Textbook: Fundamentals of psychological counseling and psychological correction. Correction and prevention of behavioral disorders in older preschool children Diagnosis of aggressive behavior in older children

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
.
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 features 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 cooperation. 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.

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.

talk to each other about their difficulties and share their experiences of getting out of various situations. This is how they learn from each other and gradually begin to look more objectively at the problems of their family and family life in general.

Briefing parents also occurs in the group. In its methodology and even theoretical approaches, group instruction resembles group consultations. It has more modest goals than counseling or therapy. The main thing here is to increase the time parents and children spend together, teach adults to listen to children, their feelings and needs, help them find a common language, and teach them how to lead children.

H. Ginotta believes that the better parents know themselves, the better they will be able to understand the feelings and behavior of their children. Therefore, one of the tasks of parent education is the emancipation of parents, awakening the desire to better know themselves and, ultimately, to better understand their children. The author constantly talks about the need to be approving of the child’s feelings. He believes that a child should be perceived as he is, although some of his actions can be condemned.

Overcoming behavioral disorders in children is also possible through the organization of a developmental environment. L.S. Vygotsky wrote: “By monitoring sick children, we ultimately see that the path to proper upbringing lies through the organization of the environment...” (9).

Construction of a developing space in a kindergarten group, the use of games and experimentation with various materials, music and lighting design, phytodesign and aromatherapy; the opportunity to bring your favorite toy and pillow with which you are used to falling asleep allows you to make the environment emotionally comfortable, taking into account the age characteristics of children.

A specially organized living space in a group should stimulate the child’s activity, provide an opportunity to express his emotions by playing them out in various situations, make him the creator of his objective environment and, therefore, the creator of his personality.

Improving motor functions, emotional and motor relaxation, and relieving a child’s muscle tension successfully occurs when the playroom has a sports complex, ladder, slide, horizontal bar, rope, jumping mats, balls, etc. General coordination of movements and, at the same time, correction of fears of darkness and closed spaces are practiced in games with a special fabric tunnel, sewn from dark fabric and put on a hoop.

Lightweight, but quite large “building blocks” - pasted cardboard boxes, bedspreads, wooden frames, screens, group room furniture - all this allows you to change the boundaries and configuration of the group space, can be re-equipped at the request of the children and played out in dramatization games, story-telling role-playing games.

A punching bag in a group, “soft walls” upholstered with thick foam rubber according to the child’s height, objects of indeterminate shape fixed to the floor (like a Gumby doll - a bendable figure with an unmarked face), aggressive “bi-ba-bo” dolls (a wolf, Baba Yaga), plastic bottles with sand for kicking train the muscles of the legs and arms, help relieve excessive muscle tension, and express feelings of anger, hostility, and frustration.

Sand and water are useful to use as the most effective therapeutic agent of all play materials. Sand and water have no structure and can be transformed at the child's request into anything: the surface of the moon, a beach, a swimming pool - the possibilities here are endless. This is especially useful for insecure, withdrawn children; not accepting games with toys, with unformed play actions.

Brightness and unusual equipment of the space will not only provide children with success in overcoming behavioral and emotional problems, but also become an effective means of preventing aggressive behavior, fears and anxiety

Therefore, prevention is a set of proactive measures aimed at preventing unwanted behavior. The key processes central to preventive measures are risk factors and protective factors. The main areas of preventive measures are identified: building relationships with educators and teachers; optimization of parent-child relationships; organization of a development environment. Each direction has its own methods and well-developed pedagogical technologies. Work with teachers is carried out along the way of increasing the level of pedagogical skills and emotional stability; relaxation games, adaptation games, formula games, liberation games, and communication games are used. Optimization of parent-child relationships is aimed at teaching parents to reorient their attitudes depending on the needs of the child, towards parents’ positive perception of their parental functions. For this purpose, group therapy, group consultations, and instruction are used. Proper construction of the developmental space of a kindergarten is also a powerful preventive measure for behavioral disorders in preschool children.

.3 Features of behavioral disorders and their psychological

correction in preschool age

One of the meanings of the term “correction” translated from Latin is amendment, partial correction or change (lat. correctio).

Psychological correction is understood as a certain form of psychological and pedagogical activity to correct such features of mental development that, according to the system of criteria accepted in developmental psychology, do not correspond to the hypothetical “optimal” model of this development, the norm, or, rather, the age guideline as the ideal option for the development of a child at one or the other another stage of ontogenesis.

Psychological correction as a form of psychological and pedagogical activity first appeared in defectology in relation to various variants of abnormal development. As the professional positions of practical child psychology became established and strengthened, the concept of “psychological correction” migrated from the area of ​​abnormal development to the area of ​​normal mental development of the child.

The basic principles of psychocorrectional work in our country are based on the fundamental principles developed in domestic psychology that personality is an integral psychological structure that is formed in the process of a person’s life on the basis of his assimilation of social forms of consciousness and behavior. The mental development and formation of a child’s personality are possible only in communication with adults and occur primarily in the activity that is leading at this stage of ontogenesis.

Failure to comply with the conditions for the mental and personal development of children leads to behavioral disturbances and requires correction of these conditions.

Basic principles of psychological correction.

Principle one- unity of correction and development. The decision on the need for correctional work is made only on the basis of a psychological and pedagogical analysis of the internal and external conditions of the child’s development.

Principle two- unity of age and individual in development. Correctional work presupposes knowledge of the basic patterns of mental development, understanding the meaning of successive age stages for the formation of a child’s personality. There are age guidelines for normal development. Normal development is understood as harmonious mental development appropriate to age. This approximate age norm is largely determined by the cultural level and socio-historical requirements of society.

Principle three - unity of diagnostics and developmental correction. The tasks of correctional work can be understood and set only on the basis of a complete diagnosis and assessment of the immediate probabilistic prognosis of development, which is determined based on the child’s zone of proximal development. Correction and development are interdependent.

Development in ontogenesis has a complex systemic character. A diagnostic examination allows you to reveal a holistic systemic picture of cause-and-effect relationships, essential relationships between identified signs, symptoms of individual disorders, deviations and their causes.

Principle Four- the activity principle of carrying out correction. This principle determines the choice of means, ways and means of achieving the goal. The activity principle is based on the recognition that it is the active activity of the child himself that is the driving force of development, that at each stage there is a leading activity that most contributes to the development of the child in a given period of ontogenesis, that the development of any human activity requires special formation.

Principle five- approach in correctional work to each child as gifted. This principle means that children with whom psychocorrectional work is carried out should not be perceived as “second-class” children. Mobilization of the driving forces of development occurs in a child when he feels that an adult believes in him and trusts him.

Among the psychological characteristics that provoke behavioral disorders, the following are usually distinguished:

· insufficient development of intelligence and communication skills,

· reduced level of self-regulation,

· underdevelopment of gaming activity,

low self-esteem

· violations in relationships with peers (19).

Modern methods of correctional work can effectively eliminate one or another cause of behavior disorder.

At the present stage, there are several areas of correctional work:

· play therapy,

art therapy (visual, fairy tale, music, etc.),

behavioral therapy (various types of training, psycho-gymnastics),

social therapy.

Play therapy- the most popular method, using

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Behavioral disorders in preschool children, methods and techniques of correction

The study and prevention of negative phenomena in the behavior of people in any society is a problem of paramount importance.

Currently, the problems of studying the psychological causes of behavior disorders in children are attracting more and more attention.

The problem of childhood aggression is particularly relevant. The problem of aggression in children and the process of formation of aggressive behavior, as well as the search for ways to correct it, starting from preschool childhood, were considered in the works of domestic psychologists Gasparova, Kosheleva, Rumyantseva and many others.

Both domestic and foreign scientists studied the problem of shyness: Gasparova, Zakharov, Orlov. Anxiety was examined by Sinyagina and Zakharov.

Psychological research shows that most children have various kinds of problems and difficulties, among which behavioral disorders occupy one of the leading places.

According to reference literature, 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, persistent actions or behaviors, including mainly aggressiveness of a destructive nature with a picture of deeply widespread maladaptation of behavior.

To determine the severity of a child’s disorder, M. Rutter offers the following criteria for assessing possible deviations in any behavior:

1. Standards corresponding to the age characteristics and gender of the child. Some behaviors are only normal for children of a certain age, and often the behavior of boys and girls is very similar, and this is normal.

2. Duration of persistence of the disorder. Children quite often experience various fears, seizures, and other disorders. However, cases of long-term persistence of these conditions should cause concern in adults.

3. Life circumstances. Temporary fluctuations in the behavior and emotional state of children are a common and normal phenomenon, since development never occurs smoothly, and temporary regression occurs quite often. All these fluctuations occur more often in some conditions than in others, so it is important to take into account the circumstances of the child's life.

4. Sociocultural environment. The child’s behavior must be assessed by the norms of his immediate sociocultural environment. Cultural differences that exist in society significantly influence the variability of generally normal behavior.

5. Degree of violation. Individual symptoms are much more common than a whole series of symptoms at the same time. Children with several emotional and behavioral disorders require more attention, especially if they simultaneously affect different aspects of mental life.

6. Type of symptom. Symptoms vary. Some are caused by improper upbringing of the child, others by mental disorder.

7. Severity and frequency of symptoms. Moderate, occasional behavioral difficulties are more common in children than severe, recurring disorders.

It is very important to find out the frequency and duration of adverse symptoms.

8. Behavior change. When analyzing children's behavior, one should compare its manifestations not only with those traits that are characteristic of children in general, but also with those that are common for a given child.

9. Situational specificity of the symptom. A symptom whose manifestation is independent of any situation is considered to reflect a more serious disorder than a symptom that occurs only in a specific situation.

Thus, when deciding whether a child’s behavior deviates from the norm, one should take into account a combination of all the above criteria.

Conventionally, we can distinguish 3 groups of children with behavioral problems:

1. Aggressive children - when highlighting this group, it is important to assess the degree of manifestation of the aggressive reaction, the duration of the action and the nature of the possible reasons, sometimes implicit, that caused this behavior disorder.

2. Emotionally and motor-disinhibited children - children belonging to this type react too violently to everything: if they express delight or suffer, then their expressive behavior will certainly be too loud and defiant.

3. Children who are too shy, vulnerable, touchy, timid, anxious are children who are embarrassed to express their emotions, who quietly experience their problems, afraid to draw attention to themselves.

In the behavior and development of preschool children, frequently occurring behavioral disorders (aggression, hot temper, passivity, hyperactivity, shyness), various forms of childhood nervousness (neuropathy, neuroses, fears) are usually caused by two factors - errors in education or a certain immaturity, minimal lesions nervous system.

Aggressiveness . 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 books, scatter and destroy toys, and break things.

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 so-called verbal aggression (insulting, teasing, swearing), which is often due to an unsatisfied need to feel strong or to recoup their own grievances. Sometimes children swear completely innocently, not understanding the meaning of the words.

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.

Hot temper is rather an expression of despair and helplessness, causing both adults and the child himself a lot of inconvenience and requiring overcoming.

Shyness . The basic principle of behavior that determines the nature of shyness is to behave smoothly and quietly. Therefore, a shy person has to suppress many thoughts, feelings and impulses that constantly threaten to manifest themselves.

Shy children represent a large category who do not stand out from the general population of children in any way, but are often “convenient”.

These children are suggestible: they have a good sense of the adult’s attitude towards them and their emotional state. Very often, a shy child is so timid and constrained that it seems that he is not able to cope with even the simplest task.

But his failures are due to the fact that he does not know how to act, but because he will be scolded.

Such children need quite a lot of time to familiarize themselves with the task, understand what is required of it, and what the result should be.

A shy preschooler does not know how and does not dare to make contact with other, unfamiliar and unfamiliar people. Even among people he knows well, he gets lost, has difficulty answering questions or when adults (with the exception of close relatives) approach him. However, upon closer examination, it is almost always denied that a defenseless, seemingly timid and shy child has an iron will and a very domineering, stubborn character.

Prevention of behavioral disorders in childhood

Prevention is a set of proactive measures aimed at preventing unwanted behavior.

Two key processes central to preventive measures are risk factors and protective factors.

Risk factors- biological, psychological and environmental forces that lead to an increased likelihood of behavioral disturbance. Risk factors include genetics, difficult temperament, inadequate parenting skills, poor parental monitoring, and environmental deprivation (inadequate need satisfaction).

Identifying risk factors and working with them is only part of the preventive work; the other is working with protective factors.

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

Protective factors are those characteristics of the individual or environment that mediate the negative impact of risk factors and 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).

These include: genetics, intelligence, calm temperament, good relationships with caregivers, positive relationships with peers, positive relationships with teachers, effective parenting skills, effective parental monitoring.

Based on protective factors, we can highlight the following areas of preventive measures:

· Building relationships with educators and teachers;

· Optimization of parent-child relationships;

· Organization of a development environment.

In the course of experimental studies, a number of personal qualities of a teacher were identified that directly or indirectly influence behavioral disorders in children: increased mood variability, fatigue, irritability, indecisiveness and anxious suspiciousness, hypercontrol, emotional coldness, as well as a low level of sensitivity, openness, desire to attract get the children's attention. aggression behavior shyness preschooler

Child-parent relationships are of paramount importance for children's mental health. A condition for the development of a child’s self-awareness is a positive perception by parents of their parental functions.

Overcoming behavioral disorders in children is also possible through the organization of a developmental environment.

Construction of a developing space in a kindergarten group, the use of games and experimentation with various materials, music and lighting design, phytodesign and aromatherapy; the opportunity to bring your favorite toy and pillow with which you are used to falling asleep allows you to make the environment emotionally comfortable, taking into account the age characteristics of children.

A specially organized living space in a group should stimulate the child’s activity, provide an opportunity to express his emotions by playing them out in various situations, make him the creator of his objective environment and, therefore, the creator of his personality.

Improving motor functions, emotional and motor relaxation, and relieving a child’s muscle tension successfully occurs when the playroom has a sports complex, ladder, slide, horizontal bar, rope, jumping mats, balls, etc.

Brightness and unusual equipment of the space will not only provide children with success in overcoming behavioral and emotional problems, but also become an effective means of preventing aggressive behavior, fears and anxiety

Therefore, prevention is a set of proactive measures aimed at preventing unwanted behavior.

The key processes central to preventive measures are risk factors and protective factors.

The main areas of preventive measures are identified: building relationships with educators and teachers; optimization of parent-child relationships; organization of a development environment. Each direction has its own methods and well-developed pedagogical technologies.

Work with teachers is carried out along the way of increasing the level of pedagogical skills and emotional stability; relaxation games, adaptation games, formula games, liberation games, and communication games are used.

Optimization of parent-child relationships is aimed at teaching parents to reorient their attitudes depending on the needs of the child, towards parents’ positive perception of their parental functions. For this purpose, group therapy, group consultations, and instruction are used. Proper construction of the developmental space of a kindergarten is also a powerful preventive measure for behavioral disorders in preschool children.

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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 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.