Factors determining the occurrence of behavioral disorders in preschool children. Mental health and risk factors in childhood. Prevention of behavioral disorders in childhood

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. Chistyakova were used, 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. ......in the first stage classes he showed increased activity, and in the 5th lesson he showed a noticeable decline. By the introductory stage I lost interest along with all the children. ...... demonstrated a noticeable interest in her own emotions not only in class, but also in her free time. I began to describe my emotions in words and even tried to describe the emotions of other children with whom I played, demonstrated my skills in recognizing emotions to close adults, and boasted……. I didn’t show any special results in classes, but in life, both teachers and parents noticed a decrease in aggressive manifestations, complaints from children about 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-stage approach of E. K. Lyutova and G. B. Monina, which includes the stage of working with anger, the stage of teaching the skills of recognizing and controlling negative emotions, the stage of developing the ability to empathize, trust, empathy. A long-term lesson plan was drawn up,designed 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 - V When identifying 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 - O 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.

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

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 path of increasing the level of pedagogical skills, emotional stability, andrelaxation games, adaptation games, formula games, liberation games, communication games.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 of mental and personal development of preschool children leads to behavioral disturbances and requirescorrection 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:game 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 corrective influence 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: aInformation for parents of Lavrentieva G.P. and Titarenko T.M.; conversation with children on the topic: “Me and TV”; Withstructuralized observation conducted by a teacher (methodology for diagnosing aggressive behavior of children by Lavrentieva G.P.)A comparative analysis of the results of the three methods gave an ambiguous picture, but stillhelped to identify in a group of children those who were presumably 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-stage approach of E. K. Lyutova and G. B. Monina, which includes the stage of working with anger, the stage of teaching the skills of recognizing and controlling negative emotions, the stage of developing the ability to empathize, trust, empathy. A long-term lesson plan was drawn up,designed 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, a positive dynamics in the behavior of aggressive children was identified, 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, compassion, compassion

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Many foreign authors devote a central place to the study of the mechanisms of occurrence of deviations, difficulties and negative aspects of personality. An American psychologist of the humanistic direction was one of the first to draw attention to the positive aspects of personality development Abraham Maslow. He studied the personalities of healthy and creative people, and believed that psychology should deal with the strengths of the individual, and not just with human weaknesses. Maslow developed the concept of a mentally healthy person, the essence of which is revealed in the following provisions.

“First, man has his own essential nature, the self. These are innate needs, abilities and tendencies that are not inherently evil, but good or neutral.

Secondly, completely healthy, normal and desirable development consists in the actualization of this nature, in the realization of these possibilities. It is rather self-actualization, that is, the desire for self-development.

Thirdly, this inner nature of a person is weak, subtle, fragile and can easily be overcome by external obstacles: cultural pressure, the wrong attitude of others, one’s own habits and weaknesses.”

Almost every human being, says A. Maslow, has an active will to health, an impulse to grow or to actualize human potential.

Man has no innate evil. His environment makes him unhappy and neurotic. Maslow proposed a theory of human motivation that distinguishes between basic needs and metaneeds. Basic needs are the needs for food, affection, security, self-esteem. Meta-needs are the needs for justice, kindness, beauty, order, unity, and the need for personal growth. Basic needs are stronger than metaneeds and are organized hierarchically. Meta-needs are also innate, and if they are not satisfied, this becomes the cause of psychopathologies such as alienation, suffering, apathy, and cynicism.

A healthy personality, according to A. Maslow, is a self-actualizing personality, the distinctive features of which are:

A more adequate perception of reality, free from the influence of current needs, stereotypes and prejudices, interest in the unknown;

Acceptance of oneself and others as they really are, the absence of artificial, defensive forms of behavior and rejection of such behavior on the part of others;

Spontaneity of manifestations, simplicity and naturalness, business orientation;

Tendency to loneliness, a position of detachment in relation to many life events;

Autonomy and independence from the environment, resistance to frustration;

Freshness of perception; each time finding something new in what is already known;

A sense of community with other people, lack of hostility, envy;

Democracy in relationships, willingness to learn from others;

Stable internal moral standards, a keen sense of good and evil, goal orientation;

“philosophical” sense of humor: a humorous attitude towards life and oneself, but sympathy for those who are flawed or in trouble;

Creativity (creativity), independent of what a person does;

Lack of inclination towards conformity, thoughtless rebellion, critical attitude towards one’s culture.

One of the founders of humanistic psychology made a significant contribution to the development of the concept of a mentally healthy person K. Rogers. Many years of experience as a psychotherapist allowed him to formulate the concept of a fully functioning person. This is a mentally healthy, creative person who is “open to experience,” i.e. is able to hear himself, experiencing what is happening in him. He is open to his feelings of fear, discouragement, pain, but also to feelings of courage, tenderness and reverence. He is able to recognize his feelings and live by them without resorting to defensive reactions.

An essential quality of a “good life” for a mentally healthy person, according to C. Rogers, is the desire to live in the present. Living in the present moment means the absence of immobility, frozen structures, fixed forms, but, on the contrary, change, the dynamics of the organization of the Self and personality.

A fully functioning person increasingly trusts his body to choose the best behavior option from the many possible ones at the moment. He becomes a more functional person, as he is fully aware of himself and his experiences.

There is no strict scientific definition of the concept of personality norm. Between the normal type of behavior and the pathological (painful) there are a huge number of transitional forms. Pathological manifestations of personality are within the competence of psychoneurologists, psychiatrists, etc. The competence of a teacher includes the correction and development of manifestations, conditions, and forms of behavior of a healthy child that deviate from the norm. (When talking about anomalies, we will mean developmental disorders that are typical for mentally healthy children. These are complications of the mental and personal development of the child, which are only a deviation from the norm, and not a symptom of mental illness.) In the psychological literature, such disorders are sometimes called risk factors (G. S. Abramova).

In preschool age, the following characteristics of a child’s behavior are identified as risk factors:

Severe psychomotor disinhibition, difficulties in developing inhibitory reactions and age-appropriate inhibitions; difficulties in organizing behavior even in game situations;

The child’s tendency to “cosmic” lies - embellishing the situation in which he finds himself, as well as primitive fictions that he uses as a means of getting out of a difficult situation or conflict; the child is very suggestible to incorrect forms of behavior, “everything bad just sticks to him,” he imitates deviations in the behavior of peers, older children and adults;

Infantile emotional manifestations with motor discharges, loud persistent crying and screaming;

Impulsivity of behavior, emotional contagion, hot temper, which causes quarrels and fights even over minor issues;

Direct insubordination and negativism with bitterness, aggression in response to punishments, remarks, prohibitions, escapes as reactions of reciprocal protest, etc.

At primary school age, risk factors include the following behavioral characteristics:

A combination of low cognitive activity and personal immaturity, which contradict the increasing requirements for the social role of the student;

Undiminished motor slowness, which is combined with a euphoric mood;

Increased sensory thirst in the form of a desire for thrills and mindless impressions;

Accentuation of drive components: interest in situations involving aggression, cruelty;

The presence of unmotivated mood swings, conflict, explosiveness, pugnacity in response to minor demands or prohibitions;

Negative attitude towards classes, occasional absenteeism from certain “uninteresting” lessons; running away from home when threatened with punishment as a defensive reaction;

Protest reactions associated with reluctance to study at school, refusal of self-study classes; deliberate failure to complete homework to spite adults; hypercompensatory reactions with the desire to attract attention through rudeness, malicious pranks, and failure to comply with the teacher’s demands;

By the end of primary school education, identification of persistent gaps in the main sections of the program; inability to master further sections of the program due to weak intelligence and lack of interest in learning;

Increasing attraction to antisocial forms of behavior under the influence of older children and adults;

Defects in upbringing in the form of lack of control, neglect, gross authoritarianism, antisocial behavior of family members.

For adolescence, risk factors that influence mental development are:

Infantile judgment, extreme dependence on the situation. inability to influence it, tendency to avoid difficult situations, weak reaction to censure; inability to exert volition, weakness of the function of self-control and self-regulation as a manifestation of the immaturity of the basic formations of adolescence;

Behavioral difficulties caused by a combination of infantility and affective excitability;

Early manifestations of sexual desires, increased interest in sexual problems; in boys - a tendency to alcoholism, aggression, vagrancy;

The combination of these manifestations with lack of expression of school interests, a negative attitude towards learning;

Reorientation of interests to the out-of-school environment; the desire to imitate asocial forms of adult lifestyle (early sexual excesses, persistent desire for smoking, alcoholism, etc.);

Unfavorable microenvironmental conditions (family), antisocial behavior as the basis for the reaction of imitation or protest;

Inadequate learning conditions that impede the assimilation of the program (K. S. Lebedinskaya, G. S. Abramova).

How to determine whether a child's behavior is just a deviation from the norm or a symptom of mental illness?

What are the age-related characteristics of the manifestation of deviations?

Despite the complexity of the problem, there are approaches to solving it. Rich empirical material accumulated in clinical psychology, therapeutic pedagogy, and psychiatry makes it possible to differentiate deviant behavior from pathological behavior, despite the common manifestations of these disorders.

Developmental disorders, according to psychoneurologists, child psychiatrists, and specialists in the field of therapeutic pedagogy, manifest themselves most sharply in the emotional-volitional sphere of the child and his character (A.F. Lazursky, V.P. Kashchenko, M.I. Buyanov, A.I. Zakharov, A.E.Lichko, etc.). The literature identifies various characterological and behavioral deviations of the child. Let us list the most typical of them.

Disinhibition, hyperactivity. Motor disinhibition can be combined with other abnormalities. Most often, disinhibition is combined with mental immaturity, which is called infantilism (M. I. Buyanov).

Increased emotional excitability (affectivity). Affective behavior is not a medical diagnosis, but a tendency of children to experience frequent, acute and destructive emotional states. It manifests itself in increased sensitivity, unbridled emotions of laughter and crying, whims, stubbornness, acutely expressed likes and dislikes for people, impulsiveness of the child’s actions and motives. There may be inhibition, fears and antisocial behavior.

Shyness, timidity, the presence of painful fears (phobias), and passivity are characteristic not only of children, but also of adolescents. They can be expressed to varying degrees and in different forms. Pessimism (dejection, hopelessness, tendency to see only the bad in everything) in adolescence is also an anomaly, as well as its opposite - excessive constant cheerfulness. Constant dissatisfaction with oneself and the environment creates many problems in communication and solving life problems.

A special group consists of children with autistic behavior (auto - self-absorption, alienation from the environment). Such children are classified as “difficult” because the usual methods of interaction and educational influences are not always accepted by them.

The phenomenon of impulsivity is also associated with disturbances in the development of volitional processes in humans. It manifests itself in the fact that the action is involuntarily snatched from the subject; he cannot consciously regulate his intentions, weigh and think about them. Sometimes this can be mistaken for decisiveness. However, a strong impulsive, thoughtless action quickly weakens as soon as it encounters opposition that requires prolonged effort.

Susceptibility to negative influences is associated with increased suggestibility - uncritical compliance with the effects of suggestion, readiness to obey the suggestive influences of others, advertising, etc.

Negativism manifests itself in unmotivated resistance to any influence coming from others. Negativism arises as a defensive reaction to influences that contradict human needs. Refusal to fulfill a requirement is a unique way out of a conflict. In the psychological literature, there are two forms of negativism - passive, which is expressed in refusal to fulfill the requirements, and active, in which opposite actions are performed. Negative reactions during prolonged emotional distress of a child can become qualities of his personality.

Cruelty, despotism, and aggressiveness are expressed in fights, a destructive attitude toward things, insults, abuse, and the desire to torture the weak or animals. Aggression can be physical and verbal, direct and indirect.

Aimless lies - when a child does not know the reason for his untruthfulness and does not associate it with any intent. This is an unintentional lie that a child cannot refrain from telling.

Aimless theft is an embryonic form of a phenomenon that experts call kleptomania. A child can collect the most unusual objects, and the motivation at first glance remains unclear. For example, an offense committed by a teenager came as a complete surprise to his parents. According to his mother, he was a calm and gentle boy who had a hobby - collecting handsets from street payphones.

The passion for wandering may be a pathological attraction of psychopathic or hysterical individuals, but it can also be a habit in the absence of a painful predisposition. V.P. Kashchenko states that the passion for vagrancy sometimes develops in early childhood and begins with the fact that the child repeatedly does not return home after school and wanders somewhere until nightfall. Gradually, vagrancy becomes a habit with all the phenomena that accompany it - begging, theft, etc.

Laziness as a state of inactivity, mental lethargy, and passivity also has a different nature and can be “normal” and pathological. Most often it manifests itself at school age. According to doctors, most lazy schoolchildren are completely healthy people. But for some students, laziness is one of the manifestations of pathology. The main signs are inactivity, low performance, disorder of will, indifference to life, high subordination to others. A common cause of this condition is “somatogenic asthenia, i.e. physical and mental weakness caused by somatic illness.” It can be completely overcome thanks to a gentle regime. In healthy schoolchildren, most often the cause of laziness, as noted by the classic of Russian pedagogy K.D. Ushinsky, is a direct aversion to the activities to which the adult encourages the child. The reasons for such reluctance are also different, but, the teacher says, education itself is to blame. Thus, there are often cases when a child is presented with demands and is burdened with many responsibilities that are not at all interesting to him, which he is not ready to fulfill, but which he must fulfill as a duty. Constantly instilling in a child his responsibilities and demands of duty can have the opposite effect. Remarkable in this regard is the psychological sketch by K. G. Paustovsky in the book “The Tale of Life.”

When we reached Nikolaevsky Square and I saw the yellow building of the gymnasium through its greenery, I began to cry. I must have realized that childhood was over, that now I had to work and that my work would be long and bitter and would not be at all like those the calm days I spent at home...

I stopped, pressed my head against my mother and cried so hard that the pencil case in the backpack behind my head was bouncing and tapping, as if asking what happened to its little owner. Mom took off my cap and wiped my tears with a scented handkerchief.

Stop it, she said. - Do you think it’s easy for me? But it’s necessary.

That's how it should be! Until then, no words had entered my consciousness with such force as these two words spoken by my mother: “This is how it should be.”

The older I got, the more often I heard from adults that you should live “the way you should, and not the way you want or like.” For a long time I could not come to terms with this and asked adults: does a person really not have the right to live the way he wants, but should live only the way others want? But in response they told me never to talk about what I don’t understand.

Sometimes, writes K. D. Ushinsky, laziness arises “from unsuccessful attempts at learning.” From the very beginning of mastering a new activity for a child, he is faced with failure. Systematic failures frighten him and make him lazy. However, if a child achieves success without making any effort, he may also become lazy. But upbringing is also to blame for this.

In general, developmental disorders manifest themselves in persistent low academic performance or failure of the child; "difficulty in education", antisocial behavior.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Junior school age (from 6–7 to 10 years). Here relationships with parents begin to be mediated by the school. As A.I. Lunkov notes, if parents understand the essence of changes in the child, then the child’s status in the family increases and the child is included in new relationships. But more often conflict in the family increases for the following reasons. Parents may be updating their own school fears. The roots of these fears lie in the collective unconscious, for the appearance of teachers in the social arena in ancient times was a sign that parents are not omnipotent and their influence is limited. In addition, conditions are created in which the projection of the parental desire for superiority over their own child is possible. As K. Jung noted, the father is busy with work, and the mother wants to realize her social ambition in the child. Accordingly, the child must be successful in order to fulfill the mother's expectations. Such a child can be recognized by his clothes: he is dressed like a doll. It turns out that he is forced to live by the wishes of his parents, and not his own. But the most difficult situation is when the demands made by parents do not correspond to the child’s capabilities. Its consequences may be different, but they always represent a risk factor for psychological health disorders.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Improving motor functions, emotional and motor 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 activity,

low self-esteem

· violations in relationships with peers (19).

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

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

· play therapy,

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

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

social therapy.

Play therapy- the most popular method, using