23. BASIC TYPES OF INCORRECT EDUCATION OF A CHILD. MENTAL DIFFERENCES OF CHILDREN AS A RESULT

With a complete lack of control in the upbringing, the parents go about their business and do not give the child proper attention, so he is forced to seek outside communication and support, and often such children end up in unfavorable companies. At the other extreme is hyper-care. Parents control every step of the child, trying to take part in all his affairs. Sometimes it borders on despotism and cruel treatment. The child grows in a constant atmosphere of anger, which naturally affects the formation of character. As a variant of this type, it is possible to distinguish the type of upbringing, when the child is put at the forefront, and he begins to get used to the fact that everything in the family revolves around him. Such children grow up selfish and self-assured, unable to soberly assess their real capabilities in the future.

Sometimes from childhood, parents inspire the child that he must live up to their hopes and expectations, thereby imposing increased moral responsibility on him. As a result, children become nervous and experience psychological breakdowns.

The concept of rational education based on strict discipline penetrated family life in the 17th century. The attention of parents began to attract all aspects of children's life. But the function of organized preparation of children for adult life was assumed not by the family, but by a special public institution — a school designed to educate skilled workers and exemplary citizens.

In total, there are 7 types of improper upbringing:

1) neglect . On the part of parents: the complete or partial lack of attention to the child, the lack of responsibility for his actions, the absence or presence of improper upbringing. On the child’s side: lack of parental authority, disregard for moral and ethical standards. In the younger preschool and primary school age there are attempts to attract the attention of parents in the form of hysterics, hooligan behavior, outright disobedience. At a later age - leaving the house, the danger of falling into a drug or alcohol addiction;

2) hyperopic . From parents: constant vigilant control and excessive care for the child. Several options for development:

a) indulgence to any of his wishes. The child grows up spoiled, selfish, conflict, greedy, unable to communicate with peers;

b) excessive concern for the health of the child. The child develops inferiority complexes, it is difficult to communicate with peers, closed, silent;

c) enhanced guardianship, permanent decrees, full control, lack of independence and self-expression. The child becomes non-initiative, depressed, sedentary, and in the case of a strong child's personality - constant scandals with parents about freedom, leaving home;

3) conniving custody . On the part of parents: indulgence of the wishes of the child, impunity of any offense. Putting responsibility on others, denying any possibility of a child being guilty. On the child’s side: impropriety, permissiveness, irresponsibility;

4) education of Cinderella . On the part of parents: indifference, lack of attention, constant reproaches and comments. On the child’s side: jealousy towards more beloved children, bitterness, touchiness;

5) tough upbringing . On the part of parents: abuse, complete subordination of the child to the will of the parents, often upbringing with the use of physical punishment On the child's side: gloom, lethargy, fearfulness, secret anger;

6) increased moral responsibility . From parents: requirements and requests that do not match the child’s age. The desire to see in the child responsibility, independence, independence, shifting responsibility for the affairs of other family members to him. On the child’s side: an aggressive attitude towards the ward member of the family, secret anger, aggression in the case of an unstable mental state of the child. There are situations when the child assumes the role of "head of the family." Often this style of upbringing is typical in an incomplete family, where the mother shifts the responsibility onto her son;

7) contrary education . From parents: the use of incompatible styles of education. Permanent conflict on this basis. On the child’s side: duality, spoilage, often manifested inability to develop weaknesses of character, and therefore increased vulnerability and susceptibility.

Speaking about the behavior of the mother, here you can also identify several types of incorrect behavior:

1) the position of the “head of the family” - the transfer of all the functions of the head of the family to the son, jealousy, suspicion, increased attention, desire is constantly in the know of all the events in life

son Over time, the rejection of the spouse's son, the full intervention in his personal, family life;

2) symbiosis - the desire to keep the child as long as possible next to him, to deprive him of any manifestation of independence, an understatement of his abilities. Such upbringing develops an inferiority complex in a child, does not allow it to fully develop, leads to a regression of mental development, apathy;

3) deliberate deprivation of love - ignoring the child by the parents as a punishment for a misdemeanor leads to bouts of aggression in the child, trying to declare himself, forcibly make him pay attention to himself. In the case of a weakly and insecure child, it leads to the emergence of inferiority complexes, feeling unnecessary;

4) raising a sense of guilt - the constant accusation of a child in ungrateful behavior, violation of order, poor learning, etc. Causes the child to complex, he is afraid of any manifestation of independence, fearing to be the cause of family distress.

The fundamental principles that must be followed in the family, formulated PF Lesgaft . The initial family care is the provision of proper hygienic conditions for children's development. The second condition is the absence of arbitrariness in the actions of the educator. The third requirement is strict compliance of words and deeds when dealing with a child. “It is necessary to firmly remember that the child is mainly influenced by the deed, and not the word; he is so real that everything he has under the influence of the actions that he sees ... ".

We must not forget that the family for the child is at the initial stage a model of society. For a child, the love of parents, trust between family members and sincerity in relationships is important. It is also necessary to involve the child in the livelihoods of the family and consider him an equal member. A very important principle is the readiness to help the child in difficulties and failures, to answer interesting and exciting questions. And this concerns not only school lessons. Children should feel loved and cherished. You can not physically punish the child, no matter what he did. But it is not recommended to indulge him in all his whims. In the family, the child receives all types of education: physical, labor, mental, aesthetic and moral.

Due to abnormalities in the family, anomalous behavior is often formed, which requires the psychological help of a specialist.

From a biological point of view, mental disorders are a disease, which, in turn, is obliged to investigate and treat medicine. The prevailing factor in such diseases is genetic: chromosomal abnormalities, abnormalities of the prenatal period, genes of mental illness.

Attitudes toward people with mental disorders depended on a specific historical era. During the Middle Ages they were counted from the devil. In Russia, they called fools, although they did not deny certain abilities to providence and predictions, and therefore they were afraid of such people. It lasted until the XVII century. In 1792, the French doctor F. Pinel began to investigate the insane and tried to find the roots of the disease. Already in the XIX century. physicians are seriously engaged in the classification of mental disorders. Thus arose the medical approach.

At the beginning of the XX century. there was and began to develop a psychological approach. Prominent psychologists of the time, such as the German psychologist Z. Freud with his theory of the unconscious and C. Jung , who studies the collective subconscious mind, were actively involved in this problem. Many so-called currents also arose: for example, behaviorism, whose representatives believed that anomalous behavior was a reaction to external factors surrounding and educating.

Representatives of the cognitive direction believed that the reason for the abnormal behavior was the inability of the patient to objectively assess the situation.

But in 1960, an international classification of mental disorders was adopted. Allocated neuroses that arise when internal psychological contradictions; organic psychosis - in violation of the nervous system; functional psychoses, which are not yet fully investigated.

Currently, many diseases have already been investigated and described. For example, Down's disease is caused by an extra chromosome of 21 pairs.

Whether the gene is dominant or recessive depends on the transfer of diseases by genes. If the gene is dominant, then the disease manifests itself, if the gene is recessive, i.e. repressed, then the child is the carrier of the disease, but during life it may not appear.

Cognitive processes are difficult for children with mental retardation. They begin to walk, talk later than children with a normal level of development. Among the forms of intellectual activity impairment in children, the following are distinguished: those associated with a violation of environmental conditions and upbringing, with prolonged asthenic conditions, with various types of infantilism or with impaired speech, hearing, reading and writing caused by somatic diseases.

The national classification reveals significant group differences in the ways of raising children, emotional reactions, sexual behavior, interests, etc., and in performing a variety of tests to assess abilities. In all such studies, the nature and degree of difference of groups depends on the trait being studied. Since each culture or subculture creates conditions for the development of a specific set of abilities and personality traits, the comparison of individuals according to such global indicators as IQ or a general emotional state may not make much sense. Races are populations that differ in the relative frequency of certain genes. They are formed whenever a group becomes isolated for geographic or social reasons. Thus, the contributions of cultural and biological factors in the origin of differences are difficult to separate. When comparing races, the average differences between groups are much smaller than the range of individual differences within each group. Consequently, the distribution of groups overlaps significantly. It turns out that the belonging of an individual to any group is a bad reason for waiting for him to have a strong development of any psychological trait.

However, a division according to the mental level of development exists, and it is often necessary to identify one or other extremes of this comparison. In case of developmental delays in children, its identification is necessary for timely treatment and training under a special program. The main problem in such a choice is the identification of an indicator, a certain characteristic by which it is possible to differentiate the levels of mental development of children.

An attempt to identify children with a lagging level of development was made by A. Binet , who analyzed the students' abilities, after which he tried to accumulate data and bring them to a single indicator, that is, to find a series of questions, answering which the child will demonstrate his level of intelligence and allow him to make a forecast further development of abilities. These questions were combined into tests that differ in age categories and determine the so-called intelligence quotient (IQ).

However, the applicability of IQ as a parameter separating children by level of development is not always relevant, since a person has many intellectual abilities that cannot be considered in combination with all the others, and IQ tests just correlate the abilities with each other.

In psychology, intelligence (from the Latin. Intellectus - “understanding, understanding, comprehension”) is a relatively stable structure of the mental abilities of the individual. In a number of psychological concepts, intelligence is identified with a system of mental operations, with a style and strategy for solving problems, with the effectiveness of an individual approach to a situation that requires cognitive activity, with a cognitive style, etc. In modern Western psychology, the most common is to understand intelligence as a biopsychic adaptation to existing circumstances life ( V. Stern , J. Piaget and others). An attempt to study the productive creative components of the intellect was undertaken by representatives of Gestalt psychology ( M. Wertheimer , V. Köhler ), who developed the concept of insight .

At the beginning of the twentieth century. French psychologists A. Binet and T. Simon proposed to determine the degree of mental

giftedness through special tests. Their work marked the beginning of the pragmatic interpretation of the intellect, which has been widespread up to the present, as the ability to cope with relevant tasks, to be effectively involved in social and cultural life, and to adapt successfully. At the same time, the idea of ​​the existence of basic structures of the intellect is put forward, regardless of cultural influences. In order to improve the methods of diagnosing intelligence, various studies of its structure were conducted (as a rule, using factor analysis). At the same time, different authors distinguish a different number of basic “ intelligence factors” : from 1-2 to 120. Such a fragmentation of the intellect into many components hinders the understanding of its integrity. C. P. Snow (1986) proposed a system of six components as the structure of the intellect:

Thinking is the ability to receive information about a subject that is not amenable to direct physical perception.

Understanding - the ability to link the information received with personal experience and previously received information.

Strategy modification is the ability to adapt to changing events, to make volitional decisions, to change intermediate goals.

Analytical reasoning is the ability to examine the event under study from all sides, to make a logical deduction and bring the data to a complete structured form.

Non-standard - desire, caused by the arisen interest in setting goals, other than the generally accepted, for obtaining intellectual pleasure.

Idiosyncratic learning - the ability to grow through learning and develop learning methods.

Domestic psychology proceeds from the principle of the unity of the intellect, its connection with the personality. Much attention is paid to the study of the relationship of practical and theoretical intelligence, their dependence on the emotional-volitional personality characteristics. The substantive definition of the intellect itself and the characteristics of its measurement tools depend on the nature of the corresponding socially significant activity of the individual's sphere (teaching, production, politics, etc.).