Mental and behavioral disorders include a wide range of mental disorders. They are different in degree, severity, causes of origin.
Not all mental illnesses are accompanied by a serious disturbance of mental activity, which entails a distortion of the perception of the world around and oneself as a person. Some mental disorders do not reach the psychotic level and are not pathologies of the psyche in the generally accepted sense, for example, neurosis, personality disorders (psychopathy), mental retardation, other mental disorders of various origins, including those caused by organic brain damage, somatogeny, intoxication (A.S. Tiganov "Guide to Psychiatry", 1999). Let us first consider briefly mental disorders and classification.
Attempts to classify mental disorders have been repeated. Scientists and researchers have proposed many classifications of disorders based on different signs. Different groups of mental disorders also existed and exist in different countries.
But the international classification is ICD 10, it was developed in collaboration with specialists from different countries. Although it does not meet all the requirements for the classification of mental illness. Many questions remain debatable, which no classification and no clinician can yet cover. Man is too multifaceted in his manifestations. But since this classification is nevertheless accepted and used, when considering the issue of mental disorders, we will rely mainly on it. Following it, mental disorders are divided into 10 classes. Let's look at them briefly.
Class one (F0)
This includes mental disorders that have arisen due to dysfunction or damage to the brain. Or resulting from a physical illness. In fact, here are all disorders of organic origin. This also includes dementia of late age. Moreover, dementias are diagnosed depending on the causes of occurrence, as nosological units. But all the other organic disorders, in order to clarify the causes, require a separate diagnosis, either from another rubric, or from the same one. Diagnosed only as a syndrome. For example, it can be diagnosed against the background of Alzheimer's disease. Only substance abuse and alcoholism are excluded from the group.
Class two (F1)
This cluster includes mental and behavioral disorders due to substance abuse. This group includes only those disorders in which dependence on the use of psychoactive substances has formed. If dependence is not formed, then such disorders are already considered in cluster F6.
Class three (F2)
Disorders of sexual preference (F65)
It deals with disorders of sexual behavior associated with the commission of unusual acts or strange sexual fantasies or actions that are not accepted or condemned by society and are considered from the point of view of psychiatry to be unhealthy, deviant from the norm. This is voyeurism, pedophilia, exhibitionism, etc.
Behavioral disorders limited to the family environment with the code F91.0.
It is expressed in the aggressive and evil behavior of a teenager only surrounded by family members. With this diagnosis, conduct disorder in children is accompanied by almost constant rudeness. Their stubbornness, cruelty and willfulness goes beyond the usual teenage all-denial. But the usual violation of the relationship in the "parent-child" system, also accompanied by outbreaks of aggression or open protest, does not yet indicate a diagnosis. It is essential that the child's behavior and actions are consistent with the general features of conduct disorder in F91.
Unsocialized conduct disorder with code F91.1.
With this diagnosis, the child behaves violently and aggressively towards other children or adolescents. His aggression is most often incomprehensible to others. He does not know how to communicate productively or get out of a conflict situation. At the slightest alleged infringement of his interests, or rather infringement, the child begins to seek his truth with the help of verbal or even physical aggression. Since adolescents often exhibit aggression (sometimes it acts as a defense), caution should be exercised in making a diagnosis.
Socialized conduct disorder with code F91.2.
A teenager or child diagnosed with socialized conduct disorder behaves aggressively and assertively. But at the same time he is able to communicate with peers. With varying degrees of success, he is able to integrate into social teenage or children's groups (class, companies in the yard, etc.).
Mixed disorder of behavior and emotions with the code F92.
Here again, dissocial behavior is observed, with aggressive and cruel manners and actions. But at the same time, the teenager has an increased level of anxiety, there are signs of depression or other affective disorders.
A separate category is an organic disorder of personality and behavior with code F07. Disorders and mental disorders in this case are caused by damage or dysfunction of the brain. Personality changes can be residual after an injury, for example, or they can be observed only during the course of the disease, disappearing with time and healing.
Diagnosis, treatment of mental disorders
Diagnosis requires special care and professionalism. It is necessary to create a trusting and calm atmosphere of the examination. Often, in modern conditions of state psychiatric clinics, it is extremely problematic to do this. After all, this is a hospital, where the atmosphere is often not the most conducive to the revelations of the patient. But still…
Nevertheless, psychiatrists who love their work and are still able to treat patients with sincere participation can treat patients. not a disease, a sick person. During the interview, the doctor evaluates a lot - the appearance of the patient, posture, manner of speaking, the pace of speech, its coherence, logic. The ability to orient yourself in time is also important. Criticality to one's state is necessarily subjected to research. The nature of the complaints plays an important role - many patients with mental illness mainly rest on somatic complaints in a conversation.
First, the doctor has to use the anamnestic information from the patient (if he is able to provide them), and then he must study the medical and non-medical documents on the development of the patient. Including talk in detail on this topic with relatives or friends of the patient. Diagnostics is not limited to personal characteristics, it takes into account age, family atmosphere, the presence of chronic diseases, heredity in relation to mental disorders, and much more. Treatment is most often complex - biological therapy is combined with psychotherapy.
Explanatory note ……………………………………………………………………... 4
Modern classifications of behavioral disorders ………………………………….... 5
Types of behavioral 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 ……………………………………………………………………………..………. fifteen
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 diagnosing the components of the 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 references …………………………………………………….... 47
Explanatory note
According to numerous studies, manifestations of child aggression are one of the most common forms of behavioral disorders that adults have to deal with: teachers and parents. These include outbursts of irritability, disobedience, excessive activity, pugnacity, cruelty. The vast 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 initiative, 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 aggressiveness has increased significantly. Currently, a general psychological theory of behavioral disorders (aggressiveness, negativism) is beginning to take shape, consisting of three components:
phenomenology of behavioral disorders, etiology of behavioral disorders, prevention and correction of behavioral disorders.
Currently, more and more attention is drawn to the problems of studying the psychological causes of behavioral disorders in children of different ages, the development of programs for psychoprophylaxis and correction.
These methodological recommendations deepen teachers' understanding of the causes of child aggressiveness, the typology of aggressive behavior, the socialization of aggressiveness, indicate the main directions and tasks of corrective action, and introduce cognitive, behavioral, and gestalt approaches to solving this problem.
The guidelines outline the basics of psycho-correctional work with children and adolescents with aggressive behavior and negativism. The recommendations consider a proven comprehensive approach to managing aggressive behavior, including simultaneous work with a child, teacher, parent, developed by I.A. Furmanov (author's psycho-corrective program "Behavior modification training").
Modern classifications of behavioral disorders
Psychological studies show that most children have various kinds of problems and difficulties, among which behavioral disorders occupy one of the leading places. According to reference psychiatric literature, behavior defined as the psychological and physical manner of behaving in accordance with the standards set by the social group to which the individual belongs. Concerning behavioral disorders are considered as repetitive, stable actions or deeds, including mainly aggressiveness of a destructive and asocial orientation with a picture of a deeply spread behavioral maladaptation. 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.
Behavioral disorders - single 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, rebelliousness and negativism towards adults, constant lies, absenteeism and vandalism.
Children with this type of disorder do not try to hide their antisocial behavior. They begin to engage 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, behavioral disorganization, theft, and physical abuse are observed.
For many, social ties are disrupted, which manifests itself in the inability to establish normal contacts with peers. Such children may be autistic or isolated. Some of them befriend older or younger than they are, or have superficial relationships with other anti-social young people.
Most of the children assigned to the solitary aggressive type are characterized by low self-esteem. It is characteristic that they never stand up for others, even if it is to their advantage. Their egocentrism is manifested in their 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 other people. Rarely feel guilt or remorse for their callous behavior and try to blame others. These children have a hypertrophied need for dependence, they 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 rage and frustration, which are maladaptive in nature, 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 characteristic dominant feature is aggressive behavior, manifested 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 against others. Truancy, theft, minor offenses, and antisocial acts 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 inform on them.
· Violations of behavior in the form of disobedience and disobedience. An essential feature of behavior disorder with disobedience and disobedience is defiant behavior with negativity, hostility, often directed against parents or teachers. These acts, which occur in other forms of conduct disorder, do not include the more serious manifestations of violence against others. Diagnostic criteria for this type of behavioral disorders are: impulsiveness, irritability, open or hidden resistance to the demands of others, resentment and suspicion, hostility and vindictiveness.
Children with the indicated signs of behavior often argue with adults, lose patience, are easily irritated, scold, angry, and indignant. They often do not fulfill requests and demands, which provokes 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, whom the child knows well.
Violations in the form of disobedience and rebelliousness always prevent normal relationships with other people and successful learning in school. Such children often do not have friends, they are unhappy with the way human relationships develop. Despite normal intelligence, they do poorly in school or do not do well because they do not want to participate in anything, resist demands and want to solve their problems without outside help.
Socialization of aggressiveness
The socialization of aggression can be called the process of learning to control one's own aggressive aspirations or express them in forms acceptable in a particular society, civilization.
As a result of socialization, many learn to regulate their aggressive impulses, adapting to the demands of society. Others remain highly aggressive but learn to be more subtle 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 of learning forms of behavior:
Imitation- reflection of mimic and pantomimic movements (sticking out the tongue, opening / closing the mouth, clenching fists, knocking, throwing objects, etc.), reproduction of pre-speech and speech vocalizations (intonation, tempo, loudness, rhythm of speech, etc.). Most often carried out on the basis of the mechanism of infection. 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 voice mark;
providing the child with 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- active reproduction by the child of modes 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 is following an example, a model, to a greater extent conscious, since it requires highlighting not only the model, but also its individual aspects, features, behavior.
Imitation, being a special form of learning in conditions of communication, when one being imitates another, appears in a child at an early age and is divided into two categories:
- instinctive imitation - occurs as a mutual stimulation (panic, aggressive behavior in a group, pogroms of football fans in stadiums, etc.);
- imitation imitation - a way of expanding and enriching forms of behavior (adaptation) by borrowing someone else's experience.
Identification- assimilation, identification with someone or something. In the most general view, this is a psychological process (completely unconscious), by means of which the subject appropriates to himself the properties, qualities, attributes of another person and transforms himself (in whole or in part) according to his model. Appears in the early preschool years, is used quite often in later age periods and covers three overlapping areas of psychic reality:
1. the processes of unification by the subject of 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 own norms, values and patterns of behavior of another person;
2. perception by the subject of another person as a continuation of himself and projection, i.e. endowing him with his own features, feelings and desires;
3. placing by the subject of himself in the place of another, which acts as an immersion and transfer by the individual of himself into the space and time of another person, which allow him to master and assimilate "foreign" 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 over. Constant positive reinforcement of certain aggressive acts forms the habit of aggressively responding to various stimuli.
Parents often react differently to their children's aggressive behavior depending on whether it is directed at them or at their 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 deserved it.
The table below illustrates the relationship between parental sanctions and children's subjective experiences about aggressiveness at a more mature age.
Table 1.
Dependence of parental sanctions and children's subjective feelings about aggressiveness at a more mature age
| Parental behavior | Reactions of the child at a more mature age |
| Aggressiveness towards parents or other adults is allowed | Does not feel any guilt (or does not feel any guilt) for aggressive behavior towards elders |
| Aggressiveness towards elders is not allowed | Experiencing feelings of guilt when being aggressive towards elders |
| Aggressiveness towards "deserving" peers is allowed | Does not feel guilty (or does not feel guilty to a small extent) when being aggressive towards peers |
| Aggressiveness towards peers is not allowed | Feels guilty when being aggressive towards peers |
| Aggressiveness towards minors is allowed | Does not feel guilty (or does not feel guilty to a small extent) when being aggressive towards younger people |
| Aggressiveness towards juniors is not allowed | Experiencing feelings of guilt when being aggressive towards younger people |
The studies of R. Sears, E. Maccoby and H. Levin proved that there are two important points in the socialization of aggression: condescension (the degree of readiness of parents to forgive the child's actions) and the severity of parents' punishment of the child's aggressive behavior. At the same time, condescension is considered as the behavior of the parent before the act (the parent's expectations, precautionary tactics in relation to the appearance of aggression, etc.), and the severity of the punishment after the act (the severity of the punishment for the aggression shown).
In the process of ontogenesis, the child masters 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 can increase the strength of the inhibition tendency.
According to social learning theory, the formation of aggressive behavior can occur in several ways:
1. Parents encourage aggressiveness in their children directly or set an example by appropriate behavior towards others and towards the environment. Children who observe the aggressiveness of adults, especially if it is a significant and authoritative person for them who succeeds through aggressiveness, usually perceive this form of behavior.
2. Parents punish children for being aggressive:
- very sharply suppressing aggressiveness in their children, they 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 cultivate the ability to control themselves in situations that provoke aggressive behavior.
Motivational sphere
The differentiation of motivation, developed by A. Maslow, distinguishes the motives of "deficit" and the motives of "growth".
The motives of "deficiency" arise when a person experiences dissatisfaction, lack in certain conditions of existence and functioning. Satisfaction of the motive entails a decrease in tension, the achievement of emotional balance. Dissatisfaction entails even more tension, an increase in feelings of discomfort. The most characteristic motives for scarcity are motives related to life support, comfort and safety, as well as the conditions of special existence and interaction with others. The implementation of the scarcity motive to some extent depends on the environment and is carried out rather monotonously, most often in stereotypical ways. The desire to eliminate the existing lack of needs is aimed at changing existing conditions that are perceived as unpleasant, frustrating or causing tension. 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 sense of lack. The most typical motives of "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 implementation of the motive is largely determined by the individual psychological characteristics of a person and is accomplished by a variety of means. As a result of dissatisfaction with growth motives, conditions such as apathy, alienation, depression, and cynicism may occur. People with unsatisfied growth motives are characterized by anger, skepticism, hatred, irresponsibility, loss of the meaning of 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 dominance of supporting "deficient" motives over developing ones. This indicates the dissatisfaction of the needs for security (the desire for protection from disorder, fear and anger) and social connections (the desire for social attachment, identification, saturation of desires for love and tenderness). This type of motivation is typical for children who need stability, predictability of events, and protection from life-threatening 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 friendships.
emotional sphere
In psychology, emotions are considered as a person's reaction to a particular situation. The vast majority of children are distinguished by serious deviations in the emotional sphere in the form of disorders of a neurotic, depressive nature. The connections established between them indicate stable symptom complexes of emotional disorders, within which a paradoxical combination of sthenic (affectivity, irritability, incontinence) and asthenic (anxiety, phobias, hypochondria) reactions is observed. Such a mixed picture is not only the cause of emotional instability or low frustration tolerance, but also a sign of a neurasthenic state, a 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 combined 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, which are characterized by asthenic-type experiences (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, restlessness, a tendency to doubt, extreme indecision.
Inability to control one's own emotions, low frustration tolerance (resistance of the individual's psyche to the effects of severe adverse stimuli, the ability to endure life's 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 often prefer to abandon the activity than to take any action. However, if they decide to act, they behave very judiciously, considering each of their actions and consciously controlling the implementation of the plan. At the same time, they do not tolerate delays and deviations from the rules and strategies they have designed, while experiencing severe anxiety, accompanied by irritation, fear and anger. The irresistible desire to satisfy the need, to bring the decision to 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 through to the smallest detail ways to achieve them, and also bring the work they have started to the end, despite obstacles. Children in this group are more adaptive. They show great flexibility in their behavior when the situation changes. Due to increased impulsiveness, frivolity, carelessness, "first they do, and then they think." The inability to control emotions and impulsiveness are 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 individual. They are characterized by autism, isolation, fenced off from the events of the surrounding world. All their actions, feelings, experiences are more subject 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.
Regulation of one's own behavior is very complex. Situationally arising emotions, due to low control over them, are mixed with background experiences or other situational emotions. Any event associated with mental stress can give rise to several conflicting feelings and emotions in them at the same time, which they do not consider necessary to restrain and hide from others. Therefore, the psychotic person is in constant internal conflict with himself, constantly tense and excited, regardless of the degree of tension in the real situation. This chronic tension can erupt 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, lack of sociability, secrecy, negative attitudes towards people, suspicion, hostility.
- children with an asthenic emotional profile, characterized by a predominance of asthenicity both in terms of emotional experiences and frustration reactions. Features of emotional-volitional regulation consist in the inability to control one's 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 sthenic emotionality and at the same time asthenic frustration behavior. These teenagers are emotionally sthenic, however, it is difficult for them to manage their own emotional state in difficult situations.
- children with a mixed sthenic emotional profile, characterized by asthenic emotional preferences and sthenic 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 a normal situation, on the other hand, in a situation of frustration, more effective regulation of the emotional sphere, the manifestation of restraint and self-control, the choice of specific goals and productive ways to achieve them.
Distinctive feature children with depressive tendencies is a dreary mood, depression, depression, reduced mental and motor activity, a tendency to somatic disorders. They are characterized by a weaker adaptation to situational events, all kinds of psycho-traumatic experiences. Any strenuous activity is difficult, unpleasant, proceeds with a feeling of excessive mental discomfort, quickly tires, causes a feeling of complete impotence and exhaustion. Children with depressive disorders are distinguished by disobedience, laziness, academic failure, pugnacity, 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 perseverance and determination. In a situation of frustration, they are not capable of long-term volitional effort; if it is impossible to overcome difficulties, they often fall into despair. Under subjectively unbearable circumstances, they may attempt to die.
Violation of the depressive nature may be accompanied by ideas of self-blame, self-humiliation, suicidal thoughts and actions, 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, ignoring social rules, requirements and norms, and disregard for moral values. In children with neurotic and depressive tendencies, there is 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-like”, painful vulnerability and impressionability. Timid, shy and timid, they constantly experience fears and anxiety, do not believe in themselves, do not know how to establish contacts with others, defend their interests and achieve their goals. Escaping 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 may 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, perseverance, self-control in a situation of frustration).
feature extroverted children is activity, ambition, the desire for public recognition, leadership. They are distinguished by inexhaustible energy, sthenicity, enterprise, active achievement of goals, high adaptability and flexibility of behavior. Attracts active, preferably physical activity. Children are sociable, have many friends, are caring and responsive in friendship, easily adapt to any team, willingly take on the role of a leader, know how to rally people, to captivate them. Usually they are obeyed and obey their requirements.
They are characterized by a desire for idleness and entertainment, a craving for sharp, exciting impressions. They often take risks, act impulsively and thoughtlessly, thoughtlessly and carelessly due to low self-control of drives. Since the control over desires and actions is weakened, they are often aggressive and quick-tempered. At the same time, they have a good ability for volitional regulation of emotions: even when faced with significant difficulties, they can show restraint and self-control, they know how to “tune in and get together” when necessary.
main feature children with hyperthymic tendencies is a constantly elevated mood background. They are distinguished by activity, vigor, enterprise, purposefulness, initiative, sociability.
At the same time, children with hyperthymic personality traits are prone to risk, do not tolerate any hyper-custody, do not tolerate and react violently to lectures and calls for discipline. Modesty and remorse are alien to them, they treat rules and laws lightly, they can easily cross the line "between what is permitted and prohibited." High conceit leads to the fact that any criticism, especially from elders, most often causes irritation and resentment. In a peer group, they strive to take a leading position, but because of their frivolity, instability of interests and arrogance, they cannot hold on to the role of leader.
Children with a high level of activity. This category includes children who are enterprising, active, active, initiative, constantly striving for achievements and success. They hardly tolerate passivity, they are drawn to any, preferably physical activity. They have a high frustration tolerance and a strong will.
Will sphere
An unfavorable or favorable emotional state in children with behavioral disorders is associated with problems in the field of volitional regulation. Violations 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 impulsivity, incontinence in the manifestation of emotions, low frustration tolerance, difficulties in 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 (in case of negative emotional states), impulsiveness, low self-control of drives (in 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 long-term volitional effort. In this regard, any delays serve as a pretext for new worries and unrest, reducing the positive background of mood. Low frustration tolerance leads to paradoxical reactions in critical situations: anger and irritation arise suddenly and quickly stop, giving way to repentance, depression, tears. Therefore, a stereotypical lifestyle, rigidity of behavior are 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 have no internal regulators of their behavior (a weak "I" subordinate to the instincts of "It").
The second category is children (boys with indirect aggression, young men with verbal aggression, as well as all gender and age 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 standards and the need to obey the demands of others. The only factor restraining 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 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 high moral and ethical standards of those around them or unacceptable conventional norms (a mature “I” experiencing significant difficulties in implementing the “reality principle”).
Thus, the lack of internal moral evaluation criteria and inadequate (overstated/underestimated) requirements from others lead to the emergence of various types of behavioral disorders.
Observation
The method of observation is most often used in pedagogical practice to compile a student's profile. This method allows, firstly, to obtain rich information for preliminary psychological analysis.
3. Types of behavioral disorders
There are the following types of behavioral disorders:
Aggressive
Delinquent
dependent
suicidal
Aggressive behavior. As you know, destructiveness (destructiveness) is closely related to such a basic human characteristic as aggression. In psychology Aggression is understood as a tendency (desire) that manifests itself in real behavior or fantasy, with the aim of subjugating others or dominating them. This trend is universal, and the term "aggression" as a whole has a neutral meaning. In fact, aggression can be both positive, serving vital interests and survival, and negative, focused on satisfying the aggressive drive itself.
The usual manifestations of aggression are conflict, slander, pressure, coercion, negative assessment, threats or the use of physical force. Hidden forms of aggression are expressed in avoiding contact, inaction with the aim of harming someone, harming oneself and suicide.
Aggressive attraction can manifest itself through various aggressive affects, such as (in order of increasing intensity and depth), irritation, envy, disgust, anger, intolerance, negativism, rage, rage and hatred, the intensity of aggressive affects correlates with their psychological function 2 .
From the foregoing, we can conclude that aggressive behavior can have different (in terms of severity) forms: situational aggressive reactions (in the form of a short-term reaction to a specific situation); passive aggressive behavior (in the form of inaction or refusal to do something); active aggressive behavior (in the form of destructive or violent actions). The leading signs of aggressive behavior can be considered such manifestations as:
Expressed desire to dominate people and use them for their own purposes;
The tendency to destruction;
Focus on causing harm to others;
Tendency to violence (inflicting pain) 1.
Delinquent behavior. The problem of delinquent (illegal, antisocial) behavior is central to the study of most social sciences, since public order plays an important role in the development of both the state as a whole and each citizen individually.
This term refers to the unlawful behavior of a person. - actions of a specific person that deviate from the laws established in a given society and at a given time, threaten the well-being of other people or the social order and are criminally punishable in their extreme manifestations. A person who exhibits illegal behavior qualifies as delinquent person (delinquent), and the actions themselves - delicts.
criminal behavior is an exaggerated form of delinquent behavior in general. In general, delinquent behavior is directly directed against the existing norms of state life, clearly expressed in the rules (laws) of society 1.
dependent behavior. Dependent behavior of a person is a serious social problem, since in a pronounced form it can have such negative consequences as loss of working capacity, conflicts with others, and the commission of crimes.
Dependent behavior, thus, turns out to be closely related both to the abuse of something or someone by the personality, and to violations of its needs. In the specialized literature, another name for the reality under consideration is used - addictive behavior. In other words, this is a person who is in a deep slavish dependence on some irresistible power.
Dependent (addictive) behavior, as a type of deviant behavior of a person, in turn, has many subspecies, differentiated mainly by the object of addiction. Theoretically (under certain conditions) it can be any object or form of activity - a chemical, money, work, games, exercise or sex.
In accordance with the listed objects, the following forms of dependent behavior are distinguished:
Chemical dependence (smoking, substance abuse, drug addiction, drug addiction, alcohol addiction);
Eating disorders (overeating, starvation, refusal to eat);
Gambling - gambling addiction (computer addiction, gambling);
Sexual addictions (bestiality, fetishism, pygmalionism, transvestism, exhibitionism, voyeurism, necrophilia, sadomasochism (see glossary));
Religious destructive behavior (religious fanaticism, involvement in a sect).
As people's lives change, new forms of addictive behavior appear, for example, computer addiction is spreading extremely rapidly today.
Various forms of addictive behavior tend to combine or merge into each other, which proves the commonality of the mechanisms of their functioning, for example, a smoker with many years of experience, after giving up cigarettes, may experience a constant desire to eat. A heroin addict often tries to maintain remission by using softer drugs or alcohol 1.
Suicidal behavior. Suicidal behavior is currently a global public problem. According to the World Health Organization, in the world every year about 400-500 thousand people commit suicide, and the number of attempts is ten times more. The number of suicides in European countries is about three times higher than the number of murders.
Suicide, suicide(lat. "to kill oneself") is the deliberate deprivation of one's life. Situations where death is caused by a person who cannot be aware of his actions or manage them, as well as as a result of the negligence of the subject, are not classified as suicides, but as accidents.
Suicidal behavior - conscious actions guided by notions of taking one's own life. In the structure of the considered behavior, there are:
Actually suicidal actions;
Suicidal manifestations (thoughts, intentions, feelings, statements, hints).
Thus, suicidal behavior is realized simultaneously in the internal and external plans.
Suicidal actions include attempted suicide and completed suicide. Suicidal attempt- this is a purposeful operation of means of depriving oneself of life, which did not end in death. An attempt can be reversible and irreversible, aimed at depriving oneself of life or for other purposes. Completed suicide- actions resulting in death.
Suicidal manifestations include suicidal thoughts, ideas, experiences, as well as suicidal tendencies, among which one can single out plans and intentions. Passive suicidal thoughts are characterized by ideas, fantasies about one's death (but not about taking one's own life as a spontaneous action), for example: "it would be nice to die", "to fall asleep and not wake up."
Suicides are divided into three main groups: true, demonstrative and hidden. True suicide driven by the desire to die, is not spontaneous, although sometimes it looks rather unexpected. Such a suicide is always preceded by a depressed mood, a depressive state, or simply thoughts of passing away. Moreover, people around such a state of a person may not notice. Another feature of true suicide is reflections, feelings about the meaning of life.
Demonstrative suicide is not associated with the desire to die, but is a way to pay attention to your problems, call for help, conduct a dialogue. It could also be some form of blackmail. The fatal outcome in this case is a consequence of a fatal accident.
Hidden suicide (indirect suicide) - a type of suicidal behavior that does not meet its signs in the strict sense, but has the same direction and result. These are actions that are accompanied by a high probability of death. To a greater extent, this behavior is aimed at risk, at playing with death, than at leaving life 1.
4. Forms of deviant behavior
The main forms of deviant behavior in modern conditions include crime, alcoholism, drug addiction, and suicide. Each form of deviation has its own specifics.
Crime . The study of the problems of crime reveals a large number of factors affecting its dynamics: social status, occupation, education, poverty as an independent factor, declassification, i.e., the destruction or weakening of ties between the individual and the social group.
The main qualitative indicators of the growth of crime in Russia are approaching the global ones. Moreover, the state of crime is greatly influenced by the transition to market relations, characterized by the emergence of such phenomena as competition, unemployment, inflation. Experts note that processes that speak of the "industrialization" of deviance are already noticeable.
Alcoholism. In fact, alcohol entered our lives, becoming an element of social rituals, a prerequisite for official ceremonies, holidays, ways of spending time and solving personal problems. However, this socio-cultural tradition is costly to society.
According to statistics, 90% of cases of hooliganism, 90% of aggravated rapes, almost 40% of other crimes are associated with intoxication. Murder, robbery, robbery, infliction of grievous bodily harm in 70% of cases are committed by persons in a state of intoxication; about 50% of all divorces are also associated with drunkenness.
The study of various aspects of alcohol consumption and its consequences is of great complexity.
The alcohol consumption model takes into account the following characteristics:
an indicator of the level of alcohol consumption in combination with data on the structure of consumption;
regularity of consumption, duration, connection with food intake;
the number and composition of drinkers, non-drinkers, moderate drinkers;
distribution of alcohol consumption between men and women, by age and other socio-demographic characteristics;
behavior with the same degree of intoxication and assessment of this behavior in socio-cultural and ethnic groups.
Addiction (from the Greek narke - stupor and mania - rabies, madness). This is a disease that is expressed in the physical and (or) mental dependence on drugs, gradually leading to a deep depletion of the physical and mental functions of the body. In total, there are about 240 types of narcotic substances of plant and chemical origin. International Convention on Psychotropic Substances 1977 as drugs considers substances that cause addiction (addiction) based on excitation or depression of the central nervous system, impaired motor functions, thinking, behavior, perception, hallucinations or mood changes.
It is hardly possible to determine the exact number of Russians who abuse drugs in our country because of the imperfection of the social control system; but according to some estimates, in 1994 their number could be from 1.5 to 6 million people, that is, from 1 to 3% of the total population. The vast majority of drug addicts (up to 70%) are young people under the age of 30. The ratio of men and women is approximately 10:1 (in the West 2:1). More than 60% of drug addicts try drugs for the first time before the age of 19. Thus, drug addiction is primarily a youth problem, especially since a significant part of drug addicts, especially those who use the so-called "radical" drugs (derivatives of the opium poppy), do not live to adulthood.
suicide - Intention to take one's own life, increased risk of committing suicide. This form of deviant behavior of the passive type is a way of avoiding life's unsolvable problems, life itself.
The ratio between male and female suicides is approximately 4:1 with successful suicides and 4:2 with attempts, i.e. suicidal behavior of men often leads to a tragic outcome. It is noted that the probability of manifestation of this form of deviations depends on the age group; Thus, suicides are committed more often after the age of 55 and before the age of 20; today even 10-12-year-old children become suicides. World statistics show that suicidal behavior is more often manifested in cities, among lonely people and at the extreme poles of the social hierarchy. behavior at children, especially adolescents: shoots ... M .: "AST Publishing House", 2004. - 635 p. Furmanov, I. A. Psychology children With violations behavior. / I. A. Furmanov. - M. : Humanistic publishing center "VALDOS" ...
Formation of self-esteem children in dysfunctional families
Coursework >> PsychologyProblems faced psychologists, is the problem violations intrafamily relationships. Unfavorable... parents. M., 2003-365s. Furmanov I.A. Psychology children With violations behavior: allowance for psychologists and educators. M., 2004. - 351 ...
From point of view destructive orientation Distinguish: behavioral disorders - a single aggressive type; behavioral disorders - group aggressive type and behavioral disorders in the form of disobedience and disobedience.
Behavioral disorders are a single aggressive type. In addition to the above general diagnostic criteria for behavioral disorders, in children of the described type there is also a dominance of aggressive behavior in the physical or verbal plan. Mostly it is directed against adults and relatives. Such children are prone to hostility, verbal abuse, arrogance, rebelliousness and negativism towards adults, constant lies, absenteeism and vandalism.
Children with this type of disorder usually do not even try to hide their antisocial behavior. They often begin to engage 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, behavioral disorganization, theft, and physical abuse are observed.
Many of these children have disrupted social ties, which manifests itself in the inability to establish normal contacts with peers. Such children may be autistic or isolated. Some of them are friends with much older or, conversely, younger than they are, or have superficial relationships with other antisocial young people.
Most children assigned to the solitary aggressive type have low self-esteem, although they sometimes project an image of "hardness". It is characteristic that they never stand up for others, even if it is to their advantage. Their egocentrism is manifested in their willingness to manipulate others in their favor without the slightest attempt to achieve reciprocity. They are not interested in the feelings, desires and well-being of other people.
Rarely feel guilt or remorse for their callous behavior and try to blame others. These children not only often experience unusual frustration, especially the need for dependence, but they also do not obey any discipline at all. Their lack of sociability is manifested not only in excessive aggressiveness in almost all social aspects, but also in the lack of sexual inhibition. Such children are generally viewed as bad and are often punished. Unfortunately, such punishments almost always increase the expression of rage and frustration, which are maladaptive in nature, instead of helping to alleviate the problem.
At the same time, a distinctive feature of such aggressive behavior is the solitary, and not the group nature of the activity.
Behavioral disorders - group aggressive type. A characteristic dominant feature is aggressive behavior, which manifests itself mainly in the form of group activity in the company of friends. This behavior always manifests itself outside the home. It includes absenteeism, destructive acts of vandalism, severe physical aggression or attacks against others. Truancy, theft, and rather minor offenses and anti-social acts 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 with these disorders 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.
Violations of behavior in the form of disobedience and disobedience. An essential feature of behavior disorder with disobedience and disobedience is defiant behavior with negativity, hostility, often directed against parents or teachers. These acts, which occur in other forms of conduct disorder, however, do not include the more serious manifestations of violence against others. Diagnostic criteria for this type of behavioral disorders are: impulsiveness, irritability, open or hidden resistance to the demands of others, resentment and suspicion, hostility and vindictiveness.
Children with these signs of behavior often argue with adults, lose patience, scold, get angry, resent and easily annoyed by others. They often do not fulfill the requests and demands of others and deliberately annoy them. They try to blame others for their own mistakes and difficulties. These disorders almost always occur at home and at school when interacting with parents, other adults or peers whom the child knows well.
Violations in the form of disobedience and rebelliousness always prevent normal relationships with others and successful learning in school. These children often do not have friends, and they are not happy with the way human relationships develop. Despite normal intelligence, they do poorly in school or do not do well at all, because they do not want to participate in anything. In addition, they resist demands and want to solve their problems without outside help.
From point of view social orientation distinguish socialized antisocial behavior and unsocialized aggressive behavior.
The first group includes children who do not have pronounced mental disorders and easily adapt to various social conditions due to the low moral and volitional level of behavior regulation.
The second group includes children with a negative emotional state, which is a child's reaction to a tense, stressful situation or mental trauma, or is a consequence of an unsuccessful resolution of some personal problems or difficulties.
A similar classification of behavioral disorders is offered by V.T. Kondrashenko, defining them as a deviation from the norm of externally observable actions (deeds) in which the internal motivation of a person is realized, manifested both in practical actions (real violation of behavior) and in statements, judgments (verbal violation of behavior).
Considering behavioral disorders as deviations in the behavior of a healthy person, he singles out deviant behavior and behavioral disorders in neuropsychiatric diseases.
Deviant or deviant behavior, since it is not caused by neuropsychiatric diseases, is a socio-psychological concept, since it denotes a deviation from the norms of interpersonal relationships accepted in this particular historical society: actions, deeds and statements made within the framework of mental health. In this regard, social, psychological and other criteria are needed to assess its severity.
In the domestic literature, it is customary to single out non-pathological and pathological forms of deviant behavior. Non-pathological deviations are behavioral disorders in a mentally healthy person. V.V. Kovalev (1979, 1981) emphasized that it is possible to judge deviant behavior as an independent microsocial-psychological phenomenon only in the absence of borderline mental pathology, otherwise existing behavioral disorders should be regarded as a clinical sign of this pathology.
However, in any case, deviant behavior retains its connection with the gender and age characteristics of the personality and its non-pathological deviations, which, in relation to children, include: psychological characteristics of age development, age-related non-pathological situational-personal reactions, character traits and socio-pedagogical neglect.
Pathological forms of deviant behavior is a concept that brings psychological deviations closer to personality pathology. These forms of behavior are manifested in such borderline neuropsychiatric disorders common in child and adolescent psychiatry as pathological situational-personal reactions, psychogenic pathological personality formations, borderline forms of intellectual insufficiency, including a delay in the pace of mental development.
Obviously, to characterize the second group of behavioral disorders, medical criteria are needed, since in this case we are talking about the clinical manifestation of the disease in their non-psychotic and psychotic forms of manifestation.
Other classifications also exist in the medical and psychological literature. So, A.A. Aleksandrov (1981) divides violations into three groups: 1) reactive, caused mainly by a traumatic situation (runaways from home, suicides); 2) caused by the pathology of drives (sadism, dromomania); 3) due to the low moral and ethical level of the individual as a result of improper upbringing.
A.G. Ambrumova, L.Ya. Zhezlova distinguish four main types of disorders in children and adolescents: antisocial (antisocial), delinquent (illegal), antidisciplinary and auto-aggressive.
Thus, the analysis of the above classifications shows that, regardless of the direction and characteristics of behavior, in most approaches aggression and aggressive behavior are the main qualitative characteristics of behavioral disorders.
