Correction of aggressive behavior in children. Correction of aggressive behavior in adolescence

As mentioned above, primary school age is associated with significant psychological changes. One of the most important of these changes is the transition to conscious and voluntary behavior. A child at this age learns to set goals in his activities and follow them, learn to manage his emotions and make decisions independently. The emergence of new forms of behavior is directly related to the school, that is, to learning activities that become mandatory in the school environment. At the same time, the mere fact of entering a school does not ensure the emergence of these qualities that need special organization and development.

The ability to act voluntarily develops gradually, throughout the entire primary school age. Like all higher forms of mental activity, voluntary behavior first arises in joint activity with an adult and only then does it become the child's own mode of action. The adult gives the child the means of organizing the necessary behavior. Teachers and parents should know and understand that the goals of children's activities are set by adults. It is adults who determine what a child can and cannot do, what rules to obey, what tasks to perform, etc. One can give such an example - the execution of instructions. Those students who undertake to carry out the assignment willingly do not always cope with the task, because they do not understand its essence and quickly lose interest in the task or simply forget to complete it.

Such difficulties can be avoided if certain rules are followed when giving assignments to children. Firstly, it is necessary that the child, having received the task, immediately repeat it. This will help the child to mobilize and better understand the content of the task. Secondly, invite the child to plan his actions in detail, determine the exact dates, outline the sequence of actions and distribute the work by day.

Psychologists have identified favorable conditions that allow an adult to form in a child the ability to independently manage their behavior. First of all, the child has a strong and long-acting motive. Before setting certain goals for a child, it is necessary to take into account the content of the child's motives at this age. Motives that can give the child's actions a personal meaning, encourage better fulfillment of the adult's instructions and coincide with the needs of the child, contribute to the achievement of the set goals. Finding out the needs and motives of the child is important not only for the effective organization of activities, but also for the ability to introduce new motives. For example, at first the child does homework for the opportunity to play with friends, and then, after some time, he does the tasks without coercion, because he liked getting good grades.

Second, the introduction of a restrictive goal. An example here is the experiment of L.S. Slavina, in which students in grades 1-4 were offered monotonous and uninteresting work. When completing the experimenter's tasks, the children perceived it as necessary and important, but after some time the children refused further work.

The reason in this case was mental saturation. When the child refused to continue with the task, the experimenter set a specific goal for the child, and this decisively changed the child's behavior: he began to cheerfully complete the building at a faster pace and significantly exceeded the amount of work previously done. Thus, the introduction of a restrictive goal when performing a task that is unattractive to the child becomes of great importance. It allows you to fulfill the instructions of an adult, which is extremely important for a child of this age, and at the same time stop an uninteresting activity. The goal has the greatest influence at the very beginning, that is, before the start of the task. Therefore, the goal for the child must be set in advance and as clearly as possible.

The adult's interest, his approval of the child's actions and active participation in mastering the necessary skills and abilities is also mandatory.

A big goal, even if it is initially perceived positively by the child, should be specified and divided into small sub-goals, so the achievement of the goal will become more real and accessible. The same can be said about the organization of complex forms of behavior. In addition, specific goals must be set immediately before it is to be fulfilled. For example, setting a goal before the lesson, which will be more effective than remarking during the lesson, when the child is already behaving aggressively.

You must first set a goal for a short time, and as you master a new form of behavior, increase the time. In addition, constant monitoring of the implementation of the intended goals is necessary. In this case, it is recommended to keep a special diary in which the child could set goals for himself and record an assessment of his success.

Along with all of the above, external means are an important condition for the successful mastery of behavior. Such tools help the child to control their actions, they are needed for clarity, and also help not to be distracted from the tasks.

In one experiment, the following technique was used: the experimenter agreed with the child that he would help him complete his homework without distractions. For this, the experimenter used a stopwatch, and so that the child could see it. This method made it possible to drastically reduce the frequency of distractions and their duration. As a rule, the child, 5 seconds after turning on the stopwatch, continued the interrupted work. Thus, the use of a stopwatch made it possible to achieve a steady, repetitive day-to-day work without distractions.

It is important to note that the use of verbal reminders did not give such results.

An hourglass can be considered another external means that contributes to the fulfillment of the task of the demon of distractions. They visually show the passage of time and help the child regulate the pace of activity.

From all of the above, we can draw conclusions.

Under certain conditions, children of primary school age are able to learn to organize their behavior in accordance with given goals and their own intentions. An important role in the development of voluntary behavior is the participation of an adult. The adult directs the efforts of the child, reveals their meaning and provides the means of mastery. So the child learns to set goals in his activities and follow them, learn to manage his emotions and make decisions independently.

In psychology, various methods are used to help correct emotional disorders in younger students. These methods can be conditionally divided into group and individual, but this division does not reflect the main goal of psycho-correctional influences, but only reflects the form of conducting correctional classes.

There are two approaches to the correction of the child's mental development in world psychology. The first approach is called psychodynamic. The main task of psycho-correction within the framework of this approach is to create conditions that remove external social barriers to the resolution of internal contradictions. Games and art contribute to the successful resolution of these contradictions. therapy, as well as psychoanalysis and family psychocorrection. The second approach is behavioral.

Behavioral therapy is considered to be the main and most effective method of psychological correction in the world practice. Behavioral therapy is most effective in working with children, because it makes it possible to control the child's social environment and influence the mechanisms of maladaptive behavior. The main advantages of this approach are its practical nature, the focus on changes in behavior and the clarity of the concept.

Corrective classes within the framework of the second approach help to learn new reactions, form adaptive forms of behavior. Assimilated reactions are consolidated through various behavioral trainings and psycho-regulatory trainings.

Psychological correction of behavior in younger students is an organized system of psychological influences aimed at alleviating discomfort, increasing activity and independence, eliminating secondary personal reactions caused by emotional disorders, such as aggressiveness, excitability, anxiety, and consolidating adaptive forms of behavior.

Correction methods directly depend on the level of education, the level of mental and intellectual development, the lifestyle of the child and his environment.

Ultimately, the methods of correction are always associated with the methods of education. For example, such methods as persuasion, encouragement and punishment are both psycho-corrective and educational.

In recent years, such a direction of correction as the organization of children's activities based on their interests has become widespread.

Pedagogy has always defended the idea of ​​the relationship between methods of education and correction. A.S. Makarenko condemned the practice of "solitary means", that is, the isolated application of a single method. Together, the methods of psycho-correction are designed to encourage the child to take active actions aimed at combating bad habits and negative qualities.

Currently, there are many techniques and directions in corrective work with behavioral disorders. The system of corrective measures includes psychohygienic, medical and pedagogical, corrective, general health measures, as well as psychopharmacology and psychotherapy. This takes into account individual medical and biological characteristics, the nature of mental pathology, the level of social adaptation, the structure and form of aggressive behavior, the ratio of biological and socio-psychological factors.

Successful correction of behavioral disorders is possible with the coordinated work of a number of specialists, understanding and participation of the child's parents. Behavior correction should take into account the uniqueness and originality of the child, it should be based on an individual approach. An individual approach involves identifying the cause of destructive manifestations in this particular case and choosing the appropriate methods of correction.

Individual assistance to a child in the classroom is a special activity. Carried out directly in interaction with the child or indirectly, through the family and the class, aimed at assisting in solving age-related problems of socialization and individual problems.

Another form of correction of behavioral disorders is also effective - group. We consider the advantages of this direction. First of all, the possibility of interaction between the participants, developing the necessary skills and constructive forms of behavior.

The origins of this direction are the ideas of Carl Rogers and his principle of "here and now", thanks to which the child can analyze his behavior, put himself in the place of another. In the group, attention is focused on direct experience and involvement in it, through the principles of partnership and equality of group members.

Speaking about the correction of aggressive behavior, specific and non-specific ways of interacting with a child are distinguished.

The group of specific methods includes relaxation training and game exercises.

Relaxation training can be used both in the classroom and during remedial classes. This method involves a "journey" in the imagination and is used to reduce the prerequisites for aggressive acts, such as internal tension and hyperactivity.

This group also includes game exercises. This method consists in re-performing the studied action in a playful way in order to consolidate it. With the help of this method of learning, children develop the skills of practical use of the acquired knowledge.

The group of non-specific methods includes the "golden rules" of pedagogy.

The first rule is not to fix attention on undesirable behavior and not to get angry at the child yourself. The prohibition and raising the voice will only lead to an increase in aggressive impulses, while surprise, bewilderment and disappointment form only restraining beginnings, but do not solve the problem.

The second rule is to react and respond to positive changes in behavior, even the most minimal, as the child wants to feel understood, accepted and appreciated.

These modes of interaction are suitable for all children.

How to behave with an aggressive child of primary school age in order to reduce the level of his aggressiveness?

In some cases, when aggression is manifested, emergency adult intervention is required. Such intervention is aimed at reducing or avoiding aggressive manifestations in conflict and tense situations. At the same time, aggressive behavior is often just a way to attract attention to yourself. In this case, aggressive behavior is adequate and harmless and does not require outside intervention. If a child of primary school age shows anger within acceptable limits and for objective reasons, it is necessary to carefully listen to the child, and then switch his attention to something else.

In aggressive manifestations, it is necessary to use the technique of objective description of behavior. This technique allows you to draw a clear line between a person and an act. After the child has calmed down, you can discuss with him his misconduct and the reasons why the child considered doing this and not otherwise. At the same time, it is advisable to describe how he behaved, what words he said, what actions he performed, without giving an assessment of his actions. If critical remarks are made, backed up by strong emotions, then this will cause a protest on the part of the child and lead him away from solving the problem. When analyzing behavior, it is important to discuss only specific facts, that is, what happened "here and now", and not to recall past mistakes and misdeeds of the child. Otherwise, resentment will arise on the part of the child, and he will not be able to evaluate his behavior critically. Instead of “reading morality”, it is necessary to convincingly demonstrate to the child that non-constructive aggression harms him most of all and show the negative consequences of such behavior. The next step is to demonstrate to the child possible constructive ways of behaving in a conflict situation.

It is not necessary to analyze behavior at the moment of aggressive behavior, it is worth waiting until the child calms down, but at the same time, discussion should be held as soon as possible, and not postponed until later. It is best to conduct a discussion in private, without witnesses. Public condemnation and negative assessment is the worst thing for a child of primary school age. In addition, a bad reputation and a negative label can cause further aggressive behavior.

Giving feedback to the aggressive behavior of a younger student, an adult must show interest, goodwill and firmness. During the conversation, you need to remain calm and objective. It is necessary to clearly explain to the child that his parents love him, but against how he behaves.

When interacting with an aggressive child, the main task of an adult is to reduce the tension of the situation. Incorrect actions of an adult, such as raising his voice or aggressive postures, only increase tension and aggression in a child. The possible negative effect of such a reaction on the part of an adult can be much more harmful than the aggressive behavior of a child.

It is important to carefully control your negative emotions when interacting with an aggressive child. When a child demonstrates aggressive behavior, an adult develops anger, irritation, indignation, helplessness and other strong negative emotions. In this case, it is necessary to recognize that such negative experiences are natural and normal, to understand their nature and strength.

By managing their negative emotions, an adult does not reinforce the aggressive behavior of the child, but maintains a good relationship with him and demonstrates a positive pattern of behavior.

With aggressive behavior, both sides lose their self-control, and the question arises - to resolve the situation peacefully or to fight for their power. An adult needs to behave constructively, not aggressively, such a condition for educating “controlled aggression” in a younger student. An adult's response to a child's aggressive behavior should be peaceful. Children quickly adopt non-aggressive behavior patterns, provided that the adult is sincere and his words correspond to non-verbal reactions.

The technique of non-reflective listening is a technique aimed at reducing tension in a conflict situation.

Non-reflective listening is listening without analysis and involves only silent and attentive insight into the essence of the speaker's monologue. What gives him the opportunity to speak and allows you to trust.

The ability to be attentively silent is the main component of non-reflective listening. Silence is necessary. Because the interlocutor is least of all interested now in our comments and he wants to be listened to and heard. Attention is necessary, because otherwise communication will turn into a new conflict and communication will be interrupted due to resentment on the part of the child. All you need to do with reflective listening is to keep the interlocutor willing to speak out.

With non-reflective listening, it is important to give the child the opportunity to calm down, inspire calm through non-verbal means, acknowledge the feelings of the child, clarify the situation with leading questions and use humor.

In his work, the teacher-psychologist uses various methods and forms of work with aggressive manifestations.

We will consider in more detail some methods of corrective influence in the work of a teacher-psychologist.

Logotherapy. The founder of this method is Viktor Frankl. The method of talking therapy is a conversation that is aimed at verbalization, that is, the verbal expression of emotional states and the description of emotional experiences. The child tells the psychologist about his feelings, thoughts and desires. Verbalization of emotional experiences allows the child to self-actualize, since during the conversation there is a coincidence of verbal argumentation and internal state.

Recognition of the value of the child's personality, readiness for empathy allow the child to reveal, trust the psychologist and causes respect from the child to the adult.

Psycho-gymnastics is a method that allows you to express yourself and communicate without the help of words. The purpose of this method is self-knowledge and personal change. Psychogymnastics is based on the methods of the Czech psychologist Yunova.

Psycho-gymnastics is a set of special exercises aimed at the development and correction of both the cognitive and emotional spheres of the child. This method belongs to the group of non-verbal methods of group psychotherapy.

Within the framework of this method, the interaction is based on motor expression, facial expressions and pantomimics. The child realizes that there is a relationship between thoughts, feelings and behavior and learns to manage it.

The purpose of the exercises is to overcome barriers in communication, develop empathy, become aware of one's feelings and emotions, develop the ability to express one's feelings, and reduce emotional stress. The combination of facial expressions, gestures and pantomime creates favorable opportunities for expressing and conveying feelings and emotions without words.

Music therapy is a method of psychological correction, which involves the use of musical works and instruments. Music therapy is widely used around the world for the prevention and treatment of a wide range of disorders, including emotional instability.

Analyzing the basics of psycho-correctional work with children, we come to the conclusion that this method is most effective in working with preschool children.

The psychological mechanisms of the correctional impact of this method are catharsis, that is, emotional release, which allows you to adjust your emotional state, increase social activity and learn new ways of expressing your feelings and emotions.

Music therapy is based on the selection of melodies that have a positive effect on the psyche and improve the emotional state. This method is used as a means to relieve stress, increase emotional tone, correct deviations in personal development, emancipation, concentration, improve mood and overall harmonization of the child's condition. For example, fast and cheerful compositions cheer up and activate the attention of the child, and dance compositions should be used as physical exercises to relieve fatigue in classes with high mental fatigue and low mobility. For children showing anxiety and anxiety, experiencing fears and tension, a simple listening to calm music is carried out as an accompaniment to the task.

Music therapy orients the teacher to cooperate with the child and integrate various types of artistic activities. This method of psychological correction is creative. Thanks to this quality of the method, it can be used not only in music lessons, but also in all other activities. Music therapy exercises are used not only for the development of musical and motor abilities, but also as a means of developing cognitive processes: attention, will, memory, imagination and fantasy as a game training.

There are two types of music therapy - receptive and active.

Receptive music therapy is a simple perception of music without any special exercises.

Active music therapy involves active activities, such as dancing or other exercises accompanied by music. This form of music therapy is remedial-oriented.

When working with children of primary school age, it is advisable to use both receptive and active types of music therapy.

Art therapy is a simple and effective way to psychologically correct the emotional and behavioral spheres of a child's personality. This method motivates a child to work, which is very useful, since a child, unlike an adult, is not ready to discuss and solve his difficulties. This method allows you to captivate and interest the child, help him open up and trust the psychologist. Within the framework of this method, the discussion of psychological problems takes place in the background. And the main activity is visual or creative. It turns out that the child simultaneously overcomes his psychological difficulties and enjoys

This method is based on the development of basic psychological abilities - the symbolic function of thinking and imagination and the creative processes of self-expression.

The psyche of the child is very vulnerable and requires a careful attitude. Art therapy is a method that is especially suitable for children, as it allows you to work with even the deepest psychological problems of a child without injuring the psyche.

The term "art. therapy" was introduced in 1938 by Adrian Hill. The method of art therapy was proposed by psychoanalysts in the 1930s and its main task is the development of self-expression and self-knowledge.

Children enjoy being creative. In addition to fine art art. therapy involves making masks, modeling clay, writing and many other types of creativity.

Everyone has a need for self-expression and creative self-realization. By creating something, a person feels satisfied and finds harmony in himself.

Psychologists in their research have long noticed that the drawings of children are not only indicators of the level of mental development and individual personality characteristics of the child, but also reflect the projection of his personality. A child's drawing is a means of expressing the child's feelings and his emotional states, contributing to self-knowledge and awareness of his abilities.

E. Kramer and R. Alshuler types of images that reflect the age dynamics of the development of the picture and the individual personality characteristics of the child. All in their research, they deduced four types of images - these are scribbles, diagrams, pictograms and works of art.

The initial stage of children's drawing is doodles. At an older age, the image of a doodle can express loneliness and a sense of helplessness.

Schemes and pictograms that are depicted at an older age may indicate a need for protection and repressed desires.

Particular importance in art therapy is given to color schemes. The predominance of black and gray colors, for example, speak of a depressive state and a feeling of depression. The presence of bright and saturated colors in the drawing is an indicator of optimism and an active life position.

A.I. Zakharov used the method of art therapy in the correction of neuroses in children and developed the stages of corrective work within the framework of this method. The most effective will be a group form of work, since the child will be able to show his drawing not only to an adult, but also to his peers, which will arouse interest in drawing and a desire to improve their skills.

In the first lessons, the children themselves choose the topics of their drawings. In the second lesson, children are offered themes of drawings, which depend on that. what needs to be corrected. Then, the psychologist, together with each child, analyzes the drawing. In the process of analysis, it is important to express your approval, causing the child to feel proud of his creation.

Of particular importance in the psychological correction of children of primary school age is the method of play therapy. This method is considered the most effective method of correction in the world psychological practice.

Play therapy is effective when working with children of different diagnostic categories, except for schizophrenia and autism. This method is effective as a means of improving the emotional state of the child after the divorce of the parents, to improve the "I-concept" of the child, as a means of reducing fears, stress and anxiety, in correcting difficulties in reading and writing, correcting aggressive behavior, in treating stuttering and lagging behind in speech development.

The main purpose of game exercises is to help children of primary school age to express their experiences, feelings and emotions in an acceptable way.

In the gaming process, as experts have long noticed, it is much easier for children to express their experiences, dreams and needs.

Play therapy is the best way to mental stability. Play therapy is based on the recognition of play as an important factor in personal development.

Play is a natural form of a child's life. It is a special activity that blossoms in childhood and accompanies throughout the life of an adult. During the game, a person controls the situation when the real situation contradicts this.

The game is a kind of means of exploring the world around us, one's capabilities and a way of expressing feelings. It represents the child's attempt to gain real life experience and build his own world. Since the game is free from the influence of adults, it gives the child freedom of action, freedom of self-expression and self-exploration of feelings and experiences, allows you to displace emotional stress and cope with frustration. During the game, the child actively interacts with the outside world, develops intellectual, strong-willed and moral qualities.

The game performs diagnostic, therapeutic and educational functions.

The diagnostic function consists in the ability to observe during the game the features of the child's character, his ways of interacting with the surrounding people and objects. During the game, the child demonstrates his feelings and what he has ever experienced, and such a connection is obvious. In the game, children express their experiences more freely than in words. Therefore, to demand from the child that he would tell about himself means to erect a barrier between himself and the child.

The therapeutic function of play lies in the possibility of emotional and motor self-expression, in responding to fears and fantasies, as well as the ability to organize one's experience. For children, the game itself is important - its process, not the result. During the game, children play out past experiences and dissolve them in a new perception, in new forms of behavior.

The educational function of the game is an opportunity to expand the range of communication and outlook on life, rebuild relationships with others and allows you to better socialize. Here the game appears before us as a way to learn what no one can teach a child. This is a way to explore the real world, time and space around, plants and animals.

The game as a correctional honey began to be used at the beginning of the 20th century. The ancestor of this method is Jacob Moreno, who developed the psychodrama technique in 1922 to correct the relationship of patients.

In the 1920s, Anna Freud used the game in her work with children as a method of psychotherapy. She proposed two forms of play therapy - directed or directive and non-directive, that is, non-directive play therapy.

Directed play therapy is a form of play therapy in which a psychologist takes an active part in the game. He directs the activity of the child and interprets it.

This area is characterized by a clear distribution of roles and structured plans.

Non-directional play therapy passes in a free form without intervention and control by a psychologist, which contributes to greater self-disclosure and self-expression on the part of the child.

Foreign psychologists have developed many methods of non-directive play therapy. Among these methods are sand play and water play, which are widely accepted and used in the correction of emotional discomfort in children. The method of "world-building" is also known, in which the child creates his "world" with the help of various objects. For example, figurines of animals, people, houses, cars, etc. This technique was proposed by M. Lowenfeld for working with children. Her methodology is of diagnostic and corrective value, since in the process of playing the child processes his mental conflicts.

The tasks of non-directive game correction are the child's self-expression, the removal of emotional discomfort and the formation of self-regulatory processes.

When using the method of non-directive game correction, the psychologist empathically communicates with the child, empathizes with him. In directive game correction, the psychologist is the organizer of the game and analyzes its symbolic meaning.

Role-playing games are related to directive game therapy. They contribute to the correction of self-esteem and improve relationships with others. Preparation for the beginning of the game involves drawing up a plan or plot for the game, choosing game material and forming a group. During the game, the emotional manifestations of the child are fixed. An important condition for correction is the child's ability to get used to the image. It is useful to play such games together with the parents of the children and when exchanging roles.

The method of game psychological correction in the form of a role-playing game is used in work with interpersonal conflicts and behavioral disorders, while modeling a new experience of behavior in stressful situations.

The group form of playful psychological correction is both a psychological and a social process in which children interact with each other and acquire new knowledge about themselves and others. Within the framework of this method, the game is understood as a means of correcting neuropsychiatric disorders and psychosomatic diseases. In addition, this method can also be used as a means of psychological prevention.

The tasks of group acupuncture are to help the child realize his real "I", increase self-esteem, develop opportunities, resolve internal conflicts, reduce anxiety, fight fears and guilt, reduce the level of aggressive manifestations.

During the game, children interact with each other, influence each other. The group form of work allows children to identify with other forms of behavior, as well as better simulate the real conditions of interaction. By observing other children, the child learns to take responsibility and gains the courage needed to try something new for himself.

Of no small importance for the success of psycho-correctional work is the composition of the group. The composition of the correctional group is a powerful integrative or disintegrative factor. Participants should be recruited on a complementary basis, including children with a variety of disabilities to enable identification with alternative patterns of behaviour.

In the correctional group, an atmosphere of acceptance must necessarily reign. Each participant should be given the opportunity to express themselves freely without judgment. The group should not include more than one child with delinquent behavior. The age difference should not exceed 12 months. Primary school age groups should include children of different sexes. It is desirable that the group members do not know each other before the start of the remedial session.

Game therapy as a method of psychological correction of aggressive behavior in children of primary school age is considered the most successful today.

aggressive behavior teenager correction

The widespread introduction of psychology into practice naturally leads to the development of all its areas, which are traditionally designated as methods of psychological influence. Among them, one of the most important places undoubtedly belongs to psychological counseling. It is difficult to clearly define this type of activity or clearly indicate the scope of its application, since the word "counseling" has long been a generic term for various types of counseling practice. Consulting includes professional consulting, pedagogical and industrial consulting and much more.

Psychological counseling is closely related, and in many ways directly intertwined with psychological correction and psychotherapy. Let us define counseling as direct work with people aimed at solving various kinds of psychological problems associated with difficulties in interpersonal relationships, where the main means of influence are a conversation constructed in a certain way.

Analyzing the various concepts of counseling, it is not difficult to divide them into two large groups - the concepts of impact and interaction. Concepts of influence are almost as influential and pervasive as they are in defining the essence of psychotherapy. For example: "a psychotherapist is a field of psychotherapy, and, therefore, part of the medical theory and practice of influencing the patient's psyche. On the other hand, one can also find non-clinical views on counseling: For example, A. Obozova sees "the general task of a psychologist who conducts counseling in to help the visitor in understanding, finding solutions, ways to achieve the decision made. "The results of the consultant's work are that the visitor begins to better understand his difficulties, sees their cause more accurately, learns ways to solve problems, believes in himself and in the success of his efforts , ready to implement the found solutions to problems.

The corresponding form of conversation is actively used both in psycho-correctional work and in psychotherapy. But if counseling is focused, first of all, on helping the client in reorganizing his interpersonal relationships, then psychocorrectional or psychotherapeutic influence is focused mainly on solving deep personal problems of a person that underlie most of life's difficulties and conflicts. In addition, it is possible to distinguish different types of counseling in accordance with different classification principles, for example, individual and group counseling impose different requirements on the professional skills and abilities of a consultant. From the first meeting, it is obvious that the client is a person in need of help, and the consultant is a specialist who has the talent and skills to provide it. In the case of counseling children, everything is different, since here the parents decide whether their child needs psychological help, so the task of the consultant becomes more complicated, in addition to contacting the parents, he must find a common language with the child. In our opinion, such work should be carried out by a child psychologist who has experience in consulting with adults.

Methods for correcting aggressive behavior are divided into those suitable for individual counseling of children with aggressive manifestations and not suitable. The former include all games and methods aimed at mastering other forms of behavior, when the child gradually becomes aware of his aggression (incorrect behavior) through the game and with the help of a consultant, and then learns to partially control it, assimilating other options for his reaction to what is happening. Some games in which this or that situation is played are suitable here.

The second group includes methods that involve the expression of aggressive impulses. The release of aggression through actions or their imitation in the game - this form is more suitable for group correction of aggression.

Thus, counseling has an elusive border with psychotherapy and it is practically impossible to separate these areas, since any counseling is a psychotherapeutic process, the only thing that influences as a dividing factor is the psychologist's specialization in his work.

When building corrective and preventive work with deviant adolescents, one should rely on the following rules:

Reliance on the positive qualities of a teenager's personality. It is necessary to create situations of success for him, to be able to find the positive in the behavior of a teenager, to build the activity of a social teacher according to this;

Inclusion of a teenager in meaningful activities for him;

Deep trust and respect in relationships with a teenager. Often, such adolescents lack the experience of friendly communication, so any educational action meets with active resistance. The "Methodology of contractual interaction with adolescents" can help the social pedagogue with this.

In the work of a psychologist with aggressive adolescents, the following psychological methods can be applied:

Relaxation training "Siegfried"

1. Voltage phase. Sit up straight like a candle. Spread your arms, shoulders and forearms at a right angle. Pull your shoulders as far back as possible, as if you were trying to hold a small object, such as a pencil, between your shoulder blades.

2. Phase of relaxation. As soon as you feel pain, inhale and exhale twice, then relax. Shoulders and head relaxed forward. Wrap your arms around your knee and stretch out your arms and shoulders. To relax the shoulders and the back of the head, it is recommended to do the Quasimodo exercise in conclusion.

"Quasimodo"

1. Voltage phase. Turn your arms, shoulders and forearms at a right angle. Shoulders hang freely. Close your eyes and exhale. Now raise your shoulders high as if you want to touch your ears with them. Pull your head into the lechi, do not look up at the same time. Concentrate on the muscle fold that has developed at the back of your head. Strongly press this "roller" between the head and shoulders, while breathing deeply. Squeeze it so hard that it vibrates in your head. Don't stop squeezing until you feel pain. Don't hold your breath!

2. Phase of relaxation. It is important that your shoulders are completely relaxed and drop freely down. The head is lowered so low that the chin touches the chest. Do it in one smooth motion. Close your eyes, breathe calmly, evenly, do not lift your chin from your chest. Try to put the right ear on the right shoulder, then the left ear on the left shoulder, the shoulders do not rise. They tense up, and the tension is clearly felt by the tendons located in the area between the ears and shoulders. So, the chin does not move, only the head leans to the side. Breathe calmly and evenly, enjoy the relaxation, but do not prolong it. The relaxation phase should be carried out especially long and thoroughly. If you do not complete the relaxation phase, you will not achieve the desired effect.

Another method - "self-talk" teaches children to slow down, to think before committing an aggressive action. This kind of conversation will act as a buffer between impulse and too hasty action. This method involves the following steps:

1. The child defines the essence of the problem itself, including the emotions evoked: "He is talking nonsense, and I am angry."

2. Then considers several alternative responses. The teacher asks questions like "Do you like what you did in this situation?", "What could you do in this situation?"

3. Variants of behavior and their consequences are analyzed ("What will happen if ...?").

4. Then a decision is made - what needs to be done and how to act.

The technology of complex correction of aggressive behavior was developed by I.A. Furmanov (1996). This model consists of three blocks.

1. Behavior modification training.

The correctional block for aggressive adolescents is an integrative type of psychological training with elements of various psychotherapeutic techniques. The purpose of the training is to find alternative (socially acceptable) ways to meet their own needs and interact with others. During the training, the following tasks are solved: awareness of one's own needs; responding to negative emotions and learning how to regulate one's emotional state; formation of adequate self-esteem; teaching methods of purposeful behavior; internal self-control and containment of negative incentives, negative impulses; formation of a positive moral position, life prospects and planning for the future.

Parent Effectiveness Training.

The program for parents of adolescents with behavioral disorders is aimed at creating psychological conditions for overcoming parental restrictions and acquiring a new experience of interacting with their own children through practical training in communication skills. In the process of work, the following tasks are solved: rethinking the role and position of the parent; development of mutual understanding and mutual respect for each other's rights and needs; reducing anxiety and gaining self-confidence; formation of readiness to discuss with children all controversial and conflict situations in the family; developing a style of effective interaction with children.

"Training of the psychological competence of the teacher."

The third program is aimed at informing teachers about the individual psychological characteristics of the personality of a teenager with aggressive behavior and teaching effective ways to interact with them by means of conflictology and game therapy. During the training, the following tasks are solved: recognition and identification of one's own negative emotional states that arise when communicating with asocial children; training in “purposeful” ways of reacting to negative emotions and methods of regulating mental balance; removal of personal and professional clamps and restrictions; mastering the methodology of contact with disadvantaged children of different ages and developing a style of effective interaction.

Based on the fact that the development of the child is carried out in activity, and the teenager seeks to assert himself, his position as an adult, among adults, L.M. Semenyuk believes that the most effective in correcting the aggressive behavior of adolescents is their involvement in the system of socially recognized and approved activities. As such an activity, sensitive to adolescence, D.I. Feldstein singled out socially recognized and socially approved activity. The psychological meaning of this activity is that by participating in it, he actually joins the affairs of society, occupies a certain place in it and asserts his new social position among adults and peers. In the process of this activity, the teenager realizes himself and is recognized by others as an equal member. society, which creates optimal conditions for the realization of its needs.

Outwardly given, pedagogically “imposed” socially approved activity on a teenager, as L.M. Semenyuk, when it acts for him as an independently organized one, is able to ensure the formation of a motivational-required sphere adequate to it, since, on the one hand, it meets the expectations of a growing person, his potentialities; on the other hand, it provides him with practice for the development of self-consciousness, forming the norms of his life. The basic principles, forms and methods of constructing such activities, worked out in the conditions of educating a teenager "norm", require significant adjustment when including adolescents who are characterized by increased aggressiveness. First of all, it is necessary to organize a system of extensive activities that creates strict objective conditions, a certain procedure for actions, clearly defined patterns and constant control, gradually developing into self-control. Given the consistency, gradual introduction of aggressive adolescents to various types of socially recognized activities - labor and sports, artistic, organizational and others - it is important to observe the principles of public assessment, continuity, and a clear construction of this activity.

Features of entering into a given system of multifaceted activity are different for different groups of adolescents. Their attitudes to affairs, to comrades, to adults develop in a peculiar way, resistance to education also manifests itself in a peculiar way, which was reflected in L.M. Semenyuk typology of aggressive adolescents.

A comprehensive methodology for correcting adolescent aggression in her work was proposed by M.P. Quadricius. The technique consists of three interconnected programs. "Behavior modification training" for aggressive adolescents was aimed at finding alternative (socially acceptable) ways to meet their own needs and interact with others. "Training of parents experiencing difficulties in raising adolescents" was aimed at creating socio-pedagogical conditions for overcoming parental restrictions and acquiring new experience for parents in interacting with adolescents through practical training of communication skills. During the training of the teacher's socio-pedagogical competence, the following tasks were solved: recognition of one's own negative emotions that arise when interacting with an aggressive teenager; teaching how to properly respond to negative emotions and techniques of balance, removing aggressiveness in adolescents through the development of an effective style of behavior of the teacher.

L.M. writes about the possibility of correcting the aggressive behavior of schoolchildren in the conditions of a temporary children's association. Chepelev, shows the possibility of constructing in the conditions of a temporary children's association (in a children's health camp) such a living environment that expands the ways of social response and reduces readiness for aggressive reactions. The main characteristics of such an environment are the eventful nature of a teenager's life in the socio-cultural environment of a children's camp, which stimulates the manifestation of formed and mastery of new socially significant motives; the presence and choice for a teenager of individually attractive types and forms of activity of varying degrees of complexity, allowing him to satisfy his social expectations; cooperation-oriented types of interaction between children and adults; creation of a reflective-information environment that reflects the values ​​of the human community and their formation in the process of joint activity.

The hypothesis that the purposeful use of special physical exercises will help reduce the aggressiveness of a teenager, optimize their psycho-emotional state and form an adequate self-esteem through the development of pro-social behaviors and changes in self-attitude in the process of training. was tested in the study by V.A. Trosk.

E.I. Kondrakov. The program includes three stages:

1) actualization of the problem of aggressive behavior of adolescents in the educational environment;

2) the stage of "signaling" (creating effective ways of warning in case of aggression); escort (couples "aggressor-victim", its individual representatives, observers).

Each stage implied actions at a certain level: schools, classes (groups), parents, teachers, teenagers. The stages were built according to a certain algorithm; the leading idea and tasks of a particular stage were formulated; participants were determined for the implementation of tasks; the relevance of this particular stage for the program of prevention and pedagogical correction of aggressive behavior of adolescents was substantiated; specific ways of solving problems were proposed. The stage of accompanying pairs of "aggressor-victim" was built according to the scheme: actualization of the problem - interpretation - search for a way out of the current situation - development of an optimal solution - implementation of methods - result).

ON THE. Dubinko writes that the use of a cognitive model of aggression makes it possible to find a fundamentally new solution to the problem of correcting aggressive actions, which will have a greater effect if it is carried out at the first stages of manifestation: reading the messages to aggression and interpreting them. The child should be encouraged to expand the experience of interacting with the outside world by observing various situations: using videos, illustrations, or their own life stories. Through their discussion, the child develops variability of actions in intractable situations, experience is formed, as well as a new type of behavior and response.

Correction of aggressive manifestations of adolescents with behavioral and emotional disorders based on their cognitive differences is presented in the work of E.A. Karaseva. In this study, an integrative model of psycho-correctional influence was used, where the techniques of Gestalt therapy, body-oriented psychotherapy, cognitive-behavioral and rational-emotive psychotherapy and psycho-correction were used. The tactics of a psychologist or psychotherapist, respectively, were determined by the cognitive differences of adolescents. If in the dyad "adolescent psychologist" one is field-dependent and the other is field-independent, then the solution of the controversial issue will be closer to the second option, since the influence of the partner for the field-dependent is decisive. At the level of interaction with the psychotherapist, in the case of his field-independent style, the contact will be quite productive, according to the type of "leader, teacher-follower, student." The effect of psychocorrection in the case of a field-independent patient will be determined by the presence of his internal motivation, and the psychotherapist's strategy itself should be based on analytical data processing. When working with reflexive adolescents, attention should be paid to analysis, methods of rational psychotherapy with an appeal to logic, reason, and the psychotherapeutic target will be self-awareness, self-esteem, as well as ways of emotional expression of the patient. In the case of an impulsive cognitive style, psychocorrection based on assistance in mastering scanning strategies and operating at a slower pace of work will be productive. Patients with flexible control adapt more easily to changing environments and learn new forms of behavior better, so the method of behavioral psychotherapy is more effective for them. Persons with rigid and rigid cognitive control are characterized by a reduced ability to learn and for them it is necessary to use other forms of psychocorrection or psychotherapeutic influence (for example, gestalt therapy).

The system for correcting aggressiveness, taking into account the levels of its manifestation, was developed by N.A. Korytchenkov. With generalized aggression, the correction is aimed at developing reflection, empathy, a sense of humor, an adequate perception of oneself and people, and the development of introspection skills. With situational (local) aggression, it is supposed to form self-confidence, responsibility for one's actions and respect for the interests of other people. Correction of adaptive aggression is aimed at the formation of self-criticism, intellectual activity, tolerance, stress resistance, the development of self-control skills, alternative ways of behavior, and the ability to make decisions in extreme situations. With creative aggression, the correction is aimed at developing readiness for the lack of social support, expanding the range of ways to psychologically protect one's "I".

T.P. Smirnova identified 6 key areas of correctional work with aggressive children aged 5-14:

Teaching skills to control and manage one's own anger;

Learning to respond (express) one's own anger and the whole negative situation in general in an acceptable way, safe for oneself and others;

Teaching constructive behavioral reactions in a problem situation, removing destructive elements in behavior;

Reducing the level of personal anxiety;

Formation of awareness of one's own emotions and feelings of other people, development of empathy;

Development of positive self-esteem.

Thus, using psychological methods for correcting the behavior of aggressive adolescents, it is possible to solve the following tasks: awareness of one's own needs; responding to negative emotions and learning how to regulate one's emotional state; formation of adequate self-esteem; teaching methods of purposeful behavior, internal self-control and containment of negative impulses; formation of a positive moral position, life prospects and planning for the future.

When adults encounter active and noisy children, they immediately rush to call them hyperactive, without even understanding what such babies really are.

This diagnosis sounds completely like “attention deficit hyperactivity disorder”. For the first time, such a condition as a disease was discussed about 150 years ago.

The terminology of this syndrome was changed several times, eventually settling on such a definition as "attention deficit hyperactivity disorder (ADHD)". Among boys, this disease is diagnosed approximately 3 times more often.

What is hyperactivity?

Such children have reduced attention, they are characterized by problems with memory, mental performance is also reduced, and fatigue is increased. 15 minutes is the maximum time for productive work, then control over mental activity is lost and about 7 minutes the brain is restored.

During this period, the child will not respond to the requests of adults, but will go about “his own” affairs.

Such problems with attention are also accompanied by motor disinhibition. Obeying all sorts of instructions is incredibly difficult, as well as adhering to the generally accepted framework of behavior. Obsessive twitches and tics may be present. Disruption of the emotional sphere in children with ADHD is characterized by impulsivity, low self-esteem and social inadequacy.

All this accompanies a person throughout life and often causes failures, both in a career and in personal relationships. From a very early age, they become a serious irritant for adults who, due to various circumstances, are nearby.

There are a number of reasons that can cause ADHD and in most cases these factors are beyond the control of the parents.

To know exactly what is happening with the baby, you can conduct a series of tests, they allow you to determine whether the child really has ADHD or his behavior is the result of upbringing or temperament. There is a list of questions on impaired attention and on impulsivity (hyperactivity) and by analyzing the answers you can get the result.

It is not worth making a diagnosis on your own; a psychologist, psychoneurologist or pediatrician should deal with this issue.

It is impossible to solve this problem on your own and identify the causes, too, but you can’t leave everything as it is. The kid cannot cope with internal problems and experiences on his own, and even more so in the case of a diagnosis of ADHD. If such a situation manifested itself in behavior, then it should be addressed comprehensively.

Interesting! Adaptation to kindergarten

The main direction is motor activity, but games with a bright emotional component, such as competitions, are not welcome.

A steady light-to-moderate-intensity workout like swimming, cycling, hiking, or running is the way to go. Stress reactivity decreases if there is constant physical activity, they contribute to an increase in adaptive abilities and motor control. In some cases, it is worth changing the environment of the baby, perhaps in kindergarten or at school, classmates or teachers treat him badly.

The psychologist helps to model situations of success, helps to choose those areas of activity in which the child feels confident. In the list of activities it is worth adding exercises that contribute to the development of memory. If speech disorders are detected, then it is also necessary to carry out a correction with a speech therapist.

Hyperactive child: what to do?

Since such children behave extremely impulsively and even defiantly, the nervous system does not withstand not only the teachers who work with them, but also the family members.

Mothers spend more time with their children, so they often experience depression and they also need a psychologist's consultation in order to learn how to respond to all the actions of the child without irritation. Any negative methods of raising such children are ineffective. They have a high threshold of sensitivity to negative upbringing measures.

Reprimands, punishments will not lead to the desired result. But the slightest praise will be a positive reaction.

When correction methods do not give a positive result, specialists may recommend drug treatment. They resort to it as a last resort.

It is extremely difficult to influence such behavior, however, it is worth constantly working in this direction. Who, if not parents, is interested in helping their child cope with the problems that have arisen?

Interesting! Down syndrome: if the child is not like everyone else

In this case, it is much easier to negotiate with the parents of children with ADHD than with teachers who have such students in the class. They do not want to spend money morally and physically on such schoolchildren, they often do not like them and therefore, apart from censure, they cannot direct anything in their direction.

Transferring children from class to class is also not an option, because there is no guarantee that another teacher will take a greater part in their upbringing. Finding a good teacher is a great success for a hyperactive student and his parents.

For leisure, you can use any ball games - it calms.

Since the manifestations of ADHD can be different, the issue of solving this problem should be complex and, moreover, individual. To properly respond to the situation, it is worth contacting a psychologist.

Such behavior is not classified as a mental disorder, but it brings a lot of trouble to parents, and even to the children themselves. Do not take this situation as hopeless. It can be corrected, and the sooner, the better effect can be achieved.

1. Causes of children's aggressiveness

2. Aggressive behavior of teachers

3. Diagnosis of aggressive behavior

4. Weakening aggressiveness

Causes of child aggression

The upbringing of children requires the most serious tone, the most simple and sincere. These three qualities should contain the ultimate truth of your life.

A.S. Makarenko

The restructuring of our society, due to the transition to market relations, has led not only to economic and political changes, but also to a change in the moral norms of behavior of people and especially young people. Teachers and parents note that asocial orientation is growing in children and adolescents. They became more anxious and aggressive. Aggressive inclinations in behavior are observed even in children of preschool and primary school age.

We will distinguish between the concepts of "aggression" and "aggression". The first (from lat. aggression- attack, threat) - the general name for all destructive, destructive actions aimed at causing harm. Aggressiveness is an intention, a state preceding an aggressive action. And the aggressive action itself is the behavior of the child, which is aimed at causing harm to other people. An aggressive state is accompanied by an emotional state of anger, hostility, hatred, etc. The action is expressed in a direct aggressive act of causing harm to another person: insults, bullying, fights, beatings, etc.

Despite the fact that intuitively the meaning of aggressive behavior is clear to everyone, there are still heated debates about terminological definitions. The fact is that aggressive acts and actions can be of varying severity - from mild, unintentional and accidental to severe and deliberate. When aggression is called the use of firearms for brutal reprisal, then the meaning is the same. But when the same word refers to the persistence, assertiveness, rigidity of a student or teacher, then the meaning is somewhat different. The child shouts out an insulting nickname, the child fights and bites his opponent hard, the child poured paint on the teacher's table. All this is aggression, albeit in different forms. Aggression is physical or verbal (verbal) behavior aimed at causing harm to others. This definition does not include accidental collisions of children in classrooms, unintentional blows on sports fields, causing pain during dental treatment or washing a wound with water. But it is definitely suitable for assault, direct insults, including "innocent" ones - pulling girls' pigtails, infringing on the dignity of "teasers" and "callers". Let's call school aggression any deliberate action of teachers or students that caused mental or physical injury to others.

Everyone suffers from aggression to one degree or another. Moderate aggressiveness is a quality rather positive than negative. What would happen if all people suddenly turned out to be "toothless", lethargic, passive and whiny, unable to defend their rights, unable to stand up for a just cause with their fists, if necessary? Dangerous excessive, uncontrollable and uncontrolled aggressiveness that goes beyond reasonable limits.

The path of development of aggressive inclinations and aggressive behavior is quite well studied - from small imperceptible dirty tricks to large and cruel actions. An unaddressed small transgression makes it easier to attempt major transgressions. Aggression, which develops at first as light verbal insults, later develops into severe physical insults.

There are several theories explaining outbursts of aggression. The first comes from the fact that aggressive behavior is given to man by nature. So he defends himself from his enemies and survives. The second considers aggression to be a natural reaction of the body to states of deprivation and frustration, i.e., the impossibility of achieving a goal, fulfilling desires. We already know that frustration increases when a person expects more but gets nothing. This state, more than others, creates the prerequisites for aggressive behavior. And the third theory claims that aggressive behavior is formed gradually and is the result of education.

Both in animals and in humans, scientists have discovered parts of the nervous system responsible for the manifestation of aggression. With the activation (irritation) of these structures, aggression increases, their deactivation leads to a decrease in hostility. This means that it is possible to increase or suppress aggressiveness by acting on the nervous system with certain substances, such as drugs. Heredity affects the sensitivity of the nervous system to pathogens of aggression. If a child was born with a weakened nervous system, then there is a certain risk that he will develop aggressive tendencies. This does not mean that he will immediately begin to destroy everything in his path, but he will be more prone to emotional disorders than other children. After all, it is emotions that “push” aggression to the surface.

A common factor in the significant growth of aggressive behavior in the modern world is the increase in tension, the deterioration of relations between people. Others treat us the same way we treat them. Hostility always breeds hostility, uncooperativeness on one side always repels the other. If one side sees the other as aggressive, resentful, and vengeful, then the other side will behave in that way in self-defense, which creates a vicious circle. You cannot repay evil with evil, otherwise there will be no end. Someone must show wisdom and prudence and respond to evil with good. Then the path to reconciliation opens.

But aggressiveness in the world is growing like a snowball. It is surprising that people, seeing and understanding that there is no other way out of the vicious circle but reconciliation, do nothing to change the terrible addiction. As a result, evil accumulates, intensifies, destroys people. Children are drawn into this terrible cycle from the cradle, they adopt the manner of aggressive behavior even before they learn to think. Everyday life constantly demonstrates models of aggressive behavior in the family, the surrounding reality, and the media. Is it any wonder that our children are aggressive: they only reproduce what they see around them.

In the development of childish aggressiveness, the same law is manifested as in the development of all other forms of deviant behavior: from external to internal, and then from internal to external. First, changes in external behavior lead to internal changes and fix them, and then internal attitudes begin to determine behavior. This connection can also be formed in the reverse order, if the child already has the gene for the grain of aggressiveness.

The leading theorist of social doctrine, the American psychologist A. Bandura, believes that children learn aggressive behavior by observing the actions of adults and noting the consequences of these actions. In one of his experiments, a woman in front of preschool children for almost 10 minutes. beat up an inflatable rubber doll. Children from the control group, who did not see this, never turned to such a game. And the children who observed the experimenter's behavior were many times more likely to pick up a stick and beat the doll. Observation of an act of aggressive behavior by an adult develops destructive desires in the child, weakens the inhibition of forceful behavior. This also explains the fact that in families with aggressive behavior of parents, children tend to solve their problems by force.

What influences children's aggressiveness? It is provoked by several factors: 1) innate propensity (hostility), 2) aversive cases (pain, heat, tightness), 3) excitement, 4) mass culture, 5) aggressive games and 6) group influence (see Fig. 19) .

The decoding of the human genome confirmed that all the properties of a born child are encoded in the gene code that stores and transmits all the information about him, including the tendency of his parents to aggressive behavior. Of course, this does not mean that the child automatically becomes aggressive, but he has the prerequisites for deviant behavior in his heredity. All other things being equal, his emotional sphere is more vulnerable than that of normal children, and he becomes more easily on the path of aggressive behavior. Negative predispositions are created, for example, by sluggish cells of the cerebral cortex in the children of alcoholics, disturbed genetic structures in drug addicts, and certain hereditary mental illnesses.

In addition to biological, social heredity has a significant impact on human development, thanks to which a young person actively masters the socio-psychological experience of his parents and everyone around him (language, habits, behavioral characteristics, moral qualities, etc.). Especially important is the question of the inheritance of moral inclinations. For a long time it was believed that a person is not born either evil, or kind, or generous, or stingy, or aggressive, and even more so not a villain or a criminal. Today, more and more teachers are inclined to think that both moral qualities and human behavior are biologically determined. People are born good or evil, honest or deceitful; nature gives man pugnacity, aggressiveness, cruelty, greed (M. Montessori, K. Lorenz, E. Fromm, A. Micherlik, etc.).

Among aversive pain comes first. Attack behavior in response to pain is typical of all animals: pinch a cat's tail and you will see it immediately. Children behave in approximately the same way, with the only difference being that they are afraid to attack someone who is definitely stronger; then they go away and cry. Heat is also a strong source of aggressive behavior. Disgusting smells, tobacco smoke, air pollution, its high temperature also provoke aggressive behavior. Domestic manifestations of cruelty and violence usually occur in such conditions. In adults, alcohol is more likely to cause aggression. The infliction of pain, the offensive actions of another person usually cause a response - a desire for revenge. Tightness, crowding also increase aggressive behavior. Therefore, outbreaks of anger, abuse and insults so often and easily occur in crowded transport, crowded places.

Excitation, what a person experiences under the influence of a real situation or his thoughts, memories, is a strong provocateur of aggressive behavior. How often the child cries, worries, wants to take revenge, remembering past grievances. It's good that he is able to quickly forget them.

Society often supports and encourages the aggressive behavior of children. Some parents require that the child must give back to any insult. By this they instill pugnacious, inadequate behavior. Just a little, the child grabs a stick, gives free rein to his hands, not even trying to use other ways to resolve the conflict. Children simply do not know about them. Adult assessments have an extremely negative effect: “Scumbag! Squishy! Slobber! You can't take care of yourself!" Some are simply sure that this is how courageous, independent, able to stand up for themselves people are brought up. And they don't think about the consequences of such behavior.

Provokes aggressive behavior and Mass culture. All studies confirm: there is no greater evil in the modern world than television and the press, which excite people's base instincts. It has been established that watching violence on TV by children: 1) leads to an increase in aggressiveness, 2) increases the threshold of insensitivity to violence, 3) forms views on violence as the only way to resolve emerging problems, 4) introduces violence into the norm of social life. This is scary. The best schools, humane pedagogy, loving teachers are powerless before this evil.

Statistics say that by the time they graduate from high school, a child watches about 8,000 murder scenes and about 100,000 other violent acts on TV. None of the past epochs was so densely saturated with violence as ours. Does TV encourage a child to commit aggressive acts? Definitely yes. If for adults, as those who plant violence on the screens claim, it only helps to “let off steam”, then for children it is a direct incitement to commit violent acts. See how, after watching the movie, the boys together take up toy weapons, sticks and stones, and the girls beat and torture their dolls. Bloody television production provides abundant food for aggression. According to one of the American researchers E. Yeron (1987), the higher the degree of violence of the programs, the more aggressive the behavior of children.

The English scientist W. Belson (1978) studied the behavior of 1565 London boys and proved that their aggressive behavior was provoked by watching scenes of violence. Similarly, L. Iron and R. Huismann (1985) found that the intensity of watching violent films in 875 eight-year-old children was positively correlated with their aggressive behavior.

The aggressive behavior of our children is greatly influenced by their gun play. Receiving a toy gun or a knife, the child also receives an instruction for their use: neutralize the enemy, inflict pain on him, solve your problems with the help of force. Shooting from toy bows, crossbows, pistols and machine guns is real; cases of severe injuries are known. In one experiment, after playing with guns, children were more likely to destroy a building made of blocks made by another child. Many children come to school ready to destroy.

It is known that aggressive arousal and behavior increase in groups. Groups are potent pathogens. What a child would never do alone, in a group he can and is likely to do. Group pressure is not only among the strongest, but also the most significant.

The elementary school teacher has to recognize and correct many types and ways of manifestation of children's aggressiveness. He must correctly determine the source of aggressive impulses and actions, find adequate ways to correct them. The type of aggressive behavior often indicates the reasons that caused it. By linking them together, the teacher gains important information.

Causes and types of aggressiveness:

A natural reaction to the humiliation of the dignity of the child, constant ridicule, bullying. This is forced, situational aggressiveness, and not yet a stable character trait. The behavior of the child is provoked by circumstances. The causes that gave rise to it will be eliminated, and aggressiveness itself will disappear;

A consequence of the restriction of freedom, independence, excessive guardianship, the suppression of the child's initiative by adults. There is an aggressive reaction of the child. This reaction is justified only to the extent that is consistent with the norm. This is not yet a character trait, but an attempt to defend oneself, one's rights, one's opinion, to test the "strength" of others. Corrected easily and quickly, if the reasons are correctly understood and an individual approach to the child is found;

A pronounced focus on others (extraversion) as a character trait. Such a child cannot live until he throws out his emotions, feelings, experiences on others. Sometimes they do not want to listen to him, they do not accept him, and then his reactions take the form of harassment, even violence. The case is difficult, medical advice is required;

The manifestation of the Oedipus complex (the focus of aggression on an adult of the same sex as the child). Outbreaks are infrequent, but strong enough, poorly controlled. Psychiatric consultation required;

The manifestation of rivalry between children (in the family, class, school, in the yard) in order to achieve superiority. A very common form of aggression. It is corrected by the teacher if the reasons are correctly established;

The manifestation of an inferiority complex, the desire to prove to others their advantage. It often manifests itself in children who are intellectually limited, emotionally deaf, undeveloped, indifferent to everything. These kids terrorize the class and are on the verge of being expelled from school. While the question of their future fate is being decided, the teacher has to act prudently, but quickly and decisively;

the result of deprivation and frustration, i.e., the oppressive experience of failures in meeting needs and achieving a goal. In this way, the child tries to free himself from his depressing experiences, to take revenge on others for his failures. The sight of happy, successful children irritates him. Physically weak children-frustrants usually do small dirty tricks on the sly. This type of childish aggressiveness will be corrected by the teacher as early as possible in order to prevent the transformation of aggressiveness into a stable character trait.

Thus, we are forced to state that the manifestations of the aggressive behavior of children are growing, the aggressive actions themselves are becoming more and more cruel. The society continues to promote violent ways of solving problems. Under these conditions, the school is forced to significantly intensify the work on correcting the aggressive behavior of children.

The formation of the correct behavior of the child is one of those tasks that must be performed from the first days of replenishing the family. But even if time is lost, there are several effective correction techniques for children with deviant behavior that goes against social norms. To change the child's behavior as quickly and as painlessly as possible, be patient and strictly follow the advice of psychologists.

You can often hear feedback from parents that this or that method does not work. If this happens to people often, then it can lead to frustration and refusal to follow any method on the grounds that all of them do not work.

The fact is that there is no such advice, technique or effective method of shaping the behavior of a child that would suit everyone and always. Dozens of factors influence whether any technique works in each specific case: the condition of the parents, the natural characteristics of the child, the circumstances of life and the situation in the family, and finally, the accuracy and appropriateness of applying any technique. And often some method of correcting the behavior of children, designed to locally resolve a certain type of conflict, is tried to be used to overcome a huge intricacies of problems. And it doesn't work.

So how to correct the behavior of the child, if it differs from generally accepted norms?

Parents' mistakes in correcting children's behavioral disorders

Theoretical work on the formation of behavior in preschool children consists in studying not so much methods as their fundamental foundations, patterns. If you understand psychological patterns, it saves you from having to know hundreds of techniques, as you can creatively use the principles and create techniques based on them that are right for your baby. It is important not just to memorize recipes, but to understand the principles.

The main mistakes that parents make when correcting deviant behavior of children:

• reliance on punishment as a means of influencing the child;
• lack of a clear idea of ​​what behavior they would like to achieve from the child.

Our usual course of action, if we see unwanted behavior, is to stop that behavior with punishment. Most often, there is an option - to punish the child, to ensure the negative consequences of his actions. The forms of punishment can be completely different, the essence of the method does not change from this. These are soft methods (a strict look, remark, scolding) or hard methods (shouting, physical impact, restriction of freedom). Some parents sincerely believe that they do not punish the child. However, this cannot be reality. They may avoid harsh or intentional punishment, but punishment is any negative consequence of a child's action. Of course, the psychological impact on the child depends on the form and degree of punishment. It is absolutely not the same thing - to hit a child or to reprimand him. However, the essence of the method of punishment and its impact on behavior remain the same. An angry look or a harsh tone for a child is also a punishment.

The use of punishment or correction is the least effective method of correcting a child's behavioral problems.

The second important component that influences the actions of parents in relation to the behavior of children is the presence or absence of the so-called image of the result of educational influence. That is, parents may have little understanding of what they ultimately want to see in the behavior of the child, but they know exactly what they do not want to see. And this is obviously not enough.

The main question of parents is how to correct the child's behavior, to rid him of greed, shyness, tantrums. The reverse side, which, as a rule, remains in the background: we want to see something in the behavior of the child, which we do not see now, go see little.

How to change a child's behavior: the main goals of adjustment

When pedagogically correcting children's deviant behavior, you must clearly understand the main goals, and for this you need to ask yourself a few questions.

• What do I want to see in return for the child's unwanted behavior?

The trap that lurks here for adults is the use of the NOT particle in the formulation of the desired result. For example: "Do not shout at the table." In this case, it is not clear what to do after all, not to shout - what is this? You can not scream, but, for example, speak in a whining voice. Will adults be satisfied with such a result?

For example:"Don't throw food." Suppose a child stops throwing it, but starts smearing it, etc. To avoid such misunderstandings, it is necessary to formulate exactly what to do, and not what not to do. When planning to correct the behavior of children, you must understand exactly who you want to raise.

• Is the child behaving in the desired way at least sometimes?

That is, in the example with food, do we sometimes observe what we want to see more often? For example, when visiting his grandmother, the baby always eats well, but in the evenings with his father and mother he behaves disgustingly at the table.

By answering this question, you achieve two goals. We get information about what exactly (what people, circumstances, methods of influence) affect the child, prompting him to behave in one way or another. After all, if the baby behaves differently, then it would be logical to think about what is the role of others, how do they influence his behavior? One could ask the question: how does the environment at the table affect the behavior of the child? Depending on the answer, one could start by changing the behavior of the adults around the child.

The second goal, which is achieved as a result of answering our question, is that you understand whether the child has some experience that can be consolidated and expanded. In this case, the experience of neat behavior at the table.

• Can a child of this age demonstrate the behavior we need?

This is also a very important question, the answer to which to a large extent determines the actions of parents in the formation of behavioral skills in children.

For example, deciding whether a child can understand the rules of the game with fragile objects at the age of 2.5 years, we will understand whether to give him a mobile phone and insist on proper handling of it. Or is it worth explaining to a one-year-old girl about neatness, and whether she is able to keep the space and her clothes clean. The problem often lies in the high expectations of parents. But if they think about whether their child can do what they want him to do, they will realize that a three-year-old child is most likely not able to sit quietly for twenty minutes in a car or in a doctor's waiting room. This is not a behavior that we often see in children. If your answer to the second question is: “I want the child to sit quietly for 40 minutes in the waiting room of the children's clinic,” then know that the child is simply not capable of this. Or it is still possible, but at an exorbitant price for both the parents and the child.

A common trap that parents fall into is the expectation that, without making a noticeable change in your own behavior, you can bring about a change in your child's behavior. The expectation that it is enough for you to follow your own line of behavior and hope that the child will finally change his mind and behave the way you need.

If our action is ineffective, that is, does not lead to a result, we think that we need to strengthen this action. That is, if the child does not obey when they say something to him, then you need to speak more and more often, and possibly louder. The behavior of the baby does not really change, but now the parents mainly communicate their requirements to him through the cry.

Parents often say:“Ay, I get it, if you shout, he goes and does it.” But how effective is the formation of a culture of behavior in preschoolers through screaming?

You can often observe how a child does not react in any way to words, does not obey when they say to him calmly. And he immediately reacts when he is shouted at.

So scream works? So you can use it as a means to get your way? Partly yes, but only partly. What did you teach the child? Will he listen to you next time? No, not until you yell at him. Will the baby learn not to break your rules by consciously observing them? Also unlikely, because the only incentive to comply with the rules is a cry. If you don't, the child will break the rules. So you can judge if your method works? The kid will do something only if there is a threat of punishment. Perhaps this is not what parents would like to see in their children.

How to correct a child's behavior: general strategies

There are general strategies for correcting a child's behavior, following which you will achieve the most impressive results.

Set realistic goals and take small steps. You can't expect your child to learn overnight to do something they haven't done before, no matter how great a method you use. Set realistic goals so that your child always has a chance to succeed. For example, if you want to teach a child to behave well at the table, begin to encourage all actions in the desired direction. Praise him already for the fact that within five minutes of the start of dinner he sits still and eats neatly. Praise should not be delayed until the child has demonstrated correct behavior throughout the meal.

If you want to teach your child how to dress themselves, don't save your approval until you see a fully dressed child with properly buttoned buttons. If your encouragement is so late, then you may not wait for a similar phenomenon for many years. Approve your baby's actions when you see that he pulled one sock (even if it took 15 minutes) - because he is acting in the right direction! If you want your child to stand still while you are dressing him for a walk, then it is worth encouraging movements in the right direction, such as cooperation at any time of the day in connection with dressing. (“How nice and comfortable it is for me to dress you when you help me like this!”) This should always be said when you discover the correct and desirable behavior for you, for example, if the child calmly allows you to put on pajamas.

Raise the bar in such a way that at each new level it is easy for the child to succeed in the new skill, and he does not have to work too hard to achieve your approval. If achieving approval involves too much effort, then the child's interest will soon fade. For example, if an overly complex text is imposed on a toddler who has just learned to read, he will soon lose interest in learning, no matter how desirable the reinforcements are. Ultimately, the child will begin to resist any attempts to seat him at the book. But if the text is given to the baby only through small efforts, then he will move forward, reading more and more.

Constant but gradual progress will bring results faster than trying to speed up this progress by imposing disproportionate demands on the child. In this way, not only will you not achieve results, but you also risk destroying the desired behavior altogether.

Features of the formation of correct behavior in young children in the family

When correcting the behavior of preschoolers, work on only one aspect of the behavior at a time. It is difficult, and often impossible, for a child to meet complexly structured requirements. For example, if you are teaching a baby to dress, then you should concentrate on the fact itself - the presence of clothes on the child. No need to simultaneously try to teach him to dress quickly. This can be done later, when the dressing skill itself is strong enough. If you make your demands consistently, it is easier for the child to understand what you want from him.

Another example is table manners. Initially, the child's attention is focused on eating with cutlery at all, and you encourage this behavior. And much later, you can focus your attention on the fact that the child eats more carefully or a little faster, without distractions. But do not try to teach your baby to eat with a spoon quickly and accurately at the same time.

One of the features of the formation of behavior in young children is a temporary rollback. Under new circumstances, under an unusual load, the behavior that the child previously demonstrated may temporarily disappear. For example, when moving to another place, the baby, as it were, “rolls back” in his skills and abilities. Do not scold yourself or the child for this. Most likely, the behavior will recover without additional effort on your part, you just need to give it time to happen.

It is important to understand that it is not necessary to control the situation with reinforcements or other methods. Children don't always have to behave the way their parents want them to. When shaping the behavior of a child in a family, one should not establish rigid numerous rules for the baby and try to ensure compliance with all these rules, even if by the most effective methods. Where you can give freedom to a child, give it. A high degree of control, as a rule, turns into disastrous consequences for the baby and greatly strains the parents.

Now you know how to use positive reinforcement to get your child to behave in the way you want. And now it is worth considering all the methods of correcting the behavior of preschool children, including those discussed above.

Methods of pedagogical correction and prevention of deviant behavior of preschool children

There are seven methods for the prevention and correction of deviant behavior in children.

In this case, we are talking about relatively simple cases. We do not analyze multi-level problem situations in which the complexities of all family members are involved. We will talk about those cases when we are dealing with undesirable behavior of children.

The laws of the formation of a culture of behavior in children are not created in order to solve all life tasks with their help. If the child is too moody, anxious, too withdrawn, uncontrollable, you cannot rely on the theory of behavior formation alone. Many things in behavior have deep roots, sometimes even a genetic basis. Some elements of behavior are difficult, if not impossible, to modify. Often the problems of children are closely intertwined with the emotional and interpersonal problems of adults. In complex cases, consultation with a specialist is required; they cannot be solved by instrumental methods. However, many everyday and organizational problems are successfully solved with the help of behavior formation methods.

Using the seven pedagogical methods of shaping and correcting behavior in preschoolers described below does not cover the entire spectrum of interaction with the baby, but if you use reasonable and effective methods to achieve the desired behavior, you reduce the likelihood of deep and complex problems in communication with the child.

A way to correct undesirable behavior of children: a technique of restrictions

One of the ways to correct the behavior of children is the method of restrictions, that is, the creation by parents of the physical impossibility of performing one or another action.

By using this method, you are doing something that makes the unwanted action impossible in principle.

Examples of applying the method of restrictions in the pedagogical correction of children's behavior:

• closing the outlet;
• to close the premises in which dangerous objects are located;
• remove fragile items, electronic devices;
• keep a fighting child away from other children;
• refuse to visit a place where the child behaves inappropriately;
• placing a child in a tall supermarket stroller to make it impossible to run away and grab items in the store;
• isolate pets from an aggressive child;
• temporarily distance fighting children from each other.

This method of correcting behavior in children older than two or three years is not optimal, but for very young children it is often the most appropriate method, which saves parents and children from numerous skirmishes over the rules. The children are too young and the period is too short to come up with any other methods to eliminate unwanted behavior.

This method of correcting undesirable behavior of a child has two significant flaws:

• Not all actions of toddlers can be made impossible. For example, if you don't like a child playing with a sugar bowl, you can simply remove the sugar bowl from the child's field of action, making play impossible. However, if the child is screaming loudly, there is nothing you can do to make the unwanted behavior impossible;
• this method does not teach the children anything, and when the opportunity arises to resume the action, it is likely to be resumed.

A child who is isolated in a room as a result of a fight is unable to learn to deal with his anger or resentment that arises when interacting with other children. This means that such a method can only happen as an addition to other methods of behavior formation. Its use alone is clearly not enough for a full-fledged upbringing. However, up to three years, the main methods continue to be considered the physical impossibility of performing an action and distraction.

Correction of aggressive behavior of preschool children: a method of punishment

Punishment is often used to correct the aggressive behavior of preschool children. Most often, this method is ineffective, however, taking into account that punishment in some of its manifestations is inevitable and is often a form of reaction to the negative behavior of the child (not always conscious), it is worth analyzing its least destructive forms.

These types include punishments with natural consequences and the expression of negative feelings of parents.

In response to your child's unwanted behavior, you can bluntly express your feelings without putting your child down. So-called "I-statements" (expressing one's feelings) may well be used as a consequence of children's misbehavior. For example, you can say, “I get really angry when they don’t let me sleep in the morning!” or “It’s very unpleasant when they make noise at the table!” You need to speak in the first person, avoiding accusations.

The effectiveness of such a method is not great, and basically it works as a lightning rod for parental tension.

In the literature on emotional contact with children (techniques of active listening, "I-statements"; these methods are best described by W. Gippenreiter in her book "Communicate with a Child: How?"), it is emphasized that communicating one's feelings is not a method impact on the child's behavior. Although in some cases it can lead to its change.

The method mainly serves to ensure that the child has an idea of ​​​​what is going on with the adults around him in response to his behavior. The better your contact with the baby, the more likely it is that your condition can direct his actions in the direction you need. For example, if you are upset by his behavior, then how good your contact is depends on whether the child will take your condition into account in the process of further actions.

Demonstration of negative experiences of parents is a punishment for the child. If the mother cries in response to some actions of the baby, then for him this is also a punishment quite strong.

Using this method of correcting aggressive behavior, you cannot blackmail the child with your experiences; often children are very sensitive. It is quite easy to instill in a sensitive child the responsibility for the mood of the parents, the feeling of chronic guilt for not being able to make others happy. In adulthood, chronic guilt is one of the important and painful aspects of the neurotic state.

If you often repeat the phrases: “You upset your mother!”, “I’m very worried!”, “It’s hard for me when you cry!”, “I worry when you didn’t eat anything at dinner”, “I’m very sad without you”, then they can inspire the baby with a sense of responsibility for the condition of loved ones, disproportionate to his power and capabilities. Do not use such expressions too often and pay attention to the reaction of the baby. Don't make your child responsible for their emotional well-being. This is soft in form, but no less powerful manipulation of the child.

• Punishment may come as a natural consequence of the child's actions. Do not resist such consequences. Let the baby face the results of his activities.
• Do not make comments if the child plays carelessly with the toy. But if the toy is broken, you can refuse to immediately buy a new one. The absence of a toy is a natural result of careless play.
• A natural consequence may be considered to be a reduction in the time for reading a book as a result of too long preparation for sleep. If the child does not want to go to the bathroom in any way, you can remind him that reading books lasts only until 9 o'clock and it depends on him how long it will last.
• A good example of natural consequences is the return of things taken without asking a child. Children do not yet fully understand moral standards and quite often can take other people's items. A good option is to go and return the thing with the child.
• Temporary withdrawal from playmates, isolation in case of aggressive behavior are punishment for the child. However, these are natural consequences, since a fighting child is simply dangerous to others.
• Another option for the onset of natural consequences can be considered a proposal to the child to remove the results of his careless activities. For example, if a child painted a wall in the wrong place, you can tell him: “Here's a rag for you, try to put the wall in order” - and give out cleaning supplies. In this way, you show how you can be of benefit where there is some damage to property.
• Another option for the natural negative consequences of a child's behavior is the physical restraint of a baby who, for example, fights.

All the methods described above for correcting the aggressive behavior of children can be considered natural consequences of the child's actions, at the same time they are a punishment for him. But such punishment has the least destructive effect on the contact between an adult and a child and gives him maximum information about his actions.

Punishment is applicable in cases where the behavior is extremely unpleasant, hurts or humiliates others (for example, a child spits at people or fights, beats animals). This also includes actions that threaten the safety of the baby (the child sticks his fingers into the socket). Any such activity must be stopped without delay. Limit the freedom of a fighting child, territorially separate him from the injured animal, take him away from the company of children in which he played, etc. If you react in this way, it is likely that such behavior will not happen again. You must respond immediately and quite unambiguously.

If aggressive behavior is fixed (for example, a child fights with everyone, bites, pinches, pushes, breaks toys, etc.) and has been existing for several months, then it will not be easy to get rid of it

Since the actions described above are punishments, they have the same limitations and consequences as any punishments. However, some behaviors of children should still be stopped because they pose a danger to others or to themselves. If the punishment is rare, its effectiveness increases. If you constantly punish the child, for example, by scolding or yelling at him, then such influences become just noise that the baby stops noticing.

Correction of deviant behavior of preschool children: the method of ignoring

The method of ignoring is often used to correct children's deviant behavior.

If some behavior exists, then it is supported by the environment. The child is given what he wants, attention is paid in response to bad behavior, or something else happens that reinforces his behavior. Depriving attention of undesirable behavior, you will nullify: That is, if its behavior does not bring either good or bad results, it fades over time.

Often, at a psychological consultation, one hears from parents that they try to use ignoring to correct the deviant behavior of preschoolers, as they read that it helps, but this method does not work. On closer examination, it turns out that parents consider ignoring what is actually attention to the actions of the child.

For example, parents say to a baby who is naughty or whining:"No one will talk to you!" It is important to understand that any actions or words addressed to the child are called attention to his behavior and only the complete absence of external actions (including mimic actions, for example, furrowed eyebrows) can be considered ignoring.

It is important to know two things. Ignoring does not work at all if the motivation of the behavior is high in itself and the child gets great pleasure from the action.

For example, a child will not be affected if you ignore jumping on your bed. After all, the child really likes the process itself, so it does not matter whether you pay attention to it or not. It is unlikely that it will help if you ignore eating sweets, putting inappropriate things in your mouth, striving to get to unnecessary objects, children fighting ... All these actions have a high self-motivation, that is, the child likes the moment of bouncing off the bed too much, the taste of sweets, forbidden things, he needs to examine incomprehensible objects with his mouth, so your inattention, ignoring will not lead to extinction of behavior.

Ignoring behavior that is calculated on the reaction of others. For example: a child makes unpleasant sounds (gritting his teeth, squeals), swings at people, makes unpleasant faces, whines, whimpers, throws objects, defiantly takes offense, spits, tries to dress inappropriately "(for example, put on warm boots in the heat), etc. d.

Another feature of ignoring is that it must be applied locally to some behavior of the child, but not to the personality itself. And this must be done consistently. You can't ignore some behavior, like whimpering, for a few minutes, and then break down and start saying something to the baby. In this case, the child does not deal with ignoring his behavior, but only with a delayed reaction. That is, the child knows for sure that the reaction will come, but it is not known at what minute. And the fact that the reinforcement of the behavior comes at different intervals makes the behavior (like whimpering) very long and persistent.

It is good to ignore such behavior that challenges parents. For example, a kid with a cunning look reaches for forbidden objects, puts what is forbidden to him in his mouth, defiantly runs away in an unnecessary direction. What to do in such cases? The kid is clearly having fun: sly eyes, a smile, a flirtatious look - everything suggests that he is doing this especially for his mother. In such cases, the parent needs to ignore this particular call. Without emotion, stop the unwanted action, but do not react in any way to the fact that the baby does it on purpose, challenging you. You do not accept this challenge, do not enter into a showdown with him, but you defend your rule: remove the pen from a dangerous place, stop the baby, etc. You don't seem to notice the call.

If the child's behavior was previously reinforced by attention, then, having lost this attention, it will fade away.

You also need to understand that in order for the child to receive accurate information, ignoring must end as soon as the unwanted behavior disappears.

If the baby threw the toy, and two seconds later came up to you and asks for something, then you should ignore the unwanted action (thrown the toy) and encourage the good (politely asks you for something). You can not ignore the child for a long time for some of his unwanted act.

Ignoring a person will not lead to an improvement in relations with him, nor to an improvement in his behavior. You should never reject a baby as a result of any act. For a child, rejection equals the loss of the parent's love; this causes him a strong fear, depression, a feeling of rejection. These emotions are very strong and destructive for children of any age. They influence not only the momentary mood of the child, but also the formation of his attitude towards the world and himself. Therefore, any verbal (“I don’t need such a son!”, “I will not love such a rude girl!”) or non-verbal (refusal to communicate, “not noticing” the child) manifestations should be excluded from communication with the child.

For a child, the relationship with the parent is equal to the relationship with the world in general, therefore, depriving him of your support, you inflict a deep trauma on the child's personality, the consequences of which he will experience in his adult life.

Method for creating incompatible behavior when correcting children's behavior

The method of creating incompatible child behavior in psychological correction involves the use of positive reinforcement, so it is very effective. It consists in encouraging the child to show such behavior that is simply physically incompatible with the undesirable. For example, teach your child to stroke and gently tickle the dog - this is incompatible with aggressive actions against her. Using rewards, teach your child to do desirable things without doing unwanted things at the same time: eat carefully, respond to requests, fold things, sometimes be quiet, etc. There are many examples of such behavior. For most of the actions that you do not like in the behavior of the baby, it is quite possible to come up with alternative actions and encourage the child to do them.

• The child is greedy - try to encourage everything that can be attributed to generosity.
• The child spits food - pay attention and encourage any careful handling of food.
• The child does not get off your hands - encourage him every time he sits or walks beside you.

Do this with all the reward methods, and soon good behavior will crowd out bad behavior.

You need to wait until the child demonstrates the desired behavior and reinforce it with praise or other means. Or you can encourage your baby to do something you need, and then praise this action. For example, instead of scolding a child who grabs goods in a store (i.e., using an ineffective method of punishment), instruct him to fetch fruit and put it in a basket. Most toddlers will be happy to run an errand if their desire to be helpful is supported. Just don't try it in a perfume shop. In such a store, the restriction method is suitable for you - leave the child at home.

Technologies for Correcting Deviations in the Behavior of Preschool Children: Playing Lessons

An effective method of correcting deviations in the behavior of children is the organization of time and place for undesirable behavioral acts.

Some types of unwanted behavior in young children are quite persistent and have, so to speak, a cognitive basis. This behavior cannot be permanently removed. However, for adults, it can spoil the mood. You can set a specific time and place for this behavior.

Thus, you legalize this behavior of the baby, as you understand his craving for such actions. But, on the other hand, you control this behavior by limiting its location and duration.

When behavior is brought under control in this way, it practically ceases to manifest itself outside the situation specially created for it. In behavior learning theory, this is called setting a signal for the behavior. The child establishes an associative connection of behavior with a particular situation. In other situations, the behavior stops showing up. For such a correction of the behavior of preschoolers, game technologies are used.

• For example, some children like to spit, and this behavior is far from always aimed at the reaction of others (although with active attention from adults, it quickly becomes demonstrative). Needless to say, such actions do not delight parents? However, it is difficult to limit such behavior. In such situations, you can create a game in the bath while bathing, when the child can spit water at a designated target. If the baby starts spitting at other times, remind him that he can play "camel" in the bathroom.
• A four-year-old girl, imitating her little brother, began to distort words, which irritated her parents very much. She was offered a game where she had to voice a little baby, speaking in a similar way. At other times, the parents encouraged the girl to speak when she spoke normally. After using such a game correction of behavior, the child stopped distorting words.
• You can teach a child to scream or squeal loudly only in certain game situations.
• You can allow to tear old magazines instead of books.
• Instead of throwing toys, you can invite the baby to throw balls at targets.
• Methods devoted to aggressive behavior (when aggression is redirected to objects) can also be considered as belonging to method No. 5.
• Instead of pulling out cultivated or indoor plants, you can teach your baby to pull out of the ground something that is not particularly pitiful, for example, plantain.

Game correction of the behavior of preschoolers very often works when nothing else helps.

Karen Pryor gives an original example of using this method in her book. If the children are noisy, invite them to make a very loud noise on a signal (for example, clap). Then one more time. Usually, two or three such sessions for correcting the behavior of children are enough so that loud noise no longer occurs without a special signal.

Formation of rules and culture of behavior among preschoolers by the method of encouragement

For the formation of rules of behavior for preschoolers, a method of encouragement is very effective. This method is similar in many ways to the method of creating incompatible behavior. In both cases, behavior that is incompatible with undesirable behavior is encouraged. However, if you use a reward technique, you may not have a clear idea in advance of what the new behavior might look like. You simply observe the child and find and then reinforce any behavior that is not problematic.

For example, a child is naughty during a long trip. In principle, you don’t care what will appear in return, unless something worse appears. You can encourage examining the cabin of an aircraft, drawing, eating an apple, that is, any acceptable behavior.

Another example: you want to get rid of the obsessive behavior of the child while doing household chores. Encourage any child's actions related to his independent activity, no matter how it looks: whether the baby is standing next to you and trying to help, whether he plays with his toys or eats on his own - all this should be noted as one of the ways to encourage.

This method works well with children who are used to being entertained by adults. Often a rather annoying problem grows out of this. How to deal with it? Pay attention to the child when he plays on his own, comment on his actions if he is occupied by himself. Often, those children who see their mother as their favorite and always available toy, with such attention, are distracted from their affairs and approach their mother, demanding her attention. There is no need to be afraid of this, at first this is a normal phenomenon. With consistent application, such a method will still have a result - the child will learn to occupy himself. Encourage independent play and activities of the baby.

How to correct a child's behavior by changing motivation

Changing a child's motivation, switching is perhaps the most effective and gentle method of changing a child's behavior. It is also associated with their unstable attention, so it is easy to apply.

If the baby behaves undesirably, just change the focus of his attention.

• For example, if the child does not want to go home - do not insist, just invite him to play the game "Catch the Light" and shine a flashlight on the path, moving towards the house.

In order to use this method, to change the motivation, you need to accurately assess the existing motivation of the baby. It's not always easy: parents often get caught up in outrage or anger in response to their child's behavior. At the same time, they begin to think: “How can he behave like that, he must obey if I speak!” In another case, parents immediately jump to the conclusion about the character of the child, assessing him as stubborn, uncontrollable or whining. This approach makes it almost impossible to respond constructively. Adults are either overwhelmed by the desire to immediately put things in order, or they experience powerlessness in relation to the behavior of the child.

To change the motivation of the child, you must first determine the current motivation, that is, ask yourself why the baby is doing this? In our example, the kid wants to play further on the street, so his resistance is upholding his own desire to play. Offer him exactly what he wants (another game) and he will most likely go zawami willingly.

Most of the child's ideas about the world are still too limited to try to get from him some kind of logical understanding of your reasoning and arguments. You should not try to convey the logic of your decisions to a two-year-old baby. That is, you should not tell him: “But mom won’t have time to wash the dishes if we don’t go home now!” - the kid is deeply indifferent. Rather, make him enjoy following your decisions by offering him motivation appropriate to the occasion.

Here are some more examples of using this method.

• If the kid is traditionally rowdy in the supermarket, try giving him his favorite treat for the time of choosing goods (preferably enough for most of the time in the store).
• If the child is too restless in the doctor's line, take more toys or read to the baby, instead of demanding that he stop running around, because this is not the way to behave here.

This method is based on a change of dominant - try to make the baby want something else, not what drives his actions now.

Each of the methods will be appropriate in some situation. The key to success in this matter is a pause between the actions of the child and your reaction.

Exceptions to this rule, perhaps, are situations where a child causes real harm to himself or others.

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