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Behavioral disorders can occur in connection with a wide variety of mental disorders. However, not every ailment is capable of causing serious changes in behavior, an inadequate vision of the world. A number of disorders do not develop at the psychotic level, therefore they do not cause impairment of intellectual activity and retain the ability to serve themselves independently.

Conduct disorder in children

A distinctive feature of childhood behavioral disorder is the inability to control and plan one's own actions, as well as interact with other people in accordance with accepted norms and rules. There is increased aggression, irritability, lack of discipline and desire to obey the elders, pugnaciousness, cruelty, theft, often the child begins to lie.

To establish a diagnosis, specialists carry out a number of psychodiagnostic measures, and also talk with the child, drawing up the most literate and complete anamnesis. The development of treatment is carried out through therapeutic techniques, individually or in groups.

Types of conduct disorder

A whole classification of behavioral disorders was created, where each type has its own distinctive characteristics, methods of treatment, symptoms and diagnostics.

Mental and behavioral disorders

It is important to note that with the development of a mental disorder, each person will be able to establish this in connection with pronounced symptoms. The most common ones include: the inability to fully think and engage in intellectual activity, the emotional background constantly changes, and deviations in behavior from generally accepted norms often appear.

Typically, a person begins to hear non-existent voices or see unreal objects. Behavioral reactions often appear that were previously not characteristic of him. Aggressiveness increases, the patient can lose his temper literally because of every little thing. The cognitive sphere is also affected: it becomes difficult to read, to carry out mental operations, anxiety, fear, aggression often appear.

Mixed conduct disorder

It is characterized by impairment in intellectual activity, action and behavior. This diagnosis is classified as mental. Their behavior is often regarded as inadequate, the appearance of the slightest stressful situation is perceived differently. As a result, disagreements in professional activities or in the family can increasingly arise.

A distinctive feature is the fact that a person cannot realize the onset of a mental disorder, therefore, treatment often begins at an advanced stage.

The main tasks of a specialist are:

1. Restoring normal response to external factors
2. Teach the patient to interact with others in accordance with social norms
3. Do not harm others and yourself.

The disease develops throughout life. Most often it occurs in childhood. In adolescence, the formation of the personality continues, therefore, the formulation of such a diagnosis is not always correct. With the onset of adulthood, the patient's condition begins to deteriorate rapidly and a mixed type of disorder occurs.

Organic conduct disorder

This is a type of disorder that occurs as a result of a brain disorder, or as a result of the development of mental disorders and other diseases. When a disorder is diagnosed in the brain, the person's behavior automatically changes. This is due to the fact that the brain is responsible for the execution of thought processes, thinking.

Equally important is establishing the age at which the organic disorder began. Adolescence and menopause are the most dangerous, since most often changes are observed in a negative direction.

Among the main causes of the disorder, the following aspects can be distinguished:

1. Epilepsy (if its development lasts more than 10 years). A whole complex of side symptoms is diagnosed, which the patient is aware of
2. Getting a brain injury. As a rule, an organic disorder manifests itself with severe mechanical damage. This is especially true if the integrity of the skull has been compromised. Serious abnormalities can develop with trauma during adolescence
3. Excessive use of alcoholic beverages, the use of psychotropic substances and narcotic drugs
4. Autoimmune type diseases
5. Formation of an oncological type
6. Diseases of the vascular system and circulatory disorders.

Depending on the complexity and development, the disease can manifest itself in completely different ways. Among the most common manifestations, the following aspects can be distinguished:

1. The emergence of specific behavioral habits
2. A person is unable to control his own will, behavior
3. Increased emotional instability
4. Cognitive performance declines
5. The emergence of delusional ideas.

To make a diagnosis, it is important that symptoms persist. Otherwise, one-time outbreaks do not prove the development of an organic disorder.

Social conduct disorder

A category of disorders in which deviant behavior is inherent, excessive aggressiveness. Most often it develops in childhood or adolescence. Typically, the emotional upset is minimal. Violations are not necessarily manifested in family or work activities. If the disease develops in a student, then the following aspects can be diagnosed:

1. The disorder is most commonly seen when interacting in a group.
2. Delinquency
3. Violation of the rights of other group members
4. The child may start to steal
5. Self-departure from educational institution, vagrancy
6. Increased excitability.

In differential diagnosis, first of all, control and observation over interaction with other people and peers is established. In addition, the diagnosis assumes the presence of constant symptoms for at least six months.

Hyperkinetic conduct disorder

It consists in the appearance of complex behavioral disorders, which are manifested in excessive impulsivity, hyperactivity, inattention. As a rule, the first signs can appear at an early age. As a result, the child may have difficulty communicating with other students or older children. According to statistics, 5% of the total number of children suffer from this disorder every year, and most of them are male.

There are no definite reasons for this disorder. But it has been established that there is a genetic predisposition and experiences of strong amplitude. Other common factors include:

1. Insufficiently balanced diet
2. Serious poisoning with harsh chemicals
3. Having a serious stressful situation
4. Long-term use of medications
5. Traumatic brain injury.

With the development of the disease in childhood, there is increased activity, impulsive behavior, as well as the inability to concentrate.

Mixed disorder of emotions and behavior

It manifests itself in childhood at an early stage. The main factor is a negative family environment, constant scandals, cruel punishments, insufficient love for the child. The main manifestation is deviant behavior (hooliganism, theft, excessive aggression, rudeness, vagrancy) in young children and adolescents. Typically, negative relationships are formed with adults who represent authority.

With regard to diagnostic measures, observation can be distinguished primarily. If stable behavior is formed, deviating from the accepted norms, a diagnosis of mixed disorder is established.

Socialized Conduct Disorder

The development of deviant behavior that differs from the established norms is called socialized disorder. Often, the first signs are observed in school or adolescence.

Disease appearance due to the accumulation of external negative factors, among which may be a negative situation in the house, in an educational institution. Often, a child becomes an outcast, peers may mock him. After a certain period of time, the child has a tendency to hooliganism, gets into fights, is rude to adults. Often conflicts arise with government officials.

In the process of diagnostic measures, it is important to note the fact that a socialized disorder is set only if the symptoms appear for a long time (at least 6 months).

Suicidal conduct disorder

It is characterized by the desire to inflict physical harm on oneself, which will lead to death. The aggression that a person directs on himself has many facets, therefore it is studied by specialists separately.

There are several distinguishing features that characterize suicidal disorder:

1. To solve the problem, the person tries to lay hands on himself
2. Psychological torments and painful experiences act as stimulants. Suicide in this case acts as a quick solution to the problem.
3. A person ceases to see a way out of the current situation, shows helplessness and hopelessness
4. Developing a strong feeling of committing suicide
5. As avoiding the greater evil
6. The emergence of self-hatred.

If the above signs and symptoms occur, then the patient should be referred to a psychologist or psychotherapist to correct the condition. With the development of a severe depressive state, specialists may prescribe additional medications.

Deviant conduct disorder

Persistent opposition to social norms, as well as the desire to prove the correctness of one's own approach to life, is called deviant disorder. It is expressed most often in antisocial traits of behavior.

The manifestation of deviant behavior presupposes the formation of inadequate moral attitudes, rules and foundations. Most often it manifests itself in adolescence through the following attitudes and properties:

1. Having an impulsive reaction
2. Inadequate response to external manifestations of the surrounding world
3. Behavioral reactions that manifest themselves repeatedly
4. The manifestation of asocial behavior in society.

It was found that the development of such symptoms is formed as a result of psychological and social factors. Among them are the distinctive features of upbringing, hereditary predisposition, the formation of a negative microclimate in the family, the use of drugs and alcohol.

When diagnosing this disorder, consultations with a psychologist and behavior correction work are mandatory.

Hyperkinetic Conduct Disorder in Children

In children, hyperkinetic disorder is most often associated with over-control by parents or caregivers. However, this is not the only factor that can lead to the persistent development of pathology. The impact is exerted by a certain environment in society (for example, in the classroom or in the family). Among the most pronounced signs, it is worth noting:

1. Excessive impulsivity
2. Increased activity
3. The function of attention is impaired.

Regarding the last point, it is important to note that it is difficult for a child to concentrate in order to fully assimilate the educational material. Often he begins to lose his disorientation, is unable to organize himself on his own, if he starts one thing, he cannot complete it.

Kids, as a rule, are fussy, difficult to endure waiting, unable to independently adapt to new conditions in society.

Autistic conduct disorder

As a result of autistic disorder, there is a distortion of real events that occur in the environment. Also, a person may experience difficulties in the process of communicating with other people. Diagnostic measures are carried out through observation and conversation.

If the diagnosis is confirmed, then the treatment takes place through a whole range of measures: medications, work with a psychologist, and the development of special training programs.

Unsocialized conduct disorder

Among the main signs is the persistent manifestation of asocial signs of behavior. Increased aggression, anger are often manifested, and often there is a violation in the process of communication with other people, regardless of the age category. Most often it develops in adolescence, when the child tries to show his superiority through hooliganism and fights.

Organic personality and behavior disorder

It manifests itself as a result of brain injury, which negatively affects the development of personality and behavior. A person is often diagnosed with moral and mental exhaustion, mental activity gradually decreases. The most acute periods of the disease is the onset of menopause, adolescence.

Volitional behavior disorders

The hallmark symptomatology is activity-related disorders. Often there is a weakening or strengthening of volitional qualities that go beyond the permissible norm. When hyperbulia is detected, a person acts with unshakable determination, which is far from an objective assessment of the current situation. Abulia - a decrease in volitional qualities, since a person lacks incentive motivation for action. Often passivity, lethargy, fulfillment of the plan are diagnosed.

Personality and behavior disorders

Depending on the type of disorder, not only a radical change in behavior occurs, but also in the personal layer. As a result, it is difficult for the patient to interact in society; constant conflicts at work and family may arise. Most often, such disorders are not recognized by the patient.

Emotional and behavioral disorder

The main characteristic is the manifestation of aggressive behavior. Often caused as a result of a prolonged depression, exposure to a stressful situation, a hereditary factor. Most often, the primary signs occur in childhood and, as they grow older, acquire a pronounced character.

Conduct disorder in adolescents

The most common cause is stressful situations. Since in adolescence, personal development continues and is not fully formed, it is important to provide him with support in difficult moments. Among the main features are:

1. Obsession with one activity, while he does not achieve positive results
2. All old hobbies fade into the background, or are completely forgotten
3. Dramatic decline in school performance
4. Loss of interest in any other activity.

However, it is important to look at the combination with other factors. For example, you can sweep away sudden mood swings, disrespect for adults, any advice from adults can cause an aggressive reaction.

Disorder of behavior and emotions in a child

They manifest themselves as the child grows up, however, when this defect appears, it can be corrected, but it is impossible to completely eliminate it. Manifestations can be in the form of phobias, irritability, aggression, deviant behavior and other negative factors. To adjust the program of work, the main diagnostic technique is observation for several months. The statement of the disease occurs only if the symptomatology is constantly repeated.

Conduct disorders in childhood

There is a whole classification of childhood conduct disorder, according to the generally accepted ICD-10 nomenclature. Among the main groups are:

1. Hyperkinetic
2. Behavioral
3. Disturbing
4. Phobic.

Despite the specifics of each group separately, it is important to note that most often diseases arise as a result of negative social factors, heredity, or an unfavorable family environment.

Conduct Disorder Clinic in Moscow

To cope with a behavioral disorder, it is important to go to a specialized clinic in Moscow, where professionals with extensive practical experience and relevant qualifications work. As soon as diagnostic measures are carried out, a comprehensive treatment program will be formed for each patient individually, which will allow to quickly establish communication in society, improve attention and concentration.

Causes of Conduct Disorders

It is customary to distinguish several groups of reasons in connection with which behavioral disorders can be diagnosed:

1. Physiological (schizophrenia, epilepsy, and other mental disorders)
2. Psychological (depressed state, low self-esteem, shifting blame onto other people)
3. Social (negative experience of interacting with other people).

Before forming a comprehensive treatment program, specialists establish the reasons for the development of the disorder.

Conduct disorder diagnosis

To make a diagnosis of the disorder, as a rule, specialists use a method of observation over several months. This is due to the fact that when a single unreasonable aggression or irritability occurs, this type of disorder is not set. In addition, the specialist collects the most detailed anamnesis from the patient, on the basis of which he forms a primary picture of the existing disease.

The private clinic "Salvation" has been providing effective treatment for various psychiatric diseases and disorders for 19 years. Psychiatry is a complex area of \u200b\u200bmedicine that requires doctors to have maximum knowledge and skills. Therefore, all employees of our clinic are highly professional, qualified and experienced specialists.

When to seek help?

Have you noticed that your relative (grandmother, grandfather, mom or dad) does not remember elementary things, forgets dates, names of objects, or does not even recognize people? This clearly indicates some kind of mental disorder or mental illness. Self-medication in this case is not effective and even dangerous. Pills and medications taken on their own, without a doctor's prescription, at best, temporarily relieve the patient's condition and relieve symptoms. At worst, they will cause irreparable harm to human health and lead to irreversible consequences. Alternative treatment at home is also not able to bring the desired results, not a single folk remedy will help with mental illness. By resorting to them, you will only waste precious time, which is so important when a person has a mental disorder.

If your relative has a bad memory, complete memory loss, or other signs clearly indicating a mental disorder or serious illness - do not hesitate, contact the private psychiatric clinic "Salvation".

Why choose us?

The Salvation clinic successfully treats fears, phobias, stress, memory disorders, and psychopathy. We provide assistance in oncology, care for patients after a stroke, inpatient treatment for elderly, elderly patients, cancer treatment. We do not refuse the patient, even if he has the last stage of the disease.

Many government agencies are reluctant to take on patients over 50-60 years of age. We help everyone who applies and willingly carry out treatment after 50-60-70 years. For this we have everything you need:

• pension;
• nursing home;
• bedside hospice;
• professional nurses;
• sanatorium.

Old age is not a reason to let the disease take its course! Complex therapy and rehabilitation gives every chance of restoring basic physical and mental functions in the vast majority of patients and significantly increases life expectancy.

Our specialists use modern methods of diagnosis and treatment, the most effective and safe medicines, hypnosis. If necessary, a home visit is carried out, where doctors:

• an initial examination is carried out;
• the causes of the mental disorder are being clarified;
• a preliminary diagnosis is made;
• an acute attack or hangover syndrome is removed;
• in severe cases, it is possible to forcibly place the patient in a hospital - a closed-type rehabilitation center.

Treatment in our clinic is inexpensive. The first consultation is free of charge. Prices for all services are fully open, they include the cost of all procedures in advance.

Relatives of patients often ask questions: "Tell me what a mental disorder is?", "Advise how to help a person with a serious illness?", "How long do they live with and how to extend the allotted time?" You will receive detailed advice in the private clinic "Salvation"!

We provide real help and successfully treat any mental illness!

Consult a specialist!

We will be happy to answer all your questions!

CAUSES AND TYPES OF BEHAVIORAL DISORDERS IN YOUNGERSCHOOLBOYS

Classical teachers (L. S. Vygotsky, P. P. Blonsky, A. S. Makarenko, V. A. Sukhomlinsky) emphasized the importance of upbringing voluntary behavior in children.

Realizing voluntary behavior, the child must understand why and for what he performs these actions, acts this way and not otherwise. If a child constantly implements voluntary behavior, it means that he has formed important personality traits, self-control, internal organization, responsibility, readiness and habit to submit to his own goals (self-discipline) and social attitudes (laws, norms, principles, rules of behavior).

Involuntary behavior (various deviations in behavior) of children is still one of the urgent problems of modern pedagogy and psychology. Children with behavioral disabilities systematically violate the rules, do not obey the internal regulations and requirements of adults, are rude, interfere with class or group activities.

In some cases, behavioral disorders are determined by the individual

other features, including neurodynamic ones: instability of mental processes, psychomotor retardation, or, conversely, psychomotor disinhibition.

In other cases, behavioral disturbances are a consequence of the child's inadequate (defensive) response to the difficulties of school life, to the style of relationships with adults and peers. Behavior

Such children are distinguished by indecision, passivity, stubbornness, aggression

this. It seems that they deliberately violate discipline, do not want to behave well. However, this impression is wrong. Baby really isn't in

able to cope with their experiences. The presence of negative experiences and affects inevitably leads to breakdowns in behavior, is the reason for conflicts with peers and adults.

Prevention of violations in the behavior of such children is easy to implement in cases where adults (teacher, educator, parents) pay attention to the very first such manifestations. It is also necessary that all, even the most insignificant conflicts and misunderstandings, be resolved immediately.

Typical behavioral disorders arehyperactive behavior,and demonstrative, protest, aggressive, infantile, conformal and symptomatic behavior.

Hyperactive behavior

The hyperactive behavior of children, like no other, causes complaints and complaints from parents, educators, teachers.

Such children are characterized by an increased need for movement.

When this need is blocked by the rules of behavior, the norms of the school routine (that is, in situations in which it is required to control, voluntarily regulate one's motor activity), the child's muscle tension increases, attention worsens, efficiency decreases, and fatigue sets in. The resulting emotional discharge is a protective physiological reaction of the body to excessive stress and

hunts in uncontrolled motor restlessness, disinhibition and,

often qualify as disciplinary offenses.

The main signs of a hyperactive child are physical activity, impulsivity, distraction, inattention. The child makes restless movements with his hands and feet; sitting on a chair, writhing, wriggling; easily distracted by extraneous stimuli, often answers questions without hesitation, without listening to the end; has difficulty keeping attention

when performing assignments.

A hyperactive child begins to complete the task without listening to the instruction to the end, but after a while it turns out that he does not know what to do. A child with hyperactive behavior is impulsive and it is impossible to predict what he will do next. The child himself does not know this.

He does not think about the consequences, although he does not contemplate anything bad and he himself is sincerely upset about what happened. Such a child easily tolerates punishment, does not hold evil, constantly quarrels with peers and immediately makes peace. This is the noisiest child in the children's team.

Children with hyperactive behavior find it difficult to adapt to school, often have problems in relationships with peers. The behavioral features of such children testify to insufficiently formed regulatory mechanisms of the psyche, primarily self-control as the most important condition and a necessary link in the formation of voluntary behavior.

By itself, excessive activity is not yet a mental disorder, but it can be accompanied by some changes in the emotional and intellectual development of the child. This is due, first of all, to the fact that it is not easy for a hyperactive student to concentrate his attention and study calmly.

The causes of childhood hyperactivity are not fully understood, however, it is believed that the factors of its occurrence may be the characteristics of the child's temperament, genetic influences, various types of lesions of the central nervous system that arise both before and after the birth of the child. But the presence of these factors is not necessarily associated with the development of childhood hyperactivity. A whole set of interacting factors plays a role in its occurrence.

Demonstrative behavior

When demonstrative behavior occursintentional and deliberate

violation of accepted norms, rules of conduct. Internally and externally, this behavior is addressed to adults.

One of the options for demonstrative behavior is childish antics. Two features can be distinguished. Firstly, the child grimaces only in the presence of adults (teachers, educators, parents) and only

when they pay attention to it. Secondly, when adults show a child that they do not approve of his behavior, the antics not only does not decrease, but even intensifies. As a result, a special communicative act unfolds, in which the child in non-verbal language (with the help of actions) says to adults: "I am doing what you do not like." The same co-

holding is sometimes expressed directly in words, for example, many children from time to time declare "I am bad."

What prompts a child to use demonstrative behavior as a special way of communication?

Most often this is a way to attract the attention of adults. Children make such a choice in cases when parents communicate with them a little and the child does not receive the love, affection, warmth he needs in the process of communication. Such demonstrative behavior is common in families with an authoritarian upbringing style, authoritarian parents, educator, teacher, where children are constantly humiliated.

One of the options for demonstrative behavior is whims -

crying for no particular reason, unreasonable self-willed antics with the aim of asserting oneself, drawing attention to oneself, "taking over" adults. Whims are accompanied by external manifestations of irritability: motor excitement, rolling on the floor, scattering toys and things. The main reason for such whims is improper upbringing (spoiledness or excessive severity on the part of adults).

Protesting behavior

Forms of protest behavior of children -negativism, obstinacy, stubbornness.

Negativism - such behavior of the child when he does not want to do something just because he was asked to do so; it is the child's reaction not to the content of the action, but to the proposal itself, which comes from adults.

Typical manifestations of children's negativism are gratuitous tears, rudeness, impudence or isolation, aloofness, resentment. "Passive"

negativism is expressed in a tacit refusal to fulfill orders and demands of adults. With "active" negativism, children perform actions that oppose

false required, strive to insist on their own at all costs. In both cases, children become uncontrollable: no threats, no requests for them

do not work. They steadfastly refuse to do what until recently they did without question. The reason for this behavior is that the child accumulates an emotionally negative attitude towards the demands of adults, which prevents the satisfaction of the child's need for independence. Thus, negativism is often the result of improper upbringing, a consequence of the child's protest against the violence that is being committed against him. With the appearance of negativity, contact is broken

between a child and an adult, as a result of which education becomes impossiblepossible.

"Stubbornness - such a reaction of the child when he insists on something

Not because he really wants to, but because he demanded this .... The motive of stubbornness is that the child is bound by his original

decision ".

In some cases, stubbornness is due to general overexcitation, when the child cannot be consistent in the perception of too much advice and restrictions from adults.

Closely associated with negativism and stubbornness is such a form of protest behavior asobstinacy. Obstinacy is directed not so much against a particular adult as against the norms of upbringing, against the imposed way of life.

Aggressive behavior

Aggressive is a purposeful destructive behavior.

Aggressive behavior can be direct, i.e. directly aimed at an irritating object or displaced, when the child, for some reason, cannot direct aggression to the source of irritation

and looking for a safer object to discharge. (For example, the child directs aggressive actions not at the offending older brother, but at the cat - the brother

does not hit, but torments the cat.) Since aggressiveness directed outward is condemned, the child may develop a mechanism for directing aggression towards

oneself (the so-called auto-aggression - self-humiliation, self-accusation).

Aggressiveness is manifested not only in physical actions. Some children are prone to verbal aggression (insult, tease, swear), which often hides an unmet need to feel

to be strong, or the desire to recoup their own grievances.

Problems that arise in children as a result of learning play an important role in the emergence of aggressive behavior. Didactogenia (neurotic disorders arising in the learning process) is one of the causes of childhood suicide.

Aggressive behavior can be influenced by adverse

external conditions: authoritarian style of education, deformation of the value system in family relations, etc. Emotional coldness or excessive severity of parents often leads to the accumulation of internal mental stress in children. This voltage can be discharged by

aggressive behavior.

Another reason for aggressive behavior is disharmonious relationships.

the relationship of parents (quarrels and fights between them), aggressive behavior of parents towards other people. Severe unfair punishments are often a model of aggressive behavior in a child.

Aggressiveness makes it difficult for children to adapt to living conditions in

society, in a team; communication with peers and adults. Aggressive behavior of a child, as a rule, causes a corresponding reaction of others, and this, in turn, leads to an increase in aggressiveness, i.e.

a vicious circle situation arises.

A child with aggressive behavior needs special attention, because sometimes it turns out that he does not even know how kind and wonderful human relationships can be.

Infantile behaviorm

Infantile behavior is spoken about when the child's behavior

the features of an earlier age remain. For example, for an infantile junior schoolchild, play is still the leading activity. During the lesson, such children disconnect from the educational process and start to play not noticeably for themselves (rolls a typewriter on the desk, arranges soldiers, makes crafts and launches airplanes). Such infantile manifestations of the child are regarded by the teacher as a violation of discipline. A child who is characterized by infantile behavior, with normal and even accelerated physical and mental development, is characterized by the immaturity of integrative personality formations. This is expressed in the fact that, unlike peers, he is not able to independently make a decision, perform any action, experiences a feeling of insecurity, requires increased attention to his own person and the constant care of others about himself; he has lowered self-criticism. If you do not provide an infantile child with timely assistance, it can lead to undesirable social

ny consequences. A child with infantile behavior often falls under the influence of peers or older children with asocial attitudes, thoughtlessly joins illegal actions and deeds.

An infantile child is prone to caricature reactions that are ridiculed by peers, cause them an ironic attitude, which causes the child mental pain.

Conformal behavior

Conformal behavior, like some other behavioral disorders, is largely due to the wrong, in particular authoritarian or overprotective, upbringing style. Children deprived of freedom of choice, independence, initiative, creativity skills (because they have

to act on the instructions, instructions of an adult, because adults always and do everything for the child), acquire some negative personality traits.

The psychological basis of conformity is high suggestibility, involuntary imitation, "infection". The typical and natural tendency of a junior schoolchild to "be like everyone else" in the conditions of educational activity is not conformal.

There are several reasons for this behavior and aspiration. First, children will master

skills and knowledge that are mandatory for educational activities. The teacher supervises the entire class and encourages everyone to follow the suggested pattern.

Secondly, children learn about the rules of conduct in the classroom and school, which are presented to all together and to each individually. Thirdly, in many situations (especially unfamiliar ones), the child cannot independently choose

behavior in this case is guided by the behavior of other children.

Methods for correcting behavior disorders

The formation of voluntary behavior, the correction of deficiencies in the child's behavior occurs in joint purposeful activity

adults and children, during which the development of the child's personality is carried out,

his education and upbringing (the child learns not only knowledge, but also norms,

rules of conduct, gains experience of socially approved behavior).

Punishment as a way to prevent and correct unwanted behavior, A.S. Makarenko advised to remember the rule: as many requirements as possible for the pupil, as much respect for him as possible. “A good educator can do a lot with the help of the punishment system, but the inept, stupid, mechanical application of punishments harms the child, all the work.

P.P. Blonsky doubted the effectiveness of punishments: "Isn't there punishment, precisely because of its cultural primitiveness, on the contrary, a means to restrain a child's savagery, to prevent him from becoming cultural? Punishment brings up a rude and violent, cynical and deceitful child."

V.A. Sukhomlinsky sharply protested against the use of punishment during

sleeping practice. "Punishment" can humiliate a child's personality and make him susceptible to random influences. Accustomed to obedience through punishment, the child cannot subsequently offer effective resistance to evil and ignorance. The constant use of punishment forms a person's passivity and submission. A person who experienced punishment in childhood, in adolescence, is not afraid of either the children's room of the police, or the court, or the penal colony.

In modern pedagogical practice, adults often use punishment if a negative act has already been committed and cannot be "canceled",

if the child's bad behavior has not yet become a habit and is unexpected for himself.

A penalty can be effective if the following conditions are met.

1. Punish as little as possible, only when without punishment

It cannot be dispensed with when it is clearly appropriate.

2. Punishment should not be perceived by the child as revenge or arbitrariness.

When punishing, an adult should never display intense anger or irritation. Punishment is reported in a calm tone; at the same time it is especially emphasized that the act is punished, not the person.

3. After the punishment, the offense must be "forgotten". He is no longer remembered in the same way as the punishment is not remembered.

4. Adults should not change the style of their communication with the child,

rejected punishment. Punishment should not be compounded by boycotts, harsh stares, or constant grumbling.

5. It is necessary that punishments do not flow in whole streams, one after another. In this case, they do not bring any benefit, they only irritate the child.

6. Punishment should in some cases be canceled if the child declares that he is ready to correct his behavior in the future, not to repeat his mistakes.

7. Each punishment must be strictly individualized.

Painting, painting therapy, the child's participation in visual activity within the framework of correctional work is aimed not so much at teaching him to draw, as at helping to overcome shortcomings, learning to control his behavior, his reactions. Therefore, it is not so much the drawing, its content and the quality of execution that is interesting, but the features of the child in the process of drawing: the choice of theme, plot of the drawing; accepting a task, saving it throughout the drawing; sequence of execution of individual parts of the drawing, own assessment of the drawing.

Hyperactive children are given the following tasks: to continue to draw what they started, not to skip to another plot; focus on a specific detail of the drawing and finish it to the end; mentally speak the drawn;

be sure to finish what you started. It is useful to draw "stained glass" with such children.

An adult depicts a child's favorite plot, applying with black gouache

separate partitions "; the child must" insert colored glass. "Painting the" stained glass ", the child himself chooses the color for each area, without leaving the" partitions. "Such work collects, concentrates the child's attention, teaches him accuracy.

In the drawings of children with aggressive behavior, at first, "blood

greedy "theme. Gradually, the content of aggressive plots is translated into a" peaceful channel. "For example, a child is offered:" We draw whatever you want, but first, let's paint over the whole sheet with green paint. A sheet painted over with a certain paint will cause the child to have different associations (calm, peaceful), perhaps this will allow him to change his initial intentions. If a child gravitates to such subjects as accidents, criminals, you can gradually move from the topic of an accident to drawing just different brands of cars.

Children who are inert, lethargic, cautious, painfully neat are useful tasks for the development of imagination, for mixing colors. They are given tasks: to master the space of the sheet, to choose the color themselves, to mix paints (without fear of getting the table and hands dirty), to develop the plot, to use more new themes, to fantasize.

Note: hyperactive children are not recommended to use paints, plasticine, clay, i.e. materials that stimulate unstructured, undirected child activity (scattering, spraying, smearing). It is more appropriate to offer such children pencils, felt-tip pens - materials that set an organized, structured activity. Children who are emotionally squeezed, passive are more useful materials that require wide, free movements where

the whole body is turned on, not just the hand and fingers. It is better for such children to offer paints, large sheets of paper, drawing with chalk on a wide board.

Children are invited to take a little paint of the color they want on a brush, splash a blot on a sheet of paper and fold the sheet in half so that the blot is printed on the second half of the sheet.Then unfold the sheet and try to understand who or what the resulting blot looks like.

During this game, you can get the following information.

1 Aggressive or depressed children choose dark blotches. They

see aggressive plots in the blot (a fight, a terrible monster, etc.). Discussion of the "scary drawing" promotes liberation from negative experiences and aggression in a symbolic form.

2. It is useful to put a calm child with an aggressive child, he will take light colors for drawings and see pleasant things (butterflies, fabulous bouquets, etc.).

Discussing pictures can help change the condition of the problem child.

3. Children prone to anger choose mostly black or red paint.

4. Children with low mood choose lilac and lilac tones (colors of sadness).

5. Gray and brown tones are chosen by tense, conflicting, disinhibited children (an addiction to these tones suggests that the child needs to be reassured).

6. Situations are possible when children choose colors individually and there is no clear connection between colors and the child's mental state.

This game can be carried out every two sessions, thereby observing the mental state of the child.

ORGANIZATION OF HYPERACTIVE STUDY AND RECREATION

When correcting a child's hyperactive behavior, adults should

adhere to certain tactics of corrective and educational influences, their own behavior:

1.Emotionally support the child in all his attempts at positive behavior, however small these attempts may be;

2. avoid harsh assessments, reproaches, threats, the words "no", "no", "stop"; talk to your child with restraint, calm, soft;

3. Give the child only one task at a time so that he can complete it;

4. Encourage the child for all activities that require concentration, perseverance, patience (for example, working with blocks, coloring, reading, construction);

5. avoid places and situations where many people gather, among restless, noisy peers, as this over-excites the child;

6. Protect the child from fatigue, as it leads to a decrease in self-control;

7. do not restrain the physical mobility of such a child, but his activity must be directed and organized: if he is running somewhere, then let it be the fulfillment of some order. The main thing is to subordinate the actions of the hyperactive child to the goal and teach them to achieve it. Here are appropriate

outdoor games with rules, sports activities. Since children with hyperactive behavior are characterized by impaired attention and self-control, games aimed at developing these functions are of particular importance;

8. alternate between different activities of the child: after active, active play, use relaxation exercises or quiet rest;

9. formulate with the child the rules of conduct at school and at home., Write them on paper and hang them in a visible place, periodically repeat these rules with the child;

10. If you are unable to cope with the increased activity and excitability of a schoolchild, contact a psychologist or a neuropathologist.

Li terature

1. Kumarina G.F. Correctional pedagogy in primary

Education. -M .: ASADEMA, 2001.

2. Kosheleva A.D., Alekseeva L.D. Diagnostics and correction

Child hyperactivity. - M., 1997.

3. Zakharov A.I. How to prevent deviations in the behavior of children -

M., 1986

For teachers and parents.

1. Do not forget that this is not a sexless child, but a boy or girl with certain peculiarities of thinking, perception, and emotions.

2. Never compare children with each other, praise them for their successes and achievements.

3. Teaching boys, rely on their high search activity, ingenuity.

4. When teaching girls, not only understand with them the principle of completing the assignment, but also teach them to act independently, and not according to previously developed schemes.

5. When scolding a boy, be aware of his emotional sensitivity and anxiety. Tell him briefly and accurately your dissatisfaction. Boy

is not able to keep emotional stress for a long time, very soon he will stop listening and hearing you.

6. When scolding a girl, remember her emotionalstormy reactions that will prevent her from understanding why she is being scolded. Calmly analyze her mistakes.

7. Girls can be naughty due to fatigue (exhaustion of the right

"emotional" hemisphere. Boys in this case are depleted of information (decreased activity of the left "rational-logical" hemisphere). It is useless and immoral to scold them for this.

8. When teaching your child to write literate, do not destroy the foundations of "innate" literacy. Look for the reasons for the child's illiteracy, analyze his mistakes.

9. You should not so much teach the child as develop his desire to learn.

10. Remember: the norm for a child is not to know anything, not to be able to, to make mistakes.

11. Laziness of a child is a signal of trouble in your pedagogical activity, the wrong method of working with this child you have chosen.

12. For the harmonious development of the child, it is necessary to teach him to interpret the educational material in different ways (logically, figuratively, intuitively).

13. For successful learning, we must turn our requirements into the wishes of the child.

14. Make it your main commandment -"do no harm".

For specialists

Educational institutions

Features of the teacher's work with children with behavioral disorders.

G.o. Novokuibyshevsk, 2008

Published by the decision of the Editorial Board of the "Resource Center"

g. Novokuibyshevsk.

Compiled by:Lobina S.A. - Methodist of the department of special and psychological support of the "Resource Center"

Responsible editor:Ulyanova Yu.A. - Head of the department of special and psychological support of the "Resource Center"

Reviewers:

O. I. Parfyonova, Director of the "Resource Center"

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

Features of the teacher's work with children with behavioral disorders:

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

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

1. The main types of behavioral disorders in children and the organization of their individual support 5

2. Causes of Behavioral Disorders 13

3. Features of manifestation of child aggression 27

5. Overactive children or children with ADHD 59

6. Organization of education for children with ADHD 61

7. Features of the behavior of a left-handed child 68

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

9. Shy and anxious child 73

10. Overcoming shyness in children 75

12. The problem of behavior of adolescents at risk 90

13. Behavior features of adolescents with mental retardation 92

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

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

16. Appendix No. 2 "Accompanying a hyperactive child" (recommendations based on the results of diagnostics) 96

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

18. Appendix No. 4. Avoiding Behavioral Problems 98

19. Appendix No. 5. "Diagnosis of left-handedness" 102

20. List of used literature 104

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

These include children with affective disorders, pedagogically neglected children, children with mental retardation, children with intellectual disabilities, children with psychopathic behavior and many others. Also, a left-handed child, children with emotional disorders can be attributed to this category.

The organization of individual support is the training, education and development of a student.

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

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

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

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

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

The main types of behavioral disorders in children

In the behavior and development of children, disorders (aggressiveness, irascibility, passivity, hyperactivity), mental retardation and various forms of children's nervousness (neuropathy, neuroses, fears) are often encountered.

Complications of the child's mental and personal development are caused, as a rule, by two factors: 1) errors of upbringing or 2) a certain immaturity, minimal damage to the nervous system. Often, both of these factors act simultaneously, since adults often underestimate or ignore (and sometimes do not know at all) those features of the child's nervous system that underlie the difficulties of behavior, and try to "correct" the child with various inadequate educational influences. Therefore, it is very important to be able to identify the true reasons for the behavior of a child that worries parents and educators, and to outline the appropriate ways of corrective work with him. To do this, it is necessary to clearly understand the symptoms of the above mental developmental disorders of children, the knowledge of which will allow the teacher, together with the psychologist, not only to correctly build work with the child, but also to determine whether certain complications do not turn into painful forms that require qualified medical care.

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

Aggressiveness

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

There are two most common causes of aggression in children. First, the fear of being traumatized, offended, attacked, injured. The stronger the aggression, the stronger the fear behind it. Secondly, the experienced resentment, or mental trauma, or the attack itself. Very often, fear is generated by the disturbed social relations of the child and the adults around him.

Physical aggressioncan be expressed both in fights and in the form of a destructive attitude towards things. Children tear books, scatter and smash toys, break necessary things, set them on fire. Sometimes aggressiveness and destructiveness coincide, and then the child throws toys at other children or adults. Such behavior is in any case motivated by the need for attention, some kind of dramatic events.

Aggressiveness does not necessarily manifest itself in physical actions. Some children are prone to so-called verbal aggression(insult, tease, swear), behind which there is often an unmet need to feel strong or to take revenge for their own grievances. Sometimes children swear completely innocently, not understanding the meaning of words. In other cases, the child, not understanding the meaning of the 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: the child has fallen, hurt himself, teased or touched him. In this case, it is useful for the child to give an alternative to abuse - words that can be pronounced with feeling as a release ("Christmas trees, sticks", "get lost").

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

The first step on this path is to try to contain the aggressive impulses of the child immediately before their manifestation. This is easier to do with physical aggression than with verbal aggression. You can stop the child with a shout, distract him with a toy or some kind of activity, create a physical obstacle to an aggressive act (withdraw your hand, hold by the shoulders). If the act of aggression cannot be prevented, it is imperative to show the child that such behavior is absolutely unacceptable. A child who has shown an aggressive trick is subjected to severe condemnation, while his “victim” is surrounded by the increased attention and care of an adult. This situation can clearly show the child that he himself only loses from such actions.

In the case of destructive aggression, an adult must necessarily briefly but unequivocally express his dissatisfaction with such behavior. It is very useful each time to offer the child to eliminate the defeat inflicted by him. Most often the child refuses, but sooner or later he may respond to the words: "You are already big and strong enough to ruin everything, so I am sure that you will help me clean up." Cleaning as a punishment is ineffective; The leitmotif of the adult's argument should be the belief that the “big” boy should be held accountable for his own affairs. If the child still helps to clean up, he must definitely hear a sincere "thank you".

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

When working with aggressive children, you should always keep in mind that any manifestations of fear in others before an aggressive attack by a child can only stimulate him. The ultimate goal of overcoming a child's aggressiveness is to let him know that there are other ways of showing strength and attracting attention that are much more pleasant in terms of the response of others. It is very important for such children to experience the pleasure of demonstrating a new behavior skill in front of a sympathetic audience.

To overcome and prevent the aggressive behavior of young children, you can use group games that contribute to the development of their tolerance and mutual assistance.

Irascibility

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

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

If the child has already flared up, then it will not be possible to calm him down. Soothing words won't work. A calm emotional tone is important here. Consolation will be needed when the attack has passed, especially if the child is frightened by the strength of his emotions. At this stage, the older preschooler can already express his feelings in words or listen to the explanations of an adult. An adult should not give in to a child just for the sake of not causing a seizure, but it is important to assess whether the adult's prohibition is of fundamental importance, whether he is fighting a trifle and is not just a false principle and self-affirmation.

Passivity

Often, adults do not see any problem in the child's passive behavior, they think that he is just a “quiet man” and has good behavior. However, this is far from always the case.

Quiet children experience various and far from pleasant emotions. The child may be unhappy, depressed, or shy. The approach to such children should be gradual, because it can take a long time before a response appears.

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

A simple order to stop this activity is unlikely to work, since it does not help the child cope with the state of mind. Anything that helps him express emotions will be more effective. It is necessary to find out what events or circumstances caused this state in the child - awareness will help to find ways to establish contact with him. If age permits (over 4 years old), you can stimulate the child to express their feelings in a game or confidential conversation. The main areas of work with such a child are to help him express his feelings in a different, more acceptable form, to achieve his trust and disposition, to resolve in direct contact with the parents the situation that causes such difficult experiences in the child.

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

Hyperactivity

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

The main signs of hyperdynamic syndrome are distraction of attention and motor disinhibition. A hyperdynamic child is impulsive and no one dares to predict what he will do in the next moment. He does not know this either. He acts without thinking about the consequences, although he does not plan anything bad and he himself is sincerely upset because of the incident, the culprit of which he becomes. He easily tolerates punishment, does not remember the insult, does not hold evil, constantly quarrels with his peers and immediately reconciles. This is the noisiest child in the children's team.

The biggest problem with a hyperdynamic child is his distraction. Having become interested in something, he forgets about the previous one, and does not bring a single case to the end. He is curious, but not curious, for curiosity presupposes some constancy of interest.

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

Distraction of attention and motor disinhibition of a child must be persistently and consistently overcome from the very first years of his life. It is necessary to clearly distinguish between purposeful activity and aimless mobility. You cannot restrain the physical mobility of such a child, this is contraindicated in the state of his nervous system. But his physical activity must be directed and organized: if he runs somewhere, then let it be the fulfillment of some order. Good help can be provided by outdoor games with the rules, sports activities. The most important thing is to subordinate his actions to the goal and teach him to achieve it.

In the older preschool age, the hyperdynamic child is taught to perseverance. When he runs up and gets tired, he can be offered to do modeling, drawing, design, and you must definitely try to make sure that the interest in such an activity encourages the child to bring the work started to the end. At first, the perseverance of adults is required, who sometimes literally physically hold the child at the table, helping him to finish the construction or drawing. Gradually, perseverance will become habitual for him and, having entered school, he will be able to sit at the desk for the whole lesson.

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

Conduct disorders - - a class of psychiatric (clinically significant behavioral) disorders, which includes various abnormal patterns of behavior in which an individual periodically or constantly violates the inalienable rights, legal and deserved privileges of others ... ...

BEHAVIORAL VIOLATIONS - The general psychiatric class of disorders, which includes various models of behavior, in which an individual constantly violates the rights, privileges of other people, interferes with their personal life. Many different subtypes have been identified. Some of… …

Child behavior disorders - is the general name for clinically significant behavioral disorders observed in childhood and adolescence and associated with hereditary, congenital and / or disorders of personal development caused by the adverse effects of the social environment. Behavior patterns ... Encyclopedic Dictionary of Psychology and Pedagogy

CHILD BEHAVIORAL DISORDERS - A general psychiatric name for a range of behavioral disorders seen in childhood and adolescence. The syndromes in this group of disorders are less serious than in psychosis, but are considered serious enough to warrant therapy. Behavior patterns usually ... ... Explanatory Dictionary of Psychology

Personality Disorders - systemic behavioral disorders, primarily social, characteristic of certain mental diseases and local brain lesions. In this case: a decrease in the level of activity, the disappearance of criticality, a change ... ... Psychological Dictionary

Mental disorders - Mental retardation ICD 10 F70. F79. ICD 9 317 ... Wikipedia

Violations caused by the trace. main factors: speech function defect, structural and semantic (internal) expression disorders, mutism, limitation of O.'s ability in patients with severe motor, sensory and other defects ... ... Psychology of communication. encyclopedic Dictionary

Category. Systemic personality disorders. Specificity. Typical for certain mental illnesses and local brain lesions. In this case: a decrease in the level of activity, the disappearance of criticality, a change in direction ... ... Great psychological encyclopedia

Eating disorders - Contents 1 Definition 2 Types of SMEs 3 What if I (or a loved one) are overweight? ... Wikipedia

Intellectual Disorders - (mental retardation) The concept of mental retardation in Russian special psychology is understood as a persistent impairment of cognitive activity resulting from organic damage to the brain (inherited or ... ... Pedagogical terminological dictionary

Books

• Behavioral and developmental disorders in children. A book for good parents and specialists, Anisimova Tatyana Igorevna, Zashchirinskaya Oksana Vladimirovna, Surushkina Svetlana Yurievna. The manual presents approaches to the identification and correction of the most frequent behavioral disorders of childhood: attention deficit hyperactivity disorder, tics, anxiety disorders, ... Buy for 482 rubles
• Behavioral disorders of pupils of the auxiliary school, Shipitsyna LM, Ivanov ES .. Circulation 2000 copies. Behavioral disorders in children and adolescents is an urgent problem, and this relevance has a clearly pronounced upward trend. Deviations from generally accepted social and ...

Behavioral and emotional disorders in children

Basically, it is generally accepted that children are susceptible to colds and various viral diseases, although neuropsychiatric disorders in children are quite common and cause a lot of problems for both the patients themselves and their parents.

And most importantly, they can become the foundation for further difficulties and problems in social interaction with peers and adults, in emotional, intellectual and social development, the cause of school "failure", difficulties of social adaptation.

As with adult patients, childhood neuropsychiatric illnesses are diagnosed based on a range of symptoms and signs that are specific to certain disorders.

But it should be borne in mind that the diagnostic process in children is much more complex, and some behavioral forms may look like symptoms of mental disorders at all. This often confuses parents and makes it possible for a long time to "hide" their heads in the sand. It is absolutely impossible to do this and it is very DANGEROUS !!!

For example, this category includes strange eating habits, excessive nervousness, emotionality, hyperactivity, aggression, tearfulness, "field" behavior, which can be regarded as part of the normal development of the child.

Behavioral disorders in children include a number of behavioral dissociative disorders, which are manifested by aggressive, provocative or inappropriate actions, reaching the level of open non-compliance with age-appropriate social norms.

Typical signs of pathology can be:

- "field" behavior, the inability to sit in one place and concentrate your attention;

- excessive pugnacity and deliberate hooliganism,

- cruelty to other people or animals,

- deliberate damage to property,

- arson,

- theft,

- leaving home,

- frequent, unreasonable and severe outbursts of anger;

- causing provocative actions;

- systematic disobedience.

Any of the listed categories, if sufficiently expressed, is a reason for concern not in itself, but as a symptom of a serious illness.

Types of emotional and behavioral disorders in children

• Hyperactive behavior

• Demonstrative behavior

This type of behavioral disorder in children is manifested by intentional and deliberate non-compliance with generally accepted social norms. Deviant behavior is usually directed at adults.

• Attention deficit
• Protest behavior

There are three forms of this pathology: negativism, obstinacy and stubbornness.

Negativism - the child's refusal to do anything just because he was asked to do so. Most often it occurs as a result of improper upbringing. Typical manifestations include unreasonable crying, insolence, rudeness, or, on the contrary, isolation, alienation, resentment.

Stubbornness - the desire to achieve their goal in order to go against their parents, and not satisfy a real desire.

Obstinacy - in this case, the protest is directed against the norms of upbringing and the imposed way of life in general, and not at the leading adult.

• Aggressive behavior

Aggressive behavior is understood as purposeful destructive actions that contradict the norms and rules adopted in society. A child causes psychological discomfort among others, causes physical damage to living and inanimate objects, etc.

• Infantile behavior

In the actions of infantile children, traits are traced that are characteristic of an earlier age or a previous stage of development. With an appropriate level of physical abilities, the child is distinguished by the immaturity of integrative personality formations.

• Conformal behavior

Conformal behavior is manifested by complete submission to external conditions. Its basis is usually involuntary imitation, high suggestibility.

• Symptomatic behavior (fears, tics, psychosomatics, logoneurosis, stuttering in speech)

In this case, behavior disorder in children is a kind of signal that the current situation is no longer unbearable for a fragile psyche. Example: Vomiting or nausea as a reaction to stress.

It is always very difficult to diagnose disorders in children.

But, if the signs can be recognized in a timely manner and consult a specialist on time, and treatment and correction can be started without delay, then severe manifestations of the disease can be avoided, or else, they can be minimized.

It must be remembered that childhood neuropsychiatric disorders do not go unnoticed, they leave their negative mark on the development and social capabilities of the little man.

But if professional neuropsychological assistance is provided in a timely manner, many diseases of the child's psyche are fully cured, and some can be SUCCESSFULLY ADAPTED and feel comfortable in society.

Basically, specialists diagnose problems in children such as ADHD, tics in which the child has involuntary movements, or vocalizations, if the child tends to make sounds that do not make sense. In childhood, anxiety disorders and various fears can be observed.

In behavioral disorders, children ignore any rules, they demonstrate aggressive behavior. The list of common diseases includes disorders related to thought disorder.

Often neurologists and neuropsychologists use the term "borderline mental disorder" in children. This means that there is a state that is an intermediate link between deviation and norm. Therefore, it is especially important to start correction on time and quickly approach the norm, so as not to eliminate the gaps in intellectual, speech and social development.

The causes of mental disorders in children are different. Often they are caused by hereditary factors, diseases, traumatic injuries.

Therefore, parents should focus on complex corrective techniques.

A significant role in the correction of behavioral disorders is assigned to psychotherapeutic, neuropsychological and corrective methods.

The neuropsychologist helps the child cope with the disorder by choosing specific strategies and programs for this.

Correction of behavioral disorders in children in the NeuroLogopedic Center "Above the Rainbow":

This method allows the child drug-free overcome the difficulties of behavior, development or communication !!! Neuropsychological correction has a therapeutic effect on the body - it improves the emotional and physical state, increases self-esteem and self-confidence, reveals internal reserves and abilities, develops additional hidden capabilities of the brain.

In our center, the latest innovative equipment and methods are integrated into the neuropsychological correction program to achieve the greatest and fastest result, as well as to be able to carry out neuropsychological correction even in the most severe cases. Educational and remedial simulators motivate even the smallest children to work, children with hyperactivity, aggression, tics, "field" behavior, Asperger's syndrome, etc.

Specialists who do not have interactive and innovative equipment in their arsenal are not able to conduct high-quality and effective neurocorrectional classes with difficult children.

So, in the NeuroLogopedic Center "Above the Rainbow" a huge amount of educational equipment is integrated into the neuropsychological correction at the discretion (depending on the goals and objectives of the individual program) of the methodologist and diagnostician.

The form of conducting classes is individual.

As a result, a profile of the child's difficulties is drawn up, on the basis of which a neuropsychological correction program is developed.

1. ... The cerebellum, one of the parts of the brain, is responsible for many functions in the human body, including coordination of movements, regulation of balance and muscle tone, and the development of cognitive functions. The cerebellum is the controller of our brain. It is connected with all parts of the brain and processes all information from the senses that enters the brain. Based on this information, the cerebellum makes corrections of movements and behavior. Neuropsychologists have established that this system does not work correctly in all children with developmental and behavioral disorders. That is why children find it difficult to learn skills, cannot regulate their behavior, speak poorly, and learn to read and write with difficulty. But cerebellar function can now be trained.

The cerebellar stimulation program normalizes the brain stem and cerebellum. The technique improves:

• Behavior;
• Interaction and social skills;
• all kinds of memory
• coordination of movements, balance, gait, feeling of one's own body

The manifestation of behavioral disorders is often caused by various disorders in the work of the cerebellum. That is why stimulation, aimed at normalizing the functioning of the limbic system, cerebellum and brainstem, helps to speed up the development of speech, improve concentration, normalize behavior and, as a result, solve problems with school performance.

Widely used balance board training system Learning breakthrough ("Breakthrough learning") program developer Frank Bilgow. A series of rehabilitation techniques aimed at stimulating the work of the brain stem and cerebellum.

The results quickly appear in the improvement of behavior, attention, speech of the child, and academic success. Cerebellar stimulation significantly increases the effectiveness of any remedial training.

3. Neuropsychological correction with integrated sensory integration and antigravity program.

SENSORY INTEGRATION is a natural, neurological process of human development that begins in the womb and continues throughout life. It is important to note that the most favorable time for development is the first seven years of life.

SENSOR PROCESSING is the process by which the brain receives sensory information, processes it and uses it for its intended purpose.
If we talk about the usual process of sensory processing, productive, natural with an "adaptive response", then the following happens:
Our nervous system perceives sensory information
The brain organizes and processes it
Then gives us the opportunity to use it according to our environment to achieve "more and more complex, targeted actions."

We need to develop sensory processing ability to:
Social interaction
Pbehavioral skills
Development of motor skills
Ability to concentrate

It is a system of physical exercises and special body-oriented games aimed at developing sensorimotor integration - the ability of the brain to combine and process information from the senses.

These activities are useful for all children, since sensorimotor integration is an obligatory stage in the mental development of every child.

The formation of sensorimotor integration begins even in the prenatal period of life on the basis of three basic systems: vestibular, proprioceptive and tactile.

Very often children experience a deficit of purposeful "correct" physical activity, so their brain does not receive sufficient information, babies "do not feel" their own body in space. The formation of sensorimotor integration is disrupted. This interferes with the development of higher mental functions (thinking, attention, perception, memory, speech, etc.).

4. Integrated into the sensory integration program, it develops a sense of rhythm and a sense of time, which are necessary for successful reading, writing and other educational activities. These activities are a multi-level stimulation of all sensory systems involved in the formation of speech, reading and writing. Many children with behavioral problems, learning difficulties, have difficulty maintaining balance, problems with coordination of movements and sensory integration (the brain's processing of information from all senses).

Although these difficulties are not always noticeable, violations of basic functions prevent the brain from mastering more complex "advanced" activities, such as speaking, reading, writing. The brain is forced to spend too much time and energy on controlling body position and regulating simple movements.

Interaction with rhythmic music stimulates the development of a sense of rhythm, attention, stress resistance, the ability to organize your thoughts and movements in time. All these abilities develop due to the fact that during the correction process stimulation is provided, which improves the quality of the functioning of the brain and the quality of its connections with the body.

5. It is prescribed for children with various developmental disorders: behavioral, speech and general developmental delays, cerebral palsy, cerebral palsy, hyperactivity, attention disorders, impaired development of school skills.

The ability to control the position of your body in space is the foundation for mastering all types of educational activities.
All children with developmental disabilities have difficulties in this area. Timocco program Provides visual feedback that helps your child learn to control their body faster through increasingly complex sequences of movements.

6. High-tech developmental technique created by the company to overcome speech, attention and behavior disorders associated with timing and planning of movements, with the development of a sense of rhythm and time.

Classes with interactive metronome are prescribed for children with behavioral and developmental problems, ADHD, autism spectrum disorders (early childhood autism), mental retardation, cerebral palsy, speech tempo disorders, children after traumatic brain injuries, spinal cord injuries, stuttering, tics, obsessive-compulsive disorder, impaired coordination movements.

Children often find it very difficult to concentrate, memorize and follow instructions that consist of several parts, follow everything to the end, not be distracted and not "jump". Such problems are associated with a sense of time and a sense of rhythm. This is the basis for mastering any educational skills, including reading, writing and counting, problem solving.

An interactive metronome stimulates brain activity, which is necessary to process sensory information from outside. This contributes to the development of the ability to plan their activities, stabilizes behavioral responses.

7. ... For us, this is not just a bright special effect and a fun game, first of all, it is an important tool in the hands of a specialist, which helps to realize important goals and objectives in training and correction:

1. development of fine motor skills and elimination of involuntary movements (hyperkinesis);
2. improvement of walking pattern;
3. development and consolidation of correct posture;
4. improving overall mobility;
5. development of a sense of one's own body in space;
6. teaching the ability to listen and concentrate;
7. development of motivation;
8. discovery of the ability to improvise and creative activity;
9. development of communication skills;
10. developing persistence in achieving goals

8. - the most natural and effective form of working with children, therapy in the process of play. This psychotherapeutic approach is used to help children work through their psychological problems and emotionally traumatic experiences or overcome behavioral and developmental problems. In the process of therapy, the child begins to better understand his feelings, the ability to make his own decisions develops, self-esteem and communication skills increase.

A specialist in a playful way solves the child's behavioral and emotional problems:

- aggression;

- isolation;

- anxiety;

School disaptation, lack of motivation to learn;

The crisis is three years old;

Teenage crisis;

Difficulty communicating with parents and teachers;

Suicide attempts;

Theft;

Stressful situations (death of parents, divorce, change of school, kindergarten);

Conflicts between children in the family;

Jealousy of other children in the family and other family members;

In his work, the psychologist uses various approaches and methods:

Elements of fairy tale therapy;

Elements of sand and clay therapy;

Elements of aqua animation;

Elements of psychodrama;

Elements of art therapy;
9. Psychological and communication classes.

The goal of developing communication skills is to develop communicative competence, focus on a peer, expand and enrich the experience of joint activities and forms of communication with peers. In our program for the development of communication skills, we include - the ability to organize communication, including the ability to listen to the interlocutor, the ability to emotionally empathize, to show empathy, the ability to resolve conflict situations; ability to use speech; knowledge of the rules and regulations that must be followed when communicating with others.