Behavioral disorders in childhood and adolescence

The problem of behavioral disorders in children and adolescents is, unfortunately, a topic that is too urgent and too modern, since today behavioral disorders of a different nature in this age category are one of the most common reasons for referring to child and adolescent psychiatrists around the world as a whole and in our country in particular.

In this article, I will not go into all the intricacies of the clinic and diagnosis of behavioral disorders in children. I will try to define these violations and try to define general principles and meanings that will help parents and general practitioners understand which behavioral disorders in a child should be regarded as a pathology (painful condition), and in which cases the help of a psychiatrist will be ineffective, and the cause of which is not a mental disorder, but the social and everyday environment surrounding the child.

The prevalence of behavioral disorders of various origins, as mentioned above, in children is very high. Its indicators range from 12% to 25% of the total child population. This variability in quantitative indicators is primarily due to differences in the diagnostic methods used. Behavioral disorders are detected more often in boys than in girls (85% and 15%, respectively).

When talking about behavioral disorders, you need to know what is under behavior as such we understand psychological and physical demeanor, taking into account the standards established in the social group to which the person belongs.

Based on the previous definition, behavioral disorders – these are deviations from the social and moral norms accepted in a given society, repeated stable actions or actions, including mainly the aggressiveness of a destructive (destructive) and asocial (directed against the collective) orientation with a picture of deeply widespread maladjustment (violation of adaptability) behavior. They manifest themselves either in the violation of the rights of other people, or in the violation of social norms or rules characteristic of a given age.

Currently, along with the concept of "violation of behavior" is used the concept of "deviant" or "deviant" behavior.

What are the causes of behavioral disorders in childhood? According to modern concepts, behavioral disorders in children can be divided into two main groups:

behavioral disorders caused by psychological and social problems;

behavioral disorders caused by mental and psychophysiological disorders (diseases).

The first group of reasons includes:

defects in legal and moral consciousness (education);

character traits;

features of the emotional and volitional sphere of the child

The second group includes:

the child has serious mental disorders (M. Rutter);

borderline emotional disorders, which are manifested (manifest for the first time) by fears, longing, or a violent way of behavior (H. Remschmidt);

reasons associated with social and psychological problems (attitude

society to a teenager)

Separately, it should be said about the concept known to all of us under the name "transitional age". Currently, due to the expansion of the range of techniques used for examining the brain, it has been found that in adolescence, certain structural changes occur in the brain, characterized by physiological (occurring normally in any child) decrease in the number of gray matter cells and a decrease in the size of the "amygdala" and "insula", parts of the brain responsible for the emotional perception of reality, the ability to empathize and recognize other people's suffering. Normally, by the age of 17-18, these changes are fully compensated. These restructuring are the reasons for the "transitional age". It is important to know that children and adolescents who have significant organic changes in the brain (birth trauma, early childhood developmental trauma, TBI, epilepsy, etc.) often fail during this period of time, and the changes described above are not compensated. which can lead to the onset of severe mental illness at this particular age.

Thus, taking into account all the above, all behavioral disorders can be divided into:

Characterological (non-pathological) : transient (non-permanent) situationally determined behavior change, manifested mainly only in a certain environment (microenvironment) (only at home, only at school, only on the street), which have a clear psychological focus, do not lead to a violation of social adaptation (fitness in society) and not accompanied by disorders of somatic functions.

Pathocharacterological (pathological) : psychogenic personality reactions that are generalized in nature (manifested in all microenvironments of a child's life), manifested in a variety of behavioral deviations leading to a violation of socio-psychological adaptation and accompanied by neurotic and somatovegetative disorders.

Thus, the general principles of the occurrence of pathological (painful, requiring medical intervention) behavioral disorders can be represented by the following schemes:

where B denotes behavior, P–Personality, E-environment

Is the transition from non-pathological to pathological behavioral disturbances possible? Yes. Available. The transition of non-pathological behavioral disorders to pathological ones can be facilitated by various environmental factors and emotional and psychological characteristics of the child. This fact is confirmed by the works of many physiologists and doctors (the works of K. Leonhard, P.B. Gannushkin, G.E. Sukhareva). The result of the transformation of a non-pathological behavior disorder into a pathological one is the appearance in a child or adolescent of gross personality disorders, defined as a psychiatric diagnosis.

Pathological behavioral disorders can be of the following types:

Oppositional-defiant (demonstrative);

Hyperactive;

Autism spectrum disorders;

Mixed emotional and behavioral disorders

These forms of behavioral disorders are often an integral part of such mental diseases as delays in psycho-speech development of various origins, mental retardation, autism, organic damage to the central nervous system of various origins, attention deficit hyperactivity disorder, etc., and require additional medication and psychotherapeutic correction. ...

Methods of medical correction include:

drug therapy with drugs that have a normotimic effect (behavior correctors);

psychotherapy;

educational conversations with parents;

lectures for teachers, educators, and parents of students in educational institutions

The psychological methods of correction include the following:

1.Stimulation of humane feelings in a child;
2. Orientation of the child to the state of a peer or adult;
3. Awareness of the child of the characteristics of the disturbed behavior;
4. Switching the child to a different state;
5. Stimulation of a sense of surprise (insight) through the unusual and unexpected play actions and behavior of an adult;
6. Modeling (provocation) for adults and overcoming the child's disturbed behavior “here and now”;
7. The child's response to an undesirable state;
8. Prevention of undesirable behavior; ignoring the disturbed behavior;
9. Positive reinforcement of intermediate, incidental, real or anticipated results, actions, or behavior of the child;
10. Stimulation of the experience of positive emotions in the child;
11. Negative reinforcement of unwanted behavior;
12. Stimulation of the child's sense of humor;
13. Stimulation of bodily contact with the child;
14. Stimulation of competitiveness motivation;
15. Stimulation of a sense of beauty in a child, etc.

All of the above methods are effective in their own way. In medical practice, we are faced with the fact that the correction of pathological forms of behavioral disorders in childhood and adolescence gives the best results only with an effective combination of the work of a doctor and a psychologist.

In conclusion of this article, I would like to note once again that behavioral disorders in children and adolescents are a complex multi-level process. Behavioral disorders can be both a cause and a consequence of many serious mental and physical disorders. The earlier a behavior disorder in a child is detected, the more accurately the genesis of its origin and the form of behavior disorder (pathological or non-pathological) are determined, the more quickly and effectively it is possible to cope with this problem, reducing the risk of these violations becoming a more serious pathology.

Behavioral disorders in pediatric patients with CRD can be of the following types:

compensatory(associated with the difficulties of social adaptation of children with this pathology in a healthy team);

structural(arising from general organ damage to the central nervous system);

functional(due to physiological changes in the central nervous system in the "transitional age");

clinical and pathological(resulting from concomitant mental illness).

Compensatory behavioral disorders. Speaking about this type of behavior disorder, you need to understand that a child with CRD is a special child who, due to his mental characteristics, perceives the world around him differently. Immaturity of the main nervous processes, instability of the psyche make such a child vulnerable to the action of many negative factors that disrupt the formation of behavioral acts. First of all, this category of children encounters difficulties in relationships with people around them, teachers, with normally developing peers, who in most cases do not know the mental characteristics of children, as a result of which conflicts arise. Such children begin to show aggression in their behavior, which acts as defensive reaction to emerging difficulties or overcompensation intellectual developmental delay with preserved somatic health.

Structural behavioral disorders. Behavioral disorders resulting from early organic damage to the central nervous system. This form of behavioral disorders is not a diagnostic criterion for CRD in a child. With equal probability, behavioral disorders of this group can occur both in children with mental retardation and in children with intact intelligence.

Structural behavioral disorders are presented in two main forms:

1. Affectively unstable structural behavior disorders;

2. Emotionally labile structural behavior disorders.

Affectively unstable structural disorders of behavior. This is the most common type of structural behavior disorder. Most often they manifest themselves in psychopathic behavior, that is, outwardly reminiscent of psychopathy (affective-unstable personality disorder), but they are not such in reality. Most often, these behavioral disorders are characterized by increased excitability, anger and rage for any reason or without it, that is, feeling out of control, disinhibition of feelings and impulses. Close to the latter are arrogance, lack of restraining principles, feelings of guilt, and the experience of what happened. In terms of communication - this is quarrelsomeness with peers, conflict and aggressiveness, not due to objective reasons.

Emotionally labile structural disorders of behavior. In this variant, organic brain disorders are manifested mainly by increased fatigue, high exhaustion of nervous processes, inhibition of feelings and impulses, general passivity and lethargy, which is usually referred to in medical terminology as cerebrasthenic syndrome. Often, children with such behavioral disorders are characterized by the phenomenon of pronounced insufficiency of indicators of attention and the phenomenon of compensatory hyperactivity.

Often, both types of structural behavioral disorders in children with CRD are combined with each other, especially in the presence of sanguine temperament. It is important that when choleric temperament, excitability prevails, and with phlegmatic - braking. It is important to take these facts into account when carrying out psychological and pedagogical correction of behavioral disorders in such children in educational institutions.

Functional behavioral disorders. Such behavior disorders, like the previous group, can occur in children with intact intelligence. Currently, due to the expansion of the range of techniques used for examining the brain, it has been found that in adolescence, certain structural changes occur in the brain, characterized by physiological decrease in the number of gray matter cells and a decrease in the size of the "amygdala" and "insula" - parts of the brain responsible for the emotional perception of reality, the ability to empathize and recognize other people's suffering. Normally, by the age of 17-18, these changes are fully compensated. These restructuring are the reasons for the "transitional age". In children with CR and organic lesions of the central nervous system at this age, against the background of ongoing structural changes in the brain, the manifestation (onset) of more severe mental disorders, often already of a procedural nature (schizophrenia, etc.), is possible.

Clinical and pathological disorders of behavior. Behavioral disorders of this group in children and adolescents with IDD do not arise as a result of the underlying disease, but as part of the clinical manifestations of concomitant mental disorders (childhood autism, schizophrenia, personality disorders of various origins, bipolar affective disorder, etc.).

Currently, the following are the most common behavioral disorders in children with CRD:

escape from home, school (dromomania);

aggressiveness,

refusal to study,

violation of discipline and behavior in public places and educational institutions,

Theft,

Alcohol abuse

Addiction,

Suicidal behavior

Disturbances of drives

Often, students with intellectual disabilities commit criminal acts, including group ones.

Behavioral disturbances, as can be seen, in children and adolescents with normal intelligence and those with PDD are outwardly similar and monotonous. The genesis of these manifestations in patients with CRD has its own characteristics, which are determined not only by external factors (family, school, relationships with peers), but also by internal ones, that is, by the peculiarities of the psyche (lack of intelligence, absence or weakness of the struggle of motives, inertia of mental processes, higher suggestibility, affective instability, drives, instincts, etc.), the nature of the lesion of the cerebral cortex and its neurodynamics, the peculiarities of the emotional-volitional sphere of such children.

The principles of correction of behavioral disorders in mental retardation can be implemented psychological and medical methods. Methods psychological corrections of behavioral disorders are extremely diverse. Here are just a few of them:

1.stimulation of humane feelings in a child;
2. orientation of the child to the state of a peer or adult;
3. the child's awareness of the characteristics of the disturbed behavior;
4. switching the child to another state;
5. stimulation of a sense of surprise (insight) through the unusual and unexpected play actions and behavior of an adult;
6. modeling (provocation) for adults and overcoming the child's disturbed behavior “here and now”;
7. the child's response to an undesirable state;
8. prevention of undesirable behavior;

9. positive reinforcement of intermediate, incidental, real or anticipated results, actions or behavior of the child;
10. stimulation of the experience of positive emotions in the child;
11. negative reinforcement of unwanted behavior;
12. stimulation of the child's sense of humor;
13. stimulation of bodily contact with the child;
14. stimulation of competitiveness motivation;
15. stimulation of the child's sense of beauty.

Medical correction of behavioral disorders can be carried out psychological and medicated ways.

Efficiency psychological methods of correction in children with mental retardation depends on the degree of intellectual decline and the level of concomitant emotional-volitional disorders that the child has. The most correct is individual psychotherapy aimed at expanding the horizons and spheres of interests of children with this pathology.

Drug therapy is mainly carried out using the following groups of drugs:

normotimics(behavior correctors);

light antipsychotics;

mild tranquilizers with anti-anxiety effect;

sedative nootropics;

antidepressants

The choice of the drug behavior correction scheme in children with MRI is purely individual in nature and allows a combination of various drugs from the above groups.

In conclusion, I would like to note that a combination of psychological, psychotherapeutic, and drug therapy in combination with the pedagogical work of defectologists and psychologists of correctional educational institutions has the greatest effect for the correction of behavioral disorders in children with CRD. The professional activity of psychologists in correcting behavioral disorders in young patients with CRD is primarily aimed at improving the quality of life of this group of children and adolescents. The future of our wards depends on the effective joint work of doctors and teachers. LITERATURE.

Abusheva Z.F. with sotr. Analysis of the Adaptive Capabilities of Students of Auxiliary Schools with Behavioral Disorders M. 1989.

Amasyants R.A., Amasyants E.A. Intellectual impairment. M. 2004

Guryeva V.A. Systematics of psychogenic and traumatizing factors M. 2001

Gurieva V.A., Gindikin V.Ya. Psychopathology of adolescence. TSU 1994

Enikeeva D.D. Borderline conditions in children and adolescents. Moscow 1998

Zapryagaev G.G. Psychological characteristics of mentally retarded adolescents with behavioral difficulties. M 1986

Isaev D.N. Mental retardation in children and adolescents. S-P. 2004

Isaev D.N., Mikirtumov B.E., On the taxonomy of psychopathic disorders in children and adolescents with general mental underdevelopment, Moscow 1978

Kebrikov O.V. Clinical dynamics of psychopathies and neuroses. Actual speech. Moscow 1962

Pevzner M.S. Children of the oligophrenic 1959

Psychologist at secondary school No. 72 in Yaroslavl Khromov. A.K.

For specialists

Educational institutions

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

G.O. Novokuibyshevsk, 2008

Reprinted 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 behavior 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 accompaniment 5

2. Causes of Behavioral Disorders 13

3. Features of the 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. Behavioral 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 the results of diagnostics) 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. "Diagnostics of left-handedness" 102

20. List of used literature 104

The main types of behavioral 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 disturbances 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 an easy task.

The task of the individual approach is the most complete identification of the individual ways of development, the capabilities of the child, strengthening his own activity, disclosing the uniqueness of his personality. The main thing is not to struggle 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 control of the teacher.

Relying 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 children's nervousness and behavioral disorders inseparably associated with it, as well as the reasons that cause them. The most common reason for both is poor parenting. In turn, nervousness and difficulty complicate parenting.
Since children's nervousness is inextricably linked to abnormalities in their 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 first-born, 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 about who is to blame and how to raise him are divided. Often such a child becomes the reason for divorce. The problem of nervous and especially difficult children in the absence of timely qualified educational 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 can be successful or defective, and childbirth is 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.
Currently, every third child can be classified as children with behavioral disorders. There are many reasons for this. On the one hand, time makes extremely high demands on the child. On the other hand, many children are born weak. The latter is due to: carrying 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 due to harmful effects (environmental, infectious, toxic, industrial, radiation, etc.); an increase in the number of complicated childbirth (large fetus, an increase in the number of late-bearing children, including the first child, as well as those giving birth before reaching 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 behavior disorders. We tried to give both the most general and specific recommendations for overcoming, and even more for the prevention of individual, 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) mistakes in 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 the child, disturbing 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.

Corrective 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 for a child precisely because of the immaturity of his nervous system. Therefore, the most satisfactory solution for the child may be a physical reaction, especially if his ability to express himself is limited.

There are two most common causes of aggression in children. First, the fear of being traumatized, offended, attacked, and injured. The stronger the aggression, the stronger the fear behind it. Secondly, the experienced hurt, 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 aggression can 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 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 that can ultimately lead to the elimination of undesirable forms of child behavior. Consistency 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. With regard to physical aggression, this is easier to do than with respect to verbal. 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 (take your hand away, 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. Such a 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 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 hurtful 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 the child's insults into a comic fight, which will relieve tension and make the situation of the argument funny. If the child insults other children, then the 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 about an aggressive attack by a child can only stimulate him. The ultimate goal of overcoming the child's aggressiveness is to make him understand that there are other ways of showing strength and attracting attention, 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 tantrum, cry, get angry, but does not show aggression at the same time. 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 tried to 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 adherence to principles and self-affirmation.

Passivity

Often, adults do not see any problem in the child's passive behavior, they believe that he is 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 will help 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 allows (over 4 years old), you can stimulate the child to express their feelings in a game or confidential conversation. The main directions 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 the quiet, passive behavior of a child 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 confidence in himself, 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 on his own.

Hyperactivity

If the types of behavioral disorders described above are more the result of errors in upbringing and to a lesser extent - the result 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 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 himself 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 endures punishment, does not remember the insult, does not hold evil, constantly quarrels with his peers and immediately reconciles himself. 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 a certain 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.

The distraction of attention and motor disinhibition of the 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. It is impossible to 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 only gets worse, 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 devastatingly from about 13 years of age and older, determining the fate of an adult.

Important! Be sure to read this material! If after reading you still have any questions, we strongly recommend that you consult with a specialist by phone:

The location of our clinic near the park has a beneficial effect on the state of mind and promotes recovery:

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 conduct 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 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. Treatment development 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 diagnosis.

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 is constantly changing, 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 not previously 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 activity 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. Restoration of 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 the determination of 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 when the integrity of the cranium 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 not able 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. Disorder most often manifests itself 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 males.

There are no specific 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 the negative situation in the family, constant scandals, severe punishment, 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 first of all. If persistent behavior deviates from accepted norms is formed, 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.

The disease appears 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 can scoff at him. After a certain period of time, the child experiences a tendency to hooliganism, gets into fights, and is rude to adults. Often conflicts arise with representatives of the authorities.

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. Aggression directed by a person 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 their own approach to life, is called deviant disorder. It is expressed most often in asocial traits of behavior.

The manifestation of deviating from the norm of 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, often a violation occurs 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, the 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 does not have an incentive to act. 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 personality layer. As a result, it is difficult for the patient to interact in society; constant conflicts may arise at work and family. Most often, such disorders are not recognized by the patient.

Emotional and behavioral disorder

The main characteristic is the manifestation of aggressive behavior. They are often caused as a result of a prolonged depressive state, exposure to a stressful situation, or 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 appear 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 contact a specialized clinic in Moscow, where professionals with extensive practical experience and relevant qualifications work. As soon as diagnostic measures are taken, 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 (depression, low self-esteem, shifting blame onto other people)
3. Social (negative experience of interacting with other people).

Before formulating 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 ​​medicine that requires doctors to have the maximum knowledge and skills. Therefore, all employees of our clinic are highly professional, qualified and experienced specialists.

When to get help?

Have you noticed that your relative (grandmother, grandfather, mom or dad) does not remember basic 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, will, 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 poor memory, complete memory loss, or other signs that clearly indicate 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 the 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 the age of 50-60. 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 in their work modern methods of diagnosis and treatment, the most effective and safe drugs, 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 investigated;
• 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 completely 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?" 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!

The topic of the relationship between children and parents, as well as human psychology in behavior, are now becoming increasingly relevant. Many mothers ask themselves the question: “Why did my child behave differently at a certain period? Why did he become so restless, aggressive, hyperactive and problematic? " The answers to these questions should be sought in the manuals of classical teachers, such as L. S. Vygotsky, P. P. Blonsky, A. S. Makarenko, etc. But if you have absolutely no time for this, we suggest reading this article. to understand all the subtleties of child psychology to study the types of disorders and behavioral disorders, as well as find the right approach to its correction and upbringing of the child as a whole.

Voluntary and involuntary behavior

In psychology, there are two types of behavior: voluntary and involuntary. The first is possessed by organized children who show restraint and responsibility in business. They are ready to obey their own goals and the norms, laws, rules of conduct established in society, and also have high discipline. Usually children with an arbitrary type of behavior are classified as overly obedient and exemplary. But you must admit that this method of self-presentation is also not ideal.

That is why psychologists distinguish another type: involuntary (blind) behavior. Such children behave meaninglessly and are often devoid of initiative, they prefer to ignore the rules and laws - they simply do not exist for such children. Violations gradually become systematic, the child ceases to respond to comments and reproaches in his direction, believing that he can do as he wants. And this behavior is also considered a deviation from the norm. You ask: what type is the most acceptable for a child? Both behaviors require corrective assistance that will focus on overcoming negative personality traits.

What is the reason for the deviations?

As you know, each person is different, and to believe that the occurrence of deviations in the behavior of two children has the same reasons, in most cases it is wrong. Sometimes violations can be primarily conditioned and are a feature of a person. For example, it can be a constant change in mental processes, motor retardation or disinhibition, intellectual disturbances, etc. Such deviations are called "neurodynamic disorders". The child may suffer from nervous excitability, constant emotional instability, and even abrupt changes in behavior.

Abnormalities in healthy children

It is much more difficult for these children to be in public places, it is very difficult for them to find a common language in communication with their peers and loved ones. The maladaptive features of the behavior of children with hyperactivity indicate insufficiently formed regulatory mechanisms of the psyche, primarily self-control as the main circumstance and link in the formation of behavioral disorders.

Demonstrative behavior

With this, he deliberately and deliberately violates accepted norms and rules. Moreover, all his actions are addressed mainly to adults. Most often, this behavior manifests itself as follows: the child grimaces in the presence of adults, but if they do not pay attention to him, then it quickly passes. If the child is in the center, he continues to behave like a clown, demonstrating his swagger. An interesting feature of this behavior is that if adults comment on a child about his inappropriate behavior, he begins to show himself even more actively and fool around in every possible way. Thus, the child, with the help of non-verbal actions, seems to say: “I am doing what does not suit you. And I will continue to behave this way until you lose interest in me. "

Lack of attention is the main reason

This method of behavior is used by the baby mainly in cases when he lacks attention, that is, communication with adults is deficient and formal. As you know, behavior and psyche are closely related, therefore sometimes demonstrative behavior is used by children and in rather prosperous families, where the child is given enough attention. In these situations, self-blackening of the personality is used as an attempt to get out of the power and control of the parents. By the way, unreasonable crying and nervousness in most cases is also used by a child for self-affirmation in front of adults. The child does not want to accept that he is subject to them, must obey and obey in everything. On the contrary, he is trying to "get the best" over the elders, because he needs it to increase his own significance.

Protest behavior

Disobedience and excessive stubbornness, unwillingness to make contact, increased self-esteem - all this refers to the main forms of manifestation of protest behavior. At the age of three (and less), such sharp manifestations of negativism in the child's behavior can be considered the norm, but in the future this should be regarded as a violation of behavior. If the child does not want to perform any actions just because he was asked to do so or, even worse, ordered, then we can conclude that the child is simply striving for independence, wants to prove to everyone that he is already independent and will not follow orders. Children prove they are right to everyone, regardless of the situation, even if in reality they realize that they are doing wrong. It is extremely important for these guys that everything is the way they want it. It is impermissible for them to reckon with the opinion of the older generation, and they always ignore generally accepted norms of behavior.

As a result, disagreements arise in relationships, and re-education without the help of a specialist becomes almost impossible. Most often, this behavior takes on a permanent form, especially when disagreements often arise in the family, but adults do not want to compromise, but simply try to educate the child with shouts and orders. Often, stubbornness and assertiveness are defined as "the spirit of contradiction." The child usually feels guilty and worried about his behavior, but nevertheless continues to behave this way again. The reason for this constant stubbornness is prolonged stress, which the child cannot cope with alone, as well as impaired intelligence and overexcitation.

Consequently, the occurrence of a behavior disorder can have different causes. To understand them means to find the key to the child, to his activity and activity.

Aggressive behavior

Is targeted and destructive. Using this form, the child deliberately resists the laws and norms of the life of people in society, in every possible way harms the "objects of attack", and it can be both people and things, causes negative emotions, hostility, fear and depression in those with whom he interacts.

Such actions can be carried out to directly achieve important goals and psychological relaxation. Self-affirmation and self-realization are what a child can be too aggressive for. Aggression can be directed either at the object itself, due to which irritability arises, or at abstract objects that have nothing to do with it. In such cases, the child is practically uncontrollable: starting a fight with someone, destroying everything that comes to hand, throwing tantrums - all this the child can do without a twinge of conscience, believing that these actions will not be punished. However, aggressiveness can manifest itself without assault, which means that other behavioral factors can be used. For example, a child may insult others, tease them, and swear. In these actions, there is an unmet need to increase one's own significance.

Why and why does the child behave this way?

By showing aggression, the child feels his dubious superiority over others, strength and disobedience. The main causes of behavioral disturbances are problems and difficulties that children get from school. Professionals call this neurotic disorder didactogeny. It is this that is one of the main reasons leading to suicide. But education alone cannot be blamed for the child's over-aggressiveness. The negative impact of computer games, the influence of the media and changes in the value system in relationships, disharmony in the family, namely constant quarrels between parents and fights - all these factors can also have a negative impact on the child's psyche. If your child has become too impulsive, quick-tempered, anxious or emotionally unstable, then it's time to see a psychologist or try to conduct a conversation on your own and find out what is the reason for the manifestation of aggression.

Infantilism in behavior

If you notice that a child does not behave according to his age and has childish habits, then the child can be considered infantile. Such schoolchildren, being engaged in rather serious activities, continue to see in everything only entertainment and play. For example, during lessons, a child, even without noticing it, can suddenly get distracted from work and start playing. Teachers usually regard this behavior as a violation of discipline and disobedience, but in this case, it should be borne in mind that the child is not doing this at all in order to anger the teacher or receive a reprimand. Even if the child is developing normally or too quickly, some immaturity, carelessness and lightness are still visible in his behavior. It is vital for such children to constantly feel someone's care or attention, they cannot make decisions on their own, fearing to make mistakes or do something wrong. They are defenseless, indecisive and naive.

Infantilism can subsequently lead to undesirable consequences in society. A child who exhibits this type of behavior is often influenced by peers or older children with antisocial attitudes. Without thinking, he becomes involved in actions and deeds that violate the general discipline and rules. These children are inherent in such behavioral factors as anxiety and mental pain, since they have a predisposition to cartoonish reactions.

Conformal behavior

Now let's talk about overly disciplined behavior. Experts call it conformal. As a rule, adults take pride in such behavior of their children, but it, like all of the above, is a deviation from the norm. Unquestioning obedience, blindly following the rules contrary to one's opinion in some cases can lead to even more serious mental disorders of the child.

The reason for excessive submission may be the authoritarian parenting style of the parents, overprotection and control. Children in such families do not have the opportunity to develop creatively, since all their actions are limited by parental attitudes. They are very dependent on someone else's opinion, they are prone to a quick change of point of view under someone else's influence. And as you already understood, it is human psychology that plays a very important role in determining behavior. By behavior, you can determine whether the child has mental problems, how he is in communication with family, relatives and friends, how balanced and calm he is.

Methods for correcting children's behavior

Correction methods directly depend on the nature of pedagogical neglect, behavior model and how the child as a whole is brought up. Lifestyle, behavior of people around and social conditions also play an important role. One of the main directions of correction is the organization of children's activities in accordance with their interests and hobbies. The task of any correction is to vactivate and encourage children to fight against their negative qualities, bad manners and bad habits. Of course, now there are other directions and methodological methods for correcting deviations in the behavior of children, namely suggestion, bibliotherapy, music therapy, logotherapy, art therapy, game therapy. As mentioned above, the latter method is the most popular and effective.

Explanatory note ………………………………………………………………… ... 4

Modern classifications of behavior disorders ………………………………… .... 5

Types of behavior disorders ……………………………………………………………………. 5

Typology of aggressive behavior ……………………………………………… ....… ... 6

Regulation of aggressive behavior ………………………………………… ........................... 7

Socialization of aggressiveness …………………………………………………………………. eight

Situational socio-psychological prerequisites for aggressiveness ..................... 10

Psychological characteristics of children with aggressive behavior ………………… .. 12

Motivational sphere ……………………………………………… ... ………………………… 12

Emotional sphere ……………………………………………………… .............. ……… 12

Volitional sphere …………………………………………………………………… .. ………. 15

Moral sphere …………………………………………………………… .. …………… 16

Sphere of interpersonal relations …………………………………………… ... ………… .. 16

Methods for diagnosing aggressive behavior …………………………………. ………… 18

Observation ……………………………………………………………………… ... ………… .. 18

Interview …………………………………………………………………………………..……. twenty

Projective methods …………………………………………………………………………. 22

Questionnaires …………………………………………………………………………… .. …… .. 24

Methods for diagnostics of components of regulation of aggressive behavior …………….… .. 24

Interaction of a teacher with an aggressive child ………… .. ……………………… ..... 28

Areas of psychosocial assistance …………………………………………… ........... 28

Corrective work to prevent deviant behavior …………………… .. 30

Ways of constructive interaction with an aggressive child ……………………… 39

Conclusion ………………………………………………………………………………… ... 46

List of used literature ………………………………………………… .... 47

Explanatory note

According to numerous studies, manifestations of child aggressiveness are one of the most common forms of behavioral disturbances that adults, teachers and parents, have to face. This includes outbursts of irritability, disobedience, excessive activity, pugnaciousness, cruelty. The overwhelming majority of children have direct and indirect verbal aggression: from complaints and aggressive fantasies to direct insults and threats. Many children have cases of mixed physical aggression, both indirect and direct. Such aggressive behavior is always proactive, active, and sometimes dangerous for others and therefore requires competent correction. The increased aggressiveness of children is one of the most acute problems not only for doctors, teachers and psychologists, but also for society as a whole.

It should be noted that the problem of aggressiveness was not studied in the psychological science of the Soviet period. Publications on this topic were sporadic and were mainly a review of foreign studies.

In recent years, scientific interest in the problems of child aggression has increased significantly. Currently, a general psychological theory of behavioral disorders (aggressiveness, negativism) is beginning to take shape, consisting of three components:

phenomenology of behavior disorders, etiology of behavior disorders, prevention and correction of behavior disorders.

Currently, more and more attention is attracted by the problems of studying the psychological causes of behavioral disorders in children of different ages, developing programs for psychoprophylaxis and correction.

These methodological recommendations deepen the understanding of teachers about the causes of childhood aggression, the typology of aggressive behavior, socialization of aggression, indicate the main directions and tasks of corrective action, introduce cognitive, behavioral, gestalt approaches to solving this problem.

The guidelines set out the basics of psychocorrectional work with children and adolescents with aggressive behavior and negativism. The recommendations consider an approved comprehensive approach to managing aggressive behavior, including simultaneous work with a child, teacher, parent, developed by I.A. Furmanov (author's psychocorrectional program "Behavior modification training").

Modern classifications of behavior disorders

Psychological studies show that most children have various kinds of problems and difficulties, among which behavior disorders occupy one of the leading places. According to psychiatric reference literature, behavior defined as the psychological and physical demeanor, taking into account the standards established in the social group to which the individual belongs. Concerning behavioral disorders are considered as repetitive persistent actions or actions, including mainly destructive and asocial aggressiveness with a pattern of deeply widespread maladjustment of behavior. They manifest themselves either in ignoring the rights of other people, or in violation of social norms or rules characteristic of a given age.

Types of behavioral disorders

From point of view destructive orientation we propose to consider three types of behavioral disorders.

· Behavior disorders - solitary aggressive type. Children are dominated by aggressive behavior in physical or verbal terms, mainly directed against adults and relatives. Such children are prone to hostility, verbal abuse, arrogance, disobedience and negativity towards adults, constant lies, truancy and vandalism.

Children with this type of disorder do not try to hide their antisocial behavior. They start to get involved in sexual relations early, use tobacco, alcohol and drugs. Aggressive antisocial behavior can take the form of bullying, physical aggression and cruelty towards peers. In severe cases, disorganized behavior, theft and physical violence are observed.

For many, social connections are disrupted, which manifests itself in the inability to establish normal contacts with peers. These children may be autistic or isolated. Some of them are friends with older or younger people than they are, or have superficial relationships with other antisocial young people.

Most children classified as the single aggressive type have low self-esteem. It is characteristic that they never intercede with others, even if it is beneficial to them. Their egocentrism manifests itself in a willingness to manipulate others in their favor without the slightest attempt to achieve reciprocity. Children are not interested in the feelings, desires, and well-being of others. Rarely feel guilty or remorse for their soulless behavior and try to blame others. These children have a hypertrophied need for addiction, do not obey discipline at all. Their lack of adaptation is manifested not only in excessive aggressiveness in almost all social aspects, but also in the lack of sexual inhibition. Frequent punishment almost always increases the expression of maladaptive rage and frustration and does not contribute to solving the problem.

The main distinguishing feature of such aggressive behavior is the solitary rather than group nature of the activity.

· Behavioral disorders - group aggressive type. A dominant characteristic is aggressive behavior, which manifests itself mainly in the form of group activity in the company of peers, usually outside the home, which includes absenteeism, destructive acts of vandalism, serious physical aggression or attacks on others. Absenteeism, theft, minor misconduct, and antisocial behavior are the rule rather than the exception.

An important and constant dynamic characteristic of such behavior is the significant influence of the peer group on the actions of adolescents and their extreme need for dependence, expressed in the need to be a member of the group. Therefore, children usually make friends with their peers. They often show an interest in the well-being of their friends or members of their group, and are not inclined to blame or denounce them.

· Conduct disorders in the form of disobedience and disobedience. An essential feature of disobedience and disobedience behavior disorder is defiant behavior with negativism, hostility, often directed against parents or teachers. These acts, which are found in other forms of conduct disorder, do not, however, include the more serious manifestations of violence against others. Diagnostic criteria for this type of behavior disorder are: impulsivity, irritability, open or hidden resistance to the demands of others, resentment and suspicion, ill will and vindictiveness.

Children with the indicated signs of behavior often argue with adults, lose patience, get irritated easily, scold, get angry, indignant. They often do not fulfill requests and requirements, thereby provoking a conflict with others. They try to blame others for their own mistakes and difficulties. This almost always manifests itself at home and at school when interacting with parents or adults, peers that the child knows well.

Disobedience and disobedience violations always interfere with normal relationships with others and successful schooling. Such children often have no friends, they are unhappy with the way human relationships are developing. Despite their normal intelligence, they do poorly at school or do not have time because they do not want to participate in anything, resist demands and want to solve their problems without outside help.

Socialization of aggressiveness

Socialization of aggression can be called the process of learning to control one's own aggressive aspirations or expressing them in forms acceptable in a particular society or civilization.

As a result of socialization, many learn to regulate their aggressive impulses, adapting to the demands of society. Others remain very aggressive, but learn to show aggression more subtly: through verbal abuse, covert coercion, veiled demands, vandalism and other tactics. Still others do not learn anything and show their aggressive impulses in physical violence.

The main mechanisms for learning forms of behavior:

Imitation- reflection of mimic and pantomimic movements (protruding the tongue, opening / closing the mouth, clenching fists, knocking, throwing objects, etc.), reproduction of pre-speech and speech vocalizations (intonation, tempo, volume, rhythm of speech, etc.). Most often it is carried out on the basis of an infection mechanism. Appears already at the age of five months, when the child can imagine himself in the place of the model.

Copying- reproduction of specific movements of an adult or movements that are part of actions with certain objects. For effective copying, certain conditions must be met:

· Multiple demonstration of the model (sample);

· Designation of the model (sample) with a speech label;

· Giving the child the opportunity to manipulate (experiment) with the sample;

· Emotionally rich approval from an adult for reproduction (operant reinforcement).

Appears in the second half of infancy.

Imitation- the child's active reproduction of methods of action, when an adult acts as an object of observation, an example both in the subject and in the interpersonal sphere (relationships, assessments, emotional states, etc.). In general, this following an example, a model, is more conscious, since it requires not only the identification of the sample, but also its individual aspects, features, and demeanor.

Imitation, being a special form of learning in the context of communication, when one creature imitates another, appears in a child at an early age and is divided into two categories:

- instinctive imitation - arises as mutual stimulation (panic, aggressive behavior in a group, pogroms of football fans in stadiums, etc.);

- imitation imitation is a way of expanding and enriching forms of behavior (adaptation) by borrowing someone else's experience.

Identification- assimilation, identification with someone, something. In the most general view, this is a psychological process (completely unconscious), through which the subject assumes the properties, qualities, attributes of another person and transforms himself (in whole or in part) according to his model. Appears in early preschool age, is often used in later age periods and covers three overlapping areas of psychic reality:

1.processes of the subject uniting himself with another individual or group on the basis of a stable emotional connection, when a person begins to behave as if he himself were the other with whom this connection exists, as well as uncritical and holistic inclusion in his inner world and acceptance as their own norms, values ​​and patterns of behavior of another person;

2. the subject's perception of another person as an extension of himself and a projection, i.e. endowing him with his own features, feelings and desires;

3. setting by the subject of himself in the place of another, which acts in the immersion and transfer of the individual himself into the space and time of another person, which allow you to master and assimilate "someone else's" personal meanings and experience.

The emergence of aggression is largely due to the role of parents and the family as a whole in learning patterns of aggressive behavior. There is overwhelming evidence that if a child behaves aggressively and receives positive reinforcement, the likelihood of his aggression in the future in similar situations increases many times. Constant positive reinforcement of certain aggressive acts forms the habit of reacting aggressively to various stimuli.

Parents often react differently to aggressive behavior in their children, depending on whether it is directed at them or at peers. As a rule, a child is punished more severely for being aggressive towards an adult than towards another child, especially if the latter really deserves it.

The table below illustrates the dependence of parental sanctions and the subjective feelings of children about aggressiveness at a more mature age.

Table 1.

Dependence of parental sanctions and subjective feelings of children about aggressiveness at a more mature age

Parental behavior	Child's reactions later in life
Aggressiveness towards parents or other adults is permitted	Doesn't feel any guilt (or has a slight degree) for violent behavior towards elders
Aggressiveness towards elders is not permitted	Feels guilty about being aggressive towards elders
Aggressiveness towards "deserving" peers is allowed	Doesn't feel guilty (or does not feel very much) when aggressive towards peers
Aggressiveness towards peers is not allowed	Feels guilty about being aggressive towards peers
Aggressiveness towards minors is allowed	Doesn't feel guilty (or does not feel very much) when aggressive towards younger ones
Aggressiveness towards minors is not permitted	Feels guilty about being aggressive towards younger ones

Research by R. Sears, E. Maccoby and H. Levin proved that there are two important points in the socialization of aggression: condescension (the degree of parents 'willingness to forgive the child's actions) and the severity of the parents' punishment for the child's aggressive behavior. At the same time, condescension is considered as the parent's behavior before committing an act (parent's expectations, precautionary tactics regarding the appearance of aggression, etc.), and the severity of punishment is considered after the act has been committed (the force of punishment for the shown aggression).

In the process of ontogenesis, the child learns more effective aggressive actions: the more often he uses them, the more perfect these actions become. At the same time, the success of aggressive actions is essential: achieving success in the manifestation of aggression can significantly increase the strength of its motivation, and constantly repeated failure - the strength of the tendency of inhibition.

According to the theory of social learning, the formation of aggressive behavior can occur in several ways:

1. Parents reward aggressiveness in their children directly or set examples by appropriate behavior towards others and the environment. Children who observe the aggressiveness of adults, especially if this is a significant and authoritative person for them, who manages to achieve success thanks to aggressiveness, usually perceive this form of behavior.

2. Parents punish children for their aggressive behavior:

- very sharply suppressing aggressiveness in their children bring up excessive aggressiveness in the child, which will manifest itself in more mature years;

- those who reasonably suppress aggressiveness in their children manage to develop the ability to control themselves in situations that provoke aggressive behavior.

Motivational sphere

Differentiation of motivation, developed by A. Maslow, identifies the motives of "deficit" and motives of "growth".

The motives of "deficiency" arise when a person experiences dissatisfaction, lack of certain conditions of existence and functioning. Satisfaction of the motive entails a decrease in tension, the achievement of emotional balance. Dissatisfaction leads to even greater tension, an increase in the feeling of discomfort. The most characteristic motives of deficiency are motives associated with life support, comfort and safety, as well as the conditions of special existence and interaction with others. The implementation of the deficit motive to some extent depends on the environment and is carried out in a rather uniform way, most often in stereotypical ways. The desire to eliminate the existing deficit of needs is aimed at changing the existing conditions, which are perceived as unpleasant, frustrating or stressful. Aggression in this case is used as a way to satisfy needs and then relieve tension.

The emergence of growth motives is not associated with a feeling of lack. The most typical motives for "growth" are associated with creative processes, the needs of self-realization and self-actualization. The satisfaction of such motives is long-term and the feeling of satisfaction is included in the structure of activity. The tension that appears during the implementation of the motive is perceived as natural. The realization of a motive is largely determined by the individual psychological characteristics of a person and is accomplished by various means. As a result of dissatisfaction with growth motives, states such as apathy, alienation, depression, and cynicism can arise. People with dissatisfied growth motives are characterized by anger, skepticism, hatred, irresponsibility, and loss of meaning in life.

The general orientation of the motivation of children with behavioral disorders, regardless of gender and age, has clearly expressed regressive tendencies, i.e. characterized by the domination of supporting "deficit" motives over developmental ones. This indicates a dissatisfaction with the needs for security (the desire for protection from disorder, fear and anger) and social connections (the desire for social attachment, identification, saturation of the desires of love and tenderness). This type of motivation is typical for children who need stability, predictability of events, protection from threatening life situations. Children are constantly in a state of anxiety, distrust, helplessness and dependence on adults. Another feature is the lack of relationships of affection and love, which is accompanied by a feeling of loneliness, rejection, lack of friendly ties.

Emotional sphere

In psychology, emotions are considered as a person's reactions to a particular situation. The overwhelming majority of children are distinguished by serious deviations in the emotional sphere in the form of neurotic, depressive disorders. The connections established between them indicate stable symptom complexes of emotional disorders, within which there is a paradoxical combination of stenic (affectivity, irritability, incontinence) and asthenic (anxiety, phobias, hypochondria) reactions. Such a mixed picture is not only the cause of emotional instability or low frustration tolerance, but also a sign of a neurasthenic state, strongly pronounced mental imbalance.

Depending on the deviations and characteristics of the emotional sphere, the following categories of children are distinguished.

General characteristic children with neurotic tendencies is high anxiety, excitability in combination with rapid exhaustion, increased sensitivity to stimuli, causing inadequate affective outbursts, manifested in reactions of excitement, irritation and anger directed against someone from the immediate environment.

1. Children with emotional instability, who are distinguished by experiences of the asthenic type (asthenic emotions are associated with feelings, the experience of which is colored by negative tones of feelings of depression, despondency, sadness, passive fear), manifested in a chronic feeling of anxiety, anxiety, a tendency to doubt, extreme indecision.

Inability to control their own emotions, low frustration tolerance (the stability of the individual's psyche to the effects of severe adverse stimuli, the ability to endure life difficulties without breakdowns and mental shifts), self-doubt lead to anxiety and fear that at the right time there will not be enough internal resources to cope with existing difficulties. In this regard, the choice of the goal of the activity, the adoption of any decision or the choice of an effective way to achieve the goal for these children is almost always a difficult task. Therefore, they more often prefer to give up the activity than to take any action. However, if they decide to act, they behave very judiciously, pondering each of their actions and consciously controlling the implementation of the planned plan. At the same time, they do not tolerate delays and deviations from their constructed rules and strategies, while experiencing strong anxiety, accompanied by irritation, fear and anger. An uncontrollable desire to satisfy a need, to implement a decision made in life in any way is the main motive for getting rid of anxiety.

2. Children with low frustration resistance are distinguished by active, active, emotional experiences, but unstable, uncontrollable reactions in difficult situations. They are able to choose and set adequate goals, think over to the smallest detail the ways to achieve them, and also bring the work started to the end, despite the obstacles. Children in this group are more adaptive. Show great flexibility in behavior when the situation changes. Because of increased impulsiveness, frivolity, carelessness, “they do first, and then think”. The inability to control emotions and impulsivity is outwardly expressed in the inability to express feelings in a socially acceptable form.

Distinctive feature children with psychotic tendencies are the mental inadequacy of the personality. They are characterized by autism, isolation, isolation from the events of the surrounding world. All their actions, feelings, experiences are more subordinate to internal, endogenous laws than to influences from others. As a result, their thoughts, feelings and actions often arise unmotivated and seem strange and paradoxical.

Regulating your own behavior is very difficult. Situationally emerging emotions, due to low control over them, are mixed with background experiences or other situational emotions. Any event associated with mental stress can generate in them several conflicting feelings and emotions at the same time, which they do not consider necessary to restrain and hide from others. Therefore, the psychotic personality is in constant internal conflict with itself, constantly tense and excited, regardless of the degree of tension in the real situation. This chronic tension can break through without an external reason in unexpected affective reactions of anger, rage, fear.

Another significant feature of the children of this group is their introversion, which indicates difficulties in interpersonal contacts, isolation, unsociability, secrecy, negative attitude towards people, suspicion, hostility.

- children with asthenic emotional profile, characterized by the predominance of asthenicity both in terms of emotional experiences and frustration reactions. Features of emotional-volitional regulation are in the inability to control their own emotions, frustration instability, poor self-control, striving for homeostatic comfort, emotional experiences of the hedonistic type.

- children with a mixed asthenic emotional profile characterized by a predominance of stenic emotionality and at the same time asthenic frustration behavior. These adolescents are emotionally shy, however, they find it difficult to manage their own emotional state in difficult situations.

- children with a mixed stenic emotional profile, characterized by asthenic emotional preferences and stenically non-frustrating behavior. Features of the emotional-volitional sphere is the diversity of regulatory mechanisms. On the one hand, this is the inability to control one's own emotions, poor self-control, low self-confidence in an ordinary situation, on the other hand, in a situation of frustration, more effective regulation of the emotional sphere, the manifestation of self-control and self-control, the choice of specific goals and productive ways to achieve them.

Distinctive feature children with depressive tendencies is a melancholy mood, depression, depression, decreased mental and physical activity, a tendency to somatic disorders. They are characterized by a weaker adaptation to situational events, all kinds of traumatic experiences. Any strenuous activity is difficult, unpleasant, proceeds with a feeling of excessive mental discomfort, quickly tires, causes a feeling of complete powerlessness and exhaustion. Children with depressive disorders are distinguished by disobedience, laziness, poor progress, quarrelsomeness, and often run away from home. Along with constant intrapersonal conflict, tension and agitation, there is a general psychomotor retardation, accompanied by a decrease in mood, slowness, lack of persistence and determination. In a situation of frustration, they are not capable of prolonged volitional effort; if it is impossible to overcome difficulties, they often fall into despair. Under subjectively intolerable circumstances, they may make attempts to die.

A depressive disorder may be accompanied by ideas of self-blame, self-humiliation, suicidal thoughts and actions, and auto-aggression.

All designated groups of aggressive children have pronounced violations in the moral sphere. Children with psychotic tendencies are prone to inconstancy, evasion of their duties, ignorance of social rules, requirements and norms, and are dismissive of moral values. Children with neurotic and depressive tendencies have an intrapersonal conflict within the "Super-I" with independently formed and conventional moral criteria of behavior (conscientiousness and guilt).

Leading feature children with psychotic and neurotic tendencies is "mimosa", painful vulnerability and impressionability. Timid, shy and fearful, they constantly experience fear and anxiety, do not believe in themselves, do not know how to establish contacts with others, defend their interests and achieve their goals. Fleeing from the hurting reality, they completely go into the world of fictions and fantasies, thereby seeking to compensate themselves for failures in real life

There can be two different emotional profiles that determine their state and behavior:

- mixed asthenic emotional profile (background activity and apathy, passivity in a difficult situation);

- mixed sthenic emotional profile (background anxiety, self-doubt and activity, persistence, self-control in a situation of frustration).

Feature extraverted children is activity, ambition, striving for public recognition, leadership. They are distinguished by inexhaustible energy, stanism, enterprise, active achievement of goals, high adaptability and flexibility of behavior. Active, preferably physical activity attracts. Children are sociable, have many friends, are caring and sympathetic in friendship, easily adapt in any team, willingly take on the role of a leader, know how to unite people, carry them along. Usually they are obeyed and their demands are obeyed.

They are characterized by a desire for idleness and entertainment, a craving for sharp, exciting impressions. Often they take risks, act impulsively and thoughtlessly, frivolously and carelessly due to low self-control of drives. Since the control over desires and actions is weakened, they are often aggressive and hot-tempered. At the same time, they have a good ability to volitional regulation of emotions: even when faced with significant difficulties, they can show restraint and self-control, are able to "tune in and get ready" when necessary.

The main feature children with hyperthymic tendencies the constantly heightened background of the mood. They are distinguished by activity, energy, enterprise, purposefulness, initiative, sociability.

At the same time, children with hyperthymic personality traits are prone to risk, do not tolerate any overprotection, do not tolerate and react violently to notations of morality and calls for discipline. Modesty and remorse are alien to them, they are frivolous about rules and laws, they can easily cross the line "between what is permitted and what is forbidden." High self-esteem leads to the fact that any criticism, especially from elders, most often causes irritation and resentment. In a team of peers, they strive to take a leading position, however, due to their frivolity, instability of interests and arrogance, they cannot stay in the role of a leader.

Children with a high level of activity. This category includes children who are enterprising, active, active, proactive, constantly striving for achievements and success. They can hardly tolerate passivity, they are drawn to any, preferably physical activity. They have a high frustration tolerance and strong will.

Volitional sphere

An unfavorable or favorable emotional state in children with behavioral disorders is associated with problems in the field of volitional regulation. Disturbances in the mechanisms of volitional regulation are observed in all aggressive children, regardless of gender, age and modality of aggressiveness. Violations in the volitional sphere with a predisposition to physical aggression include impulsiveness, incontinence in the manifestation of emotions, low frustration tolerance, difficulties in the process of goal-setting, poor self-control, irrationality of actions and deeds. With a tendency to verbal and indirect aggression - emotional instability, low frustration tolerance, instability of behavior (with negative emotional states), impulsivity, low self-control of drives (in the case of positive emotional states). With a disposition to negativism, boys have incontinence and poor self-control, while girls have emotional instability and low frustration tolerance.

In most cases, children are not capable of prolonged volitional effort. In this regard, any delays serve as a reason for new worries and worries, a decrease in the positive background of mood. Low frustration tolerance leads to paradoxical reactions in critical situations: anger and irritation arise suddenly and quickly cease, giving way to remorse, depression, and tears. Therefore, a stereotyped lifestyle, rigidity of behavior is the most typical way of compensation and defensive behavior.

Moral sphere

Various types of behavioral disorders are found in the behavior of three categories of children with specific features of the mechanisms of moral regulation.

The first is children (boys with physical aggression, girls with physical, verbal and indirect aggression) who do not have their own stable moral principles, ethical standards of behavior and moral constraints on aggressive behavior. They actually lack internal regulators of their behavior (weak "I" subordinate to the instincts of "It").

The second category is children (boys with indirect aggression, boys with verbal aggression, as well as all age and gender groups of children with negativism) who have conflicting relationships between internal and external regulators of behavior, namely, they are distinguished by the lack of formation of their own moral norms and the need to obey the demands of others. The only factor holding back their aggressiveness is the fear of punishment, reflected in a high sense of guilt (a weak "I" located between the conflicting "It" and "Super-I"). Thus, they are characterized by a constant conflict between conscientiousness and guilt, which leads to an increase in negative emotional states.

The third one is children (with physical aggression, girls with verbal and young men with indirect aggression) who are more mature in moral terms. However, they are characterized by a conflict between their own norms of behavior and excessively overestimated moral and ethical standards of those around them or unacceptable conventional norms (a mature “I” experiencing significant difficulties in implementing the “principle of reality”).

Thus, the lack of internal moral evaluative criteria and inadequate (overestimated / underestimated) moral development of the child requirements from others lead to the emergence of various types of behavioral disorders.

Observation

The observation method is most often used in teaching practice to compile the characteristics of a student. This method allows, firstly, to obtain rich information for a preliminary psychological analysis.