms, principles, rules of behavior).

Involuntary behavior (various deviations in behavior) of children is still one of the urgent problems modern pedagogy and psychology. Children with behavioral deviations systematically violate the rules, do not obey the internal regulations and requirements of adults, are rude, interfere with class or group activities.

In some cases, behavioral disorders are determined by the individual

other features, including neurodynamic ones: instability of mental processes, psychomotor retardation, or, conversely, psychomotor disinhibition.

In other cases, behavioral disorders are a consequence of the child's inadequate (defensive) response to the difficulties of school life, to the style of relationships with adults and peers. Behavior

Such children are distinguished by indecision, passivity, stubbornness, aggression.

this. It seems that they deliberately violate discipline, do not want to behave well. However, this impression is wrong. Baby really isn't in

able to cope with their experiences. The presence of negative experiences and affects inevitably leads to breakdowns in behavior, is the reason for the emergence of conflicts with peers and adults.

Prevention of violations in the behavior of such children is easy to implement in cases where adults (teacher, educator, parents) pay attention to the very first such manifestations. It is also necessary that all, even the smallest conflicts and misunderstandings, be resolved immediately.

Typical behavioral disorders arehyperactive behavior, and demonstrative, protest, aggressive, infantile, conformal and symptomatic behavior.

Hyperactive behavior

The hyperactive behavior of children, like no other, causes complaints and complaints from parents, educators, teachers.

Such children are characterized by an increased need for movement.

When this need is blocked by the rules of behavior, the norms of the school routine (i.e., in situations in which it is required to control, arbitrarily regulate one's motor activity), the child increases muscle tension, attention worsens, efficiency falls, fatigue sets in. The resulting emotional discharge is a protective physiological reaction of the body to excessive stress and expression

hunts in uncontrolled motor restlessness, disinhibition and,

often qualify as disciplinary offenses.

The main signs of a hyperactive child are physical activity, impulsivity, distraction, inattention. The child makes restless movements with his hands and feet; sitting on a chair, writhing, wriggling; easily distracted by extraneous stimuli, often answers questions without hesitation, without listening to the end; has difficulty keeping attention

when completing assignments.

A hyperactive child begins to complete the task without having listened to the instruction to the end, but after a while it turns out that he does not know what to do. A child with hyperactive behavior is impulsive and it is impossible to predict what he will do next. The child himself does not know this.

He does not think about the consequences, although he does not contemplate anything bad and he himself is sincerely upset about what happened. Such a child easily tolerates punishment, does not hold evil, constantly quarrels with peers and immediately reconciles. This is the noisiest child in the children's team.

Children with hyperactive behavior find it difficult to adapt to school, often have problems in relationships with peers. The behavioral features of such children indicate insufficiently formed regulatory mechanisms of the psyche, first of all, self-control as the most important condition and a necessary link in the formation of voluntary behavior.

By itself, excessive activity is not yet a mental disorder, but it can be accompanied by some changes in the emotional and intellectual development of the child. This is primarily due to the fact that it is not easy for a hyperactive student to concentrate his attention and study calmly.

The causes of childhood hyperactivity are not fully understood, however, it is believed that the factors of its occurrence may be the characteristics of the child's temperament, genetic influences, various kinds of lesions of the central nervous system, arising both before and after the birth of a child. But the presence of these factors is not necessarily associated with the development of childhood hyperactivity. A whole set of interacting factors plays a role in its occurrence.

Demonstrative behavior

At demonstrative behavior occurs intentional and deliberate

violation of accepted norms, rules of conduct. Internally and externally, this behavior is addressed to adults.

One of the options for demonstrative behavior is childish antics. Two of its features can be distinguished. Firstly, the child grimaces only in the presence of adults (teachers, educators, parents) and only

when they pay attention to it. Secondly, when adults show a child that they do not approve of his behavior, the antics not only does not decrease, but even intensifies. As a result, a special communicative act unfolds, in which the child in non-verbal language (with the help of actions) says to adults: "I am doing what you do not like." The same co-

holding is sometimes expressed directly in words, for example, many children from time to time declare "I am bad."

What prompts a child to use demonstrative behavior as a special way of communication?

More often than not, this is a way to attract the attention of adults. Children make such a choice in cases when parents communicate with them a little and the child does not receive the love, affection, warmth he needs in the process of communication. Such demonstrative behavior is common in families with an authoritarian upbringing style, authoritarian parents, educator, teacher, where children are constantly humiliated.

One of the options for demonstrative behavior is whims -

crying for no particular reason, unreasonable willful antics with the aim of asserting oneself, drawing attention to oneself, "gaining the upper hand" over adults. Whims are accompanied by external manifestations of irritability: motor excitement, rolling on the floor, scattering toys and things. The main reason for such whims is improper upbringing (spoiledness or excessive severity on the part of adults).

Protesting behavior

Forms of protest behavior of children -negativism, obstinacy, stubbornness.

Negativism - such behavior of a child when he does not want to do something just because he was asked to do so; it is the child's reaction not to the content of the action, but to the proposal itself, which comes from adults.

Typical manifestations of children's negativism are gratuitous tears, rudeness, insolence or isolation, alienation, resentment. "Passive"

negativism is expressed in a tacit refusal to fulfill orders and demands of adults. With "active" negativism, children perform actions that oppose

false required, strive at all costs to insist on their own. In both cases, children become uncontrollable: no threats, no requests for them

do not work. They steadfastly refuse to do what until recently they did without question. The reason for this behavior is that the child accumulates an emotionally negative attitude towards the demands of adults, which prevents the satisfaction of the child's need for independence. Thus, negativism is often the result of improper upbringing, a consequence of the child's protest against the violence that is being committed against him. With the appearance of negativism, contact is broken

between a child and an adult, as a result of which education becomes impossible possible.

"Stubbornness - such a reaction of the child when he insists on something

Not because he really wants to, but because he demanded this .... The motive of stubbornness is that the child is bound by his original

decision ".

In some cases, stubbornness is due to general overexcitation, when the child cannot be consistent in the perception of too much advice and restrictions from adults.

Closely associated with negativism and stubbornness is such a form of protest behavior as obstinacy. Obstinacy is directed not so much against a specific adult as against the norms of upbringing, against the imposed way of life.

Aggressive behavior

Aggressive is a purposeful, destructive behavior.

Aggressive behavior can be direct, i.e. directly aimed at an irritating object or displaced, when the child for some reason cannot direct aggression to the source of irritation

and looking for a safer object to discharge. (For example, the child directs aggressive actions not at the offending older brother, but at the cat - the brother

does not hit, but torments the cat.) Since aggressiveness directed outward is condemned, a child may develop a mechanism for directing aggression towards

oneself (the so-called auto-aggression - self-humiliation, self-accusation).

Aggressiveness is manifested not only in physical actions. Some children are prone to verbal aggression (insult, tease, swear), which often hides an unmet need to feel

to be strong, or the desire to recoup their own grievances.

In the emergence of aggressive behavior, problems that arise in children as a result of learning play an important role. Didactogenia (neurotic disorders arising in the learning process) is one of the causes of childhood suicide.

Aggressive behavior can be influenced by adverse

external conditions: authoritarian style of upbringing, deformation of the value system in family relations, etc. Emotional coldness or excessive severity of parents often leads to the accumulation of internal mental stress in children. This voltage can be discharged by

aggressive behavior.

Another reason for aggressive behavior is disharmonious relationships.

the relationship of parents (quarrels and fights between them), aggressive behavior of parents in relation to other people. Severe unfair punishments are often a model of aggressive behavior in a child.

Aggressiveness makes it difficult for children to adapt to living conditions in

society, in a team; communication with peers and adults. Aggressive behavior of a child, as a rule, causes a corresponding reaction of others, and this, in turn, leads to an increase in aggressiveness, i.e.

a vicious circle situation arises.

A child with aggressive behavior needs special attention, since sometimes it turns out that he does not even know how kind and wonderful human relationships can be.

Infantile behavior m

Infantile behavior is spoken of when the child's behavior

the features inherent in the earlier age are preserved. For example, the infantile junior student the leading activity is still play. Such children during the lesson are disconnected from educational process and not noticeably begin to play for themselves (rolls a typewriter on the desk, arranges soldiers, makes and launches airplanes). Such infantile manifestations of the child are regarded by the teacher as a violation of discipline. A child who is characterized by infantile behavior, with normal and even accelerated physical and mental development characterized by the immaturity of integrative personality formations. This is expressed in the fact that, unlike peers, he is not able to independently make a decision, perform any action, experiences a feeling of insecurity, requires increased attention to his own person and the constant care of others about himself; he has lowered self-criticism. If you do not provide an infantile child with timely assistance, it can lead to undesirable social

ny consequences. A child with infantile behavior often falls under the influence of peers or older children with antisocial attitudes, thoughtlessly joins illegal actions and deeds.

An infantile child is prone to caricature reactions, which are ridiculed by peers, cause them an ironic attitude, which causes the child mental pain.

Conformal behavior

Conformal behavior, like some other behavioral disorders, is largely due to the wrong, in particular authoritarian or overprotective, upbringing style. Children deprived of freedom of choice, independence, initiative, creativity skills (because they have to

to act on the instructions, instructions of an adult, because adults always do everything for the child), acquire some negative personality traits.

The psychological basis of conformity is high suggestibility, involuntary imitation, "infection". The typical and natural tendency of a junior schoolchild to "be like everyone else" in conditions learning activities is not conformal.

There are several reasons for this behavior and aspiration. First, children will master

skills and knowledge that are compulsory for educational activities. The teacher supervises the entire class and encourages everyone to follow the suggested pattern.

Secondly, children learn about the rules of behavior in the classroom and school, which are presented to all together and to each separately. Thirdly, in many situations (especially unfamiliar ones), the child cannot independently choose

behavior in this case is guided by the behavior of other children.

Methods for correcting behavior disorders

The formation of voluntary behavior, the correction of deficiencies in the child's behavior occurs in joint purposeful activity

adults and children, during which the development of the child's personality is carried out,

his education and upbringing (the child learns not only knowledge, but also norms,

rules of conduct, gains experience of socially approved behavior).

Punishment as a way to prevent and correct undesirable behavior, A.S. Makarenko advised to remember the rule: as many requirements as possible for the pupil, as much respect for him as possible. “A good educator can do a lot with the help of the punishment system, but the inept, stupid, mechanical application of punishment harms the child, all the work.

P.P. Blonsky doubted the effectiveness of punishments: "Isn't there punishment, precisely because of its cultural primitiveness, on the contrary, a means to restrain a child's savagery, to prevent him from becoming cultured? Punishment brings up a rude and violent, cynical and deceitful child."

V.A. Sukhomlinsky sharply protested against the use of punishment during

sleeping practice. "Punishment" can humiliate a child's personality, make him susceptible to random influences. Accustomed to obedience through punishment, the child cannot subsequently offer effective resistance to evil and ignorance. The constant use of punishment forms a person's passivity and submissiveness. A person who experienced punishment in childhood, in adolescence, is not afraid of either the children's room of the police, or the court, or the correctional labor colony.

In modern pedagogical practice, adults often use punishment if a negative act has already been committed and cannot be "undone",

if the child's bad behavior has not yet become a habit and unexpectedly for himself.

A penalty can be effective if the following conditions are met.

1. Punish as little as possible, only when without punishment

It cannot be dispensed with when it is clearly advisable.

2. Punishment should not be perceived by the child as revenge or arbitrariness.

When punishing, an adult should never show intense anger or irritation. Punishment is reported in a calm tone; at the same time, it is especially emphasized that the act is punished, not the person.

3. After punishment, the offense must be "forgotten". He is no longer remembered in the same way as the punishment is not remembered.

4. Adults should not change the style of their communication with the child,

returned to punishment. Punishment should not be aggravated by boycotts, harsh stares, or constant grumbling.

5. It is necessary that punishments do not pour out in whole streams, one after another. In this case, they do not bring any benefit, they only irritate the child.

6. The punishment should in some cases be canceled if the child declares that he is ready to correct his behavior in the future, not to repeat his mistakes.

7. Each punishment must be strictly individualized.

Drawing, painting therapy,the child's participation in visual activity within the framework of correctional work is aimed not so much at teaching him to draw, as at helping to overcome shortcomings, learning to control his behavior, his reactions. Therefore, it is not so much the drawing, its content and the quality of execution that is interesting, but the peculiarities of the child in the process of drawing: the choice of the theme, the plot of the drawing; acceptance of the task, preserving it throughout the drawing; the sequence of execution of individual parts of the drawing, your own assessment of the drawing.

Hyperactive children are given the following tasks: to continue to draw what they started, not to skip to another plot; focus on a specific detail of the drawing and finish it to the end; mentally speak the drawn;

Be sure to finish what you started. It is useful to draw "stained-glass windows with such children."

An adult depicts a child's favorite plot, applying with black gouache vit-

separate partitions "; the child must" insert colored glass. "Painting the" stained glass ", the child chooses the color for each area, without leaving the" partitions. "Such work collects, concentrates the child's attention, teaches him accuracy.

In the drawings of children with aggressive behavior, at first, "blood

greedy "theme. Gradually the content of aggressive plots is translated into a" peaceful channel. "For example, a child is offered:" We draw whatever you want, but first let's paint over the whole sheet with green paint. A sheet painted over with a certain paint will cause the child to have other associations (calm, peaceful), perhaps this will allow him to change his initial intentions. If a child gravitates to such subjects as accidents, criminals, you can gradually move from the topic of an accident to drawing just different brands of cars.

Children who are inert, lethargic, cautious, painfully neat are useful tasks for the development of imagination, for mixing colors. They are given tasks: to master the space of the sheet, to choose the color themselves, to mix paints (without fear of getting the table and hands dirty), to develop the plot, to use more new themes, to fantasize.

Note: hyperactive children are not recommended to use paints, plasticine, clay, i.e. materials that stimulate the child's unstructured, undirected activity (scattering, spraying, smearing). It is more appropriate to offer such children pencils, felt-tip pens - materials that set an organized, structured activity. Children who are emotionally squeezed, passive are more useful materials that require wide, free movement where

the whole body is turned on, not just the hand and fingers. It is better for such children to offer paints, large sheets of paper, drawing with chalk on a wide board.

Children are invited to take on a brush a little paint of the color they want, splash a blot on a sheet of paper and fold the sheet in half so that the blot is printed on the second half of the sheet.Then unfold the sheet and try to understand who or what the resulting blot looks like.

During this game, you can get the following information.

1 Aggressive or depressed children choose dark blotches. They

they see aggressive plots in the blot (a fight, a terrible monster, etc.). Discussion of the "scary drawing" promotes liberation from negative experiences and aggression in a symbolic form.

2.K aggressive child it is useful to plant a calm child, he will take light colors for drawings and see pleasant things (butterflies, fabulous bouquets, etc.).

Discussing pictures can help change the condition of the problem child.

3. Children prone to anger choose mainly black or red paints.

4. Children with low mood choose lilac and lilac tones (colors of sadness).

5. Gray and brown tones are chosen by tense, conflicting, disinhibited children (addiction to these tones suggests that the child needs to be reassured).

6. Situations are possible when children choose colors individually and there is no clear connection between colors and mental state child.

This game can be carried out every two sessions, thereby observing the mental state of the child.

ORGANIZATION OF HYPERACTIVE STUDY AND RECREATION

When correcting a child's hyperactive behavior, adults should

adhere to certain tactics of corrective and educational influences, their own behavior:

1.Emotionally support the child in all his attempts at positive behavior, no matter how small these attempts may be;

2. avoid harsh assessments, reproaches, threats, the words "no", "no", "stop"; talk to the child with restraint, calm, soft;

3. Give the child only one task at a time so that he can complete it;

4. Encourage the child for all activities that require concentration, perseverance, patience (for example, working with blocks, coloring, reading, constructing);

5. avoid places and situations where many people gather, among restless, noisy peers, as this over-excites the child;

6. Protect the child from fatigue, as it leads to a decrease in self-control;

7. do not restrain the physical mobility of such a child, but his activity must be directed and organized: if he is running somewhere, then let it be the fulfillment of some order. The main thing is to subordinate the actions of the hyperactive child to the goal and teach them to achieve it. Here are appropriate

outdoor games with rules, sports activities. Since children with hyperactive behavior are characterized by impaired attention and self-control, games aimed at developing these functions are of particular importance;

8. alternate different kinds child's activities: after an active, active game, use relaxation exercises or quiet rest;

9. formulate with your child the rules of conduct at school and at home., Write them on paper and hang them in a prominent place, periodically repeat these rules with your child;

10. If you are unable to cope with the increased activity and excitability of a schoolchild, contact a psychologist or a neuropathologist.

Li terature

1. Kumarina G.F. Correctional pedagogy in primary

Education. -M .: ASADEMA, 2001.

2. Kosheleva A.D., Alekseeva L.D. Diagnostics and correction

Child hyperactivity. - M., 1997.

3. Zakharov A.I. How to prevent deviations in the behavior of children -

M., 1986

For teachers and parents.

1. Do not forget that this is not a sexless child, but a boy or girl with certain peculiarities of thinking, perception, emotions.

2. Never compare children with each other, praise them for their successes and achievements.

3. Teaching boys, rely on their high search activity, ingenuity.

4. When teaching girls, not only understand with them the principle of completing the assignment, but also teach them to act independently, and not according to pre-developed schemes.

5. When scolding a boy, be aware of his emotional sensitivity and anxiety. Tell him briefly and accurately your dissatisfaction. Boy

is not able to keep emotional stress for a long time, very soon he will stop listening and hearing you.

6. When scolding a girl, remember her emotional stormy reactions that prevent her from understanding why she is being scolded. Calmly analyze her mistakes.

7. Girls may be naughty due to fatigue (exhaustion of the right

"emotional" hemisphere. Boys in this case are depleted of information (decreased activity of the left "rational-logical" hemisphere). It is useless and immoral to scold them for this.

8. When teaching your child to write literate, do not destroy the foundations of "innate" literacy. Look for the reasons for the child's illiteracy, analyze his mistakes.

9. You should not so much teach the child as develop his desire to learn.

10. Remember: the norm for a child is not to know anything, not to be able to, to make mistakes.

11. The laziness of the child is a signal of trouble for your teaching activities, incorrectly chosen method of working with this child.

12. For the harmonious development of a child, it is necessary to teach him to comprehend the educational material in different ways (logically, figuratively, intuitively).

13. For successful learning, we must turn our requirements into the desires of the child.

14. Make your main commandment -"do no harm".