For specialists

Educational institutions

Features of a teacher’s work with children with behavioral disorders.

G.o. Novokuibyshevsk, 2008

Published by decision of the Editorial Council of the Resource Center

g.o. Novokuybyshevsk.

Compiled by: Lobina S.A. – methodologist of the department of special and psychological support of the “Resource Center”

Responsible editor: Ulyanova Yu.A. – Head of the Special and Psychological Support Department of the Resource Center

Reviewers:

Parfenova O.I., Director of the Resource Center

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

Features of a teacher’s work with children with behavioral disorders:

The proposed methodological recommendations contain information on the etiopathogenesis of behavioral disorders in children of different age groups, on the main types of behavioral disorders in children, as well as the organization of their individual support

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

1. Main types of behavioral disorders in children and organization of their individual support 5

2. Causes of behavioral disorders 13

3. Features of the manifestation of childhood aggression 27

5. Hyperactive children or children with ADHD 59

6. Organization of education for children with ADHD 61

7. Peculiarities of behavior of a left-handed child 68

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

9. Shy and anxious child 73

10. Overcoming shyness in children 75

12. The problem of behavior of adolescents “at risk” 90

13. Peculiarities of behavior of adolescents with mental retardation 92

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

15. Appendix No. 1. “Accompanying an aggressive child” (recommendations based on diagnostic results) 95

16. Appendix No. 2 “Accompanying a hyperactive child” (recommendations based on diagnostic results) 96

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

18. Appendix No. 4. “How to Avoid Behavior Problems” 98

19. Appendix No. 5. “Diagnostics of left-handedness” 102

20. List of references 104

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

These include children with disorders in the affective sphere, educationally neglected children, children with mental retardation, children with intellectual disabilities, children with psychopathic behavior and many others. This category also includes a left-handed child and children with emotional disorders.

Organization of individual support is the training, education and development of the student.

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

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

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

Based on the child’s zone of proximal development, it will be easier for us to work with “at-risk” students. Like no one else, they require close attention and study of their individual characteristics, as well as the development of correctional development programs.

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

Main types of behavior disorders in children

In the behavior and development of children, there are often disturbances (aggression, hot temper, passivity, hyperactivity), mental retardation 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) errors in upbringing or 2) a certain immaturity, minimal damage to the nervous system. Often, both of these factors act simultaneously, since adults often underestimate or ignore (and sometimes do not know at all) those features of the child’s nervous system that underlie behavioral difficulties, and try to “correct” the child with various inadequate educational influences. It is therefore very important to be able to identify the true causes of a child’s behavior that worries parents and educators, and to outline appropriate ways of corrective work with him. To do this, it is necessary to clearly understand the symptoms of the above-mentioned disorders of the mental development of children, knowledge of which will allow the teacher, together with a psychologist, not only to correctly organize work with the child, but also to determine whether certain complications are developing into painful forms that require qualified medical care.

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

Aggressiveness

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

There are two most common causes of aggression in children. Firstly, the fear of being injured, offended, attacked, or damaged. The stronger the aggression, the stronger the fear behind it. Secondly, the insult experienced, or mental trauma, or the attack itself. Very often, fear is generated by disrupted social relationships between the child and the adults around him.

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

Aggression does not necessarily manifest itself in physical actions. Some children are prone to what is called verbal aggression(insulting, teasing, swearing), which is often backed by an unsatisfied need to feel strong or to get even for one’s own grievances. Sometimes children swear completely innocently, not understanding the meaning of the words. In other cases, a child, not understanding the meaning of a swear word, uses it, wanting to upset adults or annoy someone. It also happens that swearing is a means of expressing emotions in unexpected unpleasant situations: a child has fallen, hurt himself, been teased or touched. In this case, it is useful for the child to give an alternative to swearing - words that can be pronounced with feeling as a release (“Christmas tree, sticks,” “Go to hell”).

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

The first step on this path is an attempt to restrain the child’s aggressive impulses immediately before they manifest themselves. This is easier to do with physical aggression than with verbal aggression. You can stop the child by shouting, distract him with a toy or some activity, or create a physical obstacle to an aggressive act (take your hand away, hold him by the shoulders). If the act of aggression could not be prevented, it is imperative to show the child that such behavior is absolutely unacceptable. A child who displays an aggressive behavior is subjected to severe condemnation, while his “victim” is surrounded by increased attention and care from an adult. This situation can clearly show the child that he himself only loses from such actions.

In the case of destructive aggression, the adult must briefly but clearly express his dissatisfaction with such behavior. It is very useful to offer your child every time to clean up the destruction he has caused. Most often, the child refuses, but sooner or later he may respond to the words: “You are already big and strong enough to destroy everything, so I am sure that you will help me clean up.” Cleaning as a punishment for what has been done is ineffective; The leitmotif of the adult’s arguments should be the belief that the “big” boy should be responsible for his affairs. If the child does help clean up, he should definitely hear a sincere “thank you.”

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

When working with aggressive children, you should always keep in mind that any manifestations of fear among others of a child’s aggressive attack can only stimulate it. The ultimate goal of overcoming a child's aggressiveness is to make him understand that there are other ways to show strength and attract attention, which are much more pleasant from the point of view of the response of others. It is very important for such children to experience the pleasure of demonstrating a new behavior skill in front of a sympathetic audience.

To overcome and prevent the aggressive behavior of young children, you can use collective games that help them develop tolerance and mutual assistance.

Hot temper

A child is considered hot-tempered if he is inclined, for any reason, even the most insignificant from the point of view of adults, to throw a tantrum, cry, get angry, but does not show aggression. A quick temper is more an expression of despair and helplessness than a manifestation of character. Nevertheless, it causes both adults and the child himself a lot of inconvenience, and therefore requires overcoming.

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

If the child has already lost his temper, then it will not be possible to calm him down. Soothing words will not work. A calm emotional tone is important here. When the attack passes, comfort will be needed, especially if the child himself is frightened by the strength of his emotions. At this stage, the older preschooler can already express his feelings in words or listen to the explanations of an adult. An adult should not give in to a child just to avoid causing a seizure, but it is important to evaluate whether the adult’s prohibition is really of fundamental importance, whether he is fighting over a trifle, and whether this is not just false adherence to principles and self-affirmation.

Passivity

Often, adults do not see any problem in the child’s passive behavior; they believe that he is simply “quiet” and has good behavior. However, this is not always the case.

Quiet children experience a variety of and not the most pleasant emotions. The child may be unhappy, depressed or shy. The approach to such children must be gradual, because it may take a long time before a response appears.

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

Simply ordering him to stop this activity is unlikely to work, as it does not help the child cope with his mental state. Anything that helps him express emotions will be more effective. It is necessary to find out what events or circumstances caused this condition in the child - awareness will help to find ways to establish contact with him. If age allows (over 4 years), you can encourage the child to express his feelings in a game or in a confidential conversation. The main directions of work with such a child are to help him express his experiences in a different, more acceptable form, to gain his trust and affection, to resolve in direct contact with the parents the situation that causes such difficult experiences in the child.

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

Hyperactivity

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

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

The biggest problem of a hyperdynamic child is his distractibility. Having become interested in something, he forgets about the previous one, and does not complete a single task. He is curious, but not inquisitive, because curiosity presupposes some constancy of interest.

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

The child's distractibility and motor disinhibition must be persistently and consistently overcome from the very first years of his life. It is necessary to clearly distinguish between purposeful activity and aimless mobility. It is impossible to restrain the physical mobility of such a child; this is contraindicated in the state of his nervous system. But his motor activity must be directed and organized: if he runs somewhere, then let it be to carry out some errand. Outdoor games with rules and sports activities can provide good help. The most important thing is to subordinate his actions to the goal and teach him to achieve it.

In older preschool age, a hyperdynamic child begins to be taught perseverance. When he runs around and gets tired, you can offer him to do modeling, drawing, design, and you must try to make sure that the interest in such an activity encourages the child to complete the work he has started. At first, the perseverance of adults is required, who sometimes literally physically hold the child at the table, helping him complete the construction or drawing. Gradually, perseverance will become habitual for him and, upon entering school, he will be able to sit at his desk for the entire lesson.

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

Behavioral and emotional disorders in children

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 brain’s ability 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.

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, this 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 severity 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, aloofness, 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 adult conflict;
• 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 release;
• 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:

• a 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 arise in children as a result of learning,
• a decrease in emotional sensitivity to violence and an increase in 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);
• authoritarian parenting style;
• 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.

25.08.2019

Causes of behavioral disorders in children

Reasons for deviations in behavior Children of preschool age are very diverse, but they can all be divided into two main groups: biological and social.

The biological group of factors, according to many Russian scientists, consists of intrauterine disorders (due to severe toxicosis of pregnancy, toxicplasmosis, various intoxications, etc.), pathology of childbirth, infections, injuries, as well as malformations of the brain associated with damage to genetic material ( chromosomal aberrations, gene mutations, hereditary metabolic defects, etc.).

Social factors of children's behavior disorders are divided into three groups: macro factors (space, state, planet, society, world, country); mesofactors (region, city, town, village). These factors influence both directly and indirectly through microfactors: family, peer groups, microsociety.

Kovalev V.V. notes that the greatest significance in the occurrence of behavioral difficulties belongs to pathocharacterological development that arose in connection with unfavorable conditions of the microsocial environment, improper upbringing or psychotraumatic situations.

The attachment of a child to an adult is a biological and innate urgent need. It is also one of the main psychological conditions for the successful development of a child. In the context of studying the causes of socio-emotional disorders affecting human behavior, numerous concepts have now appeared, such as “maternal deprivation”, “mental deprivation”, “social deprivation”, “emotional deprivation”.

Shipitsina L.M., Kazakova E.I. etc. the concept of “maternal deprivation” includes a number of different phenomena:

1. raising a child in child care institutions;
2. insufficient care of the mother for the child;
3. temporary separation of the child from the mother associated with illness;
4. loss of love and attachment of a child to a certain person who acts as a mother for him.

The quality of communication a child receives largely determines his full development and the child’s emotional well-being. This has a direct impact on the formation of relationships with peers and the outside world.

In an unfavorable upbringing environment, a child develops persistent negative emotional states. Negative emotional reactions and attitudes towards life and people develop. These emotional states, having become entrenched, begin to regulate the child’s mental activity and behavior in a negative way, and at a later age leads to the formation of a negative life position.

Types of behavior disorders in preschool children

Researchers Kumarina G.F., Weiner M.E., Vyunkova Yu.N. and others identify the following typical behavioral disorders: hyperactive behavior (due primarily to the neurodynamic characteristics of the child), demonstrative, protest, infantile, aggressive, conformal and symptomatic (in the occurrence of which the determining factors are the conditions of learning and development, the style of relationships with adults, the characteristics of family upbringing ).

Hyperactive behavior of preschool children
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Children with hyperactive behavior have an increased need for constant movement. In children, when this need is blocked by strict rules of behavior, muscle tension increases and attention sharply worsens, performance decreases greatly, and severe fatigue occurs.

Following these reactions, an emotional release always occurs, which is expressed in motor restlessness uncontrollable by the child and severe disinhibition.

Demonstrative behavior

During demonstrative behavior, a child deliberately and consciously violates accepted norms and rules of behavior. This behavior is most often directed at adults.

Protest behavior

There are various forms of protest behavior in children - negativism, obstinacy, stubbornness.

1. Negativism is the behavior of a child when he does not want to do something just because he was asked to do it. Manifestations of child negativism: causeless tears, insolence, rudeness, or vice versa, isolation, touchiness, alienation. Negativism that occurs in children is the result of improper upbringing.
2. Stubbornness is the reaction of a child who insists on something not because he really wants it, but because he demanded it from an adult.
3. The child’s obstinacy is not directed at the adult leading him, but against the norms of upbringing and the lifestyle imposed on the child.

Aggressive behavior refers to purposeful and destructive actions performed by a child. The child contradicts the norms and rules accepted in society. It harms living and non-living objects, causes psychological discomfort to surrounding people, and causes physical damage.

Enikolopov S.N. in his works he notes the following: the aggressive actions of a child most often act as a means to achieve a goal. It can be a way of psychological release. Replace the blocked and unsatisfied need for love, self-affirmation, self-realization.

Infantile behavior

An infantile child's behavior retains traits that are characteristic of an earlier age and an earlier stage of development. The child is characterized by immaturity of integrative personal formations, with normal development of physical functions.

Conformal behavior

Conformal behavior of a child is complete subordination to external conditions and the demands of other people. The basis of conformist behavior is involuntary imitation, high suggestibility, and “easy infection with an idea.”

Symptomatic behavior

A symptom is a sign of a disease, painful manifestations. The symptomatic behavior of a child is an alarm signal that warns in a unique way that the current situation is no longer unbearable for the child (example: vomiting or nausea as a reflection of an unpleasant, painful situation in the family).

This behavior in a child is characterized by the following signs:

1. child behavior disorders occur involuntarily and cannot be controlled;
2. Child behavior disorders have a strong negative psychological impact on other people.

Correction of shortcomings in a child’s behavior always occurs through the joint activities of adults and children. In the course of it, education, upbringing, and development of the child’s personality are carried out. In joint activities, the child acquires not only basic knowledge, but also norms and generally accepted rules of behavior.

In the special psychological and pedagogical literature, two main groups of methods are distinguished: specific and nonspecific methods of behavior correction.

Specific methods of behavior correction include exercise and punishment. Let us take a closer look at nonspecific methods of behavior correction, which are widely used by psychologists and parents, as well as correctional teachers.

Nonspecific correction methods are divided into three groups:

1. Methods for changing children's activities;
2. Methods for changing relationships;
3. Methods for changing the components of educational work.

The use of art in correctional work

In medical practice, art therapy is very often used. As Shatsky S.T. notes, art, harmoniously shaping all components of the personality, is capable of developing the child’s emotions and feelings, motives, reorienting the wrong ideal, values, and changing his behavior.

Karabanova O.A. notes that interest in the results of a child’s creativity on the part of others, their acceptance of creative products increases the child’s self-esteem, the degree of his self-acceptance, and self-worth. Creative activity develops such important qualities of a child as arbitrariness and self-regulation.

Using music

Music therapy is an effective means of developing a child’s personality and behavior. It is advisable to use recordings of natural sounds in music therapy.

Bekhterev V.M. believed that with the help of music it is possible to establish a balance in the activity of the child’s nervous system, to stir up the inhibited and moderate the overly excited, and regulate their behavior.

Bibliotherapy

Specially selected literary works (fairy tales, short stories, epics, fables) are perceived by the child not as fiction, but as a special existing reality. In the process of reading or listening to a literary work, children involuntarily learn to understand and recognize the behavior, feelings, and actions of the characters. They gain an understanding of different possible ways of behavior, and the child’s ability to analyze and control his behavior is enhanced.

Drawing

Drawing helps a child overcome his shortcomings and learn to control his reactions and behavior. Joint creativity between a child and an adult gives a feeling of friendly participation and understanding. The fullness of emotional communication causes a number of changes in the child’s inner life.

A game

Karabanova O.A. talks about the importance of play in correcting a child’s behavior. In play, the child begins to explore the system of social relations, rules of behavior, and norms, since in play conditions they are presented to children in a close, visually realistic form.

In the game, the child acquires rich and irreplaceable experience of partnerships, cooperation and collaboration. The child learns appropriate ways of behavior in various situations.

The child develops the ability to voluntarily regulate behavior, which is based on submission to a certain system of rules.

No less important in correcting children's behavior are methods of changing relationships. These include:

1. Personal example of an adult.
2. Ignoring the child’s unwanted behavior (whims).
3. Changing the child's status in the team.
4. Adults should abandon negative and critical assessments of the child’s behavior and unsuccessful actions. Initiative, the desire to follow rules and norms of behavior, and empathy for the child’s failures should be actively encouraged.

Unfortunately, modern children are increasingly susceptible to various psycho-emotional disorders, which can manifest themselves at different ages and be expressed in aggressive behavior and inadequate reactions to others. In such situations, immediate correction of the child’s behavior is required. Correction is understood as the activity of a specialized specialist who first observes the child’s behavior, drawing certain conclusions, and then, through counseling, training, role-playing and developmental games, provides the child with the necessary psychological assistance.

Using a certain set of psychological influence methods, a child psychologist tries to change and correct the child’s behavior pattern in the process.

As a result of work to correct aggressive behavior in children, not only does the child’s adaptability in society increase, but also the aggressiveness and psycho-emotional load on the child’s body are reduced to a normal level.

Correction of aggressive behavior in children

Every parent can experience aggressive behavior in a child. The main thing in such a situation is to show attention and care, and not to further aggravate the situation with retaliatory aggression and irritability. Child psychologists working to correct a child’s behavior argue that aggression is nothing more than a defensive reaction of the child’s psyche to emotional instability and the influence of external negative factors.

The child simply cannot cope with the excess of accumulated negative emotions on his own, therefore, with the help of aggressive behavior, he gives a signal, first of all to his parents, that he needs help. If, as a result of observing your child’s behavior, you notice symptoms such as excessive anxiety, irritability, excitability, intractability, touchiness, stubbornness, or constant hostility towards others, then most likely your baby needs professional help.

If there are disorders of the psycho-emotional sphere, the child may encounter problems such as:

• Psychological trauma and deviations, which are expressed in emotional instability. In this case, without behavior correction, the child gets used to negatively perceiving himself and others, as a result he develops inadequate self-esteem and the level of irritability increases;
• Behavioral deviations are expressed in the presence of difficulties in interaction in society. Without appropriate correction of aggressive behavior, children develop maladjustment and lack a positive projection for the future. In other words, the child withdraws into himself and gradually turns into a sociopath;
• Neurological abnormalities that arise and progress against the background of other disorders, such as impaired attention or poor memory, can also become a signal for contacting a specialist for correction of the child’s behavior.

The main stages and methods of correcting a child’s behavior

Perhaps the main goal of monitoring a child’s behavior and its further correction is to develop the ability to adequately assess the surrounding situation and the ability to self-control in the future. In the process of working to correct a child’s behavior, the specialist solves the following tasks:

Currently, individual and group classes are considered the most effective way to correct aggressive behavior in children. At the initial stage of therapy, a child psychologist, observing the child’s behavior, gets to know him better and tries to establish contact in order to relieve tension in further communication and earn the child’s trust. Next, to analyze deviations in the child’s behavior, the psychologist uses questionnaires or tests, including images.

After the specialist has collected all the necessary material and analyzed the psycho-emotional state of the child, the stage of behavior correction begins. Almost all child psychologists believe that educational games, as well as group activities, are the best methods for correcting a child’s behavior. At the final stage of working with emotionally unstable children, the specialist analyzes the results obtained during the final testing and uses them, if necessary, to draw up a program for further individual therapy.

To assess the success of correcting a child’s behavior, conversations and so-called picture association tests are used. These tools help to identify the level of aggressiveness, as well as the presence or absence of a negative reaction in a child to the people around him. It is worth noting that in order to achieve successful results, the correction of aggressive behavior in children must be systematic and not episodic.

In addition, psychological assistance and support to the child while working to correct his behavior should be provided not only by a specialist, but also by parents. Otherwise, even a highly qualified child psychologist will not be able to achieve sustainable results, and your child will continue to suffer from emotional instability and mental disorders.

Aggressive behavior is one of the most common disorders among preschool children, as it is the fastest and most effective way to achieve a goal.

There are many factors influencing its appearance:

a) style of upbringing in the family (hyper- and hypo-custody);

b) widespread demonstration of scenes of violence;

c) unstable socio-economic situation;

d) individual characteristics of a person (reduced volition, low level of active inhibition);

e) socio-cultural status of the family.

Causes of aggression in preschool children:

Desire to take leadership positions;

The desire to own an object that other children own;

Jealousy;

Reprimand or punishment;

Hunger;

Increased fatigue;

Boredom, desire to attract attention;

Parental pressure;

Impressionability, emotional instability;

Feelings of inferiority.

It can be assumed with great confidence that the family environment and upbringing play a decisive role in the development of a child’s aggressive behavior. The nature of emotional relationships, approved forms of behavior, the breadth of the boundaries of what is permitted, typical reactions to certain actions and actions - these are the parameters that need to be clarified in the process of working with an aggressive child. If his parents behave aggressively (verbally or physically), use physical punishment, or do not interfere with the manifestations of aggression in the child, then these manifestations are likely to be widespread and become a permanent character trait.

Aggression can be physically and psychologically conditioned;

1) aggressive reactions are typical for young and young children (in infants as a reaction to physical discomfort, in young children due to immaturity of self-control functions and arbitrariness, due to ignorance of moral rules and norms);

2) aggressiveness cannot be perceived unambiguously negatively, since it also plays a protective function: the function of self-preservation, both physical and emotional.

One of the reasons for the manifestation of aggressive reactions may be the child’s internal dissatisfaction with his status in the peer group, especially if he has a desire for leadership. For children, status is determined by a number of factors:

1. Visual attractiveness, neatness, high level of development of hygienic skills, neatness.

2. Possession of beautiful and popular toys, willingness to share them.

3. Organizational skills.

4. Breadth of horizons.

5. Positive assessment from an adult.

If peers, for one reason or another, do not recognize the child, or even worse, reject him, then aggressiveness, stimulated by resentment, infringement of self-esteem, will be directed at the offender, at the one or those whom the child considers the cause of his plight. This situation can be aggravated by the label “bad, brawler” by an adult.

Another reason for aggressive behavior in preschoolers may be a feeling of anxiety and fear of attack. It is stimulated by the fact that the child has most likely been repeatedly subjected to physical punishment, humiliation, and insults. In this case, first of all, it is necessary to talk with the parents, explain to them the possible causes and consequences of this behavior. As a last resort, caring for the well-being of the child, you can, together with the administration, contact the child rights authorities with a complaint about the actions of the parents.

Sometimes aggressiveness is a way of attracting the attention of others, the reason for it is an unsatisfied need for communication and love.

Aggression can also act as a form of protest against restrictions on some of the child’s natural desires and needs, for example, the need for movement and vigorous activity. Teachers who do not want to take into account the child’s natural need for movement do not know that preschool children cannot engage in one activity for a long time, that activity is physiologically inherent in them. They are trying to artificially and completely unnaturally suppress the activity of children, force them to sit and stand against their will. Such actions by an adult are similar to twisting a spring: the harder you press on it, the greater the speed of its return to its previous state. They often cause, if not direct, then indirect aggression: damage and tearing of books, breaking of toys, i.e. The child, in his own way, “acts out” on harmless objects for the shortsightedness and illiteracy of the adult.

Regardless of the reasons for a child’s aggressive behavior, there is a general strategy of those around him in relation to him.

1. If possible, restrain the child’s aggressive impulses immediately before they appear, stop the hand raised to strike, and shout out to the child.

2. Show the child the unacceptability of aggressive behavior, physical or verbal aggression towards inanimate objects, and especially towards people. Carrying out such behavior and demonstrating its disadvantage to the child in some cases is quite effective.

3. Establish a clear ban on aggressive behavior and systematically remind about it.

4. Provide children with alternative ways of interaction based on the development of their empathy and compassion.

5. Teach ways to express anger as a natural human emotion.

The objectives of psychocorrectional work with aggressive children can be:

1. Development of the ability to understand the state of another person.

2. Development of the ability to express one’s emotions in a socially acceptable form.

3. Self-relaxation training.

4. Training in ways to relieve tension.

5. Development of communication skills.

6. Formation of positive self-perception based on personal achievements.

It is important for children to give vent to their aggressiveness. You can offer them:

Fight with a pillow;

Use physical strength exercises;

tear paper;

Draw someone you want to beat and do something with this drawing;

Use a "scream bag";

Beat the table with an inflatable hammer, etc.

Ovcharova R.V. suggests using the following to correct aggressive behavior in children:

Psycho-gymnastics classes;

Sketches and games to develop skills for regulating behavior in a team;

Sketches and games of relaxation orientation;

Games and exercises to develop children's awareness of negative character traits;

Games and exercises to develop positive behavior patterns.

When working with preschool children, and especially with aggressive children, the use of isotherapy elements is highly effective. Children like to play with water and clay. You need to use different drawing methods with them: fingers, palm, feet.

In order to correct aggressive behavior, children can stage performances in which problematic aggressive children should be given roles with a positive power characteristic (heroes, knights).

You can use outdoor games in your work to help neutralize aggression, relieve accumulated tension, and teach effective ways of communication.

The development of control over one's own impulsive actions is facilitated by finger gymnastics.

Adults around an aggressive child should remember that their fear of attacks contributes to increased aggressiveness. Labeling also contributes to this: “Oh, since I’m so bad, I’ll show you!” Often adults pay attention to children's negative actions and take good behavior for granted. It is important for children to create “success situations” that develop their positive self-esteem and self-confidence.

After some period of individual work, an aggressive child should be included in a collective one so that the child receives positive feedback and can learn to interact without conflict with others.

The topic of relationships between children and parents, as well as the psychology of human behavior, is currently becoming increasingly relevant. Many mothers ask the question: “Why did my child begin to behave differently at a certain period? Why did he become so restless, aggressive, hyperactive and problematic?” Answers to these questions should be sought in the manuals of classical teachers such as L. S. Vygotsky, P. P. Blonsky, A. S. Makarenko, etc. But if you absolutely do not have time for this, we suggest reading this article, to understand all the intricacies of child psychology, study the types of disorders and behavioral disorders, as well as find the right approach to its correction and raising the child in general.

Voluntary and involuntary behavior

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

That is why psychologists identify another type: involuntary (blind) behavior. Such children behave thoughtlessly and often lack initiative; they prefer to ignore rules and laws - they simply do not exist for such children. Violations gradually become systematic, the child stops responding to comments and reproaches in his direction, believing that he can do as he wants. And such behavior is also considered a deviation from the norm. You may ask: which type is most suitable for a child? Both behavior patterns require corrective assistance, which will be aimed at overcoming negative personality traits.

What is the reason for the deviations?

As you know, each person is individual, and to believe that the occurrence of behavioral deviations in two children has the same reasons is, in most cases, wrong. Sometimes disorders may have a primary cause and are a feature of a person. For example, this could be a constant change in mental processes, motor retardation or disinhibition, intellectual impairment, etc. Such deviations are called “neurodynamic disorders.” The child may suffer from nervous excitability, constant emotional instability, and even sudden changes in behavior.

Deviations from the norm in healthy children

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

Demonstrative behavior

In this case, he deliberately and consciously violates accepted norms and rules. Moreover, all his actions are directed mainly towards adults. Most often, this behavior manifests itself as follows: the child makes faces in the presence of adults, but if they do not pay attention to him, then this quickly passes. If the child is in the center, he continues to behave like a clown, demonstrating his swagger. An interesting feature of this behavior is that if adults make comments to the child about his incorrect behavior, he begins to show himself even more actively and fool around in every possible way. Thus, with the help of nonverbal actions, the child seems to say: “I am doing something that does not suit you. And I will continue to behave this way until you lose interest in me.”

Lack of attention is the main reason

This method of behavior is used by the child mainly in cases where he experiences a lack of attention, that is, communication with adults is scarce and formal. As you know, behavior and psyche are closely related, so sometimes demonstrative behavior is used by children in fairly prosperous families, where the child is given enough attention. In these situations, self-denigration of the individual is used as an attempt to escape the power and control of parents. By the way, in most cases, unreasonable crying and nervousness are also used by children to assert themselves in front of adults. The child does not want to accept that he is subject to them, must obey and obey in everything. On the contrary, he tries to “take over” his elders, because he needs this to increase his own importance.

Protest behavior

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

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

Therefore, the occurrence of behavioral disorders may have different causes. To understand them means to find the key to the child, to his activity and activity.

Aggressive behavior

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

Such actions can be carried out to directly achieve important goals and psychological release. Self-affirmation and self-realization are the reasons why a child may behave too aggressively. Aggression can be directed either at the object itself, which causes irritability, or at abstract objects that have nothing to do with it. In such cases, the child is practically uncontrollable: start a fight with someone, destroy everything that comes to hand, throw tantrums - the child can do all this without a twinge of conscience, believing that these actions will not be followed by punishment. However, aggression can manifest itself without assault, which means that other behavioral factors can be used. For example, a child may insult others, tease them and swear. These actions reveal an unsatisfied need to increase one's own importance.

Why and why does the child behave this way?

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

Infantility in behavior

If you notice that a child does not behave according to his age and has childish habits, then the child can be considered infantile. Such schoolchildren, while engaging in rather serious activities, continue to see everything as just fun and games. For example, during lessons, a child, without even noticing it, may suddenly be distracted from work and start playing. Teachers usually regard this behavior as a violation of discipline and disobedience, but in this case it is necessary to take into account that the child is not doing this in order to anger the teacher or get a reprimand. Even if a child develops normally or too quickly, some immaturity, carelessness and lightness are still visible in his behavior. It is vital for such children to constantly feel someone’s care or attention; they cannot make decisions on their own, for fear of making a mistake or doing something wrong. They are defenseless, indecisive and naive.

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

Conformal behavior

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

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

Methods for correcting children's behavior

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

– motivational block: clear identification of the goal, acceptance and awareness of it by the child; ensuring goal achievement and approving success;

– operational and regulatory block: joint with an adult subject and sign planning of the content and sequence of operations to achieve the goal; distribution of functions in activities; formation of actions of self-esteem and control, etc.

4. Correction of personal development– changing the educational attitudes of parents; parent training; pedagogical communication training; games of a psychologist with a child; child's games with parents; group games; art therapy, psycho-gymnastics, etc.

Psychocorrectional work can be carried out as complex in nature, as well as symptomatic, aimed at specific areas of the child's development, behavior and communication. The main thing is implementation individual approach. The psychologist's task– create conditions for more complete personal growth, but in no case push a person to achieve certain, pre-regulated results.

In the process of psychocorrection relationship between the objects of correction and the specialist are built By partnership principle. This position of the psychologist creates the best conditions for the implementation of all levers of psychocorrective action. The main ones in psychocorrection are emotional processes, experiences.

The psychologist must use accessible, understandable language that is convincing, suggestive, and evokes an emotional response. It is necessary to be extremely sincere in your emotional experiences so that verbal and non-verbal languages ​​correspond to each other. All actions, all situations must be understandable and accessible to the participants, but also emotionally significant. Creating a humane relationship between people is the main specificity of the psychocorrection process.

Forms of organization correctional work: individual and group correctional classes, trainings, communication lessons, psychological relief sessions, etc.

Correction methods:

By the nature and direction of the impact: into developing, sedative, activating, mobilizing.

By number of participants– for group and individual.

According to the principle of influence– heterogeneous (directed at others) and autogenic (directed at oneself).

On the use of art media– isotherapy, bibliotherapy, music therapy, dance therapy.

In the domestic psychological school correction– organization of special training in activities, when the child masters psychological means that allow control and management of internal and external activity at a new level.

Approaches to the problem of correcting a child’s mental development can be divided into two large groups: psychodynamic and behavioral (consciousness or behavior).

PSYCHODYNAMIC AN APPROACH: play therapy, art therapy, child psychoanalysis.

BEHAVIORAL APPROACH– formation of optimal models of adaptive behavior and behavioral skills in a child through teaching, development of executive competence (behavior training), behavior modification through changing the way of thinking (cognitive therapy), and development of self-regulation (skill therapy).

Play therapy is a method of psychotherapeutic influence on children and adults using games. Game correction of children's behavior is based on an activity approach, on the use of children's play for diagnostic, correctional, and developmental purposes.

Game correction applied for various forms of behavioral disorders, neuroses, fears, school anxiety, communication disorders in children.

There are two forms of play therapy, differing in the functions and role of the psychologist in the game: directional and non-directional. Directed– involves the therapist (central person) performing the functions of organizing the game, interpreting and transmitting the symbolic meaning of the child’s game to the child, and the active participation of the adult in the child’s game. Non-directional– is focused on free play as a means of self-expression of the child, which allows simultaneously solving three important correctional tasks: expanding the child’s repertoire of self-expression, achieving emotional stability and self-regulation, correcting relationships in the “child-adult” system, the therapist performs a dual function - “ideal parent”, providing the child experiences a feeling of acceptance and replenishing the lack of positive child-parent relationships.

There are two forms of play therapy: individual ( problems center around emotional difficulties) and group(the child’s problems are centered around social adjustment). The selection of children in the group should be carried out according to the principle of addition; children with a variety of syndromes should be included in it. Each child in the group should be able to express themselves freely without the threat of ridicule, failure, or rejection. There should be no more than five people in the group, the difference in the age of children should not exceed 12 months.

Three main groups of toys are used in play therapy:

1) toys from real life (doll family, dishes, dollhouse, puppets, soft toys, animals, cars, equipment, cash register, telephone, etc.);

2) toys that help respond to aggression (figures of soldiers, fairy-tale monsters, aggressive animals, toy weapons, tanks, drums, etc.);

3) toys for creative self-expression (cubes, construction sets, mosaics, etc.).

Play therapy is a dynamic system of relationships between a child and a psychologist who provides the child with play material and facilitates the construction of dangerous relationships so that the child can most fully express and explore his own “I” - feelings, thoughts, experiences, actions.

Art therapy – a method of psychotherapeutic influence on children and adults using art means: arts and crafts (modeling, drawing, making crafts), musical and rhythmic classes (dance therapy, music therapy), bibliotherapy, fairy tale therapy, color therapy, sand therapy, etc.

There are several directions:

Analysis of works of art by patients;

Encouraging patients to be creative;

Simultaneous use of art therapy in the first and second options.

The main goal of art therapy– development of self-expression and self-knowledge of the child through art, in the development of abilities for constructive actions, taking into account the realities of the surrounding world.

The most important principle of art therapy– approval and acceptance of all products of the child’s creative visual activity, regardless of their content, form and quality. The help of a psychologist includes both technical and emotional support in the form of empathy for the child. It is believed that the drawings are a kind of projection of the child’s personality.

In progress with children 3-5 years old preference is given play therapy. Children aged 6-7 years - art therapy acquires the status of a productive form of correction along with play therapy. Drawing is often used for diagnostic purposes. The most informative is the drawing on the theme “Family”. What matters is the order and proximity of the figures, the place of the child himself in the drawing, the meaning and size of the figures, correlated with their role and authority for the child.

Studying drawings allows you to better understand the interests, hobbies of children, the characteristics of their temperament, experiences and inner world. The predominance of gray tones or black in the drawing emphasizes the lack of cheerfulness, low mood tone, and a large number of fears that the child cannot cope with. Bright, light and rich colors indicate active vitality and optimism. Broad strokes when painting with paints, scale, absence of preliminary sketches and subsequent additions that change the original plot show confidence and determination. Increased excitability and especially hyperactivity are expressed in the instability of the image, its blurriness, or a large number of distinct but intersecting lines. When inhibited and restless, children draw little and prefer other types of activities. When drawing, it is best to use colored pencils. If one of the children refuses to draw, you should not focus on this, just as you should not emphasize the successes of others.

Drawing is effectively used in correcting children's fears. By drawing his fear, the child overcomes the barrier in his consciousness and reflects it with a strong-willed, purposeful effort. In the drawings, fear is realized as something that has already happened, that has actually happened.

Art therapy classes involve not only drawing, but also modeling from clay or plasticine, playing with sand and water (sand therapy), making crafts (masks, dolls), music, and movement exercises for children (music therapy).

Fairy tale therapy – a method of psychotherapeutic influence on children and adults using special psychological fairy tales or literary works.

The fairytale therapy method can be used to work with aggressive, insecure, shy children; with problems of shame, guilt, lies, acceptance of one’s feelings, as well as with various kinds of psychosomatic diseases, enuresis, etc.

The process of fairy tale therapy allows the child to actualize and realize his problems, as well as see different ways to solve them. The fairy tale is especially effective when working with children of preschool and primary school age. A fairy tale has an incredibly attractive power, giving a child the opportunity to freely dream and fantasize. Children have a highly developed mechanism of identification - the process of emotionally uniting themselves with another person, character and appropriating his norms, values, and models as their own. Through unobtrusive fairy-tale images, the child is offered ways out of various difficult situations.

The goals of correction in behavioral therapy are formulated as teaching new adaptive forms of behavior or as extinguishing, inhibiting the subject’s existing maladaptive forms.

"Token" program includes five main components:

1) systematic observation of children’s behavior;

2) description of socially required behavior;

3) determining the range of positive incentives that can serve as reinforcement for the individual;

4) introduction of “tokens” for privileges;

5) monitoring behavior, assessing behavior, issuing “tokens,” implementing exchange rules. Implementation of “token” programs that require strict external control of behavior and its immediate reinforcement is possible in a tightly controlled environment.

Behavioral training programs – the acquisition by an individual of new behavioral reactions that ensure successful adaptation in the environment, to form the individual’s ability to successfully achieve life goals in various behavioral situations, to help him acquire skills that allow him to control the environment, and thereby increase the freedom and individuality of behavior.

Behavioral training includes four main training techniques:

1) demonstration of behavior patterns;

2) instructing the client, explaining to him in various forms of behavioral reactions that must be learned;

3) exercises necessary to acquire and strengthen new reactions;

4) control based on feedback, providing information about the results achieved.

Proponents of cognitive therapy try to combine cognitive processes and behavioral reactions into a coherent structure, considering this combination as the key to success in achieving correctional goals.

D. Meikhenbaum within the framework of his proposed skill therapy developed a cognitive correction program aimed at developing self-regulation. This program, with minor modifications, was used to correct the behavior of impulsive, hyperactive schoolchildren.

The correction program includes modeling phases:

1) the therapist poses a problem and, reasoning out loud, solves it;

2) joint execution of a task;

3) verbalized independent task performance;

4) “hidden” execution of a task by the subject in the internal plane.

During classes, a variety of games and exercises are used: adaptation (warm-up); exercises on the boundaries of psychological spaces; exercises for new sensory experiences; intense physical interaction exercises; visual games; role-playing games; feedback exercises; quick rest exercises; body-oriented exercises, etc.

Business communication training – aimed at acquiring knowledge, skills and abilities, at correction and formation of attitudes necessary for communication in professional conditions.

The position of a psychologist is that of a benevolent and understanding friend who helps each participant become himself and creates favorable psychological conditions for this. Training is an effective form of prevention of communication disorders, correction and development of communication abilities.

Psychological diagnostics– one of the main areas of work of a child psychologist.

Psychodiagnostics is intended to measure, evaluate and analyze individual psychological and psychophysiological characteristics of a person, to identify differences between groups of people united according to some characteristic.

The main task of diagnostics preschoolers – establishing relationships between individual characteristics of the child’s psyche (cognition, communication, personality traits).

The main tasks of diagnosing preschool children are:

studying the intellectual, personal and emotional-volitional characteristics of children that impede the normal course of learning and upbringing processes;

identification and determination of children’s psychological readiness for school;

identifying the causes of disorders and deviations in the mental development of children;

identifying the causes of violations of interpersonal relationships between children and teachers, children and parents, children and children;

determination of the child’s social status in the children’s group;

establishing the number and severity of children's fears.

The main goal of a psychodiagnostician– making a diagnosis that provides solutions to practical problems using special tools – psychodiagnostic techniques.

Psychodiagnostic techniques– these are specific psychological means.

Psychodiagnostic methods– the main ways and techniques of scientific knowledge of mental phenomena and patterns.

General classification scheme for psychodiagnostic methods:

Methods of psychodiagnostics based on observation.

Questionnaire psychodiagnostic methods.

Objective psychodiagnostic methods, including recording and analysis of the activities and behavioral reactions of a person and the products of his labor.

Experimental methods of psychodiagnostics.

Diagnostics of mental development of children of early and preschool age carried out by basic methods: observation and testing. In addition, the following are used: questioning, conversation, analysis of children's activity products.

Observing the child’s play activities is of particular importance., is the main research method at an early age ( in natural and experimental conditions).

Stages of psychodiagnostics of preschool children.

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, 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 by the individual and the violation of his 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 - 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.