Methodical development on correctional pedagogy on the topic: Children's aggressiveness. Psychological correction of aggressiveness in preschoolers. Correction of children's aggressiveness

Many families are faced with the problem of child aggression, and parents often believe that the child's aggressive behavior is unreasonable, there are supposedly no prerequisites for this. They are sure that if mom and dad and grandparents are calm, polite people, then the baby should be the same. Unfortunately, this is not the case: often outbursts of aggression in children appear, it would seem, completely out of the blue.

Most of the tasks of interacting with a child can be solved by taking the right steps in a certain sequence. If you follow the advice of psychologists step by step, it will work. Often, parents theoretically imagine how to behave correctly with a child, but in reality these recommendations are not followed or not all are followed. In such cases, the situation is not corrected, and there is no benefit from theoretical knowledge “as it should be”. Therefore, it should be emphasized that if you want to see results, you need to learn how to act without waiting for some suitable occasion, a special mood. Knowledge in this case means the practice of communication with the child. For example, many parents know that it is desirable to develop uniform requirements for the child on the part of adults and not quarrel in front of him regarding the methods of education. But most parents turn a blind eye to the fact that they have not done anything, and come to a psychologist in anticipation of some wonderful method, a magical trick that will turn the situation around at once. And at the same time, it will be possible to somehow slip through and not notice the fact that the fundamental thing has not been done, an agreement with the spouse regarding the requirements for the child has not been reached. At the same time, parents are not enthusiastic about the recommendation to reach agreement with each other, because it is difficult, unpleasant, requires considerable effort, and perhaps the conversation will end in a quarrel.

This article describes why a child shows aggression, what are the features of children's aggressiveness, and how you can independently use methods for correcting the aggressive behavior of preschool children.

Aggressive behavior of children: characteristics and features of attacks of aggression

Attacks of aggression are called such actions of the child that are unpleasant and painful for others: blows, bites, pushing, and so on. There are two scenarios in which this can happen:

1. Aggression in preschool children often manifests itself during play. For example, a child can hit a person with his hand without being angry, but just playing, because kids often knock on different objects with their hands. He does the same with people. The peculiarity of the aggressive behavior of children is that, causing pain to another person, he can smile, laugh, it is clear that he is pleased. Often it is in this situation that adults make the mistake of starting to laugh in response or somehow flirt with the child. And until the time when the situation becomes completely unpleasant for the parents, the child does not receive a signal that something is wrong, that his actions are inappropriate. It is important to understand that unpleasant actions must be stopped from the very beginning, regardless of the motive for which they occur. How to respond to children's aggression in this case? It doesn't matter if the child hits you out of anger or just plays, these actions must be stopped.
2. Aggressiveness in childhood can also occur if the child is angry. Usually he fights in this case, this is the result of the anger of the baby. And the little one is angry because something is unpleasant for him. The main characteristic of such aggressive behavior of the child is the obligatory sharp attack: the child, having no other way to react, beats someone who is nearby. Usually (but not necessarily), he strikes the one who caused his displeasure.

Psychology of aggression in childhood and its causes

Aggressive behavior in any person, including preschool children, is inherent in nature. This natural way defending their interests. And in this case, of course, we are not talking about the fact that the child suddenly became some kind of wild or evil, his natural mechanism for defending his interests is simply being implemented.

In the very psychology of child aggression as a kind of force, of course, there is also a positive potential. A certain amount of aggression is necessary for a person to be able to protect himself and his loved ones if necessary. In adult life activities such as sports, business, politics, have a fair aggressive charge, but at the same time are approved by society as useful, constructive. If natural aggression in childhood is dealt with rudely, brutally suppressing it, then there are two fundamental scenarios for the development of events. In the first case, aggression is redirected to the person himself. An angry child beats not the one who is nearby, but himself, as if punishing himself. The reason for aggressive behavior in preschool children, as a rule, is severe suppression, a ban on aggressive feelings and actions. The aggressive impulse does not disappear, but turns over and is directed at the carrier of aggression itself. At an older age, one can observe such types of auto-aggression (that is, aggression directed by a person at himself), such as various kinds of addictions (alcohol, drugs), frequent accidents, being in traumatic personal relationships and, in the extreme case, suicide.

Thus, the violence that people direct outward becomes less and less, but the amount of harm caused by people to themselves increases critically.

Another variant of the development of events in the severe overcoming of children's aggressiveness, the suppression of the child's aggressive feelings is the formation of a passive character, low self-esteem, and a tendency to develop feelings of guilt.

Why a child shows aggression and video of outbreaks of children's anger

Psychologists identify two main reasons for the aggressive behavior of children, in which outbursts of childish anger are clearly manifested.

The first reason child aggressiveness is that the child does not own social norms in the field of manifestation of feelings. Of course, adults tell him that it is impossible to do this, but what is it that is impossible for a child? And does he understand the moral underpinnings of the situation? Of course not. He cannot understand the feelings that a person experiences when he is beaten. Simply because he is generally not yet able to understand that other people have some kind of feelings.

The child does not understand that a prohibition, for example, to put one's hands in one's mouth and a prohibition to hit a person in the face are different prohibitions. For him, all “don’ts” carry equal weight. And if you can break some prohibitions, then you can break others. In this case, the situation becomes especially acute when parents abuse prohibitions. If the word “no” sounds too often, then manifestations of childish aggression cannot be avoided. It is clear that in such a situation, prohibitions will be constantly violated, including the prohibition to “beat people”.

The second reason the frequent manifestation of aggression in children under 3 years old is that a child of this age often has a feeling of anger, and there are very few means for expressing this feeling. All activity of children is concentrated around the hands and mouth, so often, expressing anger, they fight and bite.

Whether this form of behavior is fixed or disappears always depends on the reaction of the environment. If you react harshly, rudely suppressing manifestations of aggression in children (shouting, spanking a child, locking him up, etc.), then parents in a number of cases can achieve results, and the child stops fighting. However, this usually has long-term side effects. Such qualities of character as cruelty, aggressiveness, cowardice, isolation, low self-esteem, viciousness are formed.

Parents will not see the consequences of their actions immediately, and sometimes they will not be able to find the cause of such manifestations in the child.

In addition, as a rule, those parents who beat the baby in response to his aggressive actions just cannot cope with the child's aggression. It has been proven that one of the main causes of children's aggression is the model of adult behavior. Children whose parents show aggression, as a rule, are increased aggressive themselves. After all, it is known that children learn better from what they see, and not from what they are told. Mom, forbidding to fight, beats the child herself, so that he supposedly "understands" that it is impossible to do this, and gets into unpleasant situation: contradicts itself. In this case, perhaps the child will stop beating her personally (since she simply gives him back), but most likely he will beat those who are weaker than him (younger or weaker children, animals). So, the educational power of such a maneuver - to spank a child for displaying aggression - is zero. Parents themselves do exactly what they want to wean the child from.

To avoid the causes of child aggression and the emergence of negative scenarios for the development of the situation, you need to remember that in order to prevent outbursts of anger in a baby, parents must ensure two things:

• to set clear boundaries for the child's possible behavior, to prevent the formation of cruelty and destructive behavior;
• legalize negative feelings and teach the child to deal with these feelings.

Between the ages of 1 and 3 years, anger manifestations such as screaming, biting, hitting, etc. are normal in children. With varying intensity, this behavior occurs in the vast majority of children. Here we are talking about the norm, not in the sense that this behavior does not need to be corrected or that it should be approved, but in the sense that it is typical and easily explained.

Almost all children have angry outbursts at some point. And it is important to know how to properly respond to the aggression of the child. The main method of correcting aggressive behavior is restraining the child. You should not expect him to understand in words that you can’t fight. Aggressive actions must simply be stopped and restrained. Hold a pen that is ready to strike. This is not difficult to do, especially if you are internally prepared for the fact that this happens to children. The actions of children are inaccurate, slow, so it is usually clear in advance when the baby intends to hit someone.

See how the outbursts of anger and childish aggression manifest themselves in this video:

Features of the behavior of parents in the manifestations of child aggressiveness

Sometimes parents object that they do not notice the moments when the child is about to fight, they cannot prevent blows.

Listed below are several features of the behavior of parents in the manifestations of child aggressiveness.

You stand with your back to the child.

Exit: just ignore it like you didn't feel anything. At the same time, you should not stand with your back to a child who is angry.

You don't understand that the child is angry.

Exit: watch carefully the expression on the child's face, it has to do with your sensitivity. An angry child also begins to play more aggressively: knocking toys, pushing objects, and so on, in general, shows signs of being angry. Bumps usually don't happen out of the blue.

Did you see that the child is unhappy , but hoped that he would not fight. The child has almost no means of realizing his anger except through aggression. Thus, if the child is dissatisfied - be on the lookout. This behavior should not be judged on a good-bad scale, forget about it. You just need to avoid getting hit.

Exit: understanding the state of the child, be prepared for his aggressive actions, that is, do not ignore his emotions, aggressive actions must be prevented, if necessary, limiting the child's mobility.

Child fights too often , and you just get tired of controlling the situation all the time, relax, “wave your hand” - and get hit.

Exit: if the child is angry and fights too often, you need to think that your requirements for him are excessive, not for his age. That is, too many situations in which the child feels bad. Then you need to think about how to reorganize the child's lifestyle.

There are special hidden reasons for the child's anger, which require correction of aggressive behavior.

How to respond to the anger of a child and how to deal with manifestations of child aggression

The balance of power between an adult and a child is so obviously unequal that an adult simply should not allow a child to beat him. Physically restrain your child from unwanted behavior.

You do not need to accompany your actions with detailed comments, assessments of the child. Your task is simply to make manifestations of aggression impossible. Briefly say: “It’s not customary for us to fight!” And enough.

If a child hit someone in your presence and you couldn't hold him, pay attention to the hit person, while ignoring the child's behavior. The child should not receive increased attention as a result of aggressive behavior.

If a child is playing with a group of children and you know that he is prone to be aggressive, you need to take the actions described below.

• During periods of frequent outbursts of aggression, try to stay close to the child while he plays.
• Warn the parents of other children, say that now your child has come to such a period that he periodically fights. Do it so that the baby does not hear you.
• To fight the child’s aggression, monitor his mood as closely as possible: if the baby begins to play more aggressively (throw toys, knock toys against each other), take him away, play outdoor games or any other games separately with him.
• If a child hit someone once, apologize to this child, take pity on him, ignoring the actions of the offender.
• And how to cope with children's aggression, if it becomes too much, and the baby does not stop fighting? In this case, calmly tell him that this is not how they behave, and you are forced to move away from the company. Take and hold the child away from other children for about three minutes.

In general, keep your baby from aggressive actions, but do not give increased attention in response to them. Aggressive behavior should not become the center of attention of others.

For correct correction For children's aggressiveness, it is important how you respond to the very first manifestations of anger: you should not be indignant or react theatrically. It is your first reactions that will determine whether aggressive behavior will be fixed in a child.

The following describes cases in which manifestations of child aggression are fixed, and a lot of effort has to be made to correct behavior.

• Parents are inactive, attributing the aggressive behavior of the child to his age. In fact, adults in this case condone the aggression of the child.
• Parents are touched by the behavior of the child, it seems to them that this is a charming game or they see this as a manifestation of the child's strength.
• Parents react aggressively, viciously. They start screaming, hitting the child, and so on. All these actions cause in the child a feeling of fear, depression, and eventually anger grows in him, as a result of which the child again behaves aggressively. Thus, the circle is closed.
• Parents find out the relationship with the child. In response to the unwanted actions of the child, parents begin to argue about parenting methods. In this case, aggressive behavior becomes an excuse for adults to express their accumulated dissatisfaction to each other.
• Parents react theatrically: defiantly leave, pretend to cry, or imitate experiences of pain.
• Parents really want the child to “understand” with his head that his behavior is unacceptable. At the same time, a lot of time is usually devoted to reading morality, which the child is not able to understand.
• The child's behavior is subconsciously beneficial to one of the child's close adults. It gives him the opportunity to express the accumulated claims to others. Another option is that due to the inappropriate behavior of the child, the adult is eliminated from the process of communicating with him and thus receives additional free time.

Adult task- do not let the child beat and bite people. Do not stop hitting objects, stamping your feet, waving, etc. It is better to just ignore it, that is, do nothing at all, not even change facial expressions.

If you restrain the little evil one without emotions, he will soon simply stop beating you. Any adult, knowing what to do in case of outbreaks of aggression in a child, is able to control the behavior of the baby.

Tips for parents on how to deal with child abuse

Speaking about the causes and ways to overcome children's aggressiveness, it is important to remember that the feeling of anger, rage must have some way out, and by prohibiting aggressive behavior directed at people, you must give the child some way to splash out his feelings.

Anger can be expressed in words and thus make it clear to others what is happening to you. It is difficult for a child, he needs to be taught this. This mainly happens when you voice the child's feelings. He gradually learns to understand what your words correspond to his feelings. Of course, this process will take a very long time, but you can start pronouncing the feelings of the baby from a very early age. You see that the child is angry, demands something. Before dealing with the demand itself, acknowledge his feelings, tell him: “I think you are very angry when you have to wear so many clothes on yourself.” Gradually, the child will learn this way of reporting his condition. Naming feelings, experiences is in itself a way to reduce its intensity.

Psychologists often give such a recommendation to parents to overcome child aggression - show the child how to show discontent. When you yourself are angry, name your feeling, say: “I am now very angry at what is happening.” In this way, you will show the child an example of handling anger and let him understand that all people are angry. In this case, you can behave non-destructively. On the contrary, if the main model of adult behavior in anger is screaming or other forms of aggression, then it is impossible to cope with such manifestations in a child. If your toddler often behaves aggressively, check if he is copying one of the close adults. Do not forget that shouting, swearing are also manifestations of aggression (in this case, verbal).

How can you deal with child aggression if you feel that the situation is heating up? Teach your child to relieve tension through games: “Catch me”, “Run to me”, “Step over”, “Jump over” and others. Such games relieve aggressive tension and give positive emotions to the child.

After relieving tension (after outdoor play), offer the child a calm game. You can lie down and pretend to be asleep, imitate swimming movements, blow on a rustling piece of paper to make it rustle, etc. - provide the child with a state of rest. Relaxation should only take a couple of minutes.

What to do if a child shows aggression: correction of aggressiveness in childhood

Another piece of advice from psychologists for dealing with a child's outbursts of aggression is to use objects that can be handled roughly. Sew or buy soft toy or a cylindrical pillow. Come up with a simple name that is easy for a young child to pronounce, such as ju-ju, bo-bo, etc. When the baby has a desire to bite, push, hit someone, say that you can’t beat people (you need to say it strictly, but without anger). But there is a toy that will always be happy to fight. Teach your child how to fight, bite with this toy. Make sure that the child's aggression is immediately directed at the toy, and not at people.

When a child is angry, you can invite him to tear or crumple paper, kick a ball, draw his anger. It is important to remember that the child is very small and in order for these methods to take root, you need to offer them gently, set an example of how it is done, and show it repeatedly.

In the arsenal of a child of any gender, there should be so-called aggressive toys: swords, pistols, loud sounding musical instruments, Sports Equipment. Playing with such toys contributes to the fact that aggressive tension finds its way out.

Be sure to provide the child with games with such natural materials like sand, stones, water. It also helps relieve stress.

When choosing books for a child, one should not avoid the so-called scary tales(often these are folk tales where violence or murder occurs). Some parents, for fear of scaring the child or making him cruel, do not read such stories. This is a mistake, children need a certain amount of scary stories for successful psychological development. Among other things, it helps to process the aggression that inevitably arises at an early age and later. Naturally, fairy tales should correspond to the age of the child.

It is especially important for aggressive children to give the opportunity to move a lot, to create conditions for physical activity.

Here's what to do if your child is showing aggression:

• Stand facing the child and take him by the wrists. You need to hold the wrists firmly so that he cannot escape, but without causing pain to the child. Position yourself so that the child cannot reach you with their feet.
• Looking into the eyes of the child, seriously say: “You can’t fight!”

You need to say only these words, without adding anything, without subtracting. Try not to have emotion in your voice.

Try not to convey anger, indignation to the child and not suppress him.

• Turn your head to the side, look away from the child, and silently count to 20 at a normal pace.
• Turn back to the child and repeat: “You can’t fight!”
• Release the child's wrists.

If the child immediately hit you, you need to repeat exactly the entire procedure. This is done as many times as necessary. You cannot make any changes to this technique, otherwise it will not work.

If the parents do everything exactly, the technique works.

The main reasons why the technique may not work or be harmful:

• Parents use technology not every time, but most of the time. serious cases or where it is more convenient. For example, they are embarrassed to do something in front of other people.
• Parents, at their own discretion, change the actions prescribed by the technique, or the sequence of these actions.
• Adults argue in front of a child about the appropriateness of such a method.

For effective correction of aggression in children, always pay attention to the baby in those moments when he plays well. Tell your child that you like it when he behaves so politely and gently. The kid needs to understand what behavior you prefer and encourage. Otherwise, there is a situation where bad behavior adults give out a lot of reaction, but no good reaction. In this case, firstly, it is difficult or even impossible for the child to understand what is expected of him, and secondly, in those cases when the child behaves correctly, he does not receive any attention. And the behavior that is supported by attention is fixed, that is, in some cases it is just undesirable.

What to do if your child is being bullied

And what should you do if your child has become the object of child aggression from other kids? own child? In this case, the general rule applies: if your child is being offended in front of you (beating, pushing, pulling out toys), stand up for him, but do not start verbosely raising someone else's baby. The task of an adult is to ensure the safety of his child: to remove the offender, to delay the blow, to hold the toy that is rudely pulled out. Briefly comment on your actions, say: “This is our toy, ask if you want to play!”, “You can’t fight!”, “You can’t beat people!”, “I won’t let you hurt my son!” Do not shame or scold someone else's child. In this case, by protecting your child and not giving him offense, you show an example of how to protect yourself.

If you are away from the child and someone is hurting him, but the situation is not particularly threatening (your child is not crying, the abuser is not too aggressive), do not interfere, let your child act on his own. The kid needs the experience of facing someone else's aggression in order to learn how to deal with it. You should not strive at all costs to be next to the child in moments of unpleasant collisions, do not let him go a single step, fearing hostile actions on the part of other people's children. By calmly letting go of your baby, you convey a message to him about your confidence that he will cope on his own, will be able to protect himself. Monitor the situation from afar and intervene only if you see a real danger.

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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 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 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 positive traits adolescent 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. In that social educator"Methodology of contract interaction with teenagers" can help.

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

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 right angles. 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 thinks a few alternatives response. 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.

Correction block for aggressive teenagers is a psychological training of an integrative type 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 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 of interacting 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, social pedagogical competence The teacher solved the following tasks: recognition of one's own negative emotions that arise when interacting with 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 the life of a teenager in a socio-cultural environment. children's camp stimulating the manifestation of formed and mastery of new socially significant motives; availability and choice for a teenager individually attractive views and forms of activity of varying degrees of complexity, allowing 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 joint activities.

The hypothesis that the purposeful use of special exercise will help reduce the aggressiveness of a teenager, optimize their psycho-emotional state and the formation of adequate self-esteem through the development of pro-social ways of behavior 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 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: the use of 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, correction is aimed at forming readiness for absence. social support, expanding the range of ways to psychologically protect your "I".

T.P. Smirnova identified 6 key areas corrective work with aggressive children 5 - 14 years of age:

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.

Vasilyeva Olga Fedorovna
"Psychological correction of aggressiveness in preschoolers"

Aggressive children are the category of children that is most condemned and rejected by adults. Lack of understanding and ignorance of the reasons for their behavior leads to the fact that aggressive children cause open dislike and rejection in adults in general.

Interaction with an adult who is ready to understand and accept him gives aggressive an invaluable experience for the child (perhaps the first in his life, that adults are different, and the world is not so bad; which can positively affect the child’s basic trust in people and the world as a whole.

When working with aggressive As a child, it is important for a teacher to treat his internal problems with respect. Children need positive attention from an adult to their inner world, which has accumulated too many destructive emotions and which they are not able to cope with on their own. Aggression is a reaction to the dissatisfaction of basic psychological needs for love, respect, acceptance and need for another person. Without positive attention and acceptance of the child's personality by an adult, all work will be doomed to failure, as the child will most likely lose confidence in psychologist or the teacher and will resist further work. It is also important to take an invaluable position: do not make evaluative remarks like "It's not good to say that", "You can't behave like this", "how can you do that" etc., since such remarks do not contribute to establishing contact with the child.

In order to conduct a successful psycho-correction we can single out the following principles on which the interaction of the teacher with the child in the course of a joint work:

contact with the child;

respect for the personality of the child;

positive attention to the inner world of the child;

invaluable perception of the personality of the child, acceptance of him as a whole;

cooperation with the child - providing constructive assistance in responding to problem situations and developing self-regulation and control skills.

How to identify aggressive child ? Psychologist it is necessary not only to choose the right methods, but also to conduct a study in accordance with the rules, which will avoid errors in the diagnosis procedure and in drawing up a conclusion about the level subject's aggressiveness.

Therefore, the following basic rules:

to obtain a reliable result and draw up a better conclusion about the personal development of the child, use at least three diagnostic methods;

strictly follow the instructions given in the method. Clearly and clearly state the instructions to the subject;

strictly adhere to the age limit of using the technique in working with the subject;

choose only the stimulus material that is contained in the methodology itself.

An experienced teacher in the very first days of meeting children will understand which of the children has an increased aggressiveness. But before drawing conclusions, it is necessary to observe the child, alarming, V different days weeks, during training and in free activities, in communication with other children. To understand the child, you can ask parents, educators to fill out the form of the questionnaire G. P. Lavrentiev and T. M. Titarenko (1992) for parents and educators. The answers of adults will clarify the situation, help to trace the family history. And observation of the behavior of the child will confirm or disprove the assumption psychologist.

P. Baker and M. Alvord advise to take a closer look at whether the following signs are characteristic of the child's behavior.

Let's name the diagnostic criteria for determining aggressiveness in older preschool children:

1. Often (compared to the behavior of other children surrounding the child) lose control of themselves.

2. Often argue, swear with children and adults.

3. Deliberately annoying adults, refusing to comply with requests.

4. Often blame others for their own "wrong" behavior and mistakes.

5. Envious and suspicious.

6. Often get angry and fight.

A child who has consistently manifested 4 criteria for 6 or more months at the same time can be said to be a child with aggressiveness as a personality trait. And such children can be called aggressive.

To determine the severity aggressiveness in older preschool children age is possible apply:

1. Method of observation.

2. Projective technique .

3. Luscher color test.

The method of observation is the most ancient method of collecting information about the behavior of children. It helps to obtain complete, rich information for preliminary psychological analysis of the behavior of children.

Projective technique "Drawing of a non-existent animal"- one of the most common projective diagnostic methods aggressiveness of children. Helps to identify and clarify personality traits, attitudes and child's psychological problems. It also makes it possible to visually see and analyze the inappropriate behavior of the child.

Luscher's color test, an interesting technique that acts like a powerful chord at the same time on different sides human psyche. It is simple and concise, capable of revealing manifestations of a person's individual personality traits, his emotional basis and subtle nuances in a changing state that are not subject to consciousness.

IN preschool some form of age aggression characteristic of most children. During this period, it is not too late to avoid transformation aggressive into a stable character trait. If you miss a favorable moment, in the further development of the child there will be problems that will prevent the full development of his personality, the disclosure of individual potential. Therefore children preschool age need aggressiveness correction.

Based on practical experience with aggressive children and analyzing the characterological features of these children, as well as their families, Smirnova T.P. identified 6 key areas within which it is necessary to build corrective work. Each block is directed to correction of a certain psychological traits or characteristics of a given child and contains a set of relevant psychological tricks and technician allowing correct this feature.. A separate block is work with parents and teachers, aimed at removing provoking factors.

Main directions corrective activities of the teacher - psychologist with aggressive children:

1) Teaching techniques and ways to manage your own anger.

2) Teaching the child to express his anger in an acceptable way, safe for himself and others, as well as responding to a negative situation in general.

3) Formation of awareness of one's own emotions and feelings of other people, development of empathy.

4) Development of positive self-esteem.

5) Reducing the level of personal anxiety.

6) Teaching a child constructive behavioral reactions in a problem situation, removing destructive elements in behavior.

7) Educational, preventive work with parents and teachers, aimed at removing or preventing provoking factors aggressive behavior in children.

Work with aggressive children within these areas can be built both individually and in a group. It is better to work in a group of 5-6 people. The number of classes should be at least 1-2 times a week. Duration of classes with older children preschool age no more than 30 minutes.

Psychological education of parents is carried out in the form of lectures, conversations, theoretical and practical seminars, round tables, joint parent-child activities, talk shows "I have an opinion" etc. It includes two interrelated directions. The first direction is devoted to acquainting parents with the exceptional role played by intra-family relationships in the emergence and consolidation of a child's anxiety. The significance of conflicts in the family (between parents, parents and other children, parents and grandparents) and the general atmosphere of the family is demonstrated. Particular attention is paid to the development of a child's sense of confidence that parents believe in his strength, capabilities, and can protect him. The significance of the features of making demands on the child, when and why close adults are satisfied and dissatisfied with him, and how, in what form they show this, is shown. The second direction concerns the influence on children of different ages of the fears and anxieties of close adults, their general emotional well-being, their self-esteem. The main task of such work is to form in parents the idea that they have a decisive role in prevention. aggression and how to overcome it; teaching them specific ways to cope with heightened aggression in children.

In order to correction of aggressive behavior of older children preschool age should use:

Classes psycho-gymnastics;

Etudes and games to develop the skill of regulating behavior in a team;

Etudes and games of relaxation orientation;

Games and exercises to develop children's awareness of negative character traits;

Games and exercises for the development of a positive behavior model.

And also use outdoor games in the work that contribute to the neutralization aggression, relieving accumulated tension, learning effective ways of communication, etc. The development of control over one's own impulsive actions is facilitated by classes finger gymnastics. They can be used by both parents and teachers.

Methods correction of aggressiveness of children of senior preschool age

Direction

corrective work

Methods and techniques corrections

1. Teaching your child how to deal with anger in an acceptable way

1) Plastic expression of anger, reaction of anger through movement;

2) art therapy (drawing anger, modeling;

3) multiple repetition of the destructive action in a safe way;

4) transferring anger to safe objects (beat pillow, tear paper)

2. Teaching a child to manage his anger, self-regulation techniques, self-control

1) Relaxation techniques - muscle relaxation, deep breathing, visualization of the situation;

2) a role-playing game, including a provocative situation for developing control skills;

3) awareness of anger through sensory channels (what does your anger look like)

3 Reducing the level of personal anxiety

Relaxation techniques: deep breathing, visual images, free movement to music; work with fears; role-playing games.

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

1) Drawing, modeling of emotions;

2) plastic representation of emotions;

3) work with cards (photos reflecting various emotions;

4) acting out skits (etudes reflecting various emotional states);

5) technique - "I'm sad when."

6) games "My good parrot", "Emotional Dictionary"

5. Expansion of behavioral reactions in a problem situation and removal of destructive elements in behavior

1) Work with pictures that reflect problem situations (thinking of different ways out of the situation);

2) acting out scenes of a fictitious conflict;

3) games for cooperation and rivalry;

4) sports team games

6. Development of positive self-esteem

1) Development of a system of rewards and rewards for success ( "Success Album", medals)

2) the inclusion of the child in the work of various sections, studios, circles;

3) exercise "I like you.", "Piggy bank of good deeds".

7. Working with parents and teachers

1) Informing about features aggressive child;

2) rejection of punishment as the main method of education, the transition to methods of persuasion and encouragement;

3) individual counseling;

4) assistance to the family in terms of developing uniform requirements and rules for education;

5) teaching utterances "i-messages" instead of "You-messages";

6) learning how to regulate your own mental balance

For correction of aggressive behavior of children in the methodological arsenal of the teacher, in addition to the game, there is a system of non-specific methods. Non-specific methods can be divided into two groups:

1) methods of changing the activities of children;

2) methods of changing attitudes towards the child.

The first group includes: music therapy, drawing, bibliotherapy, puppet therapy.

Music therapy (musical writing, improvisation, listening to music, rhythmic movements) effective remedy child's personality development, correcting his behavior. The selection of musical works is carried out on the basis of tempo and mode. Shades of anger, excitement, anxiety are conveyed by fast minor music; a calm, elegiac mood is created by a slow major melody; and joy, fun, triumph - fast major music. It is advisable to use a recording of the sounds of nature.

Bibliotherapy (literature) has its own opportunities for the formation of voluntary behavior, prevention and corrections already entrenched deficiencies. literary works (fairy tales, epics, stories, fables, etc.) are perceived by the child not as fiction, but as a special reality. In the process of reading, listening to a work, children learn to understand not only the feelings, behavior, actions of the characters, but also their own, get ideas about other possible ways of behavior; have the opportunity to show personal emotions and compare them with the emotions of other children. That is, the child's ability to analyze and control his emotional reactions and behavior is enhanced. Using the example of working with a fairy tale, children can be offered to individually or collectively invent a continuation of a well-known fairy tale; drawing based on a fairy tale; acting out a fairy tale, its episodes with the help of puppets (doll therapy). In fairy puppet therapy children "enliven" dolls. As the child improves interaction with the doll, his behavior also changes. In a fairy tale, as a rule, there are many models of behavior in various situations that the child has the opportunity to "to live", emotionally process, "assign" and transfer to real life.

Drawing. Working with aggressive preschool children age shows high efficiency use of elements of art therapy.

Children like to play with water and clay. Various methods must be used drawing: fingers, palms, feet. Participation of the child in visual activities within the framework of corrective The work is aimed not so much at teaching him how to draw, but at helping him overcome shortcomings in behavior, learn how to manage it. Therefore, the peculiarities of the child's behavior in the process of drawing: choice of theme, plot of the picture; accepting a task, saving or transforming it during drawing; sequence of execution of individual parts of the drawing, own assessment; spontaneous speech statements of the child, the nature of emotional reactions, features of interaction with the co-author of the picture. In the drawings of children with aggressive behavior, at first, as a rule, predominates "bloodthirsty" subject. Gradually content aggressive plots are translated into "peace path". A sheet painted over with green paint may evoke other associations in the child (creative, peaceful, which will allow him to change his initial intentions. For example, drawing together is effective when aggressive children create a common drawing. A single plot develops, consisting of separate stories: Each child has their own. The experience of joint creativity, the fullness of emotional communication, friendly participation and understanding can cause a number of changes in the inner life of the child, his behavior. In addition to drawing, it is advisable to use games and exercises with paints, paper, plasticine, chalk, clay.

To the second group - methods of changing attitudes towards the child - relate: personal example of an adult and a peer, ignoring the behavior of a child, "permission" on behavior, changing the status of the child in the team.

Personal example of an adult and a peer. Remembering that the word is only a dwarf, and the example is a giant, adults must implement arbitrary, socially approved behavior both in communication with children and with each other.

Ignoring the child's behavior. Often the best way to stop unwanted behavior is to stop reacting to it. In response to the demonstrative behavior of the child, the adult must respond to question: “What happens if I completely ignore the child’s behavior?” If it is clear that nothing will happen except that the child will lose attention, you can safely ignore the behavior.

Permission to behave. This approach is the opposite of the previous one. The effect is that unconstructive behavior, having become accessible to children, loses its former attractiveness, value, and the child refuses it.

Changing the status of the child in the team. The child has a really responsible task. It can be one-time - to help the teacher prepare manuals for the lesson, or permanent - to conduct physical exercises.

Thus, working with aggressive children should be complex, systemic, combine elements of techniques and exercises from different directions corrective work.

Children's aggression in preschool age is almost always temporary, situational, easily amenable to corrections and at proper organization life in kindergarten and in the family is not fixed as a personality trait, but is smoothed out and disappears. However, this happens only with the patient and coordinated work of the teacher, psychologist and parents.

Correctional- developmental activities preschoolers older age program "Good Road"

I block of the program is designed for older children preschool age, consists of 12 lessons, which are held once a week in the form of mini-trainings lasting 25 minutes.

Work can be built both individually (more often at the stage of responding to anger and the entire problematic situation as a whole, and in a group.

The optimal number of children in a group is 6-8 people.

The main principles on which interaction is built psychologist with child:

1. Value-oriented principle: emotion acts as a value of the individual, which determines the well-being of the child and his mental health.

2. The principle of activity and freedom of self-expression of the child - placing the child in a position of self-control and self-regulation.

3. The principle of sympathy and participation: the child should feel completely safe. An adult provides support without imposing, organizes it from peers.

4. Systematic organization child's psyche: the development of the emotional sphere and overcoming its negative aspects is possible by influencing others mental processes(feeling, thinking, imagining)

5. Reliance on age-related opportunities and sensitive periods of childhood - taking into account their interests, determined by their age.

6. Phased corrective– developing work: when carrying out work, it is necessary to follow a certain sequence of steps.

7. The principle of free participation: if the exercises are interesting and entertaining, the children will take part in them.

8. The principle of reflection: to update the knowledge gained, it is important to track, analyze the difficulties that have arisen, and note the successes.

The following structure can be suggested.

Class structure:

1. Ritual of greeting.

2. Warm up

3. Main part (This stage uses conversations, games and exercises aimed at correction and the formation of constructive forms of behavior).

4. Reflection

5. Ritual of farewell

With a thematic plan corrective– developmental activities with older children preschool program age "Good Road" You can get to know yourself in Appendix 2 to this presentation.

Psychoprophylactic, educational,

corrective work with parents

The second block of the program is designed for parents of older children preschool age.

parents:

1. The principle of humanistic orientation psychological help.

3. The principle of optimizing the educational methods used by parents in their relationship with the child.

4. The principle of unity of the educational impact of the family, educational institutions and specialists psychological- pedagogical service.

With forms psychoprophylactic, educational, corrective work with parents can be found in Appendix 3 to this presentation.

Preventive, educational, correctional work with teachers

The third block of the program is designed for teachers working with older children. preschool age.

Basic principles of organizing work with teachers:

1. The principle of individualization.

2. The principle of visibility.

3. The principle of systematicity and consistency.

4. The principle of health orientation.

5. The principle of optimizing educational techniques used by teachers in their relationship with the child.

At this stage, the following forms can be proposed work:

Workshop for teachers ;

Workshop for parents and teachers « Aggressive child Who is he and how can I help him?;

Organization of meetings in psychological living room « Aggression. Ways corrections» , "Weather in DOW", "Rights of the Child";

- consultations: "Causes of Childhood aggression» , "Working with Anger", "Working with Feelings", , , "A cheat sheet for adults or rules for working with aggressive children"," Game complexes for the prevention and reduction aggressiveness», "Game to decrease in children aggression and fear» ,

Process psychological and pedagogical correction of aggressive behavior of older preschoolers will be successful, if the teacher creates such conditions in which the systematic and systematic use of gaming technologies, non-specific methods does not violate the natural logic of the life of children in kindergarten. To do this, in the mode of the day, you need to correctly determine the place correctional and developmental work.

Thematic plan psychoprophylactic, educational, corrective work with teachers

Conduct form

Workshop for teachers

"Communication of the educator with the parents of pupils"

Improving the level of professional skills of preschool teachers in matters of interaction with the families of pupils

Workshop for parents and teachers

« Aggressive child Who is he and how can I help him?

Combining the efforts of the family and teachers of preschool educational institutions in the field of prevention and corrections emotional and behavioral disorders in children, the implementation of a constructive approach to the problems of the child

Meeting in psychological living room(lesson with training elements)

"Aggression. Ways corrections"

preschoolers.

"Weather in DOW"

Formation of pedagogical skills; development of professional self-awareness;

Development of a positive self-attitude;

Developing the ability to relax and shoot psycho-emotional stress.

Overcoming internal barriers, fear, anxiety;

Developing skills to provide and receive feedback;

business game

"Rights of the Child"

Prevention abuse with kids

Consultations

1. "Causes of Childhood aggression»

2. "Working with Anger"

3. "Working with Feelings"

4. "Constructive Communication Skills"

5. "Responding to conflict behavior"

6. "A cheat sheet for adults or rules for working with aggressive children»

7. "Game complexes for the prevention and reduction

aggressiveness»

8. "Game to decrease in children aggression and fear»

9. "Styles of pedagogical communication with a child"

Improving professional competence in the emotional and volitional development of seniors preschoolers.

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.). The question of the inheritance of moral inclinations is especially important. 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.

teacher elementary school it is necessary 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.