3. Types of behavioral disorders

There are the following types of behavior disorders:

Aggressive

Delinquent

Dependent

Suicidal

Aggressive behavior. As is known, destructiveness (destructiveness) is closely related to such a basic human characteristic as aggression. In psychology Aggression is understood as a tendency (desire), manifested in real behavior or fantasy, with the goal of subjugating others or dominating them. This tendency is universal, and the term “aggression” itself generally has a neutral meaning. In fact, aggression can be either positive, serving vital interests and survival, or negative, focused on satisfying the aggressive drive in itself.

Common manifestations of aggression include conflict, slander, pressure, coercion, negative evaluation, threats or the use of physical force. Hidden forms of aggression are expressed in avoidance of contacts, inaction with the intent 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, rage and hatred, the intensity of aggressive affects correlates with their psychological function 2.

From the above, we can conclude that aggressive behavior can have different (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 one’s own purposes;

Tendency to destruction;

Intention to cause harm to others;

Tendency to violence (inflicting pain) 1.

Delinquent 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 individually.

This term refers to the unlawful behavior of an individual - actions of a specific individual that deviate from the laws established in a given society and at a given time, that threaten the well-being of other people or social order and are criminally punishable in their extreme manifestations. A person who exhibits illegal behavior is classified as a delinquent person (delinquent), and the actions themselves are considered to be torts.

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. Dependent behavior of an individual is a serious social problem, since in its expressed form it can have such negative consequences as loss of productivity, conflicts with others, and the commission of crimes.

Dependent behavior, thus, turns out to be closely related to both the abuse of something or someone on the part of the individual and the violation of its needs. In the specialized 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 irresistible power.

Dependent (addictive) behavior, as a type of deviant behavior of an individual, in turn has many subtypes, differentiated mainly by the object of addiction. Theoretically (under certain conditions) this could be any object or form of activity - a chemical, money, work, play, exercise or sex.

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

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

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

Gambling - gaming addiction (computer addiction, gambling);

Sexual addictions (zoophilia, 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 quickly.

Various forms of addictive behavior tend to combine or transform 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 person addicted to heroin often tries to maintain remission by using recreational drugs or alcohol 1.

Suicidal behavior. Suicidal behavior is currently a global societal problem. According to the World Health Organization, about 400-500 thousand people worldwide commit suicide every year, and the number of attempts is tens of times higher. The number of suicides in European countries is approximately three times higher than the number of murders.

Suicide, suicide(Lat. “to kill oneself”) is the deliberate taking of one’s life. Situations where death is caused by a person who cannot be aware of or control his actions, as well as as a result of the subject’s negligence, are not classified as suicides, but as accidents.

Suicidal behavior is conscious actions guided by ideas about taking one’s own life.. The structure of the behavior under consideration includes:

Actually suicidal actions;

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

Thus, suicidal behavior is realized simultaneously on the internal and external planes.

Suicidal actions include suicide attempt and completed suicide. Suicide attempt- this is a purposeful operation of means of depriving oneself of life, which does not end in death. An attempt can be reversible or irreversible, aimed at taking one’s own life or for other purposes. Completed suicide- actions resulting in death.

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 ideas and fantasies on the topic of one’s death (but not on the topic of taking one’s own life as a spontaneous action), for example: “it would be nice to die,” “falling asleep and not waking up.”

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

Demonstrative suicide is not associated with the desire to die, but is a way to draw attention to your problems, call for help, and conduct a dialogue. This could also be an attempt at some kind of blackmail. The death in this case is the result of a fatal accident.

Hidden suicide (indirect suicide) is a type of suicidal behavior that does not meet its characteristics 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 influencing its dynamics: social status, occupation, education, poverty as an independent factor, declassing, i.e. the destruction or weakening of ties between an individual and a social group.

The main qualitative indicators of crime growth in Russia are approaching the 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, and inflation. Experts note that processes are already visible that speak of the “industrialization” of deviance.

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 sociocultural tradition comes at a high cost to society.

According to statistics, 90% of cases of hooliganism, 90% of aggravated rape, almost 40% of other crimes are related to intoxication. Murders, robberies, assaults, and infliction of grievous bodily harm in 70% of cases are committed by persons while intoxicated; about 50% of all divorces are also related to drunkenness.

Studying 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 in combination with data on the structure of consumption;

regularity of consumption, duration, connection with food intake;

number and composition of drinkers, non-drinkers, and moderate drinkers;

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 sociocultural and ethnic groups.

Addiction (from the Greek narke - numbness and mania - rage, madness). This is a disease that is expressed in physical and (or) mental dependence on drugs, gradually leading to profound 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 of 1977 as drugs examines substances that cause dependence (addiction) based on excitation or depression of the central nervous system, disturbance of motor functions, thinking, behavior, perception, hallucinations or changes in mood.

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

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

The ratio between male and female suicides is approximately 4:1 for successful suicides and 4:2 for attempted suicides, i.e., suicidal behavior in men more often leads to a tragic outcome. It is noted that the likelihood of manifestation of this form of deviation also depends on the age group; Thus, suicides are committed more often after the age of 55 and before 20 years; today even 10-12 year old children become suicides. World statistics show that suicidal behavior is more common in cities, among lonely people and at the extreme poles of the social hierarchy. children of violations behavior at children, especially teenagers: escapes... M.: “AST Publishing House”, 2004. - 635 p. Furmanov, I. A. Psychology children With violations behavior. / I. A. Furmanov. – M.: Humanistic Publishing Center “VALDOS” ...

Tatiana Fokina
Consultation “Characteristics of behavioral and activity disorders in children”

Introduction

Behavioral disorders in children may manifest itself in disobedience, in inadequate reactions to comments, a decrease in educational performance; as a rule, parents and educators first notice these changes.

If loved ones cannot cope with the child, they turn to specialists (psychologists, psychotherapists).

Behavioral disorders in childrenmay be due:

Features of education (socio-pedagogical neglect).

Innate personal (characterological) features and related development of accentuations character and psychopathy, as a rule, is expressed in deviant behavior.

Neurotic disorders (tics, enuresis, phobias, i.e. obsessive fears, etc.) after perinatal encephalopathies or minimal brain dysfunction, or after psychological stress (For example: loss of a loved one, especially a parent).

Severe endogenous mental illnesses, i.e. diseases of the central nervous system associated with violation metabolic processes in the brain.

Although some of these variants may occur simultaneously, or may be similar to each other, this is where specialist consultation in order to recognize in time violation and if there is a need to prescribe treatment.

1. Concept and features behavioral and activity disorders in children

Behavior– reactions and actions of humans and animals, expressing their relationship with the external environment. The first significant work on conditioned behavior belongs to I. P. Pavlova.

As a result of a series of studies, he came to the conclusion that the autonomous functions of animals, for example, salivation, may be caused not by food, but by other stimuli (by light). Thus, the scientist could not only observe and predict, but also cause the required animal behavior.

Pavlov's research prompted psychologist B.F. Skinner to conduct laboratory experiments with animals whose habitat is limited to certain conditions, which makes it possible to obtain highly reproducible results.

Skinner concluded that the laws behavior, significant for all representatives of the species, can be detectable, and individual differences are controlled.

According to Skinner, behavior with all its complexity and variability, this is exactly what is observed and studied. Exactly behavior is that part of the functioning of the body that interacts with the outside world and influences it.

Behavior human beings is one of the important areas of psychological and sociological research.

Skinner distinguishes the following types behavior: reactive – reflexive behavior, it is easily grafted in and easily eliminated, it is controlled by what precedes it. And operational behavior- controlled by the events that follow behavior, i.e. consequences. Skinner calls these consequences reinforcements.

In psychology, the concept « behavior» , most often, is defined as an externally observable system of actions and actions of people, in which a person’s internal motivations are realized.

There are verbal behavior - a system of judgments, statements and evidence, and non-verbal behavior, i.e. a system of practical actions.

S. L. Rubinstein distinguished between instinctive, rational behavior and skills. A. Adler believed that behavior a person is determined by ideas about the world, since a person’s feelings do not perceive real facts, but receive their subjective images.

For example, if a person experiences a feeling of fear, he sees danger where there may not be any. Adler emphasized that human behavior socially, since personality develops and is formed in the social environment. Besides, behavior a person is determined by his life goals, which provide direction activities. Habits and Traits behavior must be considered in the context of an individual’s life goal, the formation of which begins in childhood. A. Adler identifies three main tasks: work, friendship, love.

Deviant (deviant) behavior usually called social behavior, which does not correspond to the norms established in a given society.

The famous sociologist I. S. Kon clarifies the definition of deviant behavior, considering it as a system of actions that deviate from the generally accepted or implied norm, be it the norms of mental health, law, culture and morality. In accordance with the concept of adaptive behavior any deviation leads to adaptation disorders(mental, socio-psychological, environmental).

Deviant behavior is divided into two large categories.

Firstly, this behavior deviating from the norms of mental health, implying the presence of overt or hidden psychopathology (pathological).

Secondly, it is antisocial behavior, violating some social, cultural and especially legal norms. When such actions are insignificant, they are called offenses, and when serious and punishable criminally - crimes. Accordingly, they talk about delinquent (illegal) and criminal (criminal) behavior.

S. A. Belicheva classifies social deviations in deviant behavior as follows:

Social deviations:

selfish orientation: offenses, offenses related to the desire to obtain material, monetary, property benefits (theft, theft, speculation, patronage, fraud, etc.);

aggressive orientation: actions directed against the individual (insult, hooliganism, beatings, murders, rape);

socially passive type: desire to leave an active lifestyle, evade civic responsibilities, reluctance to solve personal and social problems (avoidance from work, school, vagrancy, alcoholism, drug addiction, substance abuse, suicide).

Thus, antisocial behavior, differing both in content and target orientation, may manifest itself in various social deviations: from violations of moral standards to offenses and crimes.

Antisocial manifestations are expressed not only in external behavioral side, but also in the deformation of internal regulation behavior: social moral orientations and ideas.

Under deviations in children's behavior and adolescents understand such features and their manifestations that not only attract attention, but also alarm educators (parents, teachers, community).

These features behavior not only indicates about deviations from generally accepted norms and requirements, but also carry the beginnings and origins of future offenses, moral violations, social, legal norms, legal requirements, pose a potential threat to the subject behavior, the development of his personality, the people around him, and society as a whole.

Individual actions are not significant in themselves, but only in connection with what personality characteristics and trends in their development are hidden behind them.

Therefore, giving actions child's behavior, a teenager, one or another orientation, content, significance, we thereby exert an arbitrary, purposeful influence on the development of these processes or mechanisms that underlie the moral and other personal properties and qualities of the child.

Or, conversely, preventing certain actions, behavior, we create an obstacle, delay the development of the corresponding properties and qualities of the personality of a child or teenager.

Thus, deviating behavior of children and adolescents, on the one hand, can be considered as a symptom, signal, sign of origin and development (trend) corresponding characteristics of the individual, on the other hand, act as a conductor of educational influence on the development of the individual, a means of its formation or targeted influence on its formation (i.e. educational tool).

Considering behavior as a phenomenon, testifying about this or that state of personality, the tendency of its development, we must remember that the same outwardly similar features behaviors may indicate different processes, occurring in the individual’s psyche, and vice versa.

Therefore, qualifying this or that feature behavior student as a deviation, we must take into account the conditions, stability, frequency of its manifestation, personality characteristics, character, student age and much more. And only after this make one judgment or another, or even more so, determine the measure of influence.

IN behavior and development of children preschool age often occur behavioral disorders(aggression, hot temper, passivity, hyperactivity, developmental delays and various forms of childhood nervousness (neuropathy, neuroses, fears).

Complications of a child’s mental and personal development are usually caused by two factors:

1) mistakes in education 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 they don’t know at all) those features of the child’s nervous system that underlie difficulties behavior, and try "to correct" child through various inadequate educational influences.

It is very important, therefore, to be able to identify the true reasons child behavior, disturbing parents and educators, and outline appropriate ways of corrective work with it.

To do this, you need to clearly understand the symptoms of the above violations mental development children, knowledge of which will allow the teacher, together with the psychologist, not only to correctly structure the work with the child, but also to determine whether certain complications develop into painful forms that require qualified medical care.

Corrective work with the child should begin as early as possible. Timeliness of psychological assistance is the main condition for its success and effectiveness.

Many variations violations in humans makes it difficult to create a universal classification of them. Violation, developmental deficiency can occur suddenly after an accident or illness, or it can develop and intensify over a long period of time, for example, due to exposure to unfavorable environmental factors or as a result of a long-term chronic disease.

Flaw, violation can be corrected(fully or partially) medical and (or) pedagogical means or decrease in its manifestation.

As was established in the previous section, the term limitation (of capabilities, in the Anglo-American professional speech environment - handicap (restriction, obstacle).

The concept of limitation is considered from different points of view and, accordingly, is designated differently in different professional areas related to a person with impaired development: in medicine, sociology, social law, pedagogy, psychology. In accordance with different professional approaches to the subject and different reasons for taxonomy, different classifications exist.

The most common reasons are the following: causes violations; kinds violations followed by their specification character; consequences violations, which affect later life.

The latest pedagogical classification is based on character special educational needs of persons with disabilities and the degree of disability.

So, in pedagogy, in accordance with the historically established system of educational institutions for children with developmental disabilities, as well as in accordance with the system of subject areas of special pedagogy, the classification is traditionally based on nature of the violation, lack.

Accordingly, the following categories of persons with disabilities are distinguished::

Hearing impaired;

Late-deafened;

Blind;

Visually impaired;

Persons with violations functions of the musculoskeletal system;

Persons with violations emotional-volitional sphere;

Persons with intellectual impairment;

Children with mental retardation (difficult to learn);

Persons with severe speech disorders;

Persons with complex developmental disabilities.

There is also a more generalized classification, which is based on the grouping of the above categories violations according to localization violationsin one system or another of the body:

Corporeal (somatic) violations(musculoskeletal system, chronic diseases); sensory violations(hearing, vision);

brain disorders(mental retardation, movement disorders, mental and speech violations).

This classification is significant for pedagogy only as a generalized systemic organization of the entire set developmental disorders. For the medical field, this classification is more significant; in medicine it has a more finely differentiated classification.

In the field of social protection and social and labor law, the classification according to the causes of occurrence is significant. violations, lack.

This is due to the peculiarities of providing material and other social assistance, compensation payments, benefits, etc. :

Congenital developmental disorder;

Accident, natural disaster;

Work injury;

Occupational disease leading to disability;

Road traffic accident;

Participation in hostilities;

Environmental crimes;

Disease;

Other reasons.

Classification by reasons violations It is also important for pedagogy, since knowledge of the origin of a particular developmental deficiency, including its biological or social conditionality, as well as the time and characteristics of its occurrence, provides the teacher with the necessary initial data for planning an individual program of special pedagogical assistance.

Significant for the social sphere and for pedagogy is the classification according to the consequences of deficiencies that affect a person’s future life - his need for special education, rehabilitation (medical, psychological, social, professional, care, provision of special technical means, etc. English experts proposed a cross-section classification, which indicates not only disturbed spheres of the body and human functions, but also the degree of their damage.

This allows not only to more accurately differentiate different categories of persons with disabilities, but also, based on this classification, to more accurately determine character and the scope of the special educational and social needs of each individual with developmental disabilities.

Based on this classification, it is possible with a fairly high degree of probability to determine the socially and educationally significant special needs of a person with disabilities and, accordingly, the directions of correctional and educational activities: orientation in the surrounding physical and social environment, physical independence, mobility, the possibility of various types activities, employment opportunity, possibility of social integration and socio-economic independence.

Each subject area of ​​special pedagogy has its own private classifications.

2. Classification of various behavioral and activity disorders in children

violation behavior accentuation character

The specifics of the modern socio-economic situation, its complexity and tension create conditions in which a child is quite often exposed to harmful influences that cause persistent deviations in his development.

These deviations, affecting both the physical and mental spheres, can lead to behavior disorder child in everyday life.

Experts conventionally distinguish three types "wrong" behavior.

Let's briefly look at each of them.

1. Deviant behavior("deviation") – stereotype behavioral response, which is associated with violations certain age social norms and rules behavior, characteristic for microsocial relationships (family, school) and small age-sex social groups, which leads to social maladjustment. Examples behavior: disruption of classes, absenteeism.

One of the most important factors determining the formation and development "difficult" behavior in adolescents, is the actual period of sexual development (puberty). Due to the dynamics of the anatomical, physiological and psychological characteristics of a teenager, it is during this period that the prerequisites for the formation of deviant behavior are formed. behavior. This time for teenagers characteristic are behavioral reactions of groupings, opposition, etc., which serve as the basis "difficult" behavior.

2. Delinquent behavior(« offense» ) – stereotype behavioral response, Related to violations of legal norms, which do not entail criminal liability due to their limited social danger or the fact that the delinquent has not reached the age of criminal responsibility. Examples behavior: petty hooliganism, fights without causing serious bodily harm.

3. Criminal behavior("crime") – actions subject to criminal punishment under articles of the Criminal Code, subject to reaching the age of criminal responsibility.

Criminal behavior, as a rule, are preceded by temporary periods during which various forms of deviant and delinquent behavior appear behavior. Example behavior: causing grievous bodily harm.

Note that in almost every kindergarten group there are children who behave inappropriately. By adolescence, the number "difficult" children increases by 3–5 times. Unfortunately, "difficult" children produce their own kind « violators» 3 times more active than obedient children. According to the All-Russian Research Institute of the Ministry of Internal Affairs of Russia, over the past 5 years, the number of crimes related to the involvement of teenagers in criminal activities activity, increased by 165.5%.

To the main factors leading to the formation and development "difficult" child's behavior,relate: parental family factor and biological factors. Has the greatest influence on the formation of deviant forms behavior factor of the parental family, i.e. a maladjusted, disharmonious family in which the child grows up. According to the observations of specialists.

Second place among the reasons and factors leading to the formation and development "difficult behavior» The child has, are occupied by biological factors: pre-, intra- and postnatal hazards (toxicosis, birth pathology, fetal hypoxia, cesarean section, etc., mental illness, genetic predispositions.

Note that in 95% of cases, hyperactive children had early organic brain damage, leading to brain exhaustion, decreased attention, restlessness, etc.

Many of "difficult" children as initial, basic violations are a delay in the rate of psychomotor development, speech, emotional and cognitive development, deep socio-pedagogical neglect in combination with such systemic disorders as enuresis, tics, stuttering. Quite a high percentage among "difficult" children constitute depressive disorders.

All this testifies about early cerebral-organic (cerebral) deficiency, the frequency of which occurs in children with deviant forms behavior is 95%.

Conclusion

For most children a clear system of rules defining the boundaries of what is acceptable is useful behavior and acceptable activities. Each family has its own standards behavior and language; behavior What is not acceptable in one family is completely acceptable in another.

As parents, you must be aware of why you are setting a particular rule - whether for safety reasons or for reasons of generally accepted norms behavior.

And you should make the right choice between the benefits of strict adherence to standards behavior and the possibility of periodic clashes with children when implementing these rules.

Try to give your child the opportunity to make decisions freely within your rules, otherwise you risk undermining your child's initiative and self-confidence or causing disobedience.

TO behavioral disorders refers to a group of disorders for which characterized by the presence of a caller, aggressive or dissocial behavior.

Depending on the age of the child, this may be hooliganism or excessive pugnacity, rude or cruel behavior, deceit, outbursts of aggression and anger, provocative behavior and disobedience.

All types behavioral disorders can be divided into unsocialized and socialized forms.

Unsocialized behavioral disorders are pathological forms, their main diagnostic criteria can be called pathocharacterological syndrome, deviant behavior in microsocial groups, pathological transformation of personality and the presence of neurotic disorders.

Explanatory note…………………………………………………………………... 4

Modern classifications of behavior disorders ………………………………….... 5

Types of behavioral disorders ………………………………………………………………………………. 5

Typology of aggressive behavior………………………………………………………...... 6

Regulation of aggressive behavior ………………………………………….................................... 7

Socialization of aggressiveness………………………………………………………………. 8

Situational socio-psychological prerequisites for aggressiveness……………… 10

Psychological characteristics of children with aggressive behavior………………….. 12

Motivational sphere…………………………………………………………...………………………… 12

Emotional sphere………………………………………………………………………………………… 12

Volitional sphere…………………………………………………………………..………. 15

Moral sphere………………………………………………………………..…………… 16

Sphere of interpersonal relations……………………………………………...………….. 16

Methods for diagnosing aggressive behavior ………………………………….………… 18

Observation…………………………………………………………………………………...………….. 18

Interview …………………………………………………………………………………..……. 20

Projective methods………………………………………………………………………………………. 22

Questionnaires………………………………………………………………………………..…….. 24

Methods for diagnosing components of the regulation of aggressive behavior…………….….. 24

Interaction of a teacher with an aggressive child …………..………………………..... 28

Areas of psychosocial assistance………………………………………………........... 28

Corrective work to prevent deviant behavior…………………….. 30

Ways to interact constructively with an aggressive child……………………… 39

Conclusion…………………………………………………………………………………... 46

List of used literature……………………………………………………….... 47

Explanatory note

According to numerous studies, manifestations of children's aggressiveness are one of the most common forms of behavior disorders that adults: teachers and parents have to deal with. These include outbursts of irritability, disobedience, excessive activity, pugnacity, and cruelty. The vast majority of children exhibit direct and indirect verbal aggression: from complaints and aggressive fantasies to direct insults and threats. Many children experience mixed physical aggression, both indirect and direct. Such aggressive behavior is always proactive, active, and sometimes dangerous for others and therefore requires competent correction. Increased aggressiveness in children is one of the most pressing problems not only for doctors, teachers and psychologists, but also for society as a whole.

It should be noted that in the psychological science of the Soviet period the problem of aggressiveness was not studied. Publications on this topic were sporadic and consisted mainly of reviews of foreign studies.

In recent years, scientific interest in the problems of childhood aggression has increased significantly. Currently, a general psychological theory of behavioral disorders (aggression, negativism) is beginning to take shape, consisting of three components:

phenomenology of behavioral disorders, etiology of behavioral disorders, prevention and correction of behavioral disorders.

Currently, more and more attention is being drawn to the problems of studying the psychological causes of behavior disorders in children of various ages, and developing psychoprophylaxis and correction programs.

These methodological recommendations deepen teachers’ understanding of the causes of children’s aggressiveness, the typology of aggressive behavior, the socialization of aggressiveness, identify the main directions and tasks of corrective action, and introduce cognitive, behavioral, and Gestalt approaches to solving this problem.

The methodological recommendations outline the basics of psychocorrectional work with children and adolescents with aggressive behavior and negativism. The recommendations discuss a proven comprehensive approach to managing aggressive behavior, including simultaneous work with the child, teacher, and parent, developed by I.A. Furmanov (author’s psychocorrection program “Behavior Modification Training”).

Modern classifications of behavior disorders

Psychological research shows that most children have various kinds of problems and difficulties, among which behavioral disorders occupy one of the leading places. According to the reference psychiatric literature, behavior defined as the psychological and physical manner of behaving in accordance with the standards established by the social group to which the individual belongs. Due to this behavioral disorders are considered as repeated stable actions or behavior, including mainly aggressiveness of a destructive and antisocial nature with a picture of deeply widespread maladjustment of behavior. They manifest themselves either in ignoring the rights of other people, or in violating social norms or rules characteristic of a given age.

Types of conduct disorders

From point of view destructive orientation We propose to consider three types of behavioral disorders.

· Behavioral disorders – single aggressive type. In children, aggressive behavior dominates in physical or verbal terms, mainly directed against adults and relatives. Such children are prone to hostility, verbal abuse, arrogance, disobedience and negativity towards adults, constant lies, truancy and vandalism.

Children with this type of disorder do not try to hide their antisocial behavior. They begin to become involved in sexual relations early, use tobacco, alcohol and drugs. Aggressive antisocial behavior can take the form of bullying, physical aggression and cruelty towards peers. In severe cases, behavioral disorganization, theft and physical violence are observed.

For many, social connections are disrupted, which manifests itself in the inability to establish normal contacts with peers. These children may be autistic or isolated. Some of them are friends with people older or younger than them, or have superficial relationships with other antisocial young people.

Most children classified as the solitary aggressive type are characterized by low self-esteem. It is characteristic that they never stand up for others, even if it is beneficial to them. Their egocentrism manifests itself in their willingness to manipulate others in their favor without the slightest attempt to achieve reciprocity. Children are not interested in the feelings, desires and well-being of other people. They rarely feel guilt or remorse for their callous behavior and try to blame others. These children have an exaggerated need for dependence and do not obey discipline at all. Their lack of adaptation is manifested not only in excessive aggressiveness in almost all social aspects, but also in a lack of sexual inhibition. Frequent punishment almost always increases the expression of rage and frustration, which is maladaptive in nature, and does not contribute to solving the problem.

The main distinguishing feature of such aggressive behavior is the solitary rather than group nature of the activity.

· Behavioral disorders – group aggressive type. The characteristic dominant feature is aggressive behavior, manifested mainly in the form of group activity in the company of peers usually outside the home, which includes truancy, destructive acts of vandalism, severe physical aggression or attacks on others. Absenteeism, theft, minor offenses and antisocial behavior are the rule rather than the exception.

An important and constant dynamic characteristic of this behavior is the significant influence of the peer group on the actions of adolescents and their extreme need for dependence, expressed in the need to be a member of the group. Therefore, children usually make friends with their peers. They often show an interest in the well-being of their friends or members of their group, and are not inclined to blame or report them.

· Behavioral disorders in the form of rebellion and disobedience. An essential feature of behavior disorder with rebellion and disobedience is defiant behavior with negativism, hostility, often directed against parents or teachers. These behaviors, which occur in other forms of conduct disorder, do not include the more serious manifestations of violence against others. Diagnostic criteria for this type of behavior disorder are: impulsiveness, irritability, open or hidden resistance to the demands of others, resentment and suspicion, ill will and vindictiveness.

Children with these signs of behavior often argue with adults, lose patience, are easily irritated, scold, become angry, and become indignant. They often do not fulfill requests and demands, which provokes conflict with others. They try to blame others for their own mistakes and difficulties. This almost always manifests itself at home and at school when interacting with parents or adults, peers whom the child knows well.

Disorders such as disobedience and insubordination always interfere with normal relationships with other people and successful learning at school. Such children often have no friends, they are dissatisfied with the way human relationships develop. Despite normal intelligence, they do poorly in school or fail academically because they do not want to participate in anything, resist demands, and want to solve their problems without outside help.

Socialization of Aggression

Socialization of aggression can be called the process of learning to control one’s own aggressive aspirations or express them in forms acceptable in a certain society or civilization.

As a result of socialization, many learn to regulate their aggressive impulses, adapting to the demands of society. Others remain quite aggressive, but learn to express aggression in more subtle ways: through verbal abuse, covert coercion, veiled demands, vandalism and other tactics. Still others learn nothing and manifest their aggressive impulses in physical violence.

Basic mechanisms of learning forms of behavior:

Imitation– reflection of facial and pantomimic movements (sticking out the tongue, opening/closing the mouth, clenching fists, knocking, throwing objects, etc.), reproduction of pre-speech and speech vocalizations (intonation, tempo, volume, speech rhythm, etc.). Most often it is carried out based on the infection mechanism. It appears already at the age of five months, when the child can imagine himself in the place of the model.

Copy– reproduction of specific movements of an adult or movements that are part of actions with certain objects. For effective copying, certain conditions must be met:

· multiple demonstration of the model (sample);

· designation of the model (sample) with a speech tag;

· providing the child with the opportunity to manipulate (experiment) with the sample;

· emotionally rich approval from an adult for reproduction (operant reinforcement).

Appears in the second half of infancy.

Imitation– the child’s active reproduction of methods of action, when an adult acts as an object of observation, an example in both the subject and interpersonal spheres (relationships, assessments, emotional states, etc.). In general, this following an example, a pattern, is more conscious, since it requires highlighting not only the pattern, but also its individual aspects, traits, and manner of behavior.

Imitation, being a special form of learning in communication conditions, when one being imitates another, appears in a child at an early age and is divided into two categories:

– instinctive imitation – arises as mutual stimulation (panic, aggressive behavior in a group, pogroms of football fans in stadiums, etc.);

– imitative imitation is a way of expanding and enriching forms of behavior (adaptation) by borrowing someone else’s experience.

Identification- likening, identifying with someone or something. In its most general presentation, it is a psychological process (completely unconscious) through which a subject appropriates to himself the properties, qualities, attributes of another person and transforms himself (in whole or in part) according to his image. Appears in early preschool age, is often used in later age periods and covers three intersecting areas of mental reality:

1. processes of a subject uniting himself with another individual or group on the basis of a stable emotional connection, when a person begins to behave as if he himself were the other with whom this connection exists, as well as uncritical and holistic inclusion in his inner world and acceptance as one’s own norms, values ​​and patterns of behavior of another person;

2. the subject’s perception of another person as a continuation of himself and projection, i.e. endowing him with your own traits, feelings and desires;

3. the subject’s placement of himself in the place of another, which results in the individual’s immersion and transference of himself into the space and time of another person, which allows him to master and assimilate “other people’s” personal meanings and experiences.

The emergence of aggression is largely due to the role of parents and the family as a whole in teaching patterns of aggressive behavior. There is irrefutable evidence that if a child behaves aggressively and receives positive reinforcement, the likelihood of his future aggression in similar situations increases many times over. Constant positive reinforcement of certain aggressive acts forms the habit of reacting aggressively to various stimuli.

Parents often react differently to children's aggressive behavior depending on whether it is directed at them or at peers. As a rule, a child is punished more severely for aggression towards an adult than towards another child, especially if the latter really deserved it.

The table below illustrates the relationship between parental sanctions and children’s subjective experiences of aggression in later life.

Table 1.

Dependence of parental sanctions and children’s subjective experiences of aggression in later life

Research by R. Sears, E. Maccoby and H. Levin has proven that there are two important aspects in the socialization of aggression: leniency (the degree to which parents are willing to forgive the child’s actions) and the severity of parents’ punishment of the child’s aggressive behavior. At the same time, leniency is considered as the behavior of the parent before the act is committed (parental expectations, precautionary tactics regarding the appearance of aggression, etc.), and the severity of punishment is considered after the act is committed (the strength of punishment for aggression).

In the process of ontogenesis, the child masters more effective aggressive actions: the more often he uses them, the more perfect these actions become. At the same time, the success of aggressive actions is of significant importance: achieving success in the manifestation of aggression can significantly increase the strength of its motivation, and constantly repeated failure can increase the strength of the inhibition tendency.

According to social learning theory, the formation of aggressive behavior can occur in several ways:

1. Parents encourage aggressiveness in their children directly or set an example by appropriate behavior towards others and towards the environment. Children who observe the aggressiveness of adults, especially if this is a significant and authoritative person for them who manages to achieve success thanks to aggressiveness, usually perceive this form of behavior.

2. Parents punish children for showing aggressiveness:

– those who very sharply suppress aggressiveness in their children foster excessive aggressiveness in the child, which will manifest itself in more mature years;

– those who intelligently suppress aggressiveness in their children manage to develop the ability to control themselves in situations that provoke aggressive behavior.

Motivational sphere

The differentiation of motivation developed by A. Maslow distinguishes the motives of “deficit” and the motives of “growth”.

Motives of “deficit” arise when a person experiences dissatisfaction, a lack of certain conditions of existence and functioning. Satisfying the motive entails reducing tension and achieving emotional balance. Dissatisfaction leads to even greater tension and an increasing feeling of discomfort. The most characteristic motives for deficit are those related to life support, comfort and safety, as well as the conditions of special existence and interaction with others. The implementation of the deficit motive to some extent depends on the environment and is carried out quite monotonously, most often in stereotypical ways. The desire to eliminate existing needs deficits aims to change existing conditions that are perceived as unpleasant, frustrating or causing tension. Aggression in this case is used as a way to satisfy needs and subsequently relieve tension.

The emergence of growth motives is not associated with a feeling of lack. The most typical motives for “growth” are associated with creative processes, the needs of self-realization and self-actualization. Satisfaction of such motives is long-lasting and the feeling of satisfaction is included in the structure of activity. The tension that appears during the implementation of the motive is perceived as natural. The implementation of the motive is largely determined by the individual psychological characteristics of a person and is accomplished by a variety of means. As a result of dissatisfaction with growth motives, conditions such as apathy, alienation, depression, and cynicism can arise. People with unsatisfied growth motives are characterized by anger, skepticism, hatred, irresponsibility, and loss of meaning in life.

The general orientation of the motivation of children with behavioral disorders, regardless of gender and age, has clearly defined regressive tendencies, i.e. characterized by the dominance of supporting “deficit” motives over developing ones. This indicates dissatisfaction of the needs for security (the desire for protection from disorder, fear and anger) and for social connections (the desire for social affiliation, identification, satiation of desires for love and tenderness). This type of motivation is typical for children who need stability, predictability of events, and protection from threatening life situations. Children are constantly in a state of anxiety, mistrust, helplessness and dependence on adults. Another feature is a lack of relationships of affection and love, which is accompanied by a feeling of loneliness, rejection, and lack of friendships.

Emotional sphere

In psychology, emotions are considered as a person’s reactions to a particular situation. The vast majority of children have serious deviations in the emotional sphere in the form of neurotic and depressive disorders. The connections established between them indicate stable symptom complexes of emotional disorders, within which a paradoxical combination of sthenic (affectivity, irritability, incontinence) and asthenic (anxiety, phobias, hypochondria) reactions is observed. Such a mixed picture is not only the cause of emotional instability or low frustration tolerance, but also a sign of a neurasthenic state, severe mental imbalance.

Depending on the deviations and characteristics of the emotional sphere, the following categories of children are distinguished.

General characteristics children with neurotic tendencies is high anxiety, excitability combined with rapid exhaustion, increased sensitivity to stimuli, causing inadequate affective outbursts, manifested in reactions of excitement, irritation and anger directed against someone from the immediate environment.

1. Children with emotional instability, who are distinguished by asthenic type experiences (asthenic emotions are associated with feelings, the experience of which is colored by negative tones of feelings of depression, despondency, sadness, passive fear), manifested in a chronic feeling of anxiety, restlessness, a tendency to doubt, extreme indecision.

Inability to control one’s own emotions, low frustration tolerance (the resistance of the individual’s psyche to the influence of heavy unfavorable stimuli, the ability to endure life’s difficulties without breakdowns and mental shifts), lack of self-confidence lead to anxiety and fear that at the right time there will not be enough internal resources to cope with existing difficulties. In this regard, choosing a goal for an activity, making a decision, or choosing an effective way to achieve a goal is almost always a difficult task for these children. Therefore, they often prefer to abandon an activity rather than take any action. However, if they decide to act, they behave very judiciously, thinking through each of their actions and consciously monitoring the implementation of the plan. At the same time, they do not tolerate delays and deviations from the rules and strategies they have constructed, experiencing severe anxiety, accompanied by irritation, fear and anger. The uncontrollable desire to satisfy a need, to bring a decision to life in any way is the main motive for getting rid of anxiety.

2. Children with low frustration tolerance are distinguished by active, active, emotional experiences, but unstable, uncontrollable reactions in difficult situations. They are able to choose and set adequate goals, think through down to the smallest detail how to achieve them, and also bring the work they have started to completion, despite obstacles. Children in this group are more adaptive. Show greater flexibility in behavior when the situation changes. Due to increased impulsiveness, frivolity, and carelessness, “they do first, and then think.” The inability to control emotions and impulsivity are outwardly expressed in the inability to express feelings in a socially acceptable form.

Distinctive feature children with psychotic tendencies are mental inadequacy of the individual. They are characterized by autism, isolation, and separation from the events of the surrounding world. All their actions, feelings, experiences are to a greater extent subject to internal, endogenous laws than to influences from others. As a result, their thoughts, feelings and actions often arise unmotivated and seem strange and paradoxical.

Regulating your own behavior is very difficult. Situationally arising emotions, due to low control over them, are mixed with background experiences or other situational emotions. Any event associated with mental stress can simultaneously give rise to several contradictory feelings and emotions in them, which they do not consider necessary to restrain and hide from others. Therefore, a psychotic person is in constant internal conflict with himself, constantly tense and excited, regardless of the degree of tension of the real situation. This chronic tension can, without external reason, erupt in unexpected affective reactions of embitterment, rage, and fear.

Another significant feature of children in this group is their introversion, which indicates difficulties in interpersonal contacts, isolation, unsociability, secrecy, a negative attitude towards people, suspicion, and hostility.

– children with an asthenic emotional profile, characterized by a predominance of asthenicity both in indicators of emotional experiences and frustration reactions. Features of emotional-volitional regulation consist in the inability to control one’s own emotions, frustration instability, poor self-control, desires for homeostatic comfort, and emotional experiences of the hedonic type.

– children with a mixed asthenic emotional profile characterized by a predominance of sthenic emotionality and at the same time asthenic frustration behavior. These teenagers are emotionally sthenic, however, they find it difficult to manage their own emotional state in difficult situations.

– children with a mixed sthenic emotional profile, characterized by asthenic emotional preferences and sthenic non-frustration behavior. Features of the emotional-volitional sphere is the diversity of regulatory mechanisms. On the one hand, this is the inability to control one’s own emotions, poor self-control, low self-confidence in a normal situation, on the other hand, in a situation of frustration, more effective regulation of the emotional sphere, the manifestation of endurance and self-control, the choice of specific goals and productive ways to achieve them.

Distinctive feature children with depressive tendencies is a melancholy mood, depressed state, depression, decreased mental and motor activity, and a tendency to somatic disorders. They are characterized by weaker adaptation to situational events and all kinds of traumatic experiences. Any strenuous activity is difficult, unpleasant, proceeds with a feeling of excessive mental discomfort, quickly tires, and causes a feeling of complete powerlessness and exhaustion. Children with depressive disorders are characterized by disobedience, laziness, poor academic performance, pugnacity, and often run away from home. Along with constant intrapersonal conflict, tension and agitation, there is general psychomotor retardation, accompanied by a decrease in mood, slowness, lack of persistence and determination. In a situation of frustration, they are not capable of long-term volitional effort; if they cannot overcome difficulties, they often fall into despair. Under subjectively intolerable circumstances, they may attempt to die.

Depressive disorders may be accompanied by ideas of self-blame, self-humiliation, suicidal thoughts and actions, and self-aggression.

All designated groups of aggressive children have pronounced violations in the moral sphere. Children with psychotic tendencies are prone to inconstancy, evasion of their duties, ignoring social rules, requirements and norms, and disdain for moral values. In children with neurotic and depressive tendencies, there is an intrapersonal conflict within the “Super-I” with independently formed and conventional moral criteria of behavior (conscientiousness and guilt).

Leading Feature children with psychotic and neurotic tendencies is “mimosa-like”, painful vulnerability and impressionability. Timid, shy and fearful, they constantly experience fears and anxiety, do not believe in themselves, do not know how to establish contacts with others, defend their interests and achieve their goals. Escaping from hurting reality, they completely retreat into the world of fiction and fantasy, thereby seeking to compensate themselves for failures in real life.

There may be two different emotional profiles that determine their state and behavior:

– mixed asthenic emotional profile (background activity and apathy, passivity in a difficult situation);

– mixed sthenic emotional profile (background anxiety, lack of self-confidence and activity, perseverance, self-control in situations of frustration).

Feature extroverted children is activity, ambition, desire for public recognition, leadership. They are distinguished by inexhaustible energy, sthenicity, enterprise, active achievement of goals, high adaptability and flexibility of behavior. Attracts active, preferably physical activity. Children are sociable, have many friends, are caring and responsive in their friendships, easily adapt to any team, willingly take on the role of a leader, know how to unite people and carry them along. Usually they are listened to and their demands are obeyed.

They are characterized by a desire for idleness and entertainment, a craving for sharp, exciting impressions. They often take risks, act impulsively and thoughtlessly, frivolously and carelessly due to low self-control of drives. Since control over desires and actions is weakened, they are often aggressive and hot-tempered. At the same time, they have a good ability to volitionally regulate emotions: even when faced with significant difficulties, they can show restraint and self-control, and know how to “tune in and get ready” when necessary.

The main feature children with hyperthymic tendencies is a constantly elevated background mood. They are distinguished by activity, energy, enterprise, determination, initiative, and sociability.

At the same time, children with hyperthymic personality traits are prone to risk, do not tolerate any overprotection well, do not tolerate and react violently to moral teachings and calls for discipline. Modesty and remorse are alien to them, they treat rules and laws lightly, and can easily cross the line “between what is permitted and what is prohibited.” High self-esteem leads to the fact that any criticism, especially from elders, most often causes irritation and resentment. In a group of peers, they strive to take a leading position, but due to their frivolity, instability of interests and arrogance, they cannot maintain the role of leader.

Children with a high level of activity. This category includes children who are enterprising, energetic, active, proactive, constantly striving for achievements and success. They find it difficult to tolerate passivity and are drawn to any, preferably physical, activity. They have high frustration tolerance and strong will.

Volitional sphere

An unfavorable or favorable emotional state in children with behavioral disorders is associated with problems in the sphere of volitional regulation. Disturbances in the mechanisms of volitional regulation are observed in all aggressive children, regardless of gender, age and modality of aggressiveness. Violations in the volitional sphere with a predisposition to physical aggression include impulsiveness, lack of restraint in the expression of emotions, low frustration tolerance, difficulties in the process of goal setting, poor self-control, irrationality of actions and deeds. With a tendency to verbal and indirect aggression - emotional instability, low frustration tolerance, instability of behavior (in the case of negative emotional states), impulsivity, low self-control of drives (in the case of positive emotional states). With a tendency towards negativism, boys experience incontinence and poor self-control, while girls experience emotional instability and low frustration tolerance.

In most cases, children are not capable of long-term volitional effort. In this regard, any delays serve as a reason for new anxieties and worries, and a decrease in the positive background of mood. Low frustration tolerance leads to paradoxical reactions in critical situations: anger and irritation arise suddenly and quickly cease, giving way to remorse, depression, and tears. Therefore, a stereotypical lifestyle and rigid behavior are the most typical way of compensation and protective behavior.

Moral sphere

Various types of behavioral disorders are found in the behavior of three categories of children who have specific features of the mechanisms of moral regulation.

The first is children (boys with physical aggression, girls with physical, verbal and indirect aggression) who do not have their own stable moral principles, ethical standards of behavior and moral limits on aggressive behavior. They actually lack internal regulators of their behavior (weak “I” subordinate to the instincts of “It”).

The second category is children (boys with indirect aggression, boys with verbal aggression, as well as all age and gender groups of children with negativism) who have conflicting relationships between internal and external regulators of behavior, namely, they are distinguished by the immaturity of their own moral standards and the need to obey the demands of others. The only factor restraining their aggressiveness is the fear of punishment, reflected in a high sense of guilt (weak “I” located between the conflicting “It” and “Super-Ego”). Thus, they are characterized by a constant conflict between conscientiousness and guilt, which leads to increased negative emotional states.

The third is children (with physical aggression, girls with verbal aggression and boys with indirect aggression) who are more mature in moral terms. However, they are characterized by a conflict between their own standards of behavior and excessively high moral and ethical standards of others or unacceptable conventional norms (a mature “I” experiencing significant difficulties in implementing the “principle of reality”).

Thus, the lack of internal moral evaluation criteria and inadequate (over/underestimated) demands from others for the child’s moral development lead to the emergence of various types of behavior disorders.

Observation

The observation method is most often used in pedagogical practice to compile student characteristics. This method allows, firstly, to obtain rich information for preliminary psychological analysis

CAUSES AND TYPES OF CONDUCT DISORDERS IN YOUNGERS SCHOOLCHILDREN

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

When implementing voluntary behavior, the child must understand why and why he performs these actions, acts one way and not another. If a child constantly implements voluntary behavior, it means that he has developed important personality qualities, self-control, internal organization, responsibility, willingness and habit to obey his own goals (self-discipline) and social guidelines (laws, norms, principles, rules of behavior).

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

In some cases, behavioral disorders are determined by the individual

al 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 and to the style of relationships with adults and peers. Behavior

Such children are characterized by indecisiveness, passivity, stubbornness, aggressiveness.

this. It seems that they deliberately violate discipline and do not want to behave well. However, this impression is wrong. The child is really not in

able to cope with your feelings. The presence of negative experiences and affects inevitably leads to behavioral breakdowns and is a reason for conflicts with peers and adults.

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

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

Hyperactive behavior

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

Such children have an increased need for movement.

When this need is blocked by rules of conduct, norms of school routine (i.e. in situations in which it is necessary to control and voluntarily regulate one’s motor activity), the child’s muscle tension increases, attention deteriorates, performance decreases, and fatigue sets in. The resulting emotional release is a protective physiological reaction of the body to excessive overexertion and

suffers from uncontrollable motor restlessness, disinhibition and,

often qualified as disciplinary offenses.

The main signs of a hyperactive child are motor activity, impulsiveness, distractibility, and inattention. The child makes restless movements with his hands and feet; sitting on a chair, writhing, squirming; easily distracted by extraneous stimuli, often answers questions without thinking, without listening to the end; has difficulty maintaining attention

when completing tasks.

A hyperactive child begins to complete a task without listening to the instructions 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 doesn’t think about the consequences, although he doesn’t plan anything bad and is sincerely upset about what happened. Such a child easily endures punishment, does not hold a grudge, constantly quarrels with his peers and immediately makes peace. This is the noisiest child in the children's group.

Children with hyperactive behavior have difficulty adapting to school and often have problems in relationships with peers. The behavioral features of such children indicate insufficiently formed regulatory mechanisms of the psyche, primarily self-control as the most important condition and necessary link in the development of voluntary behavior.

Excessive activity in itself is not a mental disorder, but it may be accompanied by some changes in the child’s emotional and intellectual development. This is due, first of all, 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, but it is believed that the factors of its occurrence may be the child’s temperament, genetic influences, and various types of damage to the central nervous system that occur both before and after the birth of the 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 conscious

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

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

when they pay attention to him. Secondly, when adults show a child that they do not approve of his behavior, the antics not only do not decrease, but even intensify. As a result, a special communicative act unfolds in which the child, in non-verbal language (through actions), tells adults: “I’m doing something that you don’t like.” The same co-

holding is sometimes expressed directly in words, for example, many children from time to time say “I’m bad.”

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

Most often this is a way to attract the attention of adults. Children make this choice in cases where parents communicate with them little and the child does not receive the love, affection, and warmth he needs in the process of communication. Such demonstrative behavior is common in families with an authoritarian parenting style, authoritarian parents, educators, teachers, where children are constantly exposed to humiliation.

One of the options for demonstrative behavior is whims -

crying for no particular reason, unreasonable willful antics in order to assert oneself, attract attention, and “get the upper hand” over adults. Whims are accompanied by external manifestations of irritability: motor agitation, rolling on the floor, throwing toys and things. The main reason for such whims is improper upbringing (spoiling or excessive strictness on the part of adults).

Protest behavior

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

Negativism - this is the behavior of a child when he does not want to do something just because he was asked to do it; This 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 causeless tears, rudeness, insolence or isolation, aloofness, and touchiness. "Passive"

negativism is expressed in a silent refusal to carry out instructions and demands from adults. With “active” negativism, children perform actions that are opposite

false demands, strive at all costs to insist on their own. In both cases, children become uncontrollable: neither threats nor requests are made against them.

don't work. They steadfastly refuse to do what they just recently did unquestioningly. The reason for this behavior is that the child accumulates an emotionally negative attitude towards the demands of adults, which prevents the child from satisfying 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 advent of negativism, contact is disrupted

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

"Stubbornness - this is the child’s reaction when he insists on something

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

decision."

In some cases, stubbornness is caused by general overexcitability, when the child cannot be consistent in accepting too much advice and restrictions from adults.

Closely related to 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 behavior is purposeful destructive behavior.

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

and is looking for a safer object to discharge. (For example, a child directs aggressive actions not at his older brother who offended him, but at his brother’s cat

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

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

Aggression manifests itself not only in physical actions. Some children are prone to verbal aggression (insulting, teasing, swearing), which often hides an unsatisfied need to feel

to feel strong, or the desire to get even for one’s own grievances.

Problems that arise in children as a result of learning play an important role in the occurrence of aggressive behavior. Didactogeny (neurotic disorders that arise during the learning process) is one of the causes of child suicide.

Aggressive behavior can arise under the influence of unfavorable

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

tion of aggressive behavior.

Another reason for aggressive behavior is disharmonious mutual...

relationships between parents (quarrels and fights between them), aggressive behavior of parents towards other people. Severe unfair punishments are often a model of a child’s aggressive behavior.

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

society, in a team; communication with peers and adults. A child’s aggressive behavior, as a rule, causes a corresponding reaction from others, and this, in turn, leads to increased 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 realize how kind and wonderful human relationships can be.

Infantile behavior m

Infantile behavior is spoken of when the child’s behavior

features characteristic of an earlier age are preserved. For example, for an infantile primary school student the leading activity is still play. During the lesson, such children disconnect from the educational process and, unnoticed by themselves, begin to play (rolling a car on the desk, arranging soldiers, making and launching 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, is characterized by the immaturity of integrative personal formations. This is expressed in the fact that, unlike his peers, he is not able to make a decision on his own, perform any action, experiences a feeling of insecurity, requires increased attention to his own person and the constant care of others about himself; his self-criticism is reduced. If you do not provide timely assistance to an infantile child, it can lead to unwanted social

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

An infantile child is predisposed to caricatured reactions, which are ridiculed by peers, causing them to have an ironic attitude, which causes the child mental pain.

Conformal behavior

Conformist behavior, like some other behavioral disorders, is largely due to an incorrect, in particular authoritarian or overprotective, parenting style. Children deprived of freedom of choice, independence, initiative, creativity skills (because they have to

act according to the 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, and “contagion.” The typical and natural desire of a primary school student to “be like everyone else” in the context of educational activities is not conformal.

There are several reasons for this behavior and desire. Firstly, children master

They provide the skills and knowledge required for educational activities. The teacher controls the whole class and encourages everyone to follow the proposed model.

Secondly, children learn about the rules of behavior in the classroom and school, which are presented to everyone together and to each individual. 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 behavioral disorders

The formation of voluntary behavior and the correction of deficiencies in the child’s behavior occur in joint, purposeful activities.

adults and children, during which the child’s personality develops,

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

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

Punishment as a way to prevent and correct unwanted behavior, A.S. Makarenko advised to remember the rule: as many demands on the student as possible, as much respect for him as possible. “A good teacher can do a lot with the help of a system of punishment, but the inept, stupid, mechanical use of punishment harms the child and the whole work.

P.P. Blonsky doubted the effectiveness of punishment: “Isn’t punishment, precisely because of its cultural primitiveness, on the contrary, a means of delaying the savagery of a child, preventing him from becoming cultured? Punishment raises a rude and violent, cynical and deceitful child.”

V.A. Sukhomlinsky sharply protested against the use of punishment in military

nutritional practice. “Punishment” can humiliate a child’s personality and make him susceptible to random influences. Accustomed to obedience through punishment, a child cannot subsequently provide effective resistance to evil and ignorance. The constant use of punishment creates a person’s passivity and obedience. A person who experienced punishment in childhood, in adolescence is not afraid of either the police nursery, 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 is unexpected for him.

Punishment can be effective if the following conditions are met.

1. Punish as little as possible, only in cases where there is no punishment

You can't get by when it's clearly advisable.

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

When punishing, an adult should never show strong anger or irritation. Punishment is communicated 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.” They are no longer reminded of him, just as they are no longer reminded of punishment.

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

subjected to punishment. Punishment should not be compounded by boycotts, harsh looks, or constant nagging.

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

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

7. Each punishment must be strictly individualized.

Drawing, picture therapy,The child’s participation in visual activities as part of correctional work is aimed not so much at teaching him to draw, but at helping him overcome his shortcomings, learn to manage his behavior, his reactions. Therefore, what is interesting is not so much the drawing, its content and quality of execution, as the child’s characteristics in the drawing process: the choice of theme, plot of the drawing; accepting the task, maintaining 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: continue drawing what they started, do not jump to another plot; focus on a specific detail of the drawing and finish it to the end; mentally speak what you have drawn;

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

An adult depicts a child’s favorite plot, applying black gouache with vi-

"stained glass partitions"; the child must "insert colored pieces of glass." When coloring the "stained glass window", the child himself chooses a color for each area, without going beyond the "partitions". This work collects and concentrates the child's attention, teaches him to be neat.

In the drawings of children with aggressive behavior, “blood” initially predominates.

greedy" theme. Gradually, the content of aggressive plots is transferred to a "peaceful direction". For example, a child is asked: "We draw whatever you want, but first let's paint the entire sheet with green paint. A sheet painted with a certain paint will evoke different associations in the child (calm, peaceful), perhaps this will allow him to change his initial intentions. If a child gravitates toward subjects such as accidents and criminals, you can gradually move from the theme of an accident to simply drawing different brands of cars.

Inert, lethargic, cautious, and painfully neat children benefit from tasks to develop imagination and mix paints. They are given tasks: to master the space of the sheet, choose the color themselves, mix paints (without fear of getting the table and hands dirty), develop the plot, use more new themes, and use their imagination.

Note: hyperactive children are not recommended to use paints, plasticine, clay, i.e. materials that stimulate the child’s unstructured, undirected activity (throwing, splashing, smearing). It is more appropriate to offer such children pencils and markers - materials that create organized, structured activities. Children who are emotionally repressed and passive are more likely to benefit from materials that require wide, free movements to handle.

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

Children are asked to take a little paint of the color they want on a brush, splash a blot on a sheet of paper and fold the sheet in half so that the blot is imprinted 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 a blot of dark colors. They

They see aggressive subjects in the blot (a fight, a scary monster, etc.). Discussion of the “scary picture” promotes liberation from negative experiences and aggression in a symbolic form.

2. It is useful to place a calm child with an aggressive child; he will use light colors for drawings and see pleasant things (butterflies, fairy-tale bouquets, etc.).

Discussing the drawings can help change the condition of a problem child.

3. Children predisposed to anger choose predominantly black or red colors.

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

5. Gray and brown tones are chosen by tense, conflict-ridden, disinhibited children (addiction to these tones indicates that the child needs reassurance).

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

This game can be played every two lessons, thereby observing the child’s mental state.

ORGANIZATION OF STUDY AND RECREATION FOR HYPERACTIVE

When correcting a child's hyperactive behavior, adults should

adhere to certain tactics of correctional and educational influences, one’s own behavior:

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

2. avoid harsh assessments, reproaches, threats, words “no”, “you can’t”, “stop”; talk to the child with restraint, calmly, gently;

3. give the child only one task at a certain period of time so that he can complete it;

4. encourage your child for all activities that require concentration, perseverance, and patience (for example, working with blocks, coloring, reading, designing);

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

6. Protect your child from fatigue, as it leads to decreased self-control;

7. do not restrain the physical mobility of such a child, but his activity needs to be directed and organized: if he runs somewhere, then let it be to carry out some errand. The main thing is to subordinate the actions of a hyperactive child to a goal and teach him to achieve it. Appropriate here

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

8. alternate between different types of child’s activities: after active, active play, use relaxation exercises or quiet rest;

9. together with your child, formulate rules of behavior at school and at home, write them on paper and hang them in a visible place, periodically repeat these rules with your child;

10. If you cannot cope with the increased activity and excitability of a schoolchild, contact a psychologist or neurologist.

Li literature

1. Kumarina G.F. Corrective pedagogy in primary education

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 children's behavior.-

M., 1986

For teachers and parents.

1. Don’t forget that this is not a sexless child, but a boy or girl with certain characteristics of thinking, perception, and emotions.

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

3. When teaching boys, rely on their high search activity and intelligence.

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

5. When scolding a boy, remember his emotional sensitivity and anxiety. Express your dissatisfaction to him briefly and precisely. Boy

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

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

7. Girls can be capricious due to fatigue (exhaustion of the right

"emotional" hemisphere. In this case, boys are depleted of information (decreased activity of the left “rational-logical” hemisphere). Scolding them for this is useless and immoral.

8. When teaching a child to write correctly, 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 a child as develop his desire to learn.

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

11. A child’s laziness is a signal that your teaching activity is not going well, and that you have chosen the wrong method of working with this child.

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

13. For successful learning, we must turn our demands into the child’s desires.

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

Basically, it is generally accepted that children are susceptible to colds and various viral diseases, although psychoneurological disorders in children are quite common and cause many problems for both the patients themselves and their parents.

And most importantly, they can become the foundation for further difficulties and problems in social interaction with peers and adults, in emotional, intellectual and social development, the cause of school “failure”, and difficulties in social adaptation.

Just as in adult patients, pediatric neuropsychiatric diseases are diagnosed based on a number of symptoms and signs that are specific to certain disorders.

But it should be taken into account that the diagnostic process in children can be much more complex, and some behavioral forms may not look at all like symptoms of mental disorders. This often confuses parents and makes it possible to “hide” their heads in the sand for a long time. This is absolutely forbidden to do and is very DANGEROUS!!!

For example, this category includes strange eating habits, excessive nervousness, emotionality, hyperactivity, aggression, tearfulness, “field” behavior, which can be regarded as part of the normal development of the child.

Behavioral disorders in children include a number of behavioral dissociative disorders, which are manifested by aggressive, defiant or inappropriate behavior, reaching the point of open non-compliance with age-appropriate social norms.

Typical signs of pathology may be:

– “field” behavior, inability to sit in one place and concentrate one’s attention;

– excessive pugnacity and deliberate hooliganism,

– cruelty to other people or animals,

– intentional damage to property,

– arson,

– theft,

- leaving home,

– frequent, causeless and severe outbursts of anger;

– causing provocative actions;

- systematic disobedience.

Any of the listed categories, if sufficiently pronounced, is a cause for concern not in itself, but as a a symptom of a serious illness.

Types of emotional and behavioral disorders in children

• Hyperactive behavior

• Demonstrative behavior

This type of behavior disorder in children is manifested by intentional and conscious non-compliance with generally accepted social norms. Deviant acts are usually directed at adults.

• Attention deficit
• Protest behavior

There are three forms of this pathology: negativism, obstinacy and stubbornness.

Negativism– a child’s refusal to do something just because he was asked to do it. Most often it occurs as a result of improper upbringing. Characteristic manifestations include causeless crying, insolence, rudeness or, on the contrary, isolation, aloofness, and touchiness.

Stubbornness– the desire to achieve one’s goal in order to go against parents, and not to satisfy a real desire.

Obstinacy– in this case, the protest is directed against the norms of upbringing and the imposed way of life in general, and not at the leading adult.

• Aggressive behavior

Aggressive behavior is understood as purposeful actions of a destructive nature that contradict the norms and rules accepted in society. The child causes psychological discomfort in others, causes physical damage to living and inanimate objects, etc.

• Infantile behavior

In the actions of infantile children, traits characteristic of an earlier age or a previous stage of development can be traced. At the appropriate level of physical abilities, the child is characterized by the immaturity of integrative personal formations.

• Conformal behavior

Conformal behavior is manifested by complete submission to external conditions. It is usually based on involuntary imitation and high suggestibility.

• Symptomatic behavior (fears, tics, psychosomatics, logoneurosis, hesitations in speech)

In this case, behavior disorder in children is a kind of signal that the current situation is no longer unbearable for the fragile psyche. Example: vomiting or nausea as a reaction to stress.

It is always very difficult to diagnose disorders in children.

But, if the signs can be recognized in a timely manner and consult a specialist in time, and treatment and correction begin without delay, then severe manifestations of the disease can be avoided, or, they can be minimized.

It must be remembered that childhood psychoneurological disorders do not go away without a trace; they leave their negative mark on the development and social capabilities of the little person.

But if professional neuropsychological assistance is provided in a timely manner, many diseases of the child’s psyche can be fully cured, and some can be SUCCESSFULLY ADAPTED to and feel comfortable in society.

In general, specialists diagnose problems in children such as ADHD, tics, in which the child has involuntary movements, or vocalizations, when the child tends to utter sounds that do not make sense. In childhood, anxiety disorders and various fears can be observed.

With behavioral disorders, children ignore any rules and demonstrate aggressive behavior. The list of common diseases includes disorders related to thinking disorders.

Neurologists and neuropsychologists often use the term “borderline mental disorders” in children. This means that there is a state that is an intermediate link between deviation and norm. Therefore, it is especially important to begin correction in time and quickly get closer to the norm, so as not to subsequently eliminate gaps in intellectual, speech and social development.

The causes of mental disorders in children are different. They are often caused by hereditary factors, diseases, and traumatic lesions.

Therefore, parents should focus on comprehensive correctional techniques.

A significant role in the correction of behavioral disorders is assigned to psychotherapeutic, neuropsychological and correctional methods.

A neuropsychologist helps the child cope with the disorder by choosing special strategies and programs for this.

Correction of behavioral disorders in children at the Neurospeech Therapy Center “Above the Rainbow”:

This method allows the child without medication overcome difficulties in behavior, development or communication!!! Neuropsychological correction has a therapeutic effect on the body - it improves the emotional and physical state, increases self-esteem and self-confidence, reveals internal reserves and abilities, and develops additional hidden capabilities of the brain.

In our center, the latest Innovative equipment and techniques are integrated into the neuropsychological correction program to achieve the greatest and fastest results, as well as to make it possible to carry out neuropsychological correction even in the most severe cases. Educational and correctional simulators motivate even the smallest children to work, children with hyperactivity, aggression, tics, “field” behavior, Asperger’s syndrome, etc.

Specialists who do not have interactive and innovative equipment in their arsenal are not able to conduct high-quality and effective neurocorrectional classes with complex children.

So, at the Neurospeech Therapy Center “Above the Rainbow”, a huge amount of educational equipment is integrated into neuropsychological correction at the discretion (depending on the goals and objectives of the individual program) of the methodologist and diagnostician.

The form of classes is individual.

As a result, a profile of the child’s difficulties is compiled, on the basis of which a neuropsychological correction program is developed.

1. . The cerebellum, one of the sections of the brain, is responsible for the implementation of many functions in the human body, including coordination of movements, regulation of balance and muscle tone, as well as the development of cognitive functions. The cerebellum is the controller of our brain. It is connected to all parts of the brain and processes all information from the senses that enters the brain. Based on this information, the cerebellum corrects movements and behavior. Neuropsychologists have found that in all children with developmental and behavioral disorders this system does not work correctly. This is why children have difficulty learning skills, cannot regulate their behavior, speak poorly, and have difficulty learning to read and write. But the function of the cerebellum can now be trained.

The cerebellar stimulation program normalizes the functioning of the brain stem and cerebellum. The technique improves:

• Behavior;
• Interaction and social skills;
• all types of memory
• coordination of movements, balance, gait, body awareness

The manifestation of behavioral disorders is often caused by various disorders in the functioning of the cerebellum. That is why stimulation aimed at normalizing the functioning of the limbic system, cerebellum and brain stem helps accelerate speech development, improve concentration, normalize behavior and, as a result, solve problems with school performance.

The balance board training system is widely used Learning Breakthrough(“breakthrough learning”) program developer Frank Bilgow. A series of rehabilitation techniques aimed at stimulating the functioning of the brain stem and cerebellum.

The results quickly manifest themselves in improved behavior, attention, speech of the child, and academic success. Cerebellar stimulation significantly increases the effectiveness of any correctional training.

3. Neuropsychological correction with an integrated program of sensory integration and antigravity.

SENSORY INTEGRATION is a natural, neurological process of human development that begins in the womb and continues throughout life. It is important to note that the most favorable time for development is the first seven years of life.

SENSORY PROCESSING is the process by which the brain receives sensory information, processes it, and uses it for its intended purpose.
If we talk about the normal process of sensory processing, productive, natural with an “adaptive response”, then the following happens:
Our nervous system perceives sensory information
The brain organizes and processes it
Then gives us the opportunity to use it according to our environment to achieve "increasingly complex, targeted actions"

We need to develop sensory processing abilities to:
Social interaction
Pbehavioral skills
Development of motor skills
Ability to concentrate

This is a system of physical exercises and special body-oriented games aimed at developing sensorimotor integration - the ability of the brain to combine and process information coming from the senses.

These classes are useful for all children, since sensorimotor integration is a mandatory stage in the mental development of every child.

The formation of sensorimotor integration begins in the prenatal period of life on the basis of three basic systems: vestibular, proprioceptive and tactile.

Very often, children experience a lack of targeted “correct” motor activity, so their brain does not receive sufficient information; children do not “feel” their own body in space. The process of formation of sensorimotor integration is disrupted. This interferes with the development of higher mental functions (thinking, attention, perception, memory, speech, etc.).

4. integrated into the sensory integration program ensures the development of a sense of rhythm and a sense of time, which are necessary for successful reading, writing and other types of educational activities. These classes are multi-level stimulation of all sensory systems involved in the formation of speech, reading and writing. Many children with behavioral problems, learning difficulties, difficulty maintaining balance, problems with motor coordination and sensory integration (the brain's processing of information from all senses).

Although these difficulties are not always noticeable, impairments in basic functions prevent the brain from mastering more complex “advanced” activities such as speaking, reading, and writing. The brain is forced to spend too much time and energy on controlling body position and regulating simple movements.

Interaction with rhythmic music stimulates the development of a sense of rhythm, attention, resistance to stress, and the ability to organize one’s thoughts and movements in time. All these abilities develop due to the fact that the correction process provides stimulation that improves the quality of functioning of the brain and the quality of its connections with the body.

5. prescribed to children with various developmental disorders: behavioral, speech and general developmental delays, cerebral palsy, mental retardation, hyperactivity, attention disorders, impaired development of school skills.

The ability to control the position of your body in space is the foundation for mastering all types of educational activities.
All children with developmental disorders have difficulties in this area. Timocco program provides visual feedback, on the basis of which the child quickly learns to control his body, performing increasingly complex sequences of movements.

6. A high-tech developmental methodology created by the company to overcome speech, attention and behavior disorders associated with timing and planning movements, with the development of a sense of rhythm and time.

Classes with interactive metronome prescribed for children with behavioral and developmental problems, ADHD, autism spectrum disorders (early childhood autism), mental retardation, cerebral palsy, speech rate disorders, children after traumatic brain injuries, spinal cord injuries, stuttering, tics, obsessive-compulsive disorder, coordination disorders movements.

Children often find it very difficult to concentrate, remember and follow instructions consisting of several parts, follow everything to the end, and not get distracted or “skip around.” Such problems are associated with a sense of time and a sense of rhythm. This is the basis for mastering any academic skills, including reading, writing, arithmetic, and problem solving.

The interactive metronome stimulates brain activity, which is necessary to process sensory information coming from outside. This contributes to the development of the ability to plan one’s activities and stabilizes behavioral reactions.

7. . For us, this is not just a bright special effect and a fun game, first of all, it is an important tool in the hands of a specialist, which helps to realize important goals and objectives during training and correction:

1. development of fine motor skills and elimination of involuntary movements (hyperkinesis);
2. improvement of walking pattern;
3. development and consolidation of correct posture;
4. improvement of general mobility;
5. development of a sense of one’s own body in space;
6. learning the ability to listen and concentrate;
7. development of motivation;
8. discovery of the ability to improvise and creative activity;
9. development of communication skills;
10. developing persistence in achieving goals

8. - the most natural and effective form of working with children, therapy during play. This psychotherapeutic approach is used to help children work through their psychological problems and emotionally traumatic experiences or overcome behavioral problems and developmental difficulties. During the therapy process, the child begins to better understand his feelings, the ability to make his own decisions develops, self-esteem and communication skills increase.

A specialist solves a child’s behavioral and emotional problems in a playful way:

– aggression;

– isolation;

– anxiety;

School disruption, lack of motivation to learn;

Crisis of three years;

Teenage crisis;

Difficulty communicating with parents and teachers;

Suicide attempts;

Theft;

Stressful situations (death of parents, divorce, change of school, kindergarten);

Conflicts between children in the family;

Jealousy of other children in the family and other family members;

In his work, the psychologist uses various approaches and methods:

Elements of fairy tale therapy;

Elements of sand and clay therapy;

Elements of aqua animation;

Elements of psychodrama;

Elements of art therapy;
9. Psychological and communication classes.

The goal of developing communication skills is the development of communicative competence, peer orientation, expansion and enrichment of the experience of joint activities and forms of communication with peers. In our program for the development of communication skills, we include - the ability to organize communication, including the ability to listen to the interlocutor, the ability to empathize emotionally, show empathy, and the ability to resolve conflict situations; ability to use speech; knowledge of the norms and rules that must be followed when communicating with others.

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Introduction

Bibliography

Introduction

Behavior is the way a person manifests himself in everyday life. Behavior is defined as a set of actions in relation to objects of living and inanimate nature, to an individual or society, mediated by external (motor) and internal (mental) activity of a person.

Various shortcomings in the behavior of school-age children hinder the development of voluntariness - an important personality quality, disrupt educational activities, make it difficult to master, and negatively affect the child’s relationships with adults and peers. This is more typical for children at risk. Therefore, correcting deficiencies in the behavior of children at risk is an important component of the training and development of these children in the system of correctional and developmental education.

By school age, in the process of communicating with adults (and then with peers), a child develops a certain behavioral repertoire, which necessarily contains “favorite” behavioral reactions and actions. According to E. Berne, the mechanism here is this: in difficult situations, the child experiments using different behavior options, and discovers “that some are met in his family with indifference or disapproval, while others bear fruit. Having understood this, the child decides what behavior he will cultivate.”

The younger schoolchild, while maintaining the same forms of communication with adults, learns business cooperation and managing his behavior already in educational activities. Thus, managing one’s behavior is the most important new development of senior preschool and primary school age.

What factors largely determine the arbitrariness of a child’s behavior? These are self-esteem, self-control, level of aspirations, value orientations, motives, ideals, personality orientation, etc.

1. Causes of behavioral deviations

The causes of behavioral deviations are varied, but they can all be classified into 4 groups:

* In some cases, behavioral disorders have a primary cause, i.e. are determined by individual characteristics, including the neurodynamic properties of the child:

* Instability of mental processes,

* Psychomotor retardation or vice versa.

* Psychomotor disinhibition.

These and other neurodynamic disorders reveal themselves predominantly in hyperexcitable behavior with emotional instability characteristic of such behavior, ease of transition from increased activity to passivity and, conversely, from complete inaction to disordered activity.

2. In other cases, behavioral disorders are a consequence of the child’s inadequate (defensive) response to certain difficulties in school life or to an unsatisfactory style of relationships with adults and peers. The child’s behavior is characterized by indecisiveness, passivity or negativism, stubbornness, and aggression. It seems that children with this behavior do not want to behave well and deliberately violate discipline. However, this impression is wrong. The child is truly unable to cope with his experiences. The presence of negative experiences and affects inevitably leads to behavioral breakdowns and is a reason for conflicts with peers and adults.

3. Often bad behavior arises not because the child specifically wanted to break discipline or something prompted him to do so, but from idleness and boredom, in an educational environment that is not sufficiently rich in various types of activities.

4. Behavioral violations are also possible due to ignorance of the rules of behavior.

2. Typical behavioral disorders

Hyperactive behavior (caused, as already mentioned, mainly by neurodynamic personality characteristics).

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

Such children have an increased need for movement. When this need is blocked by rules of conduct, norms of school routine (i.e. in situations in which it is necessary to control and voluntarily regulate one’s motor activity), the child’s muscle tension increases, attention deteriorates, performance decreases, and fatigue sets in. The emotional release that occurs after this is a protective physiological reaction of the body to excessive overstrain and is expressed by uncontrollable motor restlessness, disinhibition, classified as disciplinary offenses.

The main signs of a hyperactive child are motor activity, impulsiveness, distractibility, and inattention. The child makes restless movements with his hands and feet; sitting on a chair, writhing, squirming; easily distracted by extraneous stimuli; has difficulty waiting his turn during games, classes, and other situations; often answers questions without thinking, without listening to the end; has difficulty maintaining attention when completing tasks or playing games; often moves from one unfinished action to another; cannot play calmly and often interferes with the games and activities of other children.

Demonstrative behavior. With demonstrative behavior, there is a deliberate and conscious violation of accepted norms and rules of behavior. Internally and externally, such behavior is addressed to adults.

One of the options for demonstrative behavior is childish antics, which has the following features:

* the child grimaces only in the presence of adults and only when they pay attention to him;

* when adults show a child that they do not approve of his behavior, the antics not only do not decrease, but even intensify.

What prompts a child to use demonstrative behavior?

Often this is a way to attract the attention of adults. Children make this choice in cases where parents communicate with them little or formally (the child does not receive the love, affection, and warmth he needs in the process of communication), and also if they communicate exclusively in situations where the child behaves badly and should be scolded , punish. Lacking acceptable forms of contact with adults, the child uses a paradoxical, but the only form available to him - a demonstrative prank, which is immediately followed by punishment. That. “communication” took place. But cases of antics also occur in families where parents communicate quite a lot with their children. In this case, antics, the very denigration of the child “I am bad” is a way to get out from under the power of adults, not to obey their norms and not allow them to condemn (since condemnation - self-condemnation - has already taken place). Such demonstrative behavior is predominantly common in families (groups, classes) with an authoritarian style of educator, authoritarian parents, educator, teacher, where children are constantly condemned.

One of the options for demonstrative behavior is whims - crying for no particular reason, unreasonable willful antics in order to assert oneself, attract attention, “get the upper hand” over adults. Whims are accompanied by motor excitement, rolling on the floor, throwing toys and things. Occasionally, whims can arise as a result of overwork, overstimulation of the child’s nervous system with strong and varied impressions, as well as as a sign or consequence of an onset of illness.

From episodic whims, one should distinguish entrenched whims that have turned into a habitual form of behavior. The main reason for such whims is improper upbringing (spoiling or excessive strictness on the part of adults).

Protest behavior:

Forms of protest behavior in children are negativism, obstinacy, and stubbornness.

Negativism is the behavior of a child when he does not want to do something just because he was asked to do it; This 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 causeless tears, rudeness, insolence or isolation, alienation, touchiness. “Passive” negativism is expressed in a silent refusal to carry out instructions and demands from adults. With “active” negativism, children perform actions that are opposite to those required, and strive at all costs to insist on their own. In both cases, children become uncontrollable: neither threats nor requests have any effect on them. They steadfastly refuse to do what they just recently did unquestioningly. The reason for this behavior is often that the child accumulates an emotionally negative attitude towards the demands of adults, which prevents the child from satisfying the child’s need for independence. Thus, negativism is often the result of improper upbringing, a consequence of a child’s protest against violence committed against him.

“Stubbornness is a reaction of a child when he insists on something not because he really wants it, but because he demanded it... the motive for stubbornness is that the child is bound by his initial decision” (L.S. Vygotsky)

The reasons for stubbornness are varied:

* this may be a consequence of an unresolved conflict among adults;

* stubbornness may be due to general overexcitability, when a child cannot be consistent in accepting too much advice and restrictions from adults;

* or the cause of stubbornness may be a long-term emotional conflict, stress that cannot be resolved by the child on his own.

What distinguishes obstinacy from negativism and stubbornness is that it is impersonal, i.e. directed not so much against a specific leading adult, but against the norms of upbringing, against the way of life imposed on the child.

Aggressive behavior is purposeful destructive behavior, a child contradicts the norms and rules of people’s lives in society, harms the “objects of attack” (animate and inanimate), causes physical harm to people and causes them psychological discomfort (negative experiences, a state of mental tension, depression, fear).

Aggressive actions of a child can act as:

* means of achieving a goal that is significant to him;

* as a way of psychological relaxation;

* replacing a blocked, unmet need;

* as an end in itself, satisfying the need for self-realization and self-affirmation.

The reasons for aggressive behavior are varied:

* dramatic event or need for attention from adults, other children,

* an unsatisfied need to feel strong, or a desire to get revenge for one’s own grievances,

* problems that appear in children as a result of learning,

* reducing emotional sensitivity to violence and increasing the likelihood of the formation of hostility, suspicion, envy, anxiety - feelings that provoke aggressive behavior due to exposure to the media (systematic viewing of films with scenes of cruelty);

* deformation of the value system in family relationships;

* disharmonious relationships between parents, aggressive behavior of parents towards other people.

Infantile behavior.

Infantile behavior is spoken of when the child’s behavior retains features characteristic of an earlier age.

Often during a lesson, such a child, disconnecting from the educational process, begins to play unnoticed (rolling a car on a map, launching airplanes). Such a child is unable to independently make a decision or perform any action, experiences a feeling of insecurity, requires increased attention to his own person and the constant care of others about himself; his self-criticism is reduced.

Conformal behavior - this behavior is completely subordinate to external conditions, the requirements of other people. These are over-disciplined children, deprived of freedom of choice, independence, initiative, creativity skills (because they have to act according to the instructions, instructions of an adult, because adults always do everything for the child), acquire negative personal characteristics. In particular, they tend to change their self-esteem and value orientations, their interests, and motives under the influence of another significant person or group in which they are included. The psychological basis of conformity is high suggestibility, involuntary imitation, and “contagion.”

Conformist behavior is largely due to incorrect, in particular authoritarian or overprotective, parenting style.

Symptomatic behavior.

A symptom is a sign of a disease, some painful (destructible, negative, alarming) phenomenon. As a rule, a child’s symptomatic behavior is a sign of trouble in his family or at school; it is a kind of alarm signal that warns that the current situation is further unbearable for the child. For example, a 7-year-old girl came home from school, scattered books and notebooks around the room, after a while she collected them and sat down to study. Or, vomiting - as a rejection of an unpleasant, painful situation at school, or a fever on the day when a test is due to take place.

If adults make mistakes in interpreting children’s behavior and remain indifferent to the child’s experiences, then the child’s conflicts are driven deeper. And the child unconsciously begins to cultivate the disease in himself, since it gives him the right to demand increased attention to himself. By making such a “flight into illness,” a child, as a rule, “chooses” exactly that disease, that behavior (sometimes both at the same time) that will cause the extreme, most acute reaction of adults.

3. Pedagogical correction of typical deviations in children’s behavior

behavior children deviation correction

Overcoming shortcomings in personal development and behavior of children is possible if 3 main factors are observed:

1 - preventive work, which involves identifying and correcting negative phenomena in the behavior and personal development of children as early as possible;

2 - not a superficial explanation of actions, but a deep pedagogical analysis (identification of the true causes, a differentiated approach to elimination);

3 - not the use of a separate isolated technique or technology, but a change in the entire organization of the child’s life (i.e., a change in the entire system of relationships between the child and his social environment). BUT! The effective construction of such a system is possible only as a result of the joint efforts of both the child himself and parents, educators, and teachers.

Depending on the identified difficulties in the child’s personal development, the tactics of correctional and developmental work are chosen.

General rules that must be followed when working with children who have certain behavioral deficiencies.

1. Focus on the child’s behavior, not the personality.

Those. An adult’s reaction to a child’s unacceptable behavior should demonstrate that “You are good and can be even better, but your behavior now is terrible.”

2. When explaining to a child why his behavior is unacceptable and upsets adults, avoid the words “stupid”, “wrong”, “bad”, etc. because subjective evaluative words only cause offense in the child, increase the irritation of adults and ultimately lead them away from solving the problem.

3. When analyzing the child’s behavior, limit yourself to discussing what happened now. Because. turning to a negative past or to a hopeless future leads both the child and the adult to think that today’s incident is something inevitable and irreparable.

4. Reduce, rather than increase, the tension of the situation. I.e. The following typical mistakes should be avoided:

* have the last word,

* assess the child's character,

*use physical strength

* drag other people who are not involved into the conflict into the conflict,

* make generalizations like: “You always do this”

* compare one child with another.

5. Demonstrate to children models of desirable behavior.

6. Throughout all educational and correctional work, it is necessary to maintain systematic contact with parents.

Bibliography

1. Belkin A.S. The theory of pedagogical diagnostics and prevention of deviations in the behavior of schoolchildren. /Authorref. dis. doc. ped. Sci. - M.: 2003. - 36 p.

2. Varga A.Ya. Psychodiagnostics of deviant behavior of a child without anomalies of mental development / Psychological status of the individual in various social conditions: development, diagnosis and correction. - M.: MGPI. - 2002. - P. 142-160.

3. Vygotsky L.S. Educational psychology / Ed. V.V.Davydova.- M.: Pedagogika-Press, 2002.- P. 263-269.

4. Levitov N.D. Mental state of aggression // Issue. Psychology, No. 6, 1972.- pp. 168-173.

5. Lesgaft P.F. Family education of a child and its significance./P.F. Lesgaft - M.: Pedagogy, 1991. - P. 10-86.

6. Lichko A.E. Psychopathy and character accentuation in adolescents.// Question. psychology, N 3, 2003. - pp. 116-125.

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“A physically healthy human being born by nature is given all the fullness of aspects, the totality of which is associated with the idea of ​​an ideal personality. But this predicament is only a possibility, and what makes it a reality is full development in favorable conditions.”

V.P. Kashchenko

The problem of behavior disorders in children and adolescents is, unfortunately, a topic that is too relevant and too modern, since today behavioral disorders of various types in this age category are one of the most common reasons for turning to child and adolescent psychiatrists throughout the world in general and in our the country in particular.

In this article I will not go into all the intricacies of the clinic and diagnosis of behavioral disorders in children. I will try to define these disorders and try to determine general principles and meanings that will help parents and general practitioners understand which behavioral disorders in a child should be regarded as a pathology (painful condition), and in which cases the help of a psychiatrist will be ineffective, and the cause of which is not a mental disorder, but the social and everyday environment surrounding the child.

The prevalence of behavioral disorders of various origins, as mentioned above, in children is very high. Its rates range from 12% to 25% of the total child population. This variability in quantitative indicators is primarily due to differences in the diagnostic methods used. Behavioral disorders are detected more often in boys than in girls (85% and 15%, respectively).

Speaking about behavioral disorders, you need to know what is under behavior as such, we understandpsychological and physical manner of behavior taking into account the standards established in the social group to which a person belongs.

Based on the previous definition, behavioral disorders – These are deviations from the social and moral norms accepted in a given society, repeated sustainable actions or deeds, including mainly aggressiveness of a destructive (destructive) and asocial (directed against the team) orientation with a picture of deeply widespread disadaptation (disorder of adaptation) behavior. They manifest themselves either in the violation of the rights of other people, or in the violation of social norms or rules characteristic of a given age.

Currently, along with the concept of “conduct disorder,” the concept of “deviant” or “deviant” behavior is used.

What are the causes of behavioral disorders in childhood? According to modern concepts, behavioral disorders in children can be divided into two main groups:

behavioral disorders caused by psychological and social problems;

behavioral disorders caused by mental and psychophysiological disorders (diseases).

The first group of reasons include:

defects in legal and moral consciousness (upbringing);

character traits;

Features of the emotional-volitional sphere of the child

The second group includes:

the child has serious mental disorders (M. Rutter);

borderline emotional disorders that are manifested (appear for the first time) by fears, melancholy, or violent behavior (X. Remschmidt);

reasons related to social and psychological problems (society’s attitude towards teenagers)

Separately, it should be said about the concept known to all of us under the name “transitional age”. Currently, due to the expansion of the range of techniques used for examining the brain, it has been found that in adolescence certain structural changes occur in the brain, characterized by physiological (occurs normally in any child) decrease in the number of gray matter cells and a decrease in the size of the “amygdala” and “insula”, parts of the brain responsible for the emotional perception of reality, the ability to empathize and recognize the suffering of others. Normally, by the age of 17-18, these changes are fully compensated. These changes are the causes of “adulthood”.It is important to know that in children and adolescents who have significant organic changes in the brain (birth injuries, mental retardation at an early age, head injury, epilepsy, etc.) during this period of time, a malfunction often occurs, and the changes described above are not compensated for, which can lead to the onset of severe mental illness at this age.

Thus, taking into account everything noted above, all behavioral disorders can be divided into:

Characterological (non-pathological) : transient (non-permanent) situationally determined changes in behavior, manifesting mainly only in a certain environment (microenvironment) (only at home, only at school, only on the street), which have a clear psychological orientation, do not lead to a violation of social adaptation (adaptability in society) and do not accompanied by disorders of somatic functions.

Pathocharacterological (pathological) : psychogenic personal reactions that are generalized in nature (manifest in all microenvironments of a child’s life), manifesting themselves in a variety ofbehavioral deviations leading to disruption of socio-psychological adaptation and accompanied by neurotic and somatovegetative disorders.

Thus, the general principles of the occurrence of pathological (painful, requiring medical intervention) behavioral disorders can be represented by the following diagrams:

Where B denotes behaviorP– personality, E- environment

Is it possible to transition from non-pathological to pathological behavioral disorders? Yes. Available. The transition of non-pathological behavioral disorders to pathological ones can be facilitated by various environmental factors and the emotional and psychological characteristics of the child. This fact is confirmed by the works of many physiologists and doctors (works of K. Leongard, P.B. Gannushkin, G.E. Sukhareva). The result of the transformation of a non-pathological behavioral disorder into a pathological one is the occurrence in a child or adolescent of gross personality disorders, defined as a psychiatric diagnosis.

Pathological behavior disorder can be of the following types:

Oppositional-defiant (demonstrative);

Hyperactive;

Autism spectrum disorders;

Mixed emotional and behavioral disorders

These forms of behavioral disorders are often an integral part of such mental illnesses as delayed psycho-speech development of various origins, mental retardation, autism, organic damage to the central nervous system of various origins, attention deficit hyperactivity disorder, etc., and require additional medication and psychotherapeutic correction .

Methods of medical correction include:

drug therapy with drugs that have a normothimic effect (behavior correctors);

psychotherapy;

educational conversations with parents;

lectures for teachers, educators, and parents of students in educational institutions

Psychological correction methods include the following:

1. Stimulation of humane feelings in a child;
2. The child’s orientation towards the state of a peer or adult;
3. The child’s awareness of the characteristics of disrupted behavior;
4. Switching the child to a different state;
5. Stimulation of a sense of surprise (insight) through the unusualness and unexpectedness of play actions and adult behavior;
6. Modeling (provocation) by adults and overcoming the child’s disrupted behavior “here and now”;
7. The child’s response to an undesirable condition;
8. Prevention of unwanted behavior; ignoring disrupted behavior;
9. Positive reinforcement of intermediate, secondary, real or expected results, actions, or behavior of the child;
10. Stimulation of the child’s experience of positive emotions;
11. Negative reinforcement of unwanted behavior;
12. Stimulation of a child’s sense of humor;
13. Stimulation of physical contact with the child;
14. Stimulation of competitive motivation;
15. Stimulation of a child’s sense of beauty, etc.

All of the methods listed above are effective in their own way. In medical practice, we are faced with the fact that correction of pathological forms of behavior disorders in childhood and adolescence gives the best results only with an effective combination of the work of a doctor and a psychologist.

In conclusion of this article, I would like to note once again that behavioral disorders in children and adolescents are a complex multi-level process. Behavioral disorders can be both a cause and a consequence of many serious mental and physical disorders. The earlier a behavior disorder is identified in a child, the more accurately the genesis of its origin and the form of the behavior disorder (pathological or non-pathological) are determined, the more quickly and effectively this problem can be dealt with, reducing the risk of these disorders developing into a more serious pathology.

S.S. Pozdnyakov,

Psychiatrist DDO GKUZ MO TsKPB

– 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 unsociability, aggressiveness, disobedience, indiscipline, pugnacity, cruelty, severe damage to property, theft, deceit, and running away from home. The diagnosis is made using the clinical method, the data is supplemented by the results of psychodiagnostics. Treatment consists of sessions of behavioral, group, family psychotherapy, and medication.

The term conduct disorder (CD) is used to describe repeated behavioral patterns that persist for more than 6 months and are inconsistent with social norms. RP is the most common diagnosis in child psychiatry. Epidemiology among children is about 5%. There is a 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 onset in girls - 12-13 years old. In boys, the peak incidence occurs at 8-9 years of age.

Causes of conduct disorder in children

The development of behavioral disorders is determined by the implementation of biological inclinations and the influence of the environment. Research confirms that the leading role belongs to education, and heredity and psychophysiological characteristics are risk factors. Among the causes of behavioral disorders in children can be identified:

• Physiological processes. An imbalance of hormones, excitation-inhibition processes, and metabolic disorders contribute to the development of RP. Epilepsy and cerebral palsy are associated with an increased risk of disobedience and irritability.
• Psychological characteristics. 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 one’s own failures.
• Family relationships. Behavioral syndromes in a child are formed due to pathological parenting styles and 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 activity, or have pathological addictions (drugs, alcohol). Intrafamily relationships are characterized by hostility, coldness, harsh discipline or its complete absence, lack of love and participation.
• Social interactions. The prevalence of behavioral disorders is higher in kindergartens and schools with poor organization of the educational process, low moral principles of teachers, high staff turnover, and hostile relationships between classmates. The broader influences of society are relationships in the territory of residence. In areas with national, ethnic, and political disunity, 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, and metabolic changes. As a result, the purposefulness of nerve transmission is disrupted, and an imbalance in the processes of inhibition and excitation develops. The child is agitated for a long time after frustration or is unable to activate volitional functions (directed attention, memorization, thinking). With proper upbringing and a friendly environment, physiological characteristics are leveled out. 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), behavioral disorders are identified as a separate category. It includes:

• RP limited to the family. It is characterized by dissocial, aggressive behavior that occurs within the home, relationships with mother, father, and household members. In the yard, kindergarten, school, deviations appear extremely rarely or are absent.
• Unsocialized conduct disorder. Manifests itself through aggressive actions and behavior towards other children (classmates, classmates).
• Socialized conduct disorder. Aggressive and antisocial actions are committed as part of a group. There are no difficulties with intra-group adaptation. Includes group delinquency, truancy, and stealing with other children.
• Oppositional defiant disorder. Typically for young children, it is manifested by pronounced disobedience and a desire to break off relationships. There are no aggressive, dissocial behaviors or offenses.

Symptoms of conduct disorder in children

Behavioral disorders have three main manifestations: reluctance to obey adults, aggressiveness, antisocial orientation - activity that violates the rights of others, causing harm to property and 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 and is characteristic of crisis stages of development. The disorder is indicated 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, are touchy, do not obey rules and requirements, purposefully annoy others, and take revenge. There is often a desire to destroy and damage other people's things. Threats and intimidation of peers and adults are possible. Teenagers with RP provoke fights, brawls with weapons, break into other people's cars and apartments, start arson, show cruelty towards people and animals, wander, and skip school.

Clinical symptoms include depressed, dysphoric mood, hyperactivity, manifested by decreased attention, anxiety, and impulsivity. Sometimes depression develops, suicide attempts are made, and self-harm occurs. Destructive behavior negatively affects academic performance and cognitive interest declines. The child’s popularity in the group is low, there are no permanent friends. Due to problems with the adoption of rules, he does not participate in games or sporting events. Social maladjustment increases conduct disorder.

Complications

Complications of conduct disorders develop in adults. Young men who have not received treatment show aggressiveness, are prone to violence, have an antisocial lifestyle, often have alcohol and drug addiction, are involved in criminal groups or commit crimes on their own. In girls, aggressiveness and antisociality are replaced by emotional and personal disorders: neuroses, psychopathy. In both cases, socialization is disrupted: there is no education, no profession, there are difficulties with finding employment and maintaining marital relationships.

Diagnostics

A child psychiatrist diagnoses behavioral disorders in children. The study is based on a clinical method. To objectify the data, additional psychodiagnostics are carried out, examination notes from specialized specialists (neurologist, ophthalmologist), characteristics of educators, teachers, and law enforcement officials are collected. A comprehensive examination of a child includes the following stages:

• Clinical conversation. The psychiatrist determines the severity, frequency and duration of aggressive, antisocial behavior. Clarifies their character, direction, motivation. Talks with the parent about the child’s emotional state: the predominance of sadness, depression, euphoria, dysphoria. Asks about school performance and socialization features.
• Observation. In parallel with the conversation, the doctor observes the child’s behavior and the characteristics of the relationship between him and the parent. Reactions to praise and condemnation are taken into account, and the extent to which current behavior is adequate to the situation is assessed. The specialist pays attention to the parent’s sensitivity to the child’s mood, the tendency to exaggerate existing symptoms, and the emotional mood of the conversation participants. Collecting anamnesis and observing intrafamily relationships make it possible to determine the proportion of biological and social factors in the formation of the disorder.
• Psychodiagnostics. Projective methods and questionnaires are used additionally. They make it possible to identify the state of maladaptation, emotional and personal characteristics, such as aggressiveness, hostility, a tendency to impulsive actions, depression, and anger.

Differential diagnosis of behavioral disorders involves distinguishing them from adaptation disorder, hyperactivity syndrome, subcultural deviations, autism spectrum disorders, and a variant of the norm. To do this, the examination takes into account the presence of recent stress, intentionality of deviant behavior, commitment to subcultural groups, the presence of autism, and the development of cognitive functions.

Treatment of behavioral disorders in children

Treatment is carried out using methods. For severe behavior disorders that do not allow contact to be established, medications are used. An integrated approach to eliminating RP involves:

• Behavioral methods. Based on learning theory, principles of conditioning. The 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, and new behavioral programs are trained. The child's compliance with the therapist's demands is reinforced.
• Group psychological trainings. Used after behavioral therapy. Designed to promote the socialization of the child. They are conducted in a playful manner and are aimed at developing skills of interpersonal interaction and problem solving.
• Drug treatment. Preference is given to sedatives of plant origin. Concomitant emotional disorders and somatovegetative disorders are corrected with benzodiazepine tranquilizers with a vegetative-stabilizing effect. Antipsychotics are prescribed individually (small dosages).

Treatment of the child should be supplemented with family counseling and social rehabilitation measures. Work with parents is aimed at improving the family microclimate, establishing cooperative relationships with clear boundaries of what is permitted. In the form of training, training is provided in the correct parenting style, which involves focusing on the desired behavior of the child, increasing self-government skills, and coping in conflict situations.

Prognosis and prevention

The prognosis for 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 deviant behavior in one characteristic, for example, aggressiveness, while maintaining normal socialization and academic performance. The prognosis is unfavorable with early onset of the disorder, a wide range of symptoms, and an unfavorable family environment.

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

The behavior of some children and adolescents attracts attention by violating norms, inconsistency with the advice and recommendations received,

differs from the behavior of those who fit into the normative requirements of family, school and society. This behavior, characterized by deviation from accepted moral, and in some cases legal norms, is called deviant. It includes anti-disciplinary, antisocial, delinquent, illegal and auto-aggressive (suicidal and self-harm) behavior. In their origin, they can be caused by various deviations in the development of personality and its response. More often this behavior is the reaction of children and adolescents to difficult life circumstances. It is on the border between normal and disease and therefore should be assessed not only by a teacher, but also by a doctor. The possibility of behavioral deviations is also related to the characteristics of physical development, educational conditions and social environment.

Puberty also affects behavior. With premature sexual development, in some cases, predominantly emotional disorders occur, in others - behavioral disorders (pretentiousness, hot temper, aggressiveness) and drive disorders; especially sexual.

With delayed sexual development, slowness, lack of concentration, uncertainty, impulsiveness and difficulties in adaptation appear.

The occurrence of behavioral disorders may also be due to psychological characteristics.

Behavioral disorders include the following:

Hyperkinetic behavior disorder.

It is characterized by a lack of persistence in activities that require mental effort, a tendency to move from one activity to another without completing any of them, along with poorly regulated and excessive activity. This may be accompanied by recklessness, impulsiveness, a tendency to get into accidents, and to receive disciplinary sanctions due to thoughtless or defiant violations of rules. They don’t feel distance in relationships with adults; children don’t like them and refuse to play with them.

Conduct disorder limited to the family.

It includes antisocial or aggressive behavior (protesting, rude), which manifests itself only at home in relationships with parents and relatives. There may be theft from the house, destruction of things, cruelty towards them, and arson at home.

Unsocialized conduct disorder.

Characterized by a combination of persistent antisocial or aggressive behavior with violation of social norms and with significant disturbances in relationships with other children. It is characterized by a lack of productive communication with peers and manifests itself as isolation from, rejection by, or unpopularity with, and a lack of friends or empathic reciprocal connections with peers. They show disagreement, cruelty and indignation towards adults; less often the relationship is good, but without due trust. There may be associated emotional disturbances. Usually the child or teenager is lonely. Typical behavior includes pugnacity, bullying, extortion or assault with violence and cruelty, disobedience, rudeness, individualism and resistance to authority, severe outbursts of anger and uncontrollable rage, destructive acts, arson,

Socialized conduct disorder.

It differs in that persistent antisocial (theft, deceit, truancy from school, leaving home, extortion, rudeness) or aggressive behavior occurs in sociable children and adolescents. Often they are part of a group of antisocial peers, but they can also be part of an indifferent company. Relations with adults representing power are poor.

Mixed, behavioral and emotional disorders combination persistently

aggressive antisocial or defiant behavior with pronounced

symptoms of depression or anxiety. In some cases, the disorders described above are combined with persistent depression, manifested by severe

suffering, loss of interests, loss of pleasure from lively, emotional games and activities, self-accusation and hopelessness. In others, behavioral disorders are accompanied by anxiety, timidity, fears, obsessions or worries about one’s health.

Delinquent behavior.

Implies misdemeanors, minor offenses that do not reach the level of

crime punishable in court. It manifests itself in the form of truancy from class, communication with antisocial companies, hooliganism, bullying of the small and weak, extortion of money, theft of bicycles and motorcycles. Fraud, speculation, and home theft are common. The reasons are social - shortcomings in education. 30%-80% of delinquent children have single-parent families, 70% of adolescents have serious character disorders, 66% have accentuates. Among hospital patients without psychosis, 40% have delinquent behavior. In half of them it was combined with psychopathy. Running away from home and vagrancy in a third of cases is combined with delinquency. A quarter of those hospitalized were runaways.

The first escapes occur in fear of punishment or as a reaction of protest, and

then they turn into a conditioned reflex stereotype. Shoots appear:

As a consequence of insufficient supervision;

For entertainment purposes;

As a protest reaction to excessive demands in the family;

As a reaction to insufficient attention from loved ones;

As a reaction of anxiety and fear of punishment;

Due to fantasy and daydreaming;

To get rid of the guardianship of parents or educators;

As a consequence of cruel treatment by comrades;

Like an unmotivated craving for a change of environment, which

preceded by boredom, melancholy.

Early alcoholism and drug addiction (addictive behavior).

This is the teenage equivalent of adult drinking and the onset of drug addiction. In half of the cases, alcoholism and drug addiction begin in

adolescence. Among delinquent adolescents, more than a third abuse alcohol and are familiar with drugs. Motives for use are to belong in company, curiosity, the desire to become an adult or to change one’s mental state. Later they drink, take drugs to have a cheerful mood, to become more relaxed, self-confident, etc. Addictive behavior can be judged first by the appearance of mental (the desire to experience recovery, oblivion) ​​dependence, and then physical dependence (when the body cannot function without alcohol or drugs). The emergence of group mental dependence (the desire to get drunk at every meeting) is a threatening precursor to alcoholism.