Factors determining the occurrence of behavioral disorders in preschool children. Correction and prevention of behavior disorders in children of senior preschool age. Risk factors and protective factors

Currently, more and more attention is being drawn to the problems of studying the psychological causes of behavior disorders in preschool children, developing psychoprophylaxis and correction programs. However, when researching and carrying out correctional work, the main attention is paid to violations of the child’s personal structures, which are usually classified as functional deviations in development, usually these are violations of the content (personal-semantic) component of activity and communication. At the same time, little attention is paid to the main, basal component – ​​the dynamic one.

There have always been social norms in society, that is, the rules by which this society lives. Violation or non-compliance with these norms is a social deviation or deviation. Speaking about behavioral disorders in children, we mean those changes or manifestations that complicate, distort or interfere with the free expression of oneself: they constrain, worsen relationships among friends; harm the mental and physical health of the child; negatively affect adaptation to the demands of the surrounding world; worsen the quality of life.

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Allows administrators to quickly initiateThere have always been social norms in society, that is, the rules by which this society lives. Violation or non-compliance with these norms is a social deviation or deviation. Speaking about behavioral disorders in children, life. This means those changes or manifestations that complicate, distort or interfere with the free expression of oneself: fetter, worsen relationships among friends; harm the mental and physical health of the child; negatively affect adaptation to the demands of the surrounding world; degrade quality

Preschool childhood is one of the most important stages of a child’s life: without a fully lived, comprehensively filled childhood, his entire subsequent life will be flawed. Only psychologically competent support for the natural development of a child will ensure the maximum realization of all his available capabilities and will allow him to avoid many difficulties and deviations in the course of his mental and personal development.

Skills, habits, and habitual behavior play a significant role in a person’s life. When implementing habitual behavior, the child does the right thing because he cannot do otherwise. Often a child knows how to act, how to behave, but acts and behaves differently, especially when no one sees him.

The ability to manage oneself is given with great difficulty to preschoolers. Children at this age are characterized by situational behavior and strict dependence on the perceived situation. The child does not act of his own free will, but under the compulsion of surrounding things and circumstances. That is why, and not at all out of harmfulness and disobedience, children, although perfectly understanding the speech of adults, do not always do what they are asked to do. The thing is that speech does not immediately become a regulator of behavior for children.

Starting from senior preschool and throughout primary school age, the child develops a certain behavioral repertoire, which necessarily contains “favorite” behavioral reactions and actions. According to the American psychologist E. Byrne, “the mechanism here is this: in difficult situations, the child experiments, using various behavioral options in turn, and discovers that some are encountered in his family with indifference or disapproval, while others bear fruit. Having understood this, the child decides what behavior he will cultivate.”

Psychological research shows that most children have various kinds of problems and difficulties, among which behavioral disorders occupy one of the leading places. However, in the psychological literature it was not possible to find a definition of the concept and typology of behavior disorders in children.

According to the reference psychiatric literature, behavioral disorders are considered as repeated, persistent actions or behaviors, including mainly aggressiveness of a destructive nature with a picture of deeply widespread maladjustment of behavior. It manifests itself either in the violation of the rights of other people, or in the violation of social norms or rules characteristic of a given age

Abnormal behavior is a child’s response to a situation that does not correspond to his views, assessments, and concepts. Usually this reaction is painful. If it greatly affects the child’s feelings and causes consolidation in consciousness, then deviant behavior becomes the norm and turns into a disorder.

Disorder is an acquired form of behavior. It is not associated with either heredity or organic disorders. It is usually based on visible causes and effects. Usually, first a situation arises that is unacceptable for the child, creating certain difficulties for him and leading to worries, resentment, and infringement of self-esteem. It is a stimulus and plays the role of a triggering mechanism. When a stimulus reaches a critical threshold, it causes a response, with the help of which the child tries to remove, reset the painful experiences for him

Deviations of behavior from the norm are also called abnormal, asocial, antisocial, deviant, upset, irregular, twisted, spoiled, delinquent. All these names mean one thing: the child’s behavior does not correspond to the accepted norm, that is, it is abnormal, or deviant.

Deviant (deviation) behavior is a general name for various violations of the rules of conduct, used in foreign literature. Deviant behavior is usually called behavior in children caused by nonspecific (i.e., not innate) factors. This includes ordinary children's pranks, violations of discipline, and sometimes hooligan acts characteristic of childhood. They are most often caused by the situation and the child’s readiness to commit them, and not by internal reasons or mental disorders

In all cases of deviant behavior, an increase in emotional tension is noted. It is characterized by going beyond the normal limits of feelings, emotions, and experiences of children. Tension leads to a loss of sense of reality, decreased self-control, and an inability to correctly evaluate one’s behavior. Under the influence of raging emotions, a child, like an adult, ceases to control his actions and is capable of reckless actions. It costs him nothing to be rude, hit, or break something. How else can an unprotected, weak person respond to worsening conditions, if not by changing his behavior? Thus, deviant behavior is a change in the child’s reaction to a situation that is unacceptable to him.

In addition to the main and all-encompassing reason - the increasing tension of life, which causes constant anxiety in people and deforms their behavior, educational factors operate. Deviant behavior is almost always the result of improper upbringing. Wrong upbringing is both insufficient upbringing and excessive upbringing. It is characterized by two main styles: hothouse guardianship and cold rejection. With normal, balanced, balanced upbringing, based on the child’s individuality, there are no deviations and normal people are formed

BIBLIOGRAPHY

1. Bern, E. Games that people play. People who play games [text] / E. Bern. - St. Petersburg, 2006.
2. Weiner, M.E. Game technologies for correcting the behavior of preschool children [text] / M.E. Weiner // Pedagogical Society of Russia - Moscow, 2004.
3. Wenger, L.A. Psychology [text] / L.A. Wenger, V.S. Mukhina// Textbook. manual for students of pedagogy. school - M.: Education, 1988 – 325.
4. Wenger, L.A. About the concept of “psychological syndrome” [text] / L.A. Wenger// Journal of practical psychology and psychoanalysis No. 3, 2001.- pp. 32-38.
5. Developmental and educational psychology [text]/M.V. Matyukhina, T. S. Mikhalchuk, Prokina N.F. etc. // Under. ed. Gamezo M.V. and others - M., 1984 - 438 p.
6. Gillenbrand, K. Correctional pedagogy: teaching difficult students. textbook [text]/ Gillenbrand K. - M.: AGADEMA, 2005 – 376 p.
7. Goneev, A.D., Liofintseva, N.I., Yalpaeva, N.V. Fundamentals of correctional pedagogy [text]/ Goneev A.D.-M. Academy, 2007 – 424 p.
8. Enikolopov S.N. Aggressive behavior. [text] / S.N. Enikolopov// In collection. Special child: research and experience of assistance. - M, 1998, issue 1.
9. Kondrashenko V.T. Deviant behavior in adolescents: Socio-psychological and psychiatric aspects. – Minsk: Belarus, 2008. – P. 77–83.
10. Correctional pedagogy and special psychology: Reader: Proc. aid for students [text]/ PSU; PGU. - Arkhangelsk: PSU, 1999. - 140 p.
11. Corrective pedagogy: textbook for universities [text]/edited by V.S. Kukushkin.-M.: March, 2004.-352 p.
12. Kotyrlo, V.K. Some approaches to the experimental study of volitional actions in children [text]/ Kotyrlo, V.K. // In the book: Materials of the 2nd international scientific conference on problems of the psychology of will. – Ryazan, - 2007, p. 28-3.
13. Lorenz, K. Aggression [text] / K. Lorenz. – M.: Progress-Press, 2004. – P. 272.
14. Mukhina, V.S. Psychology of a preschooler [text]/ Mukhina V.S. – M, - 1975. - 239 p.

Risk factors and protective factors

The two key processes central to prevention programs are risk factors and protective factors. Experts say that in a person’s life there are circumstances

which may contribute to the development of behavioral disorders; these circumstances are called RISK FACTORS. At the same time, there are a number of other factors that keep a person from taking such a step, and they are called PROTECTIVE FACTORS. If risk factors in a person's life are stronger than protective factors, then there is a possibility that he/she will be susceptible to developing behavioral disorders.

Risk factors

Risk factors are environmental, biological, psychological, and forces associated with interactions with the environment that lead to an increased likelihood of behavioral disturbance.

The likelihood of developing a behavioral disorder increases sharply with the number of risk factors. Some risk factors are common to a wide range of emotional and behavioral problems, while others have more specific effects.

Genetic factors almost inevitably play an important role in the development of behavioral and emotional problems.

Studies of a number of families consistently show that in children with psychological and behavioral problems, parents with psychopathology are much more common than in children without such problems (Rutter et al., 1990), and from many studies it follows that genetic factors. However, it is important to emphasize that parental psychopathology is accompanied by increased social stress, financial problems, problems in relationships between partners, and inadequate parenting, i.e., all environmental risk factors for the development of disorders (Spence, 1998). Therefore, the comparative roles of genes and environment are difficult to “isolate.”

A significant source of risk are biological factors. For example, prenatal influences such as maternal use of alcohol, drugs, or tobacco during pregnancy are the best known biological factors.

Although the importance of genetic and biological factors cannot be denied, it is also important to emphasize that many children exposed to biological risk factors do not develop the corresponding disorders.

In preschool and primary school age, behavioral and emotional disorders closely interact with each other and may be risk factors for the development of disorders at an older age.

When children experience difficulties in school or are unable to learn, the result is often emotional distress (a negative type of stress that the body is unable to cope with). Such emotional distress can, in turn, provoke the development of processes of oppositional behavior and can contribute to the development and maintenance of processes of intra-family coercion, which lead to the development of behavioral, emotional, and subsequently new educational problems (Patterson, Reid & Dishiion, 1992).

A wide range of environmental risk factors associated with parenting and family have been identified. Socioeconomic disadvantage and environmental deprivation (insufficient satisfaction of needs) are two of the most well-known examples of such risk factors. However, it is almost impossible to establish whether or what direct links exist between socioeconomic disadvantage and child behavior problems. The fact is that socioeconomic disadvantage is closely related to many other risk factors - a dysfunctional environment, poor living conditions, poor access to education, less educated mothers, a larger number of single-parent families, financial difficulties, parental problems - psychological and related to substance abuse, and lack of access to social and leisure services.

Patterson (1992, 1994) and others have suggested that socioeconomic disadvantage is not directly related to the development of childhood disorders. However, such factors may play a role in the development of parental psychopathology and the adoption of ineffective parenting skills, which subsequently leads to an increase in child problems through mechanisms such as intrafamilial coercive processes.

Coercive, ineffective, inconsistent, inconsistent patterns of parenting that are associated with the development of behavioral problems throughout childhood may begin in infancy and preschool years. Accordingly, preschool children who have been exposed to inadequate parenting are at risk of developing problematic relationships with peers. In addition to the direct role that coercive, harsh, inconsistent parenting may play in the development of behavioral and emotional problems in early childhood, it appears that parenting may be directly related to low school readiness, school failure, and ineffective self-regulation.

Knowledge of risk factors provides the social worker with numerous targets for prevention. But it is important to remember that many individuals who are exposed to risk factors do not develop emotional and behavioral problems. The fact is that identifying risk factors and working with them is only part of the preventive work, the other is working with protective factors.

Protective factors

Protective factors are personal and environmental characteristics that protect, in whole or in part, from the negative influence of risk factors.

It is often the case that protective factors are mistakenly thought to be simply the opposite of risk factors (Rutter, 1990). In fact, protective factors are those characteristics of the individual or environment that mediate the negative effects of risk factors. It is often believed that protective factors are factors that contribute to the development of a person’s competencies (the ability to apply knowledge, skills, and successfully act on the basis of practical experience when solving problems in a certain broad area)

The development of social competencies is associated with the development of emotional control, readiness to cooperate with peers and adults, and the ability to assimilate and apply social rules and norms.

The development of social competencies is largely facilitated by special patterns of upbringing. Baumrid called this type of education “authoritative”; authoritative means knowledgeable, reasonable leadership with respect for other people’s opinions and rights, but, if necessary, not devoid of directiveness. Authoritarian - an approach that values ​​blind obedience and concentration of power.

Authoritative parenting has important effects on normal development and may also have a positive effect on the development of social competence and good academic performance in children with antisocial behavior (Patterson, 1982).

The development of healthy peer relationships is directly related to the development of social competence, as is effective parenting and academic performance. Establishing positive peer relationships in early childhood predicts positive peer relationships in the future, better mental health, and stronger self-esteem (Dishion et al., 1991, 1999)

Thus, the main protective factors are the development of social competencies, adequate educational strategies both in the family and in educational institutions, and the establishment of positive relationships with peers.

Selective prevention: target groups.

Knowing the risk factors and protective factors, we can identify groups for selective prevention. Such groups are called vulnerable groups. The degree of vulnerability can be assessed from a combination of risk and protective factors. But it is important to remember that youth who are not exposed to risk factors may experience problem behavior and vice versa. It is also important to understand that risk and protective factors interact with each other, for example, intensive experimentation with psychoactive substances can lead to regular absenteeism from school, and regular absenteeism from school can aggravate the situation with drugs. Taking these features into account, the following groups can be distinguished:

1. Children who no longer attend school or regularly skip school. Within the framework of school and other educational institutions, a growing person, in addition to learning, implements a lot of tasks: developing communication skills with peers and significant elders, developing self-organization and problem-solving skills, and so on. Early exclusion from school may result in disruption of these objectives. Children and adolescents who skip school have much less access to social and health services. Frequent absenteeism and early exclusion from school are associated with the risk of involvement in criminal activity and early initiation of alcohol and other psychoactive substance use.

Preventive interventions can be divided into the prevention of truancy and early exclusion from school (usually such programs are implemented in schools) and alternative education programs for those who are no longer attending school (these programs are implemented in day centers and community outreach centers).

Truancy and early exclusion prevention programs may include additional educational courses for children who have difficulty mastering the curriculum, training to develop social skills, and individual psychological counseling. As a rule, these programs are implemented from primary school with children who have encountered difficulties in mastering the program or with children with behavioral difficulties. Some programs also include the involvement of parents as allies of teachers. Trainings are conducted for parents to develop parental competence. Parents are involved in the educational process.

Alternative educational programs (second chance programs) Classes include learning to work with wood, metal, and learning computer skills. Programs may also include training in communication skills, problem solving, and constructive conflict resolution. Some programs include physical education classes, sports games, and leisure groups.

2. Juvenile offenders. There are prevention programs aimed at helping teenagers who have committed drug offenses, and programs that work with teenagers who have committed offenses in a broader sense (theft, violence, etc.). The connection between crime and drug use is well proven. These factors strongly intersect and mutually determine each other. In this regard, it is important to implement selective crime prevention programs as part of rehabilitation programs for adolescents who use drugs; preventive work is also necessary to prevent drug abuse in the justice system.

Examples of preventive interventions:

Within educational institutions, preventive programs based on a restorative approach to crime have proven effective: peer mediation programs (holding meetings to resolve conflicts with the participation of a mediator from among teenagers), restorative circles (conflicts are resolved with the participation of school communities), family conferences (conflicts are resolved with the participation of participation of the offender’s family and loved ones). This approach allows the offender to take responsibility for what he has done and make amends for the damage caused. The victim can recover from traumatic events. These programs promote reconciliation between the victim and the offender. Numerous studies have proven that these programs reduce the number of conflicts in educational institutions and develop conflict resolution skills in students.

Along with restorative justice programs, there are programs based on a rehabilitative approach to the problem of juvenile delinquency. The basis of such programs is the organization of an individual rehabilitation program for the offender and individual work to implement this plan (case management, social support, case work).

In many countries, programs for the prevention of reoffending include group work on the basis of penitentiary institutions or social centers (trainings on the development of decision-making skills, anger control, budgeting, employment, etc.) The effectiveness of this approach has also been proven.

3. Children and adolescents who have started using psychoactive substances. As discussed above, substance use is interrelated with other risk factors. The group of adolescents who started using psychoactive substances is heterogeneous. Among adolescents from this group, a fairly significant proportion are recreational, occasional users of surfactants. This group of adolescents must be separated from those diagnosed with addiction due to the fact that these groups will have quite different needs for social services. The short-term goal of preventive intervention for episodic use will be to reduce the negative consequences of substance use. The long-term goal will be to avoid developing an addiction.

Underage users of psychoactive substances are much more vulnerable to the threat of HIV infection, the risk of overdose, and accidents. Despite the fact that today, in most countries, low-threshold programs based on harm reduction strategies are being developed, most often the services of these programs are not available to minor drug users. But underage consumers need the services of such programs: syringe exchange programs, counseling in outreach work, social support.

The same can be said for access to addiction treatment programs. Most rehabilitation centers are not adapted for minor patients. Effective programs for adolescents include both individual and group work in relation to addiction, as well as life skills programs, development of parenting competence among relatives, educational programs and social assistance.

4. Homeless children. Children living on the streets are also a very heterogeneous group. It includes children who have a home and parents, but spend a significant portion of their time on the street, interacting with other street children, earning money, eating and having fun on the street. There are children whose parents live in another region, or orphans. There are also children raised in homeless families. Living on the street is associated with a high risk of developing behavioral disorders: the development of delinquency, substance abuse, aggressive behavior, etc.

Examples of preventive interventions.

Preventive work with children and adolescents should be comprehensive and carried out at all levels - both at the level of street work and in day care centers and shelters. Homelessness often co-occurs with substance use. Many children end up on the street due to abuse at home. When drawing up a preventative plan, it is necessary to take into account the specific personal history of each client and plan work based on the individual needs of the client. It should include both individual social work and group sessions to develop life skills and develop social competence. At the community level, a form of outreach work is used.

5. Children raised in conditions of prolonged psychological or physical abuse. Children may experience violence both in the family and in educational institutions. Violence has an extremely negative impact on the physical, psychological and social well-being of children. Such children often exhibit delays in intellectual and emotional development. They also often show deficits in social skills. The risk of developing behavioral disorders in children who have experienced such experiences is quite high.

Examples of preventive interventions:

In this situation, it is necessary to work with both the family or official guardians and the children. Consultative and training work plays a huge role in developing parental competencies and improving interaction both between parents and between parents and children.

Working with children may include individual and group psychotherapeutic work to overcome the consequences of abuse. In addition, work on developing life skills, both in group and individual work, will be useful.

Thus, based on knowledge of risk factors and protective factors, we can analyze the client’s life situation. And based on the specifics of this situation, in addition to direct social assistance, we can also plan a preventive program that can significantly reduce the client’s risk of many problems in the future.

Literature:

1. Sandberg N., Weinberger A., ​​Taplin J. Clinical psychology: theory, practice, research. SPb.: Prime-EVROZNAK, 2007.

Psychological research shows that most children encounter various kinds of problems and difficulties, among which behavioral disorders occupy one of the leading places. At the same time, in the psychological literature there is no uniform definition of the concept of “behavioral disorders” in children.

Specialists in most human sciences - neurophysiologists, anthropologists, geneticists, psychologists, sociologists, lawyers, criminologists, psychiatrists - study behavioral disorders. All this leads to the fact that the same term can have completely different meanings in different sciences.

Neuroscientists study the neural mechanisms underlying behavioral disorders.

Psychiatrists collect data on the behavioral characteristics of people with serious mental disorders.

Sociologists are busy studying what social conditions give rise to behavioral deviations.

At the present stage of development of science, an understanding is being formed that human behavior disorders are a phenomenon that is the subject of interdisciplinary research.

Behavior is defined as the psychological and physical manner of behaving, taking into account the standards established in the social group to which the individual belongs.

In this regard, behavioral disorders are considered as repeated, sustainable actions or behaviors, including mainly aggressiveness of a destructive nature with a picture of widespread maladaptation of behavior, which manifests itself either in the violation of the rights of other people, or in violation of social norms or rules characteristic of a given age.

From the point of view of social orientation there are:

socialized antisocial behavior, characteristic of children who do not have pronounced mental disorders and easily adapt to various social conditions due to the low moral and volitional level of behavior regulation;

and unsocialized aggressive behavior observed in children with a negative emotional state, which is the child’s reaction to a tense, stressful situation or mental trauma, or is a consequence of unsuccessful resolution of some personal problems or difficulties (15).

Let us turn to the problem of children's maladaptation in older preschool age. Determining the essence and main directions of the principles of psychological and pedagogical work with maladaptive children in preschool educational institutions requires an analysis of the phenomenon of childhood maladjustment as a whole. An appeal to the works of domestic foreign authors shows that the designated phenomenon appears to be complex and multifaceted. Suffice it to say that in science there is no single explanation and single classification of essential characteristics, signs, indicators, factors of the emergence and development of the state of maladjustment in children and adolescents.

In the specialized literature, two terms are used to denote essentially the same (or at least similar) phenomena: the term “disadaptation” and “disadaptation.”

The prefix "dis" (Latin origin) or "dis" (Greek) means "difficulty, disturbance, disorder, imbalance." Therefore, the term “disadaptation” means a disorder, to one degree or another, a violation of the ability of the adaptive system to adequately respond, adapt, and have a chance to restore adaptation. In turn, the French prefix “deux” denotes loss, separation, removal, destruction, absence of something.

Therefore, according to a number of researchers, maladjustment means certain persistent difficulties that arise for an individual in any social environment (in particular, for a schoolchild in school conditions) (L.N. Vinokurov).

Meanwhile, due to the undoubted similarity of the designated terms in scientific usage, the use of the term “maladjustment” is more traditional. This concept, in its functional and semantic characteristics, is the antipode to the concept of “adaptation”. In the context of the concept of activity of A.N. Leontiev, personality adaptation is understood as an individual’s active assimilation of social experience, mastery of communication skills, and social roles. In general, according to most authors, socio-psychological adaptation is a process that contributes to successful socialization, personality development and its appropriate education.

When considering the phenomenon of childhood maladaptation, it is necessary to determine the range of phenomena of a psychological and pedagogical nature that are, to one degree or another, related to the maladaptive development and behavior of children.

Giving a general description of childhood maladjustment, S.A. Belicheva notes the undoubted connection of this phenomenon with the phenomenon of difficult education and pedagogical neglect. Thus, the researcher writes: “Under the conditions of family and public education, certain forms of child maladjustment are perceived by teachers and parents as “difficulty in educating.” Difficulty in educating presupposes the child’s resistance to targeted pedagogical influence, caused by a variety of reasons, including pedagogical miscalculations of educators, parents, mental and physical defects. social development, temperamental characteristics, other personal characteristics of pupils that complicate their social adaptation, assimilation of educational programs and social roles... In this regard, maladjustment of children is understood as the result of internal or external (sometimes complex) deharmonization of the interaction of the individual with himself and society, manifested in internal discomfort, disturbances in the activities, behavior and relationships of the child’s personality.

As L.S. believes Ivanov, one of the leading factors and manifestations of a child’s maladaptive state in preschool age is trouble in his emotional and personal sphere. The appearance of symptoms of the indicated trouble (anxiety, fears) in preschoolers indicates, in the author’s opinion, the presence of more or less pronounced adaptation disorders, where emotional trouble plays the role of a prerequisite, the initial stage of the emergence of maladjustment, being at the same time its zero level (pre-maladaptation). At the same time, L.S. Ivanova believes that the main psychological indicator of the ill-being of a child’s personal development is childhood anxiety.

According to L.N. Vinokurova, “group risk” in the context of possible maladjustment includes children with a reduced level of general health, an increase in cases of vegetative-vascular dystonia, and the manifestation of symptoms of mental maladjustment in the form of neurotic reactions and neurotic disorders that arise in situations of psycho-emotional stress.

EAT. Ekelova-Bagaley identifies three groups of causes of childhood maladjustment:

psychological factors, which include the intellectual personal characteristics of the child: low level of intelligence, inadequate level of aspirations, hyperactivity, weakness of volitional processes, lack of cognitive interests, lack of formation of appropriate motivation;

microsocial factors, which include unfavorable family and living conditions, conflict situations among peers in an educational institution;

biological factors; One of the leading factors of this kind is biologically determined brain failure (both congenital, including hereditary, and acquired residual organic pathology).

V.E. Kagan classified the causal factors of school maladaptation (primary school age), which can be interpreted in the context of senior preschool age:

understanding of childhood maladaptation as didactogeny, when the learning process in terms of information overload of the brain is recognized as a psychotraumatic factor. At the same time, the most didactogenically vulnerable are children with disorders in the analyzer system, physical defects, uniformity and asynchrony of development, and those whose intellectual capabilities are close to the norm;

understanding of childhood maladaptation as a consequence of didascalogenies, that is, mental disorders caused by the teacher’s incorrect behavior;

seeing the main cause of childhood maladjustment in the congenital or constitutional vulnerability of the child’s central nervous system;

the idea of ​​school maladaptation as a result of disturbances in family relationships.

According to E.B. Bezzubova, there are two types of maladaptation of a child’s personality in senior preschool and primary school age: “cognitive” and “personal”.

The cognitive type is characterized mainly by a violation of learning ability itself. Such a violation is a consequence of the influence of two groups of factors: impairment of intelligence and its prerequisites (attention, memory, performance); violation of “school skills” (motor skills, counting, reading, speech). The personal type of maladaptation is characterized by a violation of socialization processes, which are manifested in limiting the range of available forms of interpersonal communication. Maladaptation of children in a preschool institution determines their subsequent school maladjustment.

3. risk factors for psychological health problems

They can be divided conditionally into two groups: objective, or environmental factors, and subjective, determined by individual personal characteristics.

Let us first discuss the influence of environmental factors. They usually mean unfavorable family factors and unfavorable factors associated with child care institutions, professional activities, and the socio-economic situation in the country. It is clear that environmental factors are the most significant for the psychological health of children and adolescents, so we will reveal them in more detail.

Quite often, a child’s difficulties begin in infancy (from birth to one year). It is well known that the most significant factor in the normal development of a baby’s personality is communication with the mother, and a lack of communication can lead to various kinds of developmental disorders of the child. However, in addition to the lack of communication, there are other, less obvious types of interaction between mother and baby that adversely affect his psychological health. Thus, the opposite of a lack of communication is the pathology of an overabundance of communication, leading to overexcitation and overstimulation of the child. It is this kind of upbringing that is quite typical for many modern families, but it is precisely this that is traditionally regarded as favorable and is not considered as a risk factor either by the parents themselves or even by psychologists, so we will describe it in more detail. Overexcitation and overstimulation of the child can be observed in the case of maternal overprotection with the father's withdrawal, when the child plays the role of the “mother’s emotional crutch” and is in a symbiotic relationship with her. Such a mother is constantly with the child, does not leave him for a minute, because she feels good with him, because without the child she feels emptiness and loneliness. Another option is continuous stimulation, selectively aimed at one of the functional areas: nutrition or bowel movement. As a rule, this type of interaction is implemented by an anxious mother, who is incredibly worried about whether the child has finished the allotted grams of milk, whether he has emptied his bowels regularly and how. Usually she is well acquainted with all the norms of child development. For example, she carefully monitors whether the child begins to roll over from back to stomach in time. And if he is delayed for several days with the coup, he becomes very worried and runs to the doctor.

The next type of pathological relationship is the alternation of overstimulation with emptiness of relationships, i.e. structural disorganization, disorder, discontinuity, anarchy of the child’s life rhythms. In Russia, this type is most often implemented by a student mother, i.e., who does not have the opportunity to constantly care for her child, but then tries to assuage her feelings of guilt with continuous caresses.

And the last type is formal communication, that is, communication devoid of eroticized manifestations necessary for the normal development of the child. This type can be realized by a mother who strives to completely organize child care based on books or doctor’s advice, or by a mother who is next to the child, but for one reason or another (for example, conflicts with the father) is not emotionally involved in the care process.

Disturbances in the interaction of a child with his mother can lead to the formation of such negative personal formations as anxious attachment and distrust of the world around him instead of normal attachment and basic trust (M. Ainsworth, E. Erikson). It should be noted that these negative formations are stable in nature and persist until primary school age and beyond, however, in the process of child development they acquire various forms, “colored” by age and individual characteristics. Examples of the actualization of anxious attachment in primary school age include increased dependence on adult assessments and the desire to do homework only with mother. And distrust of the world around us often manifests itself in younger schoolchildren as destructive aggressiveness or strong unmotivated fears, both of which, as a rule, are combined with increased anxiety.

It should also be noted the role of infancy in the occurrence of psychosomatic disorders. As many authors note, it is with the help of psychosomatic symptoms (stomach colic, sleep disturbances, etc.) that the child reports that the maternal function is being performed unsatisfactorily. Due to the plasticity of the child’s psyche, his complete liberation from psychosomatic disorders is possible, but the possibility of continuity of somatic pathology from early childhood to adulthood cannot be ruled out. The school psychologist often encounters the persistence of the psychosomatic language of response in some younger schoolchildren.

At an early age (from 1 to 3 years), the importance of the relationship with the mother also remains important, but the relationship with the father also becomes important for the following reasons.

Early age is especially significant for the formation of a child’s “I”. It must free itself from the support given to it by the mother's "I" in order to achieve separation from her and awareness of itself as a separate "I". Thus, the result of development at an early age should be the formation of autonomy, independence, and for this the mother needs to let the child go to the distance to which he himself wants to go. But choosing the distance to which you need to release the child, and the pace at which this should be done, is usually quite difficult.

Thus, unfavorable types of interaction between mother and child include: a) too sharp and rapid separation, which may be a consequence of the mother going to work, placing the child in a nursery, the birth of a second child, etc.; b) continuation of constant custody of the child, which is often shown by an anxious mother.

In addition, since early age is a period of a child’s ambivalent attitude towards his mother and the most important form of childhood activity is aggression, an absolute ban on the manifestation of aggressiveness may become a risk factor, which may result in the complete repression of aggressiveness. Thus, an always kind and obedient child who is never capricious is “the pride of his mother” and everyone’s favorite often pays for everyone’s love at a rather high price - a violation of his psychological health.

It should also be noted that the way in which a child is raised to be tidy also plays an important role in the development of psychological health. This is the “main scene” where the struggle for self-determination plays out: the mother insists on following the rules - the child defends his right to do what he wants. Therefore, overly strict and rapid teaching of neatness to a small child can be considered a risk factor. It is curious that researchers of traditional children's folklore believe that fears of punishment for untidiness are reflected in children's scary fairy tales, which usually begin with the appearance of a “black hand” or a “dark spot”: “Once in one city it was broadcast on the radio that some “there’s a black spot on the walls, and the ceiling keeps falling and killing everyone...”

Let us now determine the place of the relationship with the father for the development of the child’s autonomy. According to G. Figdor, the father at this age should be physically and emotionally available to the child, because: a) he sets an example for the child of relationships with his mother - relationships between autonomous subjects; b) acts as a prototype of the outside world, that is, liberation from the mother becomes not a departure to nowhere, but a departure to someone; c) is a less conflicting object than the mother and becomes a source of protection. But how rarely in modern Russia does a father want and how rarely does he have the opportunity to be close to his child! Thus, relationships with the father most often adversely affect the formation of autonomy and independence of the child.

We need to be very clear that a child’s unformed independence at an early age can be the source of many difficulties for a younger schoolchild and, above all, the source of the problem of expressing anger and the problem of uncertainty. Teachers and parents often mistakenly believe that a child with a problem expressing anger is the one who fights, spits, and swears. It is worth reminding them that the problem can have different symptoms. In particular, one can observe the repression of anger, expressed in one child as fear of growing up and depressive symptoms, in another as excessive obesity, in a third as sharp, unreasonable outbursts of aggressiveness with a pronounced desire to be a good, decent boy. Quite often, repressing anger takes the form of severe self-doubt. But unformed independence can manifest itself even more clearly in the problems of adolescence. The teenager will either achieve independence with protest reactions that are not always adequate to the situation, perhaps even to his own detriment, or continue to remain “behind his mother’s back,” “paying” for this with one or another psychosomatic manifestations.

Preschool age (from 3 to 6 7 years) is so significant for the formation of a child’s psychological health and is so multifaceted that it is difficult to claim an unambiguous description of risk factors for intrafamily relationships, especially since here it is already difficult to consider the individual interaction of a mother or father with a child, but it is necessary to discuss risk factors coming from the family system.

The most significant risk factor in the family system is the interaction of the “child is the idol of the family” type, when meeting the needs of the child prevails over meeting the needs of other family members.

The consequence of this type of family interaction may be a disruption in the development of such an important neoplasm of preschool age as emotional decentration - the child’s ability to perceive and take into account in his behavior the states, desires and interests of other people. A child with unformed emotional decentration sees the world only from the perspective of his own interests and desires, does not know how to communicate with peers, or understand the demands of adults. It is these children, often well-developed intellectually, who cannot successfully adapt to school.

The next risk factor is the absence of one of the parents or conflicting relationships between them. And while the influence of an incomplete family on a child’s development has been studied quite well, the role of conflicting relationships is often underestimated. The latter cause a deep internal conflict in the child, which can lead to violations of gender identification or, moreover, cause the development of neurotic symptoms: enuresis, hysterical attacks of fear and phobias. In some children, it leads to characteristic changes in behavior: a strongly expressed general readiness to react, fearfulness and timidity, humility, a tendency to depressive moods, insufficient ability to affect and fantasize. But, as G. Figdor notes, most often changes in children’s behavior attract attention only when they develop into school difficulties.

The next phenomenon that needs to be discussed within the framework of the problem of forming the psychological health of a preschooler is the phenomenon of parental programming, which can have an ambiguous effect on him. On the one hand, through the phenomenon of parental programming, moral culture is assimilated - a prerequisite for spirituality. On the other hand, due to the extremely pronounced need for love from parents, the child tends to adapt his behavior to meet their expectations, relying on their verbal and non-verbal signals. In the terminology of E. Bern, an “adapted child” is formed, which functions by reducing its ability to feel, show curiosity about the world, and in the worst case, by living a life that is not its own. We believe that the formation of an “adjusted child” can be associated with upbringing according to the type of dominant hyperprotection described by E. G. Eidemiller, when the family pays a lot of attention to the child, but at the same time interferes with his independence. In general, it seems to us that it is the “adapted child”, so convenient for parents and other adults, who will show the absence of the most important new formation of preschool age - initiative (E. Erikson), which does not always fall into the field both in primary school age and in adolescence attention not only of parents, but also of school psychologists. An “adjusted child” at school most often does not show external signs of maladaptation: disturbances in learning and behavior. But upon careful study, such a child most often demonstrates increased anxiety, self-doubt, and sometimes expressed fears.

So, we examined unfavorable family factors in the process of child development, which can determine violations of the psychological health of a child crossing the threshold of school. The next group of factors, as we have already mentioned, are related to child care institutions.

It is worth noting the child’s meeting in kindergarten with his first significant stranger, the teacher, which will largely determine his subsequent interaction with significant adults. With the teacher, the child receives the first experience of polyadic (instead of dyadic - with parents) communication. As studies have shown, the teacher usually does not notice about 50% of children’s requests directed to her. And this can lead to an increase in the child’s independence, a decrease in his egocentrism, and maybe to dissatisfaction with the need for safety, the development of anxiety, and psychosomatization of the child.

In addition, in kindergarten, a child may develop a serious internal conflict in the event of conflicting relationships with peers. Internal conflict is caused by contradictions between the demands of other people and the child’s capabilities, disrupts emotional comfort, and inhibits the formation of personality.

Summarizing the objective risk factors for violations of the psychological health of a child entering school, we can conclude that certain intra-family factors are predominant, but the child’s stay in kindergarten can also have a negative impact.

Junior school age (from -7 to 10 years). Here relationships with parents begin to be mediated by the school. As A.I. Lunkov notes, if parents understand the essence of changes in the child, then the child’s status in the family increases and the child is included in new relationships. But more often conflict in the family increases for the following reasons. Parents may be updating their own school fears. The roots of these fears lie in the collective unconscious, for the appearance of teachers in the social arena in ancient times was a sign that parents are not omnipotent and their influence is limited. In addition, conditions are created in which the projection of the parental desire for superiority over their own child is possible. As K. Jung noted, the father is busy with work, and the mother wants to realize her social ambition in the child. Accordingly, the child must be successful in order to fulfill the mother's expectations. Such a child can be recognized by his clothes: he is dressed like a doll. It turns out that he is forced to live by the wishes of his parents, and not his own. But the most difficult situation is when the demands made by parents do not correspond to the child’s capabilities. Its consequences may be different, but they always represent a risk factor for psychological health disorders.

However, the most significant risk factor for psychological health problems may be school. Indeed, at school, for the first time, a child finds himself in a situation of socially assessed activity, that is, his skills must correspond to the norms established in society for reading, writing, and counting. In addition, for the first time the child gets the opportunity to objectively compare his activities with the activities of others (through assessments - points or pictures: “clouds”, “suns”, etc.). As a consequence of this, for the first time he realizes his “non-omnipotence.” Accordingly, dependence on the assessments of adults, especially teachers, increases. But what is especially important is that for the first time the child’s self-awareness and self-esteem receive strict criteria for his development: academic success and school behavior. Accordingly, the younger schoolchild gets to know himself only in these directions and builds his self-esteem on the same foundations. However, due to limited criteria, situations of failure can lead to a significant decrease in children’s self-esteem.

Conventionally, we can distinguish the following stages in the process of reducing self-esteem. At first, the child recognizes his school inability as an inability to “be good.” But at this stage, the child retains the belief that he can become good in the future. Then faith disappears, but the child still wants to be good. In a situation of persistent, long-term failure, a child may not only realize his inability to “become good,” but also lose the desire to do so, which means persistent deprivation of the claim to recognition.

Deprivation of the claim to recognition in younger schoolchildren can manifest itself not only in a decrease in self-esteem, but also in the formation of inadequate defensive response options. In this case, the active variant of behavior usually includes various manifestations of aggression towards animate and inanimate objects, compensation in other types of activities. The passive option is a manifestation of uncertainty, shyness, laziness, apathy, withdrawal into fantasy or illness.

In addition, if a child perceives educational results as the only criteria of his own value, sacrificing imagination and play, he acquires a limited identity, according to E. Erikson - “I am only what I can do.” There is a possibility of developing a feeling of inferiority, which can negatively affect both the child’s current situation and the formation of his life scenario.

Adolescence (from 10-11 to 15-16 years). This is the most important period for the development of independence. In many ways, the success of achieving independence is determined by family factors, or more precisely by how the process of separation of a teenager from the family is carried out. The separation of a teenager from the family usually means the building of a new type of relationship between the teenager and his family, based not on guardianship, but on partnership. This is a rather difficult process both for the teenager himself and for his family, since the family is not always ready to let the teenager go. And a teenager cannot always adequately manage his independence. However, the consequences of incomplete separation from the family - the inability to take responsibility for one's life - can be observed not only in youth, but also in adulthood, and even in old age. Therefore, it is so important that parents are able to provide a teenager with such rights and freedoms that he can use without threatening his psychological and physical health.

A teenager differs from a primary school student in that school no longer influences his psychological health through the realization or deprivation of the claim to recognition in educational activities. Rather, school can be seen as a place where one of the most important psychosocial conflicts of growing up occurs, also with the goal of achieving independence and independence.

As can be seen, the influence of external environmental factors on psychological health decreases from infancy to adolescence. Therefore, the influence of these factors on an adult is quite difficult to describe. A psychologically healthy adult, as we said earlier, must be able to adequately adapt to any risk factors without compromising health. Therefore, let us turn to the consideration of internal factors.

As we have already said, psychological health presupposes resistance to stressful situations, so it is necessary to discuss those psychological characteristics that cause reduced resistance to stress. Let's look at temperament first. Let's start with the classic experiments of A. Thomas, who identified the properties of the temperament he called “difficult”: irregularity, low adaptive ability, tendency to avoid, predominance of bad mood, fear of new situations, excessive stubbornness, excessive distractibility, increased or decreased activity. The difficulty with this temperament is that it increases the risk of behavioral disorders. However, these disorders, and this is important to note, are caused not by the properties themselves, but by their special interaction with the child’s environment. Thus, the difficulty of temperament lies in the fact that it is difficult for adults to perceive its properties and difficult to apply educational influences that are adequate to them.

The individual properties of temperament in terms of the risk of psychological health disorders were described quite interestingly by Ya. Strelyau. In view of the special importance of his position, let us consider it in more detail. Ya. Strelyau believed that temperament is a set of relatively stable characteristics of behavior, manifested in the energy level of behavior and in the time parameters of reactions.

Since, as noted above, temperament modifies the educational influences of the environment, J. Strelyau and his colleagues conducted research on the connection between the properties of temperament and some personality qualities. It turned out that this connection is most pronounced in relation to one of the characteristics of the energy level of behavior - reactivity. In this case, reactivity is understood as the ratio of the strength of the reaction to the causing stimulus. Accordingly, highly reactive children are those who react strongly even to small stimuli, weakly reactive children are those with a weak intensity of reactions. Highly reactive and low-reactive children can be distinguished by their reactions to teachers' comments. Low-reactive comments from teachers or bad grades will force them to behave better or write more clearly, i.e. will improve their performance. Highly reactive children, on the contrary, may experience deterioration in activity. For them, a stern look is enough to understand the teacher’s dissatisfaction.

Interestingly, according to research results, highly reactive children are most often characterized by increased anxiety. They also have a reduced threshold for fear and reduced performance. A passive level of self-regulation is characteristic, that is, weak persistence, low efficiency of actions, poor adaptation of one’s goals to the real state of affairs. Another dependence was also discovered: inadequacy of the level of aspirations (unrealistically underestimated or overestimated). These studies allow us to conclude that temperamental properties are not sources of psychological health problems, but are a significant risk factor that cannot be ignored.

Now let's see how reduced resistance to stress is related to any personal factors. There are no clearly defined positions on this matter today. But we are ready to agree with V. A. Bodrov, who, following S. Kobasa, believes that cheerful people are the most psychologically stable; accordingly, people with a low background mood are less stable. In addition, they identify three more main characteristics of resilience: control, self-esteem and criticality. In this case, control is defined as the locus of control. In their opinion, externalists, who see most events as the result of chance and do not associate them with personal participation, are more susceptible to stress. Internals, on the other hand, have greater internal control and cope with stress more successfully. Self-esteem here is a sense of one’s own purpose and one’s own capabilities. Difficulties in managing stress in people with low self-esteem come from two types of negative self-perceptions. First, people with low self-esteem have higher levels of fear or anxiety. Second, they perceive themselves as lacking the ability to cope with the threat. Accordingly, they are less energetic in taking preventive measures and strive to avoid difficulties, because they are convinced that they cannot cope with them. If people rate themselves highly enough, it is unlikely that they will interpret many events as emotionally difficult or stressful. In addition, if stress arises, they show greater initiative and therefore cope with it more successfully. The next necessary quality is criticality. It reflects the degree of importance for a person of security, stability and predictability of life events. It is optimal for a person to have a balance between the desire for risk and for safety, for change and for maintaining stability, for accepting uncertainty and for controlling events. Only such a balance will allow a person to develop, change, on the one hand, and prevent self-destruction, on the other. As you can see, the personal prerequisites for stress resistance described by V. A. Bodrov echo the structural components of psychological health that we identified earlier: self-acceptance, reflection and self-development, which once again proves their necessity. Accordingly, negative self-attitude, insufficiently developed reflection and lack of desire for growth and development can be called personal prerequisites for reduced resistance to stress.

So, we looked at the risk factors for psychological health disorders. However, let's try to imagine: what if a child grows up in an absolutely comfortable environment? He will probably be absolutely psychologically healthy? What kind of personality will we get in the complete absence of external stress factors? Let us present the point of view of S. Freiberg on this matter. As S. Freiberg says, “recently it has been customary to view mental health as the product of a special “diet”, including appropriate portions of love and safety, constructive toys, healthy peers, excellent sex education, control and release of emotions; All this together forms a balanced and healthy menu. Reminiscent of boiled vegetables, which, although nutritious, do not cause appetite. The product of such a “diet” will become a well-oiled, boring person.”

In addition, if we consider the development of psychological health only from the point of view of risk factors, it becomes unclear why not all children in unfavorable conditions “break down”, but, on the contrary, sometimes achieve success in life, moreover, their successes are socially significant. It is also not clear why we often encounter children who grew up in a comfortable external environment, but at the same time need some kind of psychological help.

Therefore, consider the following question: what are the optimal conditions for the development of human psychological health.

Let us remind you once again that we will talk about those behavioral disorders in preschoolers that are characteristic of ordinary children, whose development occurs within the norm. We must not forget that each disorder is based not only on the pedagogical mistakes of adults, but also on a certain weakness of the central nervous system, due to both its age-related immaturity and very frequent cases of minimal brain damage due to an unfavorable course of pregnancy or childbirth, which are usually overcome with proper upbringing by 7-8 years.

Working with children who have certain behavioral disorders can be carried out in different forms. One of the most popular methods today is psychotherapeutic work with a group of children whose behavior is characterized by a certain difficulty. However, group classes themselves are not capable of changing a child’s type of behavior; they can only “stir up” the situation, aggravate and reveal the true problem underlying the complication that has arisen. Further work with the child to develop the desired type of behavior falls on the shoulders of those adults who care for the child day after day and communicate with him, i.e., his parents and educators. The psychologist sets the main direction of this work, determines general tactics, corrects and regulates the course of the educational process, providing constant advisory assistance.

Aggressiveness

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

There are two most common causes of aggression in children:

1) fear of being injured, offended, attacked, or damaged. The stronger the aggression, the stronger the fear behind it;

2) 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 books, scatter and destroy toys, break necessary things, and set them on fire. 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, nevertheless 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 to give the child 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 a teacher or psychologist comes to the conclusion that the child’s aggression is not painful in nature 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 tactics of adult behavior, which 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 to try 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 case of destructive aggression an 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 does not 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 power and attract an audience that 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 an expression of despair and helplessness rather than a manifestation of character. However, 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 distract the child in others, on the contrary, it is more expedient to leave it, leaving it without an audience. Older children are allowed encourage you to express your feelings in words.

If the child has already lost his temper, then it will not be possible to reason with him. 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.

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. Falling into such 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 the activity is unlikely to work as it helps the child cope with his mental state. Anything that helps him express emotions will be more effective. It is also necessary to find out what events or circumstances caused this condition in the child, since awareness will help you 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 express their experiences in a different, more acceptable form, gain their trust and affection, and 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 of communicating with them, or inability to turn to an adult. Such a child may 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 one adult whom 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 childhood. 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.

The main signs of hyperdynamic syndrome are: distractible with attention 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 kind of assignment. 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 persistence 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 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 overcome, otherwise, upon entering school, the hyperactive child will face even more serious difficulties. 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.

Garbuzov V. I. Nervous children. - L., 1990.

Practical psychology of education / Edited by I. V. Dubrovina. - St. Petersburg: Peter, 2004.

Material prepared by Elena Duginova