Problems of child psychology. Raising an oral child. Psychological causes of aggression in children

Most often they are directly related to family relationships. If a child behaves somehow wrong, if his behavior worries or alarms you, remember that in this way he, often unconsciously, wants to convey to you his internal contradictions, anxiety, fears. At the same time, it must be understood that all families, without exception, face difficulties in upbringing.

Today we will talk about the psychological problems of preschool age and children at school, and also learn how to help your child cope with them:

Psychological problems in preschool children

Many parents are pleased that their growing baby is calm, quiet and obedient, there are no problems with him. However, it is precisely this behavior of his that should, just cause concern. According to psychologists, noisy and naughty preschool children are the norm.

In addition, the vast majority of children experience various psychological difficulties in social adaptation, especially when they are “teared off” from their familiar family environment and sent to kindergarten.

Consider the most common:

Attacks of anger, desire to insist on one's own

More often this behavior is typical for children of a younger age group. Any little thing can piss them off. Refusal to buy a toy or some kind of ban can provoke a real tantrum with tears and fits of rage. They want to get what they want at all costs, to impose their will, to force an adult to fulfill their desire.

If a child behaves this way, do not follow his lead, but do not punish him either. The best option would be to leave him alone for a while, ignore such behavior, do not pay attention.

Greed

The unwillingness to share your toys with other children, to defend personal “property” with all your might, is normal behavior for preschool children. Also, kids do not want to share the attention of their parents with someone else.

- Fear

Often children of younger preschool age are afraid to be alone, they are afraid of animals, strangers, they are afraid of any independence. This problem is also very common.

Most often, such children are brought up in powerful families, when parents do not listen to their desires, do not take them into account, do not consult with them, but make decisions only with autonomy. Try to fix it. Well, if the baby is afraid to be alone or afraid of animals, take him to the zoo more often, read children's books about animals aloud, or get a pet.

- Reluctance to communicate with other children

When your child does not want to play with peers, has no friends, is out of the company, talk to him. Try to delicately find out the reason for this behavior. Perhaps he is too shy or has low self-esteem.

- deceit

This problem is complex and varied. Very often, children lie because of an overdeveloped natural imagination and therefore they themselves have difficulty distinguishing fantasy from reality. In addition, the reason may be low self-esteem, when the baby lies to peers for the sake of self-affirmation, and to parents in order to seem better, or to make them worry about him.

Psychological problems in children at school

When a child grows up, begins to attend school, some difficulties are replaced by others. Sometimes, those problems that parents did not pay attention to in time only become stronger with age, deepen and may turn into adult complexes in the future. Therefore, any difficulties, difficulties of your child should be treated very carefully and try to help overcome them. See the psychological problems of children at school in time and talk about the most common problems of schoolchildren:

- Fear of school, truancy

Most often occurs in younger students during the period of adaptation to new conditions, environment. Often children cannot quickly get used to a new team, make friends.

Reluctance to go to school may also indicate a fear of a subject, teachers or peers. Perhaps the child does not cope with homework, so he is afraid of getting a bad grade, especially if his parents punish him for them.

To avoid this problem, start preparing your child for school in advance, even from kindergarten. If difficulties still appear, talk to him, find out what the child is afraid of and why he does not want to go to school. If you know the reason, you will be able to deal with it sooner. Don't be overly strict or demanding. Also talk to your class teacher.

Peer bullying

Unfortunately, this is a very urgent social problem of schoolchildren. When a child is constantly bullied, humiliated, he may become depressed, he becomes withdrawn, vulnerable. Or, on the contrary, there are flashes of rage, aggression. At the same time, parents very often do not even know what is happening, attributing all the oddities to the peculiarities of adolescence.

If such a problem occurs, it may be associated with low self-esteem of a teenager, with his lack of friends. Help him become more self-confident, talk to him on an equal footing, involve him in solving family problems. Go to school more often, warn teachers about the problem - it must be solved together. If necessary, contact a child psychologist. If all else fails, change schools. Yes, yes, changing schools is a very good way. This is not an escape from problems, this is their solution in the fastest way. The child gets a "second chance to be himself." Do this, if necessary, again and again.

Bad attitude of teachers

Adults are not perfect and teachers are no exception. Often they single out one or more "favorites", or choose an outcast student on whom they constantly recoup, as they dislike him.

In no case do not put up with a situation where adults solve their own psychological problems at the expense of your child. This can lead to very severe psychological trauma for the rest of your life. If necessary, transfer him to another school.

How to prevent serious problems?

Talk frankly with your child about everything that worries him or you, offer your help and protection. Remember that the earlier a problem is discovered, the easier it is to solve it, preventing it from growing into a serious complex or developing into a bad character trait.

Watch carefully how he builds his communication with peers. His behavior can tell a lot about character traits and about the presence of problems. For example, if a child wants to please with all his might, to earn the favor of his peers, this may indicate a lack of love, warmth that you give him.

At the same time, do not forget that each child is individual, has its own psychological characteristics, character traits, and emotional reactions. All this must be taken into account in the process of education. Respect his personality, love him as he is, with all the advantages and disadvantages.

Of course, parents cannot always cope with the serious difficulties that arise in the process of upbringing on their own. In this case, contact a child or adolescent psychologist - a specialist will definitely help you.

Psychological problems of preschool children

Cases of complications in the mental development of a child of senior preschool age lead to the emergence of many psychological problems and negatively affect his social and psychological adaptation.
Various deviations in the psychological health of children have been the subject of research by many domestic and foreign psychologists, and therefore, today, there is a generally accepted classification of psychological problems that arise in children (Wenger A. L. 2001).

Allocate:

1. Problems associated with mental development (failure, poor memory, impaired attention, difficulty in understanding educational material, etc.);

2. Behavioral problems (uncontrollability, rudeness, deceit, aggressiveness, etc.);

3. Emotional and personal problems (low mood, irritability, frequent mood swings, fears, irritability, anxiety, etc.);

4. Problems of communication (isolation, inadequate claims to leadership, increased touchiness, etc.);

5. Neurological problems (tics, obsessive movements, increased fatigue, sleep disturbance, headaches, etc.).

Psychological problems of children:

1. Anxiety.

Currently, a large number of works of domestic and foreign psychologists are devoted to the study of the problem of anxiety.
The mechanism for the formation of anxiety as a personality trait lies in the fact that “with the repeated repetition of conditions that provoke high values ​​of anxiety, a constant readiness to experience this state is created” (Gabdreeva G. Sh. 1990; Joynes V. 1996).
L. M. Kostina (2006) emphasizes that constant anxiety experiences are fixed and become a personality trait - anxiety.
An analysis of numerous definitions and interpretations of the phenomenon of anxiety in the psychological literature allows us to consider anxiety, anxiety and fear as a kind of interrelated unity. The concept of anxiety is defined: firstly, as an emotional state in a certain situation; secondly, as a stable property, personality trait or temperament; thirdly, as some kind of anxiety, which inevitably manifests itself at one time or another with different periodicity, characteristic of any person; fourthly, persistent, severe chronic or recurring anxiety, which does not manifest itself as a result of stress and is considered a manifestation of emotional disorders. The work of A. M. Parishioners (2007) reveals the mechanism of a “vicious psychological circle”, in which anxiety is consolidated and intensified, which then leads to the accumulation and deepening of negative emotional experience, which, in turn, gives rise to negative prognostic ones and largely determines the modality actual experiences, contributes to the increase and preservation of anxiety.

So, in a number of works, the main cause of anxiety in preschoolers is considered to be improper upbringing and unfavorable relations between the child and parents, especially with the mother.
E. A. Savina argue that “Rejection, rejection by the mother of a child, causes him anxiety because of the inability to satisfy the need for love, affection and protection” (Savina E. A. 2003). Children's anxiety may be a consequence of the personal anxiety of the mother, who has a symbiotic relationship with the child. The mother, feeling herself one with the child, tries to protect him from the difficulties and troubles of life. Thus, she “binds” the child to herself, protecting her from non-existent, but imaginary and disturbing dangers. As a result, the child may feel anxious when left without a mother, easily lost, worried and afraid.
Education based on excessive demands, which the child is unable to cope with or copes with labor, is also noted as one of the causes of anxiety.
K. Horney notes (2008) that the emergence and consolidation of anxiety are associated with the dissatisfaction of the leading age-related needs of the child, which become hypertrophied.
The reason for the development of anxiety can be a change in social relations, often presenting significant difficulties for the child. According to L. M. Kostina, when a child visits children's institutions, anxiety is provoked by the peculiarities of the interaction of the educator with the child when the authoritarian style of communication prevails and the inconsistency of the requirements and assessments made (Kostina L. M. 2006). The inconsistency of the educator causes the child's anxiety in that it does not give him the opportunity to predict his own behavior.

Violation of the social status of the child can also be considered among the reasons that cause anxiety. A. M. Parishioners (Prikhozhan A. M. 2007), emphasizing the pronounced age specificity of anxiety, clarifies that for each age period there are certain areas, objects of reality that cause increased anxiety in most children, regardless of the presence of a real threat or anxiety as sustainable education. These age peaks of anxiety are the result of the most significant sociogenic needs. The more a child is prone to anxiety, the more he will depend on the emotional state of those around him.
Of great importance in the development of anxiety is the adequacy of the development of the child's personality. According to the results of domestic research, anxious children are often characterized by low self-esteem and an overestimated level of claims.
So, the causes of childhood anxiety can have both genetic factors of development and social factors (family and society).

2. Depressive mood.

To date, it has been proven that depressive mood can occur at any age during childhood, starting from infancy. Depression is an affective state characterized by a negative emotional background, a change in the motivational sphere, cognitive representations and a general passivity of representations (Iovchuk N. M. 2007). A person in a state of depression experiences, first of all, severe painful emotions and experiences - depression, longing, despair, etc. Motives, volitional activity and self-esteem are reduced.
According to Iovchuk N.M., depression in preschool children is recognized with great difficulty due to the abundance of somatic disorders, displeased-grouchy mood, hypersensitivity, and behavioral disorders.
At preschool age, depression is characterized by signs of fear, motor disorders, lack of initiative, a tendency to isolation, bouts of unmotivated crying, aggressiveness, as well as an increase in fears typical of this age (darkness, loneliness, pain, animals, etc.) and the appearance of increased anxiety. Often, in addition to longing, anxiety, fear and boredom, a dysphoric background of mood comes to the fore, in which irritability with anger, malice and aggression predominates.
Thus, the characteristic features of a depressive state in preschool children are the prevalence of anxiety and fears, as well as a melancholy mood and causeless crying.
Today, within the framework of psychological science, the depressive state of a preschool child is singled out as a separate psychological problem of the emotional and personal sphere. The depressive state of the child is called a pathological decrease in mood and a drop in activity. The propensity to develop depression is defined as a depressive tendency (Venger A. L. 2003).

3. Aggressiveness.

Many domestic and foreign psychologists have been and are engaged in the study of aggression. And aggression is understood as motivated destructive behavior that is contrary to the norms and rules of people's existence in society, harming the objects of attack (animate and inanimate), causing physical and moral damage to people or causing them psychological discomfort (negative experiences, a state of tension, fear, depression and etc.) (Gozman L. Ya. 1987; Lyutova E. K. 2002). In a significant part of cases, aggression occurs as a reaction of the subject to frustration and is accompanied by emotional states of anger, hostility, hatred, etc.
The causes of aggression in children can be very different. Certain somatic diseases or diseases of the brain contribute to the emergence of aggressive qualities. A huge role is played by education in the family, and from the first days of a child's life.
M. Mead proved that in cases where a child is abruptly weaned and communication with the mother is minimized, such qualities as anxiety, suspicion, cruelty, aggressiveness, selfishness are formed in children. And vice versa, when softness is present in communication with a child, the child is surrounded by care and attention, these qualities do not appear (Mid. M. 1988).
The formation of aggressive behavior is greatly influenced by the nature of the punishments that parents usually use in response to the manifestation of anger in a child. Both condescension and strictness of parents can cause aggression in a child.

E. Lyutova and G. Monina note (Lyutova E.K., Monina G.B. 2002) that parents who sharply suppress aggressiveness in their children, contrary to their expectations, do not eliminate this quality, but, on the contrary, cultivate it, developing excessive aggressiveness in your child, which will manifest itself even in mature years. If parents do not pay attention at all to the aggressive reactions of their child, then single outbursts of anger in a child can develop into a habit of acting aggressively.
Aggressive children are very often suspicious and wary. As a rule, such children cannot assess their aggressiveness themselves: they hate and fear those around them, not noticing that they themselves inspire both fear and anxiety. The emotional world of aggressive children is not rich enough, gloomy tones predominate in the palette of their feelings, the number of reactions even to standard situations is very limited. Most often these are defensive reactions.
Romanov A. A. (2003) identifies the main classification features of aggressive behavior in children: the direction of aggressive actions, secrecy-openness, the frequency of aggression, spatial and situational signs, the nature of mental actions, the degree of social danger.
One of the main factors provoking aggressiveness in a child is social and domestic (unfavorable conditions for upbringing in the family; inadequately strict parental control, hostile or offensive attitude towards the child, marital conflicts, situations of establishing joint activities and provoking conflict and aggressiveness, etc.) (Romanov A. A. 2003).
The aggressiveness of a preschool child can be of various types: physical, verbal, defensive, aggressiveness in the form of threats, etc. A variety of manifestations of aggression in children can manifest itself in relationships with other people, in behavioral and emotional disorders as destructiveness, cruelty, oppression, conflict, hostility , hot temper and anger, vindictiveness and more.

4. Formation of inadequate self-esteem.
In domestic and foreign psychological literature, much attention is paid to the problem of self-consciousness of the individual. These are the works of Burns R. (1986), Kohn I.S. (1990), Stolina V. V. (1987), Chesnokova I. I. (1978) and others.
Self-consciousness is considered as a complex mental process, the essence of which is the perception by a person of numerous images of himself in various situations of activity and behavior; in all forms of influence with other people and in the combination of these images into a single holistic formation, into the concept of one's own "I", as a subject that is different from other subjects (Chesnokova I. I. 1978).
The result of the development of self-consciousness, according to domestic research, is self-esteem, which is a relatively stable component of it, in which the results of integrative work in the field of self-knowledge and an emotionally holistic attitude towards oneself are fixed. Researchers of self-esteem emphasize the important role that self-esteem plays in mental development as a regulator of the relationship of the subject with the world, with other people, with himself. As a result of many studies, the main characteristics of self-esteem have been identified, such as stability, height, adequacy, differentiation and validity.
R. Burns (Burns R.1986) defines self-esteem as a component of the self-concept associated with a person's attitude towards himself or his individual qualities.
Self-esteem of children of older preschool age develops gradually, starting with the child's knowledge of the limits of his abilities, thanks to the rational correlation of individual experience with the information that they accumulate in the practice of communication. Preschool age is characterized by insufficient development of the cognitive component of self-esteem, the prevalence of the emotional component in the self-image. Self-knowledge of the child is based on the attitude towards him of the closest people around him (mainly parents), on whom he is guided, with whom he identifies himself. As the child develops intellectually, the direct acceptance of the adult's assessments is overcome, and the process of mediating them by their own knowledge of themselves begins. The ratio of cognitive and emotional components by the end of preschool age is somewhat harmonized. At the same time, benevolent support of children's activity on the part of parents is especially important; violation of parent-child relations leads to the formation of a distorted image.

R. Burns (1986) identifies certain conditions for the formation of high, medium and low self-esteem of the child. Low self-esteem is associated with parents' attempts to form the child's ability to adaptive behavior, when the child develops the ability to adapt to the desires of other people, thereby achieving success. This is expressed in the fulfillment of the requirements of obedience, the ability to adapt to other people, dependence on adults in everyday life, conflict-free interaction with peers. Children with average self-esteem are brought up in families where parents are more inclined to take a patronizing, condescending position towards them.
A necessary prerequisite for the formation of high self-esteem is a pronounced attitude of parents to accept their child. An important feature of such parents is clear, predetermined decision-making authority, unambiguous manifestation of authority and responsibility. Children with high self-esteem set high goals for themselves and more often achieve success, they are independent, independent, sociable, convinced of the success of any task entrusted to them.
According to R. Burns (1986), an important feature of children with high self-esteem is that they are less busy with their internal problems. The lack of shyness allows them to express their thoughts openly and directly. If parents internally accept the child, and family relations are initially healthy, then the value of the child for parents is not a merit, but as a matter of course. It is enough for parents that this is their child. They accept him for who he is, regardless of his mental or physical abilities. So, according to R. Burns, the main prerequisites for the formation of a high self-esteem in a child are the disciplining principle in family education, the mother's attitude to accept the child and the level of the mother's own self-esteem.
Garbuzov V. I. (2006) describes the formation of self-esteem in connection with the emergence of an internal conflict. An individual has two forms of self-esteem arising from the presence of two forms of mental life: conscious and unconscious. The unconscious level of self-esteem is formed at the age of 4-5 years and does not change further. The level of self-esteem, which develops under the constant influence of criticism and self-criticism, under the influence of successes and failures, reflecting the perceived level of "I", constantly fluctuates depending on the situation, environmental influences, deprivation, frustration and is actually a self-esteem of "today". The subject agrees with an objective or subjective, adequate or inadequate assessment of his personality, but the true self-esteem that developed during the formation of the personality as the leading attitude to the "I-concept" does not allow him to accept the level of "self-esteem of today", if it differs from the level of the true self-esteem, dooming him to a complex internal conflict. From this conflict follows a complex, "double" behavior of the subject. The individual, having “recognised” his inadequacy, objectively continues to act in the direction of “proving to everyone”, “showing himself”. Dual self-esteem results in a dual attitude towards people and events, towards oneself, which inevitably entails a violation of mental development.
So, many studies have shown that an integral part of the intrapersonal conflict is the distortion of the system of assessments and self-assessments of the child, an important role in the formation of which is played by parental assessments.

Thus, the formation of inadequate self-esteem has a negative impact on the mental development of a preschool child. R. Burns (1986) emphasizes: "In order for a child to feel happy and be able to better adapt and solve difficulties, he needs to have positive ideas about himself."

In childhood, personality is formed, the foundations of behavior and perception are laid. A full and happy childhood is very important for the formation of a healthy psyche.

In modern conditions, not only adults, but also children are subject to stressful situations, fears, and anxiety. It is difficult for children to adapt to a particular situation, they sometimes do not know how to express their feelings and emotions. Of course, this does not mean at all that the child is sick. But knowledge of such a science as psychology can correct the child’s behavior, help him in difficult situations, consultations with experienced psychologists allow you to cope not only with everyday problems. The help of a specialist is indispensable if children have to go through a divorce of their parents, a change of school, the loss of a loved one.

Unfortunately, it happens that the help and support of parents is not enough. But highly qualified doctors can come to the rescue. Israeli medicine has achieved great success in solving the psychological problems of children. Parents from all over the world trust the health of their children to Israeli clinics.

Psychological problems of children

Violations of child psychology can be divided into the following groups:

• Development related issues. This group includes developmental delays, problems with speech, with sensory regulation.
• Problems associated with learning: difficulty in remembering, impaired attention, difficulty in mastering the skill of reading (dyslexia), writing (dysgraphia), difficulty in understanding the basics of mathematics (dyscalculia).
• Behavioral problems: shyness, aggressiveness, increased activity, irascibility, hysteria, low self-esteem, resentment, difficulties in establishing relationships with other children, changes in behavior under stressful conditions, various types of addictions (alcohol, drugs).

In this group, I would like to highlight shyness. Many believe that some modesty does not interfere with the child. But here it is very important to understand how child psychology has influenced, treatment will be required if shyness is caused by a negative perception of oneself, low self-esteem. Shy children have a hard time with criticism. If you do not get rid of this problem, it will be difficult for the child to establish contacts. All these qualities can remain in adulthood if you do not turn to psychologists in time.

Doctors advise paying special attention to the manifestation of aggressiveness. If your child is capable of causing pain, offending peers, or breaking a toy on purpose, be sure to consult a doctor.

Based on rich experience, it is argued that hyperactivity can also become a serious problem.
can carry out work aimed at ensuring that the child can concentrate and spend energy on useful and necessary things.

• Emotional problems: depressive states, various fears and phobias, stuttering, tics (that is, manifestations of nervousness), anxiety, difficulty falling asleep and early awakening, refusal to eat, nervous diseases.

Among this group, children most often suffer from phobias - they can be afraid of the dark, insects, people, thunderstorms. If you do not work on these problems, the child becomes depressed and helpless in difficult situations.

• Relationship problems and understanding the child with adults.
• Psychological difficulties of sick children. Such problems are typical for children who suffer from obesity, cerebral palsy, epilepsy, cancer, etc. These children require special attention, because physical diseases are inextricably linked with such a concept as psychology. Diseases of the body also affect the state of mind. Even adults find it hard to endure diseases, and children need even more support, rehabilitation, and help, which will allow them to lead a normal life, not to withdraw into themselves.

Methods of psychological diagnosis of a child

Diagnosis of psychological problems is the study of the personality characteristics of the child, his inclinations and abilities, the identification of problems in development and behavior. It is very important to correctly identify the child's problems in order to correct behavior in time, to help the child cope with his fears and difficulties.

To identify psychological problems, the following methods are used:

• observation;
• conversation;
• survey;
• questioning;
• testing.

Today, many methods have been developed, thanks to which it is possible to identify the problems of the child. Modern systems and methods are owned by psychologists in Israeli medical centers. Psychologists who carry out diagnostics have a high level of qualification and rich experience. They conduct comprehensive research, study child psychology. The prices for their services, by the way, are lower than in many other foreign kinics.

The use of modern techniques makes it possible to identify:

• how developed is self-regulation: possession of emotions, the ability to perform tasks;
• how developed is speech, writing, is the pronunciation and construction of sentences correct;
• the level of knowledge and intelligence, the degree of perception of information;
• the ability to adapt to kindergartens, schools and other places;
• the degree of development of communication skills and interpersonal relationships;
• presence of problems.

Solving children's psychological problems

Work on the problems of child psychology is based on a variety of modern methods. Experienced psychologists use the best developments of different schools and teachings.

Children's problems are most often solved by playing and projective methods, which allows you to get rid of the difficulties of communication, development, behavior, control over emotions using interesting and easy ways for children. Methods using the possibilities of creativity, fairy tales, toys are popular and effective.

It should be noted that the work is carried out not only with the child, but also with the parents. Only such an approach and comprehensive work can solve problems and overcome difficulties completely.

Remember that adults are responsible for the health of children. If your child develops warning signs and symptoms, see an experienced doctor.

Raising a child is not an easy task. True, we must not forget that all the difficulties that arose in connection with education were experienced by others. There is also such as psychology - which approaches these difficulties from different angles.

I will describe the types of problems, their causes and solutions below. And now I want to pay attention to one important point. Before these methods can be applied, it is necessary to learn about two ways.

The first is to turn to a psychologist who divides the mental structure of people into 8 measures. A system-vector psychologist is able to see how your child works and how to act in order to solve a particular psychological problem. Such a psychologist will easily answer you any question, including those that I voiced above.

This method is convenient because it is enough to describe the situation to the psychologist, answer all his questions about this situation and, as a result, get an accurate working instruction. After doing it, the problem will be solved.

But this path has its drawbacks:

• If new psychological problems arise in a child, you will have to contact a psychologist again.
• If you don't get the gist of the problem, you won't be able to apply the instruction more creatively if the need arises.
• The instruction may not be as effective in changing the situation as compared to the one you described to the psychologist.

Types of children's psychological problems

To explain the causes of psychological problems in children, I will use the terminology of system-vector psychology.

Lie

The reasons for lying depend on what the child is like.

In a child with an oral vector, a lie is a consequence of the fact that they do not listen to him, do not allow him to speak. Inventing fables, he thereby finds topics that will arouse your interest. If you don't want to listen to the truth, you will listen to untruth; everything is simple...

If you want your oral child to not lie - listen to him, ask questions and direct his conversation in the right direction. The need to lie will disappear.

Child with skin vector lies for his own benefit. When he wants to avoid punishment or receive encouragement. Let him know that it is more profitable to tell the truth - and he will begin to do so.

Theft

A child with a skin vector begins to steal when he is beaten. Thus, it relieves stress. The more you beat such a child, the more he will steal. Parents, on the other hand, often punish theft by beating - and this turns out to be a vicious circle.

Stop punishing your child physically. For skin children, there are ways of punishment that will not injure him and will not lead to other, more serious psychological problems.

Nutrition problems

Does the child eat little? Then remember once and for all: the biggest psychological trauma that can be inflicted on a child is trauma from force-feeding.

First, based on their vectorial set of the child, he has certain preferences for food. And he should be fed with the food that suits him (of course, I'm not saying that if the child wants to eat only sweets, he should be fed sweets).

Secondly, the child himself must experience hunger and want to eat. The exception is a child with an olfactory vector, who still needs to be slightly nudged to feed.

Children's hyperactivity

Hyperactive can be called as urethral children, and some skin. Depending on this, different actions need to be taken. A skin child should be disciplined. Urethral - never; he should be directed in a special way, not like all other children.

Remember that hyperactivity is not a disease! Prescribing drugs is likely to change the mental chemistry of the child's brain, as a result of which he will no longer be able to be happy.

Sadism

Sadism can manifest itself only in anal children. The reason lies in the inappropriate upbringing of such a child. He is pulled, not allowed to complete his work, not thanked or praised for his achievements.

Start educating him the way you should educate an anal child and the problem will disappear.

fears

If your child is afraid of the dark and loneliness, then you have a child with a visual vector.

He is born with inner fear, which, with the right upbringing, can easily be changed to compassion and love.

Non-contact, desire for loneliness

This psychological problem in children is most often associated with the fact that the child has a sound vector. And in addition to this, the child is pulled at home, not allowed to be in silence, to concentrate.

If such a child continues to be constantly pulled (“strangled” with attention, called every fifteen minutes to eat, talk loudly or swear in front of him, turn on music), then he will become more and more withdrawn into himself, to the point of losing the ability to learn, autism, schizophrenia, moral degeneration, depression and constant suicidal thoughts.

If he is really a sound engineer, educate him accordingly and, as a result, grow him into a future genius.

Visual impairment

There is a huge misconception that children's eyesight is impaired by watching TV, reading too much in low light, and so on. All these reasons affect vision insignificantly.

In the vast majority of cases, the reason for the deterioration (and sometimes complete loss) of vision in a child with a visual vector is a break in the emotional connection. It can be a beloved teddy bear left on the tram, or a dead hamster, or the departure of one of the parents from the family, or unhappy love ... All these (and many others) cases of breaking an emotional connection lead to varying degrees of visual impairment, or immediately after as the situation occurred, either during puberty.

Do not let the emotional connection be broken - and your child's vision will remain good, no matter how much he reads books.

Other psychological problems in children

• Escapes from home
• Tendency to hypochondria
• Learning difficulties
• Disobedience
• Sleep disorders
• Different types of stuttering
• And any others