Behavioral disorders in children of senior preschool age. Risk factors for psychological health disorders Diagnosis of aggressive behavior in older children

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Society has established certain rules of behavior, deviation from which leads to a violation of generally accepted norms and concepts. In modern society, a violation of behavior may be unacceptable and be called deviant or deviant.

There are various groups where behavioral disorders can be observed in children. In addition, there are main groups that differ in reasons, dynamics and pedagogical and psychological characteristics:

Non-pathological behavior disorder.
A pathological group that is characterized by characterological reactions.

The first group is characterized mainly by changes that occur in the behavior of children in older preschool age, depending on the situation or a certain microenvironment where the child manifests himself. This is a non-pathological disorder of children's behavior, accompanied by a specific psychological orientation.

The corresponding reactions of a child’s behavior in senior preschool age in a certain environment do not lead to mental disorders, somatic functions, or disruption of adaptation in society and are not accompanied by critical deviations from the norm at this age.

Let us dwell on the next group, which is pathological in nature. Mostly reactions are personal and psychogenic; they deviate from the norms and rules of child behavior in society. They are accompanied by mental disorders, contribute to neurotic disorders, and mental reactions of behavior also appear.

A pathological character appears in children of older preschool age against the background of depression, neurotic diseases, mental disorders and other abnormalities. At first, the reaction may not appear as pathological, but gradually acquires a corresponding character. This can occur during a crisis transition period in children aged seven.

The main stage of transition from a non-pathological group to a pathological group is accompanied by corresponding signs. They are characteristic of the behavior of children in a certain microenvironment. If a child behaves adequately and then changes behavior that goes beyond the usual, then a certain social environment contributes to this.

Depending on the specific situation, children may act irritable or agitated. Behavioral disorders include conflict situations that arise due to misunderstandings, as well as neurological disorders resulting from this. The result is a state of passion and a violation of the autonomic vascular system.

In the case of pathology, studies note that mental disorders most often occur in dysfunctional families with an incorrect, non-pedagogical approach to raising children. This is a constant adverse effect on the child’s emotions, conflict situations that arise between adults in the presence of children, as well as long-term dishonest relationships within the family.

As a result, somatic disorders, nervous tension, emotionally stressful situations, depression arise, and pathologies in character traits develop. Also, the psyche of a child in older preschool age is influenced by external factors. This is a psychological unfavorable microclimate in a society where there are children who are characterized by changes in behavior due to improper upbringing and pedagogical neglect.

Behavioral disorder - assessment criteria:

Changes in children's behavior occur constantly, that is, they are sustainable.
Plurality in the nature of the child’s behavior.

According to statistics, by the age of seven, behavioral disorders may become established in children. Teachers note that this is typical for all categories of children. Psychologists say that there are always children with some kind of disability, and their number increases from year to year.

Problems of children's behavior in a social environment are a hot topic today. This is especially true for children aged seven. Preschoolers add to the statistics on the increase in children with pronounced signs of somatic and nervous disorders, as well as behavioral disorders in society. Today, many children have also been recorded with mental disorders, accompanied by aggressiveness and pronounced protest in behavior.

Studies of behavior disorders in preschoolers in older preschool age were carried out by scientists who considered this current problem. Among the many authors who studied child psychology, it is worth highlighting: S. D. Arzumanyan, L. S. Alekseeva, M. V. Lvova, B. S. Bratus, N. V. Bondarenko, A. D. Vislova, I I. Gilinsky, D. P. Dirbenev, I. S. Kon, Yu. A. Kleiberg, V. T. Kondratenko, T. N. Kurbatova, I. A. Furmanova.

The authors of studies and many books on psychology and pedagogy have studied the problems of mental disorders and somatic behavior of preschoolers, and examined interpersonal relationships between students and teachers, between parents and children.

In the works of scientists, behavioral violations and their deviations from norms and rules were defined, characteristic features and concepts for their assessment in society were studied. Experts in practical psychology studied the characteristics of the emotional development of children with behavioral disorders. Among the many authors who studied the problematic behavior of preschoolers, it is worth highlighting: L.I. Bozhovi, L.S. Vygotsky, A.V. Zaporozhets, A.V. Leontyev, V.N. Myasishchev, S.L. Rubinstein, P.V. Simonov.

Scientists have documented that a huge niche in pedagogy is occupied by the emotional basis of the behavior of preschoolers. Also important is the microclimate where the baby grows up, communication with teachers and parents.

At the age of seven, a child learns to live in society, communicate and express his feelings. Teachers may have questions related to deviations from the norm of rules of conduct. Children are easily excited and irritable. The following changes appear with the crisis of adolescence, the formation of the child as an individual, as well as assessment from society.

In his works, A.V. Zaporozhets defines the concept of problematic expression of emotions. Revealing the essence of the issue, he talks about the feelings that arise in children of this category, emotions, experiences. Children learn about the world, empathize with others, and try to help those in need through their actions. The main problems at this age may arise due to unrealized potential, which leads to a delay in personality formation.

Studying the problem from a modern point of view, specialists in the field of pedagogy D.V. Berezina and E.V. Mikhailova consider the concept of the development of a child’s emotional state, which significantly affects the characteristics of their behavior. This condition often leads to various types of maladjustment. What does this mean? When a child cannot emotionally adapt to the conditions and rules of social life.

Among children five to seven years old, several characteristics of emotional development are distinguished:

balanced type of character;
emotional mood, which is preceded by desire, idea, action;
feelings under control;
assessment of a child’s emotions in a specific situation by an adult, both disapproving and encouraging.

Negative emotions from a negative assessment of an adult can subsequently lead to a feeling of mild excitability, tension, and stress. A positive attitude towards the child’s actions will lead to positive dynamics in the emotional development of the child’s psyche.

One of the main components is the state of affect:

a transition period from desires to actions with obtaining a specific positive result at the end;
Inflated self-esteem of a child on the part of an adult allows him to reach new heights and master new activities without a sense of fear. This happens even before the child enters school, where the level of self-esteem automatically decreases;
a motivational system that helps develop the concept of significance and subordination of motives. New motives contribute to the achievement of new goals. The presence of a competitive motive has a beneficial effect on the development of individuality. Influence is exerted on the child to achieve success in school and work;
a characteristic feature of assessing behavior in society and social life develops.

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.

Disorder	Risk factors	Protective factors
Depressive disorders	Genetics Difficult life events and traumas Accumulated life stress Low self-esteem Being female	Genetics Intelligence level Supportive relationships with significant adults Social support Future plans
Behavioral disorders	Genetics Being male Family dysfunction Psychopathology in parents Socioeconomic deprivation Substance abuse Inadequate parenting skills Study problems Antisocial peer groups Low level of parental control	Genetics Intelligence Constructive relationships with caregivers Positive relationships with peers Positive relationships with teachers Good academic performance Access to social services Prosocial peer groups Effective Parenting Skills Effective parental controls
Alcohol abuse and alcohol addiction	Genetics Neurological disorders Antisocial behavior in childhood Poor performance Low adaptability Peer group behavior Socioeconomic deprivation Active sensation seeking	Genetics Positive group norms Strong attachment to parents Access to services Self-control and stress management skills
Factors common to many disorders	Genetics Limited access to services Low birth weight Difficult temperament Difficult relationship between parents Socioeconomic deprivation Environmental deprivation Parental crime Psychopathology in parents Failure to achieve Language problems	Genetics Above average intelligence Social competence Adaptive relationship between parents and child Being male Problem Solving Skills Internal locus of control Environmental adequacy Responsive parents Academic competence Adaptive relationships with non-parental adults Social support

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:

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.

A similar classification of behavioral disorders is proposed by V.T. Kondrashenko, defining them as a deviation from the norm of externally observable actions (deeds), in which a person’s internal motivation is realized, manifested both in practical actions (real behavioral disorder) and in statements and judgments (verbal behavioral disorder).

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. Regarding issues related to gender differences, even in late childhood, the behavior of boys and girls is largely the same, 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 differentiation between normal and abnormal behavior cannot be absolute. 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 multiple 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.

Elements of destructive behavior affect all aspects and mechanisms of social life. Before talking about aggression and aggressive behavior of people in prison, let's give the concept of destructive (deviant) behavior. The subject of consideration will be only those aspects of behavior that can be regarded as deviant, or deviant, behavior. All elements of destructive behavior, including aggressive behavior, belong to the category of deviant behavior. E.V. Zmanovskaya gives the following definition of destructive behavior: this is a stable behavior of an individual, deviating from the most important social norms, causing real damage to society or the individual himself, and also accompanied by his social disadaptation. There are many psychological classifications of types of deviant behavior. So, Yu.A. Kleiberg identifies three main groups of behavioral deviations: negative (for example, drug use), positive (social creativity, etc.) and socially neutral (begging, etc.). Ts.P. Korolenko and T.A. The Donskoys also systematized types of deviant behavior. In their opinion, all behavioral deviations are divided into two large groups: non-standard and destructive behavior.

Non-standard behavior takes the form of new thinking, new ideas, it involves actions that go beyond social stereotypes of behavior, and greater activity outside the accepted norms, but plays a positive role in the development of society. The typology of destructive behavior is built in accordance with its goals. In one case, these are outwardly destructive goals (violation of social norms - legal, moral, ethical, cultural) and, accordingly, outwardly destructive behavior. In the second case, there are internal destructive goals (disintegration of the personality itself, its regression) and, accordingly, internal destructive behavior. Aggression is one of the components of destructive behavior. According to R. Baron and D. Richardson, its following working definition is accepted: “Aggression is any form of behavior aimed at insulting or harming another living being who does not want such treatment.”

There is an opinion that aggressiveness and destructiveness are synonyms. But most researchers come to the conclusion: aggression is one of the manifestations of destructive behavior. Numerous studies of aggression within various sciences comprehend the determinants and mechanisms of aggression, as well as ways to regulate and control human aggressiveness. Much attention in psychological research devoted to the phenomenon of aggressiveness is paid to the issue of the connection between aggression and character traits.

Aggression is considered as a special form of organization of behavior, which has a personal and situationally determined nature of determination. This distinction in the understanding of aggressiveness is fundamental, since there is a contradiction here: on the one hand, the leading level of determination of aggression can be aggressiveness as a stable property of a deformed personality, on the other hand, aggressive behavior can be caused by imitation mechanisms and violations of self-regulation processes, in which aggressive actions are protective and demonstrative character.

When providing psychological and pedagogical support for maladaptive preschoolers, it is necessary to proceed from the following position: difficult education, characterized by socio-psychological disadaptation, is accompanied by deformation of social ties and alienation of the child from the relevant institutions of socialization and, above all, from the family and preschool educational institution.

Therefore, one of the most important tasks of psychological and pedagogical support is to overcome this alienation, to include the child in a system of socially significant relationships, thanks to which he will be able to successfully assimilate positive social experience. The solution to this problem involves a whole range of psychological and pedagogical measures aimed both at improving the conditions of family upbringing, upbringing in an educational institution, and at individual psychological and pedagogical correction of the personality of a maladaptive child, as well as measures to restore his social status in the peer group.

Accordingly, psychological readiness for schooling, as a leading guideline for psychological and pedagogical support for maladaptive older preschoolers, is understood as a necessary and sufficient level of mental development of a child for mastering the school curriculum in a learning environment with peers.

A child’s psychological readiness for school is one of the most important results of mental development during preschool childhood. In general, all of the above allows us to state that psychological and pedagogical support for the personality of a maladaptive child reflects one of the aspects of the activity of a practical psychologist in education and represents a system of psychological and pedagogical actions of a specialist using the necessary range of psychological and pedagogical means of helping the child in order to ensure the full development of his personality .

Accordingly, the goal of psychological and pedagogical support for the personality of a maladaptive child in senior preschool age is associated with strengthening his psychological health (the psychological aspect of the activity of a practical psychologist) and the assistance of a preschool educational institution (preschool) teacher in preparing the child for school.

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 necessary things. 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 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. In other cases, a child, not understanding the meaning of a swear word, uses it, wanting to upset adults or annoy someone. It also happens that swearing is a means of expressing emotions in unexpected unpleasant situations: a child has fallen, hurt himself, been teased or touched.

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.

Passivity. Often, adults do not see any problem in a child’s passive behavior, considering it good behavior. However, quiet children experience a variety of and not the most pleasant emotions. The child may be unhappy, depressed or shy. The approach to such children can be lengthy and a lot of time must pass before a response appears.

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

Another reason for a child’s quiet, passive behavior may be fear of unfamiliar new adults, little experience communicating with them, or inability to turn to an adult. Such a child may either not need physical affection, or may not tolerate physical contact at all.

Hyperactivity. One of the most common behavioral problems in preschool age. The main signs of hyperactive behavior are distractibility and motor disinhibition. A hyperdynamic child acts without thinking about the consequences, although he does not plan anything bad and is sincerely upset about the incident for which he becomes the culprit. He easily endures punishment, does not remember insults, does not hold a grudge, constantly quarrels with 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.

Shyness. Psychology has also identified three types of manifestations of shy behavior in preschoolers:

* external observable modes of behavior that signal to others: “I am shy,” with a characteristic uncertainty that manifests itself in the expectation of failure in difficult situations.

* physiological symptoms, for example, blush of shame.

* strong feelings of constraint and self-concentration, introspection with chronic uncertainty, extending to all types of activity.

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. It is one’s own inner world that makes up the environment in which a shy person lives. And although outwardly he may seem motionless, in his soul streams of feelings and unsatisfied desires rage and collide.

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. They talk and communicate selectively, only according to their choice. Mostly, of course, with family. 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.

Anxiety. The problem of anxiety occupies a special place in modern scientific knowledge. On the one hand, this is the “central problem of modern civilization”, the most important characteristic of our time, on the other hand, it is a mental state caused by the special conditions of the life situation. Therefore, it is not surprising that a large number of studies by domestic and foreign authors are devoted to this problem. In the psychological literature one can find different definitions of this concept, although most studies agree on the need to consider it differentially - as a situational phenomenon and as a personal characteristic, taking into account the transition state and its dynamics.

Anxiety is understood as “an individual psychological characteristic that manifests itself in a person’s tendency to experience anxiety in various life situations.”

A.M. Parishioner studied forms of anxiety in the process of individual and group work with children and adolescents. A form of anxiety is understood as a special combination of the nature of experience, awareness, verbal and nonverbal expression in the characteristics of behavior, communication and activity.

The form of anxiety manifests itself in spontaneously developing ways of overcoming and compensating it, as well as in a person’s attitude towards this experience. A.M. Parishioners speak of the presence of two main categories of anxiety:

1) open - consciously experienced and manifested in behavior and activity in the form of a state of anxiety.

2) hidden - unconscious to varying degrees.

Acute, unregulated - the individual cannot cope with it on his own.

A child’s anxiety largely depends on the level of anxiety of the adults around him. High anxiety from a teacher or parent is passed on to the child. In families with friendly relationships, children are less anxious than in families where conflicts often arise. Unfortunately, despite the large number of works noted above on the problem under consideration, insufficient attention has been paid to the study of childhood anxiety. Recently, works have begun to appear that reflect the specifics of the development of anxiety in preschoolers, with the possibility of assessing its level in children starting from the age of 3.

The following criteria help determine anxiety in a child: constant anxiety; difficulty, sometimes inability to concentrate on anything; muscle tension (for example, in the face, neck); irritability, sleep disturbances.

In children of senior preschool age, anxiety is not yet a stable character trait and is relatively reversible with appropriate psychological and pedagogical measures. The factors that determine the manifestation of aggression, feelings of fear and anxiety include design features, the type of higher nervous activity, the social environment in the broad sense of the word (features of national culture that affect the objects of fear and anxiety of children of different nationalities (A.I. Zakharov), hostility of modern society (K. Horney [10]); antagonistic relations in society - a consequence of wars, disasters: social environment in the narrow sense of the word (material disadvantage of the family, microclimate in the children's environment, features of the development of the child's psyche in the prenatal and postnatal period, trauma at birth, abnormal conditions of child development (without parents, without family, in concentration camps, in orphanages), an increase in the number of verbalized and non-verbalized predominantly negative assessments, dissatisfaction with social status and the content side of communication (B.S. Mukhina).

Negative emotional states have the same reasons: the desire to regain lost self-esteem, reduced by attacks from others; the result of positive reinforcement; loss of love or love object; opposing forces IT, EGO, Super-EGO; authoritarian position of parents and educators (E. Erikson [on 10]); inferiority complex (A. Adler [on 10]); frustration of the need for recognition (B.S. Mukhina); in reliability, security from the immediate environment (A.M. Prikhozhan), the action of insurmountable barriers standing in the way of achieving the goal; unfavorable attitude of others (K. Rogers [10]); discrepancy between assessment and self-esteem (I.V. Dubrovina); the phenomenon of role identification (A.I. Zakharov); chronic failure that arises under the influence of excessive conflicting demands in kindergarten and at home, when the child tries to combine incompatible rules and ideals in his behavior (E.B. Novikova).

Anxiety, fears and aggression are also determined by specific reasons. For example, children’s fears are caused by strong unexpected impressions (sharp sounds, etc.), forced substitution of family roles, intimidation of children by mythical creatures, etc. Anxiety arises when there is a weak orientation towards real conditions, a situation of chronic failure, excessive organization of life, a symbiotic relationship between a child and his mother, when the mother feels like one with the child, tries to protect him from imaginary difficulties, as a result of which, when he is left without a mother, he suddenly becomes lost and becomes passive, insecure and anxious (E.B. Novikova).

The forms of manifestation of negative emotional experiences are not always the same: the feeling of fear is associated with horror, numbness, crying, embarrassment, shyness, redness, paleness, a feeling of “sucking in the pit of the stomach,” fussiness, worsening sleep, enuresis. Forms of anxiety are ritual magical actions, excessive fantasizing, inhibitory reactions - going into illness (B.I. Kochubey, E.B. Novikova), an open form, manifested either in excessive calm, insensitivity to real troubles, indirect, manifested through specific methods behavior (direct expression of aggression, combined with an expression of anxiety, etc.). Aggression is transformed into quarrels, threats, curses, attacks, physical violence, malicious jokes (E.A. Gasparova).

One of the reasons that causes negative emotional states in preschoolers may be watching television programs with elements of violence (it has been experimentally proven that every fifteen minutes a viewer of Russian television sees one act of violence on the screen) due to the low level of development of the culture of television perception (screen culture, audiovisual culture), which implies the culture of a television viewer who knows how to evaluate the moral content of television programs, independently select the on-screen information he needs and use it wisely (E.A. Zakharova); perceive it, comprehend it and aesthetically evaluate it; development of knowledge about the past and present of screen arts (Yu.N. Usov).

While the causes, forms of manifestation and nature of aggression, anxiety, and fears have been discussed quite fully in the scientific literature, the relationship between the levels of culture of television perception and the levels of these negative emotional states in preschoolers has not been studied enough; the regulations of our course work do not allow us to consider this issue in more detail.

Summarizing the above, we note that in the psychological literature there is still no uniform definition of the concept of “behavioral disorders” in children. All attempts to classify disorders are conditional, since the behavior of a preschool child most often combines the features of several behavioral disorders. However, summarizing all of the above, we can conditionally distinguish 3 most pronounced groups of so-called difficult 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.

To identify the true causes of a child’s behavior, it is necessary to present the symptoms of specific, frequently occurring behavioral disorders, knowledge of which will allow you to correctly structure work with the child, and to determine the severity of the child’s disorder, rely on criteria for assessing possible deviations in any behavior.

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

* mistakes in education;

* a certain immaturity, minimal damage to the nervous system.

To identify the true causes of a child’s behavior, it is necessary to present the symptoms of specific, frequently occurring behavioral disorders, knowledge of which will allow the teacher, together with a psychologist, not only to correctly structure work with the child, but also to determine whether certain complications are developing into painful forms that require qualified medical care .

aggression preschooler prevention for children

1. Interaction according to 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.

2. 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 can lead to characteristic changes in behavior: a strongly expressed general readiness to react, fearfulness and timidity, submissiveness, 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.

3. Parental programming, which can affect him in an ambiguous way. 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.

4. Interaction with the teacher. 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.

5. Conflict 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.

Introduction

Chapter 1. Basic theoretical and methodological approaches to the problem of behavioral disorders in children

1 The phenomenon of behavioral disorders in psychological science

2 Prevention of behavioral disorders in childhood

3 Features of behavioral disorders and their psychological correction in preschool age

Chapter 2. Experimental study of behavioral disorders in children of senior preschool age (using the example of aggressive behavior)

1 Diagnosis of aggressive behavior in children of senior preschool age

2 Implementation of a play therapy program as a means of correcting aggressive behavior in children of senior preschool age and evaluation of its effectiveness

Bibliography

Introduction

The study and prevention of negative phenomena in the behavior of people in any society is a problem of paramount importance. This problem acquires particular significance in states that are in a state of socio-economic crisis. At the beginning of the 21st century, the problem of behavioral disorders remains popular both in foreign and domestic psychology.

Specialists from many human sciences - neurophysiologists, psychologists, sociologists, lawyers, psychiatrists - study behavioral disorders. Each discipline has its own perspective of analysis. Psychologists classify behavioral disorders as increased aggressiveness, autism, excessive isolation, anxiety, and others.

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

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 E.M. Gasparova, A.D. Kosheleva, N.D. Levitova, T.G. Rumyantseva, I.A. Furmanov, foreign authors A. Adler, A. Bandura, H. Heckausen. Both domestic and foreign scientists have studied the problem of shyness: D.M. Baldwin, E.I. Gasparova, A.A. Zakharov, F. Zimbardo, D. Izard, Yu.M. Orlov, T.O. Smoleva, D.B. Watson, W. Stern. Anxiety was considered by K.E. Izard, N.Y. Sinyagina, A.I. Zakharov, Prikhozhan A.M.

In connection with progressive political and social changes, society needs socially mature, free individuals with legal knowledge, but at the same time, the social crisis processes occurring in modern Russian society negatively affect the psychology of people and have a negative impact on physical and mental development preschooler. arise contradictionsbetween the demands of society and the child’s capabilities. Teachers are faced with the following tasks: to overcome emerging contradictions and teach the child to control his behavior, help him realize his needs for self-expression, self-affirmation, demonstrate his abilities, evaluate himself and be appreciated by others.

Purpose of the study:to determine the specifics of manifestations of behavioral disorders in children of senior preschool age and the possibilities of their correction and psychoprophylaxis.

Object of study:behavior of children aged 5-7 years.

Subject of study:features of behavioral disorders in preschool children and their correction (using the example of aggressive behavior).

Hypothesis:Taking into account the specifics of behavioral disorders in preschoolers and the correctional capabilities of group play therapy, it is suggested that work to reduce the level of aggression in preschool age will be an effective means of correction if the following areas of work are chosen:

Research objectives:

1.Conduct a theoretical analysis of the problem of behavioral disorders;

2.Reveal the specifics of preventing behavioral disorders in childhood;

.Analyze the features of behavioral disorders and their psychological correction in preschool age;

.Select research methods and diagnose aggressive behavior in children of senior preschool age;

.To implement a play therapy program to correct aggressive behavior in children of senior preschool age and evaluate its effectiveness.

Research methods:analysis of scientific literature, structured observation, questioning, testing, document analysis.

Chapter 1. Basic theoretical and methodological approaches to

problem of behavior disorders in children

.1 The phenomenon of behavioral disorders in psychological science

behavior child play correction preschooler

Psychological studies show that most children have various kinds of problems and difficulties, among which behavioral disorders occupy one of the leading places (9). However, in the psychological literature there is no uniform definition of the concept of “behavioral disorders” in children.

Specialists from almost all human sciences - neurophysiologists, anthropologists, geneticists, psychologists, sociologists, lawyers, criminologists, psychiatrists - study behavioral disorders. 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.

According to reference literature (18), 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 maladjustment of behavior (18). 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.

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).

A similar classification of behavioral disorders is proposed by V.T. Kondrashenko, defining them as a deviation from the norm of externally observable actions (acts), in which the internal motivation of a person is realized, manifested both in practical actions (real behavioral disorder) and in statements and judgments (verbal behavioral disorder) (11)

To determine the severity of a child’s disorder, M. Rutter (16) offers the following criteria for assessing possible deviations in any behavior:

Standards that correspond to the age characteristics and gender of the child. Some behaviors are only normal for children of a certain age. Regarding issues related to gender differences, even in late childhood, the behavior of boys and girls is largely the same, and this is normal.

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.

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.

Sociocultural environment. The differentiation between normal and abnormal behavior cannot be absolute. 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.

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

Symptom type. Symptoms vary. Some are caused by improper upbringing of the child, others by mental disorder.

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.

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.

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.

· mistakes in education;

· a certain immaturity, minimal damage to the nervous system.

To identify the true causes of a child’s behavior, it is necessary to present the symptoms of specific, frequently occurring behavioral disorders, knowledge of which will allow the teacher, together with a psychologist, not only to correctly structure work with the child, but also to determine whether certain complications are developing into painful forms that require qualified medical care .

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.

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.

Passivity.Often, adults do not see any problem in a child’s passive behavior, considering it good behavior. However, quiet children experience a variety of and not the most pleasant emotions. The child may be unhappy, depressed or shy. The approach to such children can be lengthy and a lot of time must pass before a response appears.

Hyperactivity.One of the most common behavioral problems in preschool age. The main signs of hyperactive behavior are distractibility and motor disinhibition. A hyperdynamic child acts without thinking about the consequences, although he does not plan anything bad and is sincerely upset about the incident for which he becomes the culprit. He easily endures punishment, does not remember insults, does not hold a grudge, constantly quarrels with peers and immediately makes peace. This is the noisiest child in the children's group.

Shyness.Psychology has also identified three types of manifestations of shy behavior in preschoolers:

· externally observable behaviors that signal to others: “I am shy,” with a characteristic uncertainty that manifests itself in the expectation of failure in difficult situations.

· physiological symptoms, such as blushing.

· intense feelings of tightness and self-concentration, introspection with chronic uncertainty extending to all activities.

Anxiety.In psychology, anxiety is understood as a person’s tendency to experience anxiety, i.e. an emotional state that arises in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events.

In children of senior preschool age, anxiety is not yet a stable character trait and is relatively reversible with appropriate psychological and pedagogical measures.

1. Aggressive children

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. To identify the true causes of a child’s behavior, it is necessary to present the symptoms of specific, frequently occurring behavioral disorders, knowledge of which will allow you to correctly structure work with the child, and to determine the severity of the child’s disorder, rely on criteria for assessing possible deviations in any behavior.

1.2 Prevention of behavioral disorders in childhood

Prevention is a set of proactive measures aimed at preventing unwanted behavior (2).

Two key processes central to preventive measures are risk factors and protective factors. Experts say that there are circumstances in a person’s life that can 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 committing violations, 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 are environmental, biological, psychological, and forces associated with interactions with the environment that lead to an increased likelihood of behavioral disturbance.

Risk factors that play an important role in the development of behavioral and emotional problems in childhood: genetics, difficult temperament, inadequate parenting skills, antisocial peer groups, poor parental monitoring, socioeconomic disadvantage and environmental deprivation (inadequate need satisfaction).

Knowledge of risk factors provides specialists 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 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 a person 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)

Protective factors 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 the development environment.

In the course of experimental studies (20), a number of personal qualities of a teacher were identified that directly or indirectly affect behavioral disorders in children:

· Personal anxiety and overcontrol behavior on the part of the teacher through dominance or overprotection, which leads to a decrease in the child’s social activity and complicates the formation of his subjectivity.

· The predominant development of verbal intelligence in teachers and, as a consequence, the predominance in their work of verbal forms of teaching and upbringing, which conflicts with the underdevelopment of verbal intelligence in children, which negatively affects the results of children's activities.

· The behavioral aggressiveness of teachers against the background of inadequate self-esteem means that they unconsciously provoke responses from children.

· Indifference and a formal attitude towards a sensitive, unbalanced and unprotected child destroys personal-emotional communication and does not contribute to solving the child’s problems.

· An inadequate attitude towards oneself and a poorly differentiated image of the teacher’s “I” indicate that educators and teachers have little understanding of themselves and their own problems. Not being able to correctly evaluate and accept themselves, they are unable to do this in relation to problem children, for whom acceptance and recognition by others is the most pressing problem.

Children's behavior can also be negatively influenced by such personal characteristics of teachers as: increased mood variability, fatigue, irritability, indecision and anxious suspiciousness, hypercontrol, emotional coldness, as well as a low level of sensitivity, openness, and the desire to attract the attention of children.

For kindergarten teachers, according to R.V. Ovcharova, the problem of improving pedagogical skills is especially relevant, since according to many indicators of the development of professional qualities they do not reach the zone of optimality. Low professional competence leads to low quality of the pedagogical process, is ineffective for ordinary children, and for problem children, leads to demotivation of cognition and learning, underdevelopment of cognitive interests (14).

To overcome the difficulties described above, you can offer psychotechnical games and exercises to N.V. Samukina (17), which a psychologist can use to help teachers cope with neuropsychic stress and contribute to the harmonization of the teacher’s inner world.

Practicing psychotechnical games does not require a lot of time or special premises. It is necessary to develop the teacher’s habit of psychotechnical actions, to create the need for psychological stability and internal order. Training sessions with teachers should be conducted under the guidance of specialists with special psychological education.

The games used are divided into five types:

1. Relaxation games.Within 2-5 minutes spent performing psychotechnical exercises, the teacher can relieve fatigue and gain a state of inner freedom, stability, and self-confidence. By performing these exercises, he takes a kind of “psychological shower,” which cleanses the psyche and promotes quick and effective rest. List of games: “Inner Meadow”, “Press”, “Tree”, “Mood”, “Proverbs”, “Memories”, “Book”, “Maria Ivanovna”, “Head”, “Hands”, “I am a child” , “Openness”, “Rhythm”, “I am a reservoir”.

2. Adaptation games.They are used during the period of adaptation of a young teacher to professional activity, change of teaching staff, after a long break in work, vacations. They contribute to the development of self-control and volitional processes. The following games are used: “Focus”, “Breathing”, “Psychoenergetic umbrella”, “Distribution of attention”, “Switching attention”, “Animal”, “Emotion”.

3. Formula games.These games are used for verbal self-hypnosis. Formulas can be pronounced silently or out loud when preparing for a lesson, during the work day, or before a difficult situation. The pronunciation of formulas is not necessarily carried out exactly according to the text. For quick use of the formula, it is advisable to have a short text. The beginning of the formula is of great importance: “My desire is to have...”, “I can do everything...”, “I am convinced that...”, “I believe that...”. The self-hypnosis formula is repeated up to seven times. At the same time, belief in the “magical effects” of spoken words is important.

4. Games of liberation.This is a methodical expression of the idea of decentration. Any tense mental state is characterized by a narrowing of consciousness and a person’s hyperconcentration on his experiences. There are several forms of decentration: role (reincarnation of a person into another object), intellectual (produced by looking at oneself from the outside, a “psychological mirror”), communicative (implemented during a dialogue with a change in communicative positions, for example, bad - good). List of liberation games: “Dialogue”, “Video Camera”, “Bad - Good”, “My Enemy is My Friend”.

5. Communication games.In the course of working with teachers, it is possible to organize communication games that would enable the teacher to understand the feelings of another participant in the educational process. Their meaning is to change position, role, when the teacher plays out various situations from the position of a child, a parent, or a leader.

Child-parent relationships are of paramount importance for children's mental health. T. Harris believed that The best way to help children is by helping their parents . Group consultation model and preventive parenting developed by H. Ginott (22). This model is based on the desire to teach parents to reorient their attitudes depending on the needs of the child.

A condition for the development of a child’s self-awareness is a positive perception by parents of their parental functions. This is exactly what the model is aimed at: parents should view their parenting experience positively and not feel any sense of guilt towards their children. H. Ginotta distinguishes three forms of parenting :

Group therapyis to achieve permanent changes in the personality structure of the parent. Psychotherapy is intended for people with emotional disturbances who suffer from an inability to resolve parent-child relationship problems.

Group consultationsshould help parents cope with the problems that arise when raising children. No structural changes to the human personality are needed here; the main thing is to help parents avoid unnecessary stress and better navigate various family situations. During conversations in groups, parents tell 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.

Briefingparents 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 release, 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 activities,

· decreased self-esteem,

· disturbances 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 therapies (various types of trainings, psycho-gymnastics),

· social therapies.

Play therapy- the most popular method used in working with children, as it most closely meets developmental goals and is applicable to almost all types of behavior disorders.

Play for a child is also a form of “self-therapy”, thanks to which various conflicts and problems can be responded to. In a relatively safe play situation, the child allows himself to try out different ways of behavior.

Famous Russian psychologist O.A. Karabanova identifies the following as the main psychological mechanisms of the game’s corrective effects:

modeling the system of social relations in a visually effective form in special gaming conditions, exploring them by the child and his orientation in these relations;
changing the child’s position in the direction of overcoming cognitive and personal egocentrism and consistent decentration, due to which the awareness of one’s own self in the game occurs and the measure of social competence and ability to resolve problem situations increases;
the formation of real relationships along with game relationships, i.e. equal partnerships of cooperation and cooperation between the child and peers, providing the opportunity for positive personal development;
organization of step-by-step development in the game of new, more adequate ways of orienting a child in problematic situations, their internalization and assimilation;
organizing the child’s orientation towards identifying the emotional states he is experiencing, ensuring their awareness through verbalization and, accordingly, awareness of the meaning of the problem situation as a whole and the formation of its new meanings;
formation of the child’s ability to voluntarily regulate activity based on the subordination of behavior to a system of rules governing the fulfillment of a role and rules governing behavior in the playroom.

A.I. Zakharov For better organization of the gameplay, he suggests adhering to certain rules:

1.when choosing game topics, you should take into account the child’s interest and their significance for correction;

2.the game should be structured in such a way as to promote the development of the child’s emotionality and initiative;

.the specialist should not comment on the game;

.the influence on the child can only be carried out through a simulated game situation and the characters’ personalities;

.the ratio of spontaneous and directed components of play therapy should depend on the personal characteristics of the patient and his condition.

It is advisable to carry out play therapy as a means of correcting behavioral disorders in children of senior preschool age in blocks: in the form of individual and group therapy, taking into account the principles of the dynamics of mental development.

According to A.I. Zakharov, E. Eidemiller individual play therapyit is more advisable to start with spontaneous play - at the stage of acquaintance and diagnosis in order to relieve tension, improve contact and increase interest in the specialist and corrective measures. Spontaneous play performs diagnostic, correctional and educational functions.

For play therapy, a room is specially equipped and toys are selected. In this room, the most significant person is the child: here he commands the situation and himself, here no one tells him what to do, no one criticizes what he does, no one finds fault or gives advice, pushes him, does not interfere in his personal world. In the play therapy experience, the child has the opportunity to explore himself in interaction with the play therapist. During play therapy, children, having the opportunity to believe that all their actions are the product of their desires and that they can control them, begin to believe in themselves, gain self-esteem, open up and receive relief. Usually the child looks forward to the next lesson. And it’s not surprising: it’s nice to feel like a free, respected person, yourself.

Collective play therapyis carried out with the aim of children receiving positive feedback and developing their ability to interact with others without conflict. When play therapy is conducted correctly, an atmosphere of trust, safety and frankness is established in a group of children. One could say that the motto of play therapy is “not to control, but to understand.”

primary goal art therapyconsists in harmonizing the development of personality through the development of abilities of self-expression and self-knowledge. Expanding the possibilities of self-expression and self-knowledge in art, in comparison, for example, with play, is associated with the productive nature of art - the creation of aesthetic products that objectify the child’s feelings, experiences and abilities, facilitating the process of communication with other people.

The following types of art therapy are distinguished depending on the nature of the creative activity and its product: drawing therapy based on the visual arts, bibliotherapy as literary writing and creative reading of literary works, drama therapy, music therapy, etc.

There is a distinction between directive art therapy, where the task is posed directly to the child: the theme of the drawing is set, guidance is provided in the search for the best form of expression, and assistance is provided in drawing. This form of art therapy is used in cases of fears, phobias, and anxiety. In non-directive art therapy, the child is given freedom both in choosing the topic itself and in choosing the form of its expression. The psychologist emotionally supports the child and, if necessary, helps him technically. This form of art therapy is used in cases of low self-esteem and negative distorted image.

In preschool age, drawing therapy, fairy tale therapy and music therapy are most often used. The child’s drawing is directly and directly related to the game, woven into the game, being a development of the plot and a continuation of the game itself. In comparison with other psychocorrective methods, art therapy has its advantages in cases of severe emotional disorders, a low level of development of play activity in a child, and undeveloped communicative competence.

As a result of the use of art therapeutic methods in correctional work with children, it is possible to ensure an effective emotional response, giving it socially acceptable acceptable forms even in cases of aggressive manifestations; facilitate the communication process for children who are withdrawn, shy or poorly peer-oriented; develop arbitrariness and the ability for self-regulation, the child’s awareness of his feelings, experiences and emotional states.

Method behavioral trainingis aimed at teaching the child adequate forms of behavior in problem situations, at increasing the level of “executive competence” in relation to certain situations of interaction and communication with the social environment, the objective world. Proponents of behavioral training as a method of group work with children proceed from the assumption that the cause of a significant proportion of a child’s difficulties is his lack of appropriate skills.

Elements of the behavioral training method are widely used in correctional work with children and their parents in the organization of teaching new behavior that is more effective than the old one; in the method of sequential transition from game situations to conditional and real life situations during behavior training and, finally, in the “homework” method, used mainly when working with parents.

Method social therapyis a method of psychological influence based on the use of social acceptance, recognition, social approval and positive assessment of the child by a significant social environment - both adults and peers. The method of social therapy ensures, firstly, the satisfaction of the individual’s need for social recognition and, secondly, the formation of adequate methods of social interaction in children with a low level of communicative competence.

Method status psychotherapybased on the age-related movements of the child, which make it possible to regulate the child’s status in the group and purposefully regulate the relative success of his activities. For example, a relative increase in the success of an unpopular, “isolated”, “neglected” child by transferring him to a group of younger children, lowering the status of relative success by transferring to a group of older children can be recommended for correcting the personal development of children with an egoistic orientation, authoritarian tendencies and manifestations of aggressive behavior.

When implementing methods of social and status psychotherapy, the following rules must be observed:

Their use is possible only when other methods have proven ineffective or in cases where emergency psychological intervention is required.
It is necessary to carefully determine the reasons for the child’s difficulties.
Mandatory coordination of the issue of age-related movements of the child with the administration of the child care institution, teachers and parents.

Justification for age-related transfers for the child himself: transfer to a younger group can become additional psychological trauma for the child, therefore it is necessary to explain to him his so-called new status - “adult assistant”.

Thus, it becomes obvious that failure to comply with the conditions for the mental and personal development of preschool children leads to behavioral disturbances and requires correction of these conditions, taking into account basic principles of psychological correction. With all the variety of behavioral disorders, most of them have clearly distinguishable features: insufficient development of intelligence and communication skills, a reduced level of self-regulation, underdeveloped play activities, reduced self-esteem, and disturbances in relationships with peers. 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 with preschoolers: play therapy, art therapy (visual, fairy tale, music, etc.), behavioral therapy (various types of trainings, psycho-gymnastics), psychological mechanisms of correctional influence on the child’s personality.

Chapter 2. Experimental study of violations

behavior in children of senior preschool age (for example

aggressive behavior)

.1 Diagnosis of aggressive behavior in older children

preschool age

We conducted an experimental study, the purpose of which was to determine the specifics of manifestations of aggressive behavior in preschool children and corrective work with children who have this behavior problem.

There was a need to solve the following problems:

· selection of research methods and diagnostics of aggressive behavior in children of senior preschool age;

· implementation of a play therapy program to correct aggressive behavior in children of senior preschool age;

· generalization and description of the results of this experimental work

Taking into account the specifics of behavioral disorders in preschoolers and the correctional capabilities of collective play therapy, we hypothesized that work to reduce the level of aggression in preschool age will be an effective means of correction if the following areas of work are chosen:

· teaching aggressive children acceptable ways to express anger;

· teaching children the skills to recognize and control negative emotions, the ability to control themselves in situations that provoke outbursts of anger;

· formation of the ability to empathy, trust, sympathy, empathy.

In accordance with the purpose, objectives and hypothesis of the study, we chose the following methods:

· Questionnaire for parents of Lavrentieva G.P. and Titarenko T.M.;

· Conversation with children on the topic: “Me and TV”;

· Structured observation conducted by a teacher (methodology for diagnosing aggressive behavior of children by Lavrentieva G.P.).

Let us describe these methods in more detail:

1. Questionnaire for parents of Lavrentieva G.P. and Titarenko T.M.

Parents are asked to answer 20 statement questions. A positive answer to each proposed statement is scored 1 point. The total score is calculated, on the basis of which a conclusion is made about the child’s level of aggressiveness (the higher the total, the higher the child’s level of aggressiveness).

Results rating scale:

· Increased level of aggressiveness - 16-20 points

· High level of aggressiveness - 11-15 points.

· The average level of aggressiveness is 6-10 points.

· Weak level of aggressiveness -1-5 points.

2. Conversation with children on the topic: “Me and TV” (author’s development by V.D. Purina)

Purpose: to identify a tendency to aggressive behavior in children of senior preschool age

The tester (psychologist or teacher), in the form of a conversation, conducts four test tests individually with each child to determine his attitude to issues related to the manifestation of aggressiveness on television, which also indicates his personal aggressiveness (or predisposition to it). If a question or answer is not clear to the child, the tester repeats it. Moreover, the child must choose one of three ready-made answers, or come up with his own answer. For the answer to each question, the subject receives from 0 to 2 points, depending on the degree of “approximation” of the answer to the highest manifestation of aggressiveness. A point of 0 is given when choosing answers with the letter “a” (lack of aggressiveness), 1 point - in this case, the child selects an answer with the letter “b”, corresponding to the presence of a certain amount of aggressiveness (but very low); 2 points - if the child chooses an answer with the letter “c” (corresponding to a high level of aggressiveness). If a child comes up with his own answer options, points for them are awarded using the same strategy as when choosing “ready-made” answers. The total score is calculated, on the basis of which a conclusion is made about the child’s level of aggressiveness (the higher the total, the higher the child’s level of aggressiveness).

Results scale:

· Increased level of aggressiveness - 7-8 points.

· High level of aggressiveness - 5-6 points.

· The average level of aggressiveness is 3-4 points.

· Weak level of aggressiveness - 0-2 points.

3. Structured observation conducted by a teacher (methodology for diagnosing aggressive behavior of children by Lavrentieva G.P.).

Purpose: to identify a tendency to aggressive behavior in children of senior preschool age.

Equipment: observation card, including 18 fragments - fixed forms of behavior, in this case aggressive (the tester observes the child during a training session at a preschool educational institution and records the results at the end of it).

Instructions. In the answers you should only put “+” (which means YES, present); or "-" (meaning NO, missing). Each “+” corresponds to 1 point (the answer “-” corresponds to 0 points). The total score is calculated, on the basis of which a conclusion is made about the child’s level of aggressiveness (the higher the total, the higher the child’s level of aggressiveness).

Results rating scale:

· Increased level of aggressiveness - 15-18 points

· High level of aggressiveness - 10-14 points.

· The average level of aggressiveness is 6-9 points.

· Weak level of aggressiveness - 0-5 points.

Each of the diagnostic methods indicated above has a scale of aggressiveness level (increased, high, medium, weak level of aggressiveness). Based on diagnostic measures, data analysis was carried out and the following results were obtained:

Assessment of the level of aggressiveness of preschool children using the method of Lavrentieva G.P. and Titarenko T.M.:

Table 1

No.F.I. child Number of points Aggression level Weak Average High High 1.102.93.104.105.26.47.78.49.1210.111.612.313.414.415.416.1217.918.7 Total: 8 people 8 people 2 people 0 people

A quantitative analysis carried out on the basis of a survey of parents using this method showed that in the group of children the following was identified:

· 2 children with a high level of aggressiveness,

· 8 children by average level of aggressiveness

· 8 children with low levels of aggression.

Qualitative analysis showed that in this group of children the most widespread behavioral disorders are: refusal to share, to give in (12 people), desire for revenge (11 people), stubbornness in achieving their goals (9 people), quarrels, fights (8 people), damage toys (8 people).

Assessment of the level of aggressiveness of preschool children using the method “Conversation with children on the topic: “Me and TV”:

table 2

No.F.I. child Number of points Aggression level Weak Average High High 1.52.13.44.85.16.47.48.19.510.311.612.013.514.315.216.417.718.4 Total: 5 people 7 people 4 people 2 people

The results of this technique revealed the following indicators:

· 2 people with a high level of aggressiveness;

· 4 people with a high level of aggressiveness;

· 7 people with an average level of aggressiveness;

· 5 people with a low level of aggressiveness.

Assessment of the level of aggressiveness of preschool children using the method of Lavrentieva G.P. (structured observation conducted by a teacher):

Table 3

No.F.I. child Number of points Aggression level Weak Average High High 1.122.63.54.125.06.37.108.09.810.211.612.013.014.115.316.917.618.4 Total: 10 people 5 people 3 people 0 people

Observation of the teacher, carried out using this method, made it possible to identify in the group of children:

· 3 children with a high level of aggressiveness;

· 5 people with an average level of aggressiveness

· 10 people with a low level of aggressiveness.

A qualitative analysis of the data obtained showed that widespread behavioral disorders in children of this group are:

Failure to comply with discipline (10 people), imitating the hooligan pranks of others (9 people), fights (7 people), a negative attitude towards comments (7 people), “going berserk” (7 people).

Based on the results of three methods:

Table 4

No.F.I. Child Results by methods Conclusions about the level of aggressiveness SR14.SLSRSLSL15.SLSLLSLSL16.VSRSRSR17.SRPSSRSR18SRSRSLSR

P - increased level of aggressiveness

B - High level of aggressiveness

SR - Medium level of aggressiveness

SL - Weak level of aggressiveness

A comparative analysis of the results of the three methods gives a mixed picture. In the results of observations of adults (parents and educators), the number of children with high and increased levels of aggressiveness is 2 and 3 children, respectively. In the “Me and TV” method, the number of aggressive preschoolers increases to 6 people, and 1 of them (...) was rated as “average” by both parents and educators. These results suggest that preschoolers are susceptible to the influence of aggressive images that attack them in the media.

Analysis of the results of two observation methods (parents and educator) revealed differences in the opinions of parents and educators on the manifestations of child behavior disorders. In particular, in the parents’ questionnaire, the item “likes to be first, to command, to subjugate others” is marked positively. The teacher marks the same children in the column “imitates the hooligan pranks of others.” There are also disagreements over property damage and fighting. This conclusion gives us the right to assert that an adult’s assessment of a child is quite often biased and needs to be cross-checked with other methods.

Thus, in accordance with the purpose and objectives of the study, the choice of diagnostic methods was made based on the extent to which this method determines the degree of aggressiveness in children. In order for the results to be as reliable as possible, the following several methods were chosen: a questionnaire for parents Lavrentieva G.P. and Titarenko T.M.; conversation with children on the topic: “Me and TV”; structured observation conducted by a teacher (methodology for diagnosing aggressive behavior of children Lavrentieva G.P.) A comparative analysis of the results of the three methods gave an ambiguous picture, but still helped to identify in the group of children those who were supposedly characterized as “aggressive”. Of the 18 children examined, we classified 3 people into the group of children with aggressive behavior. Their behavior was marked by hostility and anger; damage to public and personal property; negative attitude towards comments; fights. The identified characteristics of these children confirmed the need for corrective measures.

2.2 Implementation of a play therapy program as a means

correction of aggressive behavior in senior preschool children

age and assessment of its effectiveness

At the correctional stage, play therapy was chosen as a tool for work, because it has a number of advantages over other methods in the context of the age of children and the characteristics of their behavior:

· preschool age is the classic age of play, the leading activity of a child; it is a relevant and interesting pastime for him.

· play is the most effective way for a child to express himself, because, due to his age, his verbal function is not sufficiently developed.

· play as an active way of interaction allows preschoolers to respond to aggressive manifestations at the necessary and sufficient level.

Analyzing techniques for working with aggressive children, a three-step approach to reducing the level of aggression in children aroused interest. Lyutova E.K. and Monina G.B. They suggest at the first stage of working with aggressive children to select games and exercises with which the child could throw out his anger. At this stage, games are used to respond to physical and verbal aggression. The second stage of work begins after the anger has completely responded and consists of teaching the skills of recognizing and controlling negative emotions. At the third stage, the authors recommend starting the process of developing the ability to empathy, trust, sympathy and compassion.

Based on an analysis of the patterns of mental development of six-year-old children, it was assumed that for working with them it is inappropriate to carry out each of the stages of reducing the level of aggression in separate series of 4-5 sessions. The inappropriateness is due to insufficient development of attention span and high fatigue of children engaged in monotonous activities, and, as a result, a decrease in motivation for further activities.

Therefore, a program was developed consisting of 5 lessons of 45 minutes, according to which, at each lesson, the 3 above stages are carried out sequentially, which together should have caused an effect of reducing aggression in children.

The entire group of examined children was included in the correctional work process. Participation in games for children with unexpressed aggressive behavior was important for psychological support and created a sense of cohesion in the group.

Long-term game lesson plan

No. Date Name of planned classes Note Stage 2 Stage 3 Stage 123456 04/11/11 “Sparrow fights” “Why did the boys fight” “Kangaroo” “Little ghost” “Eye to eye” “Dragon” “Name calling” Work with demonstration material “Good animal” 04/213/11 “Two rams” "Bunnies" "Walk with a compass" "Little ghost" "Eye to eye" "Tuh-tibi-duh" Working with demonstration material "Good animal" 04/315/11 "Sparrow fights" "Why did the boys fight" "Kangaroo" "Little ghost "Eye to Eye" "Walking with a Compass" Name-calling"Working with demonstration material418.04.11"Two Rams""Planets""Kangaroo""Little Ghost""Eye to Eye""Good Animal""Tuh-tibi-spirit"Working with demonstration material520.04.11"Sparrow fights""Planets "Dragon" "Little ghost" "Eye to eye" "Walk with a compass" "Tuh-tibi-spirit" Working with demonstration material "Good animal"

As an introductory stage, a game was planned with a “scream bag”, in which children, at the teacher’s suggestion, could leave their cry during the lesson and take it back after finishing. Since the children were asked to leave and pick up the cry voluntarily, after the third lesson the need for this water stage disappeared due to the children’s lack of needs for it.

At the first stage of working with aggressive children, of the 5 games included in the anger response program, 3 were used in each lesson. The games were changed for the effect of novelty in order to interest children and motivate them to play activities. The content of the games took into account the alternation of responses to verbal and physical aggression.

Changes were also made to the content of stage 2. To familiarize children with the variety of emotions, not only games and demonstration materials by M.I. were used. Chistyakova, but also portraits of children in various emotional states. Based on the portrait of the child, a conversation was held with the group, during which they discussed what emotion this child was experiencing, what could have happened to him, and what signs could be used to guess his condition.

After this, the children were given sheets with schematic images of 15 human faces experiencing various emotions. Each child in the group had to identify himself with a person and tell the other children what happened to him, why he looked like that and what emotion was painted on his face.

When the majority of children began to be able to accurately recognize emotions and write short stories that coincided in content with the images, the procedure for recognizing emotions in photographs of children, worked out over three lessons, was replaced by the child acting out a certain emotional state. 2 children were selected from the group, and they took turns acting out emotions of different valences.

The task of the remaining children was to select from the stimulus material a corresponding photograph of a child experiencing a similar emotion and name it.

The second stage was implemented in such a way that aggressive children became acquainted with the diverse palette of human emotions and had examples of expressing both negative and positive feelings, and could also “read” emotions by body language, facial expressions.

The purpose of the games of the third stage was the following: to teach aggressive children to be less touchy, to give them a unique opportunity to look at themselves through the eyes of others, to be in the shoes of the one whom they themselves offend, without thinking about it. Starting from the third lesson, the program was supplemented by free-form discussion with children.

Based on the process of group play therapy, the following dynamics of behavior of aggressive children in the group were identified.

Firstly, over the course of five sessions, the process of legal outburst of anger was expressed: aggressive impulses appeared in the first lesson, increased with subsequent ones, reached a peak in the fourth and began to decline in the final one.

Secondly, it was revealed that children’s inability to recognize and control negative emotions is associated with a narrow range of their behavioral repertoire and ignorance of many shades of emotional states. After a course of five lessons, the children expanded their repertoire of responses to various situations, almost accurately learned to determine the valence of an emotion, and began to play out not only negative, but also positive emotions on their own initiative.

Thirdly, at the stage of developing the ability to empathize, in the process of role-playing games, children had the opportunity to put themselves in the place of another, sympathize with the victim, thereby developing empathy and trust. By the end of the classes, they realized the behavior that offends others, they became less harsh towards group members, however, isolated aggressive tendencies took place.

Children identified by diagnostics as aggressive showed convincing dynamics during the lessons. The boy showed increased activity during the first stage classes, but at the 5th lesson he showed a noticeable decline. By the introductory stage, she lost interest along with all the children and demonstrated a noticeable interest in her own emotions not only in class, but also in her free time. The girl began to describe her emotions in words and even tried to describe the emotions of other children with whom she played, demonstrated her skills in recognizing emotions to close adults, boasting in classes did not show any particular results, but in life both teachers and parents noticed a decrease in aggressive manifestations and complaints from children the girl's behavior decreased.

It must be emphasized that the training program, which throughout the experimental study contained a relatively stable framework consisting of three stages of work with aggressive behavior, had dynamics. Adapting to the evolving needs of children following the path of reducing the level of aggressiveness, the program was adjusted; the introductory stage, planned to be a ritual at the beginning of each lesson, was removed from it; Starting from the third lesson, the final stage of joint discussion of the lesson was introduced. At each of the stages, intended specifically to reduce the level of aggressiveness, in accordance with the tasks of a particular stage, in the course of group work, some changes were made.

Based on the results obtained, it can be argued that the methods of influencing were quite effective. Children were able to react to accumulated anger in acceptable ways, learned to recognize their own and others’ emotions, trust and empathize.

It should be assumed that increasing the number of sessions to 9-12 will increase the effectiveness of counseling in terms of strengthening and consolidating changes in behavior and children’s developed skills in recognizing and controlling negative emotions, empathy and trust.

Thus, at the correctional stage, play therapy was chosen as a tool for work, because it has a number of advantages over other methods in the context of the age of children and the characteristics of their behavior. When choosing a technique to reduce the level of aggression in children, preference was given to the three-step approach of Lyutova E.K. and Monina G.B., which includes the stage of working with anger, the stage of learning the skills of recognizing and controlling negative emotions, the stage of developing the ability to empathy, trust, and compassion. A long-term plan of lessons was drawn up to reduce the level of aggressiveness, each of which included solving problems of all three stages of work. Adapting to the evolving needs of children on the path to reducing their level of aggressiveness, the program was adjusted and changes were made during the implementation process. Based on the planned and carried out set of play activities, positive dynamics in the behavior of aggressive children, a decrease in aggressive impulses, an expansion of the behavioral repertoire, the development of the ability to correctly understand one’s emotional state and the ability to adequately express it, the formation of positive communication skills, empathy, sympathy, and compassion were identified.

conclusions

Summarizing the above, we note that:

In the psychological literature there is not yet a uniform definition of the concept of “behavioral disorders” in children. All attempts to classify disorders are conditional, since the behavior of a preschool child most often combines the features of several behavioral disorders. However, summarizing all of the above, we can conditionally distinguish 3 most pronounced groups of so-called difficult 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 of 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 are too shy, vulnerable, touchy, timid, anxious- These are children who are embarrassed to express their emotions, who quietly experience their problems, afraid to draw attention to themselves.

· 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.

· Failure to comply with the conditions for the mental and personal development of preschool children leads to behavioral disturbances and requires correction of these conditions, taking into account basic principles of psychological correction. With all the variety of behavioral disorders, most of them have clearly distinguishable features: insufficient development of intelligence and communication skills, a reduced level of self-regulation, underdeveloped play activities, reduced self-esteem, and disturbances in relationships with peers. 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 with preschoolers: play therapy, art therapy (visual, fairy tale, music, etc.), behavioral therapy (various types of training, psycho-gymnastics), social therapy, each of which highlights the main psychological mechanisms of correction impact on the child's personality.

· According to the purpose and objectives of the study, the choice of diagnostic methods was carried out based on the extent to which this method determines the degree of aggressiveness in children. In order for the results to be as reliable as possible, the following several methods were chosen: a questionnaire for parents Lavrentieva G.P. and Titarenko T.M.; conversation with children on the topic: “Me and TV”; structured observation conducted by a teacher (methodology for diagnosing aggressive behavior of children Lavrentieva G.P.) A comparative analysis of the results of the three methods gave an ambiguous picture, but still helped to identify in the group of children those who were supposedly characterized as “aggressive”. Of the 18 children examined, we classified 3 people into the group of children with aggressive behavior. Their behavior was marked by hostility and anger; damage to public and personal property; negative attitude towards comments; fights. The identified characteristics of these children confirmed the need for corrective measures.

· At the correctional stage, play therapy was chosen as a tool for work, because it has a number of advantages over other methods in the context of the age of children and the characteristics of their behavior. When choosing a technique to reduce the level of aggression in children, preference was given to the three-step approach of Lyutova E.K. and Monina G.B., which includes the stage of working with anger, the stage of learning the skills of recognizing and controlling negative emotions, the stage of developing the ability to empathy, trust, and compassion. A long-term plan of lessons was drawn up to reduce the level of aggressiveness, each of which included solving problems of all three stages of work. Adapting to the evolving needs of children on the path to reducing their level of aggressiveness, the program was adjusted and changes were made during the implementation process. Based on the planned and carried out set of play activities, positive dynamics in the behavior of aggressive children, a decrease in aggressive impulses, an expansion of the behavioral repertoire, the development of the ability to correctly understand one’s emotional state and the ability to adequately express it, the formation of positive communication skills, empathy, sympathy, and compassion were identified.

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