Smirnov correction of aggressive behavior. Methods and forms of correction of aggressive behavior in adolescents. Thematic planning of classes with children of primary school age on the correction of aggressive behavior

Municipal state educational institution

Kuibyshevsky district

"Verkh-Ichinsk basic comprehensive school"

"Psychological and pedagogical correction of aggressive behavior of students"

Performed;

Margarita Ivanovna Smolina

classroom teacher 7-8- grades

v. Verkh-Icha

2016

The problem of aggressive behavior of children is very relevant today. The growing trend of juvenile delinquency and the increase in the number of children prone to aggressive forms of behavior bring to the fore the task of studying the psychological and pedagogical conditions that prevent these dangerous phenomena.

Teachers at school note that there are more and more aggressive children every year, it is difficult to work with them, and often they simply do not know how to cope with their behavior.

Studies show that aggressiveness is quite stable over time, and it is likely that childhood aggression can turn into persistent antisocial or antisocial behavior in adolescents and young adults. A child who was rated as aggressive by his peers as an adult is likely to be rated by others in the same way as an adult. It is obvious that the causes of child aggressiveness originate in the family, since it is in the family that the child undergoes primary socialization. For families, conflict relations between spouses, parents and children have become more characteristic. This led to a decrease in the educational potential of the family, its role in the socialization of children.

Most children are characterized by forms of aggression.

Aggression (from Latin aggressio - attack) - an individual or collective behavior or action aimed at inflicting physical or mental harm or even destroying another person or group.

Aggressiveness - a property of a person, purposeful destructive behavior, consisting in the presence of destructive tendencies, with the aim of causing harm to one or another person. This is any form of behavior aimed at insulting or harming another living being who does not want such treatment (R. Baron, D. Richardson).

TYPES OF AGGRESSION

INSTRUMENTAL AGGRESSION (a person does not aim to act aggressively);

INTENTIONAL AGGRESSION (actions that have a conscious motive).

PHYSICAL AGGRESSION

INDIRECT AGGRESSION

VERBAL AGGRESSION

TENDENCY TO IRRITATION

NEGATIVISM

Reasons for violent behaviorare:

- constant aggressive behavior of parents, which the child imitates and in whom their aggressiveness is “infected”. This is due to the fact that the system of emotional self-regulation of the child is built according to the type of emotional self-regulation of his parents;

- manifestation of dislike for the child, the formation of a feeling of defenselessness, danger and hostility of the world around him;

- humiliation, insults of the child by parents, teachers;

- interaction during games with peers who show aggression, from which children learn about the benefits of aggressive behavior ("I am the strongest - and I can do anything");

- scenes of violence shown on TV screens , contributing to an increase in the level of aggressiveness of the viewer, and especially children.

Diagnostic criteria for aggressiveness for children of senior preschool and primary school age

1. Often (more 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 annoy adults, refuse to comply with the requests of adults.

4. Often blame others for their "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 can be said to be a child with aggressiveness as a personality trait. Such children can be called aggressive.

Characteristic features of aggressive teenagers.

• poverty of value orientations,

  lack of hobbies

  lack of spiritual desires,

  narrowness and instability of interests,

  low level of intellectual development,

  increased suggestibility,

  imitation,

  underdevelopment of moral ideas,

  emotional rudeness, anger,

  extreme self-esteem

  increased anxiety,

  fear,

  egocentrism,

  inability to find a way out of difficult situations,

  the predominance of defense mechanisms over other mechanisms that regulate behavior.

Aggressiveness acts as a means of raising prestige, demonstrating one's independence, adulthood.

Psychologists have found thatboys there are two peaks of manifestation of aggression: 12 years and 14-15 years.

Atgirls the highest level of manifestation of aggressive behavior

celebrated at 11 years and 13 years.

Psychological correction of aggressive behavior of children

In order for the result of work with an aggressive child to be stable, it is necessary that the correction be of a systemic, complex nature, providing for the study of each characterological feature of this child. Otherwise, the effect of corrective work will be unstable.

T. P. Smirnova identified 6 key blocks - 6 key areas within which it is necessary to build corrective work.

1. Reducing the level of personal anxiety.

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

3. Development of positive self-esteem.

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

5. Teaching the child techniques and ways to manage their own anger. Development of control over destructive emotions.

6. Teaching a child constructive behavioral responses in a problem situation. Removal of destructive elements in behavior. As a separate block, she singled out consulting work with parents and teachers aimed at removing the provoking factors of aggressive behavior in children.

The number of lessons with aggressive children should be at least 1-2 times a week. Duration of classes with older children preschool age- no more than 40 minutes, primary school age - no more than 60 minutes.

In order to carry out successful correction, the following principles can be distinguished in 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 - the provision of constructive assistance aimed at responding to problem situations and developing skills of self-regulation and control.

Exercises aimed at teaching the child acceptable ways to discharge anger and aggressiveness, as well as responding to a negative situation in general

For the first stage of responding to anger, the most effective and widely used psychologists in working with children are the following methods and methods:

1) crumple and tear paper;

2) hit a pillow or a punching bag;

3) stomp your feet;

4) shout loudly using a "cup" for shouting or a "pipe" made of paper;

5) kick a pillow or a tin can (from under Pepsi, Sprite, etc.);

6) write on paper all the words that you want to say, crumple and throw away the paper;

7) rub plasticine into cardboard or paper;

8) use a water pistol, inflatable batons, a trampoline (at home).

Psychological methods, techniques, exercises aimed at teaching children the skills to manage their own anger (self-regulation skills) and control it

Aggressive children have poorly developed control over their emotions, and often simply do not exist, therefore, in corrective work with such children, it is important to form the skills to manage their own anger and control it, to teach children some self-regulation techniques that will allow them to maintain a certain emotional balance in a problem situation. It is also important that children learn relaxation techniques, because in addition to managing the negative state, relaxation techniques will help them reduce the level of personal anxiety, which is very high in aggressive children.

Corrective work in this direction is;

1) in establishing certain rules that will help children cope with their own anger;

2) fixing these rules (skills) in role play(provocative game situation);

3) teaching relaxation techniques using deep breathing.

The goals and objectives of the corrective direction of work with aggressive children are to teach the child to see various ways behavior in a problem situation, as well as help the child develop constructive behavior skills, thereby expanding the range of his behavioral reactions in a problem situation and minimizing (ideally removing) destructive elements in behavior,develop positive self-esteem

For the effectiveness of the correction being carried out, it is also necessary to work with the parents of an aggressive child, since the psychological background of relationships in the family is mostly negative and in many ways provokes the child to aggressive behavior. Parents of aggressive children need a positive experience with their children, they lack the skills of constructive, conflict-free interaction with children and with each other. The development of such skills and teaching specific methods of constructive communication can be the main content of the work of a psychologist with the parents of an aggressive child. For the period of restructuring the child's behavior, psychological support is needed for the family of an aggressive child, since the whole family as a whole needs support, a psychologist can help parents realize, in connection with which, certain difficulties arise and what specifically needs to be corrected.

Bibliography

1. Gippenreiter, Yu. B. / Yu. B. Gippenreiter. - M.: CheRo, 2002.

2. Psychological dictionary / Under the general. ed. Yu. L, Neumer. - Rostov n / a: Phoenix, 2003.

aggressive behavior teenager correction

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

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

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

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

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

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

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

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

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

Inclusion of a teenager in meaningful activities for him;

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

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

Relaxation training "Siegfried"

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

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

"Quasimodo"

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

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

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

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

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

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

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

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

1. Behavior modification training.

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

Parent Effectiveness Training.

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

"Training of the psychological competence of the teacher."

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Reducing the level of personal anxiety;

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

Development of positive self-esteem.

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

Corrective work with aggressive children should be aimed at eliminating the causes of aggressive behavior, and not be limited to removing the external manifestations of disturbed development. When building correctional programs one should take into account not only the symptoms (forms of aggressive manifestations, their severity, degree of deviation), but also the child's attitude to his behavior. Most effective tool correction is played by a game activity specially organized by a psychologist. It is this that can serve not only the goals of correction, but also provide valuable diagnostic material that allows you to see the problem through the eyes of a child.

This material will introduce you to the main methods of psycho-correctional work in relation to the aggressiveness of preschool children.

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The project of psychological and pedagogical correction of children's aggressiveness.

Introduction

Recently, the study of the problem of aggressive human behavior has become perhaps the most popular area of ​​research activity of psychologists around the world. A huge number of articles and books have been written on this topic. International conferences, symposiums and seminars on this issue are regularly held in Europe and America.

A lot of fundamental theoretical research is devoted to this topic, systematizing knowledge about the causes of aggressive behavior (R. Baron, D. Richardson, L. Berkowitz, A. Bandura, A.A. Rean, G.E. Breslav, L.B. Gippenreiter, A. I. Zakharov, L. M. Semenyuk, L. Vygotsky and others).

The problem of raising children with aggressive behavior is one of the central psychological and pedagogical problems. Increasingly, we have to deal with the phenomena of ignoring social norms and aggressive behavior of children.

Aggressiveness is a personality trait, purposeful destructive behavior, consisting in the presence of destructive tendencies, with the aim of harming one or another person. This is any form of behavior aimed at insulting or harming another living being who does not want such treatment (R. Baron, D. Richardson). Although the phenomena of child aggression are not widespread, our society cannot put up with them. Diverse socio-economic conditions of people's lives, the collapse of the old worldview and the lack of formation of a new one, the lack of proper knowledge and skills to live in these conditions lead our society to serious difficulties and internal conflicts. It is especially difficult for the younger generation. An immeasurable number of internal and external factors affect the growing child. Not all children can control their actions. The collision of a child with the world of other children, as well as the world of adults and the most diverse phenomena of life, is by no means always painless for him. Often, at the same time, he breaks down many ideas, attitudes, changes in desires and habits, distrust of others. Some feelings are replaced by others, which can also be pathological in nature. The child develops internal views that are hostile towards others. Such a child considers aggressive behavior acceptable; he does not have other, positive experience in his behavioral “arsenal”.

Teachers at school note that there are more and more aggressive children every year, it is difficult to work with them, and often teachers simply do not know how to cope with their behavior. The only pedagogical influence that temporarily saves is punishment or reprimand, after which the children become more restrained for a while, and their behavior begins to meet the requirements of adults. But this kind of pedagogical influence rather enhances the characteristics of such children and in no way contributes to their re-education or a lasting change in behavior for the better.

Scientists note that aggressiveness has become much younger. If earlier it was about the initial manifestations of aggressiveness mainly in adolescence, now this problem has become relevant for elementary school, and the beginnings of aggressiveness in the behavior of children are increasingly observed already at preschool age. An aggressive child brings a lot of problems not only to others, but also to himself.

In recent years, kindergarten teachers have noted a tendency towards an increase in the level of aggressiveness of children: they are more noisy, noisy, restless, "motor", they enter into conflicts faster and easier, uncompromising, pugnacious. From conversations with parents it can also be concluded that children are now more aggressive than before. They are difficult to deal with and are often violent. In an effort to achieve their goal, they manipulate their parents. The newspapers began to report more often about the aggressive “antics” of school-age children in relation to both their peers and people of “older age”. The statistics record both a general increase in juvenile delinquency and the number of serious crimes in this age group. And in general, it is hardly possible to imagine that someone has bypassed children's and adolescent aggressiveness, that someone has never directly or indirectly encountered the cruelty of children in a family, school, in any team, group of teenagers.

Studies and long-term observations show that aggressiveness that developed in childhood remains a stable feature and persists throughout a person's later life. It can be assumed that already at preschool age certain internal prerequisites are formed that contribute to its manifestation. Children prone to violence differ significantly from their peace-loving peers not only in their outward behavior, but also in their psychological characteristics. It is extremely important to study these characteristics in order to understand the nature of the phenomenon and to overcome dangerous tendencies in a timely manner.

Preventive work with aggressive children should be aimed at eliminating the causes of aggressive behavior, and not be limited to removing the external manifestations of disturbed development. When building corrective programs, one should take into account not only the symptoms (forms of aggressive manifestations, their severity, degree of deviation), but also the child's attitude to his behavior. The most effective means of correction is play activity, specially organized by a psychologist. It is this that can serve not only the goals of correction, but also provide valuable diagnostic material that allows you to see the problem through the eyes of a child.

One little boy said that he liked to fight and that he felt strong and confident when he used his fists. All attempts by his mother to explain to him that it is possible to settle the dispute with words were doomed to failure. After all, he really got pleasure from the fact that he showed physical strength.

For a long time, in classes with a psychologist, the child happily made guns, daggers and swords from paper and clay and explained: “I am strong, invincible with weapons ... if I don’t fight back, then I- weakling!

The development of aggression in childhood

Aggressive actions in a child can be observed from a very early age. In the first years of life, aggression manifests itself almost exclusively in impulsive attacks of stubbornness, often beyond the control of adults. This is expressed most often by outbursts of anger or anger, accompanied by screaming, kicking, biting, pugnacity. And although such reactions of the child are unpleasant and not encouraged, they are not considered abnormal. The reason for this behavior is the blocking of desires or the intended program of action as a result of the application of educational influences. Therefore, it is quite clear that such behavior of the child is caused by a state of discomfort, frustration or helplessness. By the way, it can also be considered aggressive very conditionally, since the child has no intention of causing harm to others.

At a later age, conflicts and quarrels with peers related to the possession of things, most often toys, come to the fore more and more actively. The proportion of such conflicts in one and a half year old children is 78%. In the same period of development, the number of cases of children using physical violence increases more than five times, outbursts of rage become more purposeful, and the reaction of the attack is clearly traced in the child's behavior. This is probably due to the child's adaptation mechanisms prevailing in this age period, namely “holding and releasing” (according to E. Erickson). Conflicts between "possess" and "give" can lead to either hostile or benevolent expectations and attitudes. Therefore, retention can become both a destructive and rude capture or retention, and turn into a way of caring: to have and save. Letting go can also turn into a desire to give free rein to your destructive passions, or become a passive willingness to leave “things as they are” and rely on the natural course of events. The experience of working with children of this age shows that the vast majority of children 1.5-2 years of age do not voluntarily give away their own toys or do so only yielding to the authority of their parents, but always with obvious reluctance, resentment or crying. This suggests that the child includes his own things, including toys, in the internal boundaries of the "I" and considers them as parts of himself. Non-differentiation and merging of all parts of the “I” leads to the impossibility of establishing contact with others in this sphere of relations. Therefore, it is natural that the child will accept the mother’s request “Let this boy play your typewriter!” almost as equivalent - "Tear off your hand and let it be abused by another child!". It is clear that the reaction will be quite predictable.

Moreover, observations of children's conflicts during play activities allow us to suggest that each child has his own circle of toys, which he includes in the internal boundaries of the "I". The selectivity of the child in relation to toys is obvious and in itself is of some diagnostic and psychotherapeutic value - but this is not what we are talking about now.

Conflicts between children related to the possession of things and toys arise when these boundaries are crossed, i.e. several children “lay their eyes” on the same toy or one of the children tries to expand their boundaries by expanding (capturing) other people's toys. The results of a long-term follow-up of three boys aged 2, 4 and 7 years old can be confirmed. It was observed that the greatest number of conflicts associated with aggressive behavior was observed between the younger, older and middle child, while between the younger and older confrontation was minimal. The fact that conflicts arose only about the possession of certain toys drew attention to itself. Surprisingly, there were toys around which there were absolutely no conflicts.

CLASSIFICATION OF AGGRESSION

Separation by direction to the object	Heteroaggression - focus on others: murders, rapes, beatings, threats, insults, profanity, etc.	Autoaggression - focus on oneself: self-abasement up to suicide, self-destructive behavior, psychosomatic illnesses
Separation by reason appearance	Reactive aggression- represents a response to some external stimulus (quarrel, conflict, etc.)	Spontaneous aggression- appears for no apparent reason, usually under the influence of some internal impulses (accumulation of negative emotions, unprovoked aggression in mental illness)
Separation by purpose	Instrumental aggression - is done as a means to an end: an athlete seeking victory, a dentist extracting a bad tooth, a child loudly demanding from his mother that she buy him a toy, etc.	Targeted (motivational) aggression- acts as a pre-planned an action whose purpose is to cause harm or damage to an object: a schoolboy who was offended by a classmate and beat him, a man who deliberately scolds his wife, etc.
Separation by openness of manifestations	Direct aggression - directed directly to an object that causes irritation, anxiety or excitement: open rudeness, the use of physical force or threats of reprisals, etc.	indirect aggression- refers to objects that do not directly cause excitement and irritation, but are more convenient for the manifestation of aggression (they are accessible and the manifestation of aggression against them is safe): the father, having come home from work “out of sorts”, takes out his anger on the whole family, it is not clear why ; after a conflict with a neighbor, a mother starts screaming at a child for almost no reason, etc.
Separation by shape manifestations	Verbal - expressed in verbal form: threats, insults, the content of which directly indicates the presence of negative emotions and the possibility of inflicting moral and material damage to the enemy Physical - direct application strength for moral and physical damage to the enemy	Expressive - manifested by non-verbal means: gestures, facial expressions, intonation of voice, etc. In such cases, a person makes a threatening grimace, waves his fist or shakes his finger in the direction of the enemy, loudly spews profanity

The role of the family in shaping the model of aggressive behavior of children

Children learn about patterns of aggressive behavior from three main sources. The family may simultaneously exhibit patterns of aggressive behavior and provide reinforcement for it. The likelihood of aggressive behavior in children depends on whether they experience manifestations of aggression at home. They also learn aggression through interaction with peers, often learning the benefits of aggressive behavior during play. And finally, children learn aggressive reactions not only from real examples (the behavior of peers and family members), but also from the symbolic ones offered by the media.

“Aggressive children, as a rule, grow up in families where the distance between children and parents is huge, where there is little interest in the development of children, where there is not enough warmth and affection, the attitude towards manifestations of child aggression is indifferent or condescending, where, as disciplinary influences, instead of caring and patient explanations prefer forceful methods, especially physical punishment» (Perry, Bussey, 1984).

There are a huge number of studies that convincingly show the relationship between negative relationships in the "parent-child" system, emotional deprivation (deprivation) in the family and aggression. It has been established, for example, that if a child has developed a negative relationship with one or both parents, if the tendency for the development of positive self-esteem and self-concept does not find support and guardianship, then the likelihood of deviant behavior already at preschool age increases significantly, worsens relationships with peers, aggressiveness towards their own parents is manifested.

Punishment and aggressiveness

Today, perhaps, there is no doubt that there is a direct relationship between the severity of punishment and the level of aggressiveness of children, which also extends to those cases where the punishment is a reaction of parents to the aggressive behavior of the child, i.e. is used as an educational measure aimed at reducing the aggressiveness and the formation of non-aggressive behavior of the child.

The aggressive behavior of older preschool children was studied in connection with the peculiarities of the strategy of parental punishment and its severity, which were measured by the answers of parents to 24 questions about how they usually react to the aggressive behavior of their child.

The first level of response (which, strictly speaking, cannot be called a punishment) includes requests to behave differently and rewards for changing behavior; to the second level (moderate punishments) - verbal censure, reprimands, scolding; The third level of punishments (strict punishments) includes various physical impacts, including slaps, cuffs, etc.

As a result of the study, it was found that those children who were subjected to severe punishment by their parents showed greater aggression in their behavior and, accordingly, were characterized by other children as aggressive. Observations have shown that parental intervention in sibling aggression may actually have the opposite effect and stimulate the development of aggression.

In studying the effects of parental intervention in fights between children in a family, Felson (1983) found that children exhibit more physical or verbal aggression against a single sibling than against all other children with whom they associate. Clearly, a child's relationship with a sibling is fundamental to learning aggressive behavior.

The question arises: what should be the position of the parents?

Patterson (Patterson, 1984) notes that the neutral position of the parents is preferable. Most inefficient strategy- parental intervention in the form of punishment of older siblings, since in this case the level of both verbal and physical aggression in relations between brothers and sisters is the highest as a result.

The generalization of the results of such studies leads experts to the proposal to treat aggression between brothers and sisters in a special way, i.e. ignore it, don't respond to it. However, this conclusion seems too radical. Sometimes it is simply impossible for parents not to react to such aggression, and sometimes it is harmful and unsafe.

In some situations (for example, when aggressive interaction between siblings is not an exceptional case), the neutral position of the parents can only contribute to the further localization of aggression. Moreover, such a position can create favorable conditions for the social learning of aggression, fixing it as a stable behavioral pattern of a person, which already has long-term negative consequences.

In the study discussed above, only two forms of parental response to aggression between siblings were examined: the neutral position, i.e. ignoring the facts of aggression, and punishing children (in one version - older ones, in the other - younger ones).

Obviously, with such a narrowed alternative, the neutral position actually turns out to be relatively (but only relatively!) better. However, there are other ways of parental response to sibling aggression that have not been the subject of this study. One of them is the discussion of the problem that has arisen, the negotiation process, learning, on a specific example of the conflict, constructive, non-aggressive ways to resolve it. After all, as shown in a number of studies, aggressive children differ from non-aggressive children primarily in their poor knowledge of constructive (alternative to aggressive) ways of resolving conflicts. And parents who often and excessively punish their children are faced with the fact that the aggressiveness of their children is not high, but very high.

Methods of psychodiagnostics of aggressiveness

Successful preventive work to prevent child and adolescent aggression is impossible without an objective diagnosis of various manifestations of aggressiveness and a predisposition to the development of aggressive behavior. In a narrow sense, the diagnosis of aggressiveness is the definition, firstly, of the level of severity, and secondly, the structure of aggressive behavior, in the broadest sense, it is the identification of signs and types, causes and factors of occurrence, provocation, increase and decrease in aggressiveness. The objectivity of diagnosis in this case is ensured by the choice of characteristics, signs and criteria that do not depend on the self-assessment and assessment of the child's behavior by people from his social environment.

When identifying aggressive children in a group, it should be remembered that the main task is not to establish a diagnosis, not to label and not to confirm one's assumptions, but, first of all, to provide strong timely assistance to a child in need.

The following diagnostic methods can be used to identify aggression in preschool children and find out its causes:

1. observation;
2. conversation and questioning of parents and educators;
3. projective techniques: “Kinetic drawing of a family”, “Hand test”, drawing “Non-existent animal”, etc.

It should be noted that it is not necessary to apply all diagnostic techniques to one child. Diagnostic methods should be selected in accordance with the conditions, capabilities, and characteristics of the preschooler himself.

Observation

Depending on the degree of accuracy it is necessary to obtain information, two types of observation are used: non-structuralized and structured:

a) Unstructured observation is characterized by the fact that:

1. it is not determined in advance which particular elements of behavior will be observed;
2. there is no strict plan.

b) Structured observation:

1. the circle of studied elements or situations is determined in advance;
2. a special plan for recording or fixing the results is drawn up.

Observation allows you to identify what type of aggressive behavior is characteristic this child what situations provoke the appearance of aggression; helps to establish the frequency and ease of occurrence of aggressive manifestations, the degree of inadequacy of aggression to the situation in which it occurs, the degree of tension in aggressive reactions. Of course, one should strive to observe the child in various situations, however, it should be noted that observation of the preschooler's play activity is the most informative, because. the game is the leading activity of the preschooler. The game most clearly manifests the features of the relationship of children, their communication skills.

Conversation and questioning

Conversation and questioning can be both independent and additional diagnostic method used to obtain the necessary information or clarify what was not clear enough during the observation.

A conversation with parents can be especially informative, as a result of which you can get information about that side of the child's life that neither the educator nor the psychologist observes.

A conversation with the parents of a child showing aggression is built according to the usual scheme (a pre-planned plan, establishing emotional contact, etc.) and may include the following blocks:

1. correct reporting of the problem;
2. anamnestic information;
3. favorite activities of the child at home;
4. preferred games, books; TV shows, cartoons, toys and etc.;
5. relations with relatives;
6. relationships with other people, etc.

Each block includes questions aimed at identifying the possible causes of such behavior of the child, clarifying the family situation. It is necessary to find out if the parent observes outbreaks and manifestations of aggression in the child at home. It is important that the conversation does not turn into a survey, so special attention should be paid to answering the questions that the parent has in the process of joint communication.

In addition to conversation, you can usesurvey method. The advantages of this method are significant savings in time, which is often not enough for a preschool psychologist anyway. But the use of questionnaires by no means precludes a conversation with the parent.

Projective techniques of psychodiagnosticsfree from the restrictions imposed on the questionnaires. As a rule, the purpose of diagnostics is disguised in them, which reduces the ability of the subject to give such answers that allow him to make the desired impression of himself. So, in the instructions for the Non-Existent Animal test, the subject is asked to invent and draw a non-existent animal, and then call it a suitable name. In addition, the use of drawing tests has no age restrictions.

The range of diagnostic capabilities of the "Non-existent animal" test is quite wide, in particular, its use can be aimed at diagnosing aggressiveness. The degree of manifestation of aggressive tendencies will be determined by the number, location and nature of sharp corners in the drawing, regardless of their connection with one or another detail of the image. Particularly weighty in this regard are direct symbols of aggression - claws, sharp beaks, teeth, needles, etc. The "Non-existent animal" technique can be used as a method for express diagnosis of a tendency to aggressive forms of behavior. And since this test is indicative in composition, it cannot be used as a single method and must be combined with other methods or tests to form a battery research tool.

Among the methods for diagnosing predisposition to the development of aggressive behavior, one cannot fail to name the S. Rosenzweig drawing association test, which has become widespread under the name “Method of studying frustration reactions”. The pediatric version of this test can be adequately used in children aged 6-12 years.

The use of a child's drawing in diagnostics is very interesting and informative for a specialist, but at the same time, the conclusions will be more objective if, along with projective methods, the specialist uses other diagnostic methods.

aggressiveness.

Directions for corrective work with aggressive children

In order for the result of work with an aggressive child to be stable, it is necessary that the correction be not episodic, but systemic, complex in nature, providing for the study of each characterological feature of this child.

Otherwise, the effect of corrective work will be unstable.

The main areas of work, methods and techniques of corrective action are presented in the table:

Teaching your child techniques and ways to manage their own anger. Developing control over destructive emotions		Consulting work with parents and teachers aimed at removing the provoking factors of aggressive behavior in children	Reducing the level of personal anxiety
Correction of aggressive behavior of children
Teaching the child to react (express) his anger in an acceptable way, safe for himself and others, as well as reacting to a negative situation in general	Teaching a child constructive behavioral responses in a problem situation. Removal of destructive elements in behavior.

Characteristic features of the child	Directions of corrective work
1. High level of personal anxiety. Hypersensitivity to negative attitudes towards oneself. Perception of a large number of situations as threatening	Reducing the level of personal anxiety	1) relaxation techniques: deep breathing, visual images, muscle relaxation, free movement to music; 2) work with fears; 3) role play
2. Poor awareness of one's own emotional world. Low level of empathy	Formation of awareness of one's own emotions, as well as the feelings of other people, the development of empathy	1) work with photographs reflecting various emotional states; 2) inventing stories that reveal the cause of the emotional state (it is desirable to reveal several reasons); 3) drawing, modeling of emotions; 4) plastic representation of emotions; 5) work with emotions through sensory channels; 6) the image of various objects and phenomena of nature, inventing stories on behalf of these objects and phenomena; 7) acting out scenes (etudes) that reflect various emotional states; 8) technique - “I am sad (joyful, etc.) when yes ...” 9) role-playing games that reflect the problem situation, where the "aggressor" plays the role of the "victim"
3. Inadequate (usually low) self-esteem. Are pre-configured for negative perceptions of themselves by others	Developing positive self-esteem	1) exercises aimed at positive perception of the image of "I", activation of self-consciousness, actualization of "I-states"; 2) development of a system of incentives and awards for existing and possible successes (“album of successes”, medals, applause, etc.); 3) inclusion of the child in the work of various (according to interests) sections, studios, circles
4. Emotional "stuck" on the situation that is happening now. Inability to foresee the consequences of one's actions	Corrective work aimed at teaching the child to respond to his anger in an acceptable way, as well as to respond to the whole situation	1) the expression of anger in a safe way in the external plane (the sewerage of aggression); 2) plastic expression of anger, reaction of anger through movements; 3) multiple (more than 100 times) repetition of a destructive action in a way that is safe for oneself and others; 4) drawing anger, as well as modeling anger from plasticine or clay, discussing (if the child wants) in what situations he experiences such anger; 5) "letters of anger"; 6) "gallery of negative portraits"; 7) the use of art therapy techniques, gestalt therapy, emotional-figurative therapy in order to more fully respond to feelings and their positive transformation
5. Weak control over your emotions	Corrective work aimed at teaching the child to manage his anger	1) relaxation techniques - muscle relaxation + deep breathing + visualization of the situation; 2) translation of destructive actions into a verbal plan (“stop and think about what you want to do”); 3) the introduction of the rule: “count to 10 before you move on to action”; 4) role-playing game, which includes a provocative situation for developing control skills; 5) composing a story on behalf of one's anger with the subsequent reflection of this feeling in movements; 6) awareness of your anger through sensory channels (what does your anger look like? what color, hearing, taste, touch?); 7) awareness of one's anger through bodily sensations (contractions of the muscles of the face, neck, arms, chest, abdomen, which can cause pain)
6. Limited set of behavioral reactions to a problem situation, demonstration of destructive behavior	Behavioral therapy aimed at expanding the range of behavioral responses in a problem situation and removing destructive elements in behavior	1) work with pictures that reflect problem situations (inventing various options for stories based on the picture); 2) acting out scenes reflecting fictitious conflict situations; 3) the use of games that include elements of rivalry; 4) the use of games aimed at cooperation; 5) analysis together with the child of the consequences of various behavioral reactions to a problem situation, choosing a positive one and fixing it in a role-playing game; 6) the introduction of certain rules of conduct in the classroom using a system of incentives and privileges if they are observed (awards, prizes, medals, applause, etc.); 7) keeping a notebook by the child in order to teach self-observation and control over behavior; 8) the child, together with teachers (parents), maintains a behavior map containing personal rules of behavior for a particular child (for example, “keep your hands to yourself”, “speak respectfully to elders”) using rewards and incentives if these rules are observed; 9) inclusion of the child in sports team games (sewerage of aggression, interaction in a team, compliance with certain rules)
7. Working with parents and teachers	Consultative and corrective work with parents and teachers aimed at removing provocative factors of aggressive behavior in children	1) informing teachers and parents about the individual psychological characteristics of an aggressive child; 2) learning to recognize their own negative emotional states that arise when dealing with aggressive children, as well as methods regulation of mental balance; 3) teaching teachers and parents the skills of "non-violent" communication - "active" listening; exclusion of evaluation in communication; utterance of "I-messages" instead of "You-messages", exclusion of threats and orders, work with intonation; 4) developing the skills of positive interaction with aggressive children through a role-playing game; 5) assistance to the family in terms of developing uniform requirements and rules for education; 6) rejection of punishments as the main method of education, transition to methods of persuasion and encouragement; 7) inclusion of the child in the work of various (according to interests) sections, circles, studios

It is important that work with an aggressive child (possessing the quality of "aggressiveness") begins with the stage of responding to anger in order to give freedom to true hidden feelings (offenses, disappointment, pain). A child who does not get past this stage will resist further work and is likely to lose confidence in the therapist.

After that, you can move on to corrective work aimed at understanding your own emotional world, as well as the feelings of other people; to master the techniques of controlling one's anger and behavioral therapy, as well as to the development of adequate self-esteem. I would like to note once again that work with aggressive children should be of a complex, systemic nature; combine elements of techniques and exercises from different areas of correctional work, and should not be episodic. Work with aggressive children within the framework of these areas can be built both individually (more often at the stage of responding to anger and the entire problem situation as a whole), and in a group. Group work is best done in small groups of 5-6 people. The number of lessons with aggressive children should be at least 1-2 times a week. The duration of classes with children of senior preschool age is no more than 40 minutes.

Let us consider in more detail the main areas of work, which are presented in the table:

1. Corrective work aimed at teaching the child acceptable ways to express anger, as well as responding to a negative situation in general.

V. Oaklander distinguishes 4 stages of anger response:

First stage - "to provide children with practically acceptable methods for expressing anger in a safe way in the external plane."

Second stage - “to help children come to a real perception of the feeling of anger, to encourage them to emotionally respond to this anger (and the situation as a whole) right here and now. In these cases, it is good to draw anger with paints or fashion anger from plasticine - visually indicate your anger. Often in children, the image of their anger is identified with the offender, with the object to which their anger is directly addressed.

Third stage - “to enable direct verbal contact with a feeling of anger: “let them say everything that needs to be said to the one who should.” Usually, after the children have fully spoken out (sometimes they scream and cry at the same time), the visual image of anger is transformed into a positive one; children become calmer

and open to further work.

Fourth stage- "discuss with children what makes them angry, in what situations it most often happens, how they discover it and how they behave at this time." It is important that the child learns to recognize and understand his anger, and then learn to assess the situation in order to make a choice between open (asocial) manifestation of anger or its manifestation in a socially acceptable form.

The task of the psychologist at the stage of responding to anger is to help the child in terms of releasing his true experiences (pain, resentment), which are often hidden behind the external manifestation of anger. It is also necessary to help the child change the perception of the situation as a whole from traumatic and negative to more positive.

1. Corrective work aimed at teaching children the skills to control and manage their own anger (self-regulation skills)

Aggressive children have poorly developed control over their emotions, and often simply do not exist, therefore, in corrective work with such children, it is important to form the skills to control and manage their own anger, to teach children some self-regulation techniques that will allow them to maintain a certain emotional balance in a problem situation. It is also important that children master relaxation techniques, because in addition to managing the negative state, relaxation techniques will help them reduce the level of personal anxiety, which is quite high in aggressive children.

Corrective work in this direction is:

1) in establishing certain rules that will help children cope with their own anger;

2) in fixing these rules (skills) in a role-playing game (provocative game situation);

3) in teaching relaxation techniques using deep breathing.

Before moving on to reinforcing the rule in the role-play:

You should ask the child in what situation he is most often angry and he wants to hit someone, push, call names, spoil someone's things, etc., and make a list of these situations;

You should ask him if he sometimes managed to restrain himself, and if so, in what cases (as a rule, these are situations that are less stressful for the child), and what helped him to restrain himself (“helpers”), and make a list of “helpers”, If there are any;

With children up to 7-7.5 years old, before starting a role-playing game in a provocative situation, you should first play a game situation with dolls, rubber toys, "legov" little men. To do this, the psychologist, together with the child, composes a short story that reflects the problems of the child himself and contains the entire set of his destructive behavioral reactions.

The psychologist introduces a rule, and this rule is worked out in a game situation that can turn into a whole performance. After the child begins to easily follow the established rule in the game, they proceed to a direct role-playing game with a provocative situation;

To consolidate the skill as soon as possible, you can use incentive stickers, prizes, congratulations, etc.

1. Corrective work aimed at teaching the child constructive behavioral responses in a problem situation

Aggressive children, due to their characterological characteristics, have a rather limited set of behavioral reactions to a problem situation. As a rule, in a problem situation, they adhere to power models of behavior, which, from their point of view, are defensive in nature.

The goals and objectives of this corrective direction of work with aggressive children are to teach the child to see different ways of behaving in a problem situation, as well as to help the child form the skills of constructive behavior, thereby expanding the range of his behavioral reactions in a problem situation and minimizing (ideally, removing) destructive elements in behavior.

1. Formation of awareness of one's own emotional world, as well as the feelings of other people, the development of empathy

Aggressive children tend to have low levels of empathy. Empathy is the ability to feel the state of another person, the ability to take his position. Aggressive children, on the other hand, most often do not care about the suffering of others, they cannot even imagine that other people can feel unpleasant and bad. It is believed that if the aggressor can sympathize with the "victim", his aggression will be weaker next time. Therefore, the work of a teacher in developing a child's sense of empathy is so important.

One of the forms of such work can be a role-playing game, during which the child gets the opportunity to put himself in the place of others, to evaluate his behavior from the outside. For example, if there was a quarrel or a fight in the group, you can sort out this situation in a circle by inviting the Kitten and the Tiger Cub or any literary heroes known to the children to visit. In front of the children, the guests act out a quarrel similar to the one that occurred in the group, and then ask the children to reconcile them. Children offer different ways to get out of the conflict. You can divide the guys into two groups, one of which speaks on behalf of the Tiger cub, the other on behalf of the Kitten. You can give children the opportunity to choose for themselves whose position they would like to take and whose interests to protect. Whatever specific form of role-playing you choose, it is important that in the end, children will acquire the ability to take the position of another person, recognize his feelings and experiences, and learn how to behave in difficult life situations. A general discussion of the problem will contribute to the rallying of the children's team and the establishment of a favorable psychological climate in the group.

1. Developing positive self-esteem

In corrective work with aggressive children, it is necessary to include a set of exercises aimed at the formation of positive self-esteem, since children with the quality of "aggressiveness" have inadequate self-esteem. This is due to certain violations of the "I-image". More often among aggressive children there is a low self-esteem "I am bad", which is a reflection of the assessment (perception) of adults (parents, teachers) that are significant to them. Aggressive children need a reconstruction of a positive "I-image", a positive self-perception and self-awareness, which, in turn, will reduce their level of aggressiveness.

1. Working with parents and teachers

The conditions of family education have a strong influence on the formation of aggressive forms of behavior in children. Most children with an antisocial type of behavior are children from families with an unstable type of upbringing, with the indifference inherent in these families to the emotional world of children and their interests, inconsistency of requirements, cruelty of punishments, and sometimes a complete absence of prohibitions and restrictions on the part of parents (permissive position) .

It is also known that children's negative behavior is exacerbated by unfavorable relationships with teachers who do not have the skills to communicate with "difficult" children. Incessant confrontation, protracted conflicts and mutual emotional hostility cause students to verbal aggression towards teachers and physical aggression towards their peers.

The experience of working with aggressive children and their families shows that parents of aggressive children often need psychotherapeutic help, as well as the acquisition of skills for constructive interaction with their own children. For this purpose, trainings on parental effectiveness have been recently developed and conducted, where parents, through practical exercises, learn how to communicate positively with their children. Similar trainings are also held for teachers, where, with the help of role-playing games and conflict resolution methods, they acquire effective ways and practical skills of communication with aggressive children.

The task of consultative work with teachers and parents is to exclude such factors in the communication of an adult with a child that can provoke a child to respond aggressive behavior.

Let us formulate the main factors of upbringing and communication style, both on the part of parents and teachers, to which children react most sharply and which contribute to the formation of the most stable aggressive behavior of children. If the child avoids the manifestation of open retaliatory aggression on his part, then the same behavioral and communication style factors on the part of the adult contribute to the formation of emotional instability, hysteria, and extreme self-doubt in the child.

Factors of upbringing and communication style of adults that provoke children to respond aggressive behavior and contribute to the formation of negative emotional states of children:

1. inconsistency of requirements to the child on the part of the parents, as a result of which the child develops an oppositional attitude towards the external environment;
2. their own frequent negative emotional states of adults and the lack of control and self-regulation skills on their part;
3. the use of children's punishments as a way for adults to react and discharge their own negative emotions (anger, irritation, anger, annoyance);
4. negative communication style with a child:

1. use of orders, accusations and threats;
2. constant use of "you-messages" ("you did wrong...≫ , ≪ How dare you talk to me like that..?≫ etc.);
3. verbal abuse of children;
4. ignoring the feelings of the child, his desires and interests.

This style of communication aims the child at fighting and vindictive behavior.

The main task of the psychologist with parents and teachers:

1) switch the attention of an adult from fixation on the negative behavior of the child to their own uncontrolled negative emotional states, since the ability of an adult to control himself is the best guarantor of adequate behavior of children;

2) it is also necessary to help teachers and parents to master the techniques of constructive, positive communication in order to exclude an aggressive behavioral response from children or to extinguish an existing one.

Methods and techniques of therapeutic effects

An important place in the practice of psycho-corrective work is given by specialists to methods of self-regulation. Self-regulation is considered as an important "target" of psychological influence. The most common method is relaxation training.

Aggressive children have a high level of muscle tension. It is especially high in the arms, face, neck, shoulders, chest and abdomen. Such children need muscle relaxation. Relaxation exercises are best done under a calm

music. Regular implementation of relaxation exercises makes the child more calm, balanced, and also allows the child to better understand, realize the feeling of his own anger. As a result, the child controls himself better, controls his destructive emotions and actions. Relaxation exercises allow the child to master the skills of self-regulation and maintain a more even emotional state.

I. Relaxation techniques aimed at teaching the child to manage their anger and reduce the level of personal anxiety:

Exercise 1 "Snowman"

From this exercise, you can make a small game, while rolling imaginary clods of snow on the floor. Then, together with the child, you sculpt a snowman, and the child depicts her. So, “the children made a snowman in the yard. A beautiful snowman turned out (you need to ask the child to portray a snowman). She has a head, a torso, two arms that stick out a little to the sides, and she stands on two strong legs ... At night, a cold, cold wind blew, and our woman began to freeze. First, her head froze (ask the child to tighten her head and neck), then her shoulders (the child strains her shoulders), then her torso (the child strains her torso). And the wind is blowing harder, wants to destroy the snowman. The snowwoman rested with her legs (children strain their legs a lot), and the wind failed to destroy the snowman. The wind flew away, morning came, the sun came out, saw a snowman and decided to warm her up. The sun began to bake, and our woman began to melt. First, the head began to melt (the children freely lower their heads), then the shoulders (the children relax and lower their shoulders), then the arms (the arms gently lower), then the torso (children, as if settling, lean forward), and then the legs (legs gently bend at the knees). Children first sit down, and then lie down on the floor. The sun warms, the snowman melts and turns into a puddle spreading on the ground. Then you can again mold a snowman at the request of the child.

Exercise 2 "Orange"

Children lie on their backs, head slightly to one side, arms and legs slightly apart. Ask the children to imagine that an orange has rolled up to their right hand, have them take the orange in their hand and start squeezing juice out of it (the hand should be clenched into a fist and very tense for 8-10 seconds). “Unclench the fist, roll the orange (some children imagine that they squeezed the juice), the handle is warm .., soft .., resting ...” Then the orange rolled up to the left hand. And the same procedure is performed with the left hand. It is advisable to do the exercises 2 times (while changing the fruits), if it is performed only once; if in combination with other exercises - once is enough (with the left and right hand).

Exercise 3 "Move the stone"

Children lie on their backs. Ask them to imagine that there is a huge, heavy rock near their right foot. You need to properly rest your right foot (foot) on this stone and try to at least slightly move it from its place. To do this, slightly raise the leg and strain it strongly (8-12 seconds). Then the leg returns to its original position; ≪foot is warm .., soft. . resting...≫. Then the same is done with the left leg.

II. Application of drawing techniques

Drawing is valuable in that it enables children to express themselves more fully non-verbally - after all, their verbal communication system is still not sufficiently developed. In addition, drawing allows the child to react to their emotions, throw out aggression on paper, give free rein to their imagination: after all, what is drawn is, to some extent, come true. According to A. I. Zakharov, drawing is not only a non-verbal way of communication, but also a means of developing a child, since it helps him understand his experiences.

Aggressive children are usually aggressive in drawings: wars, weapons, clashes, etc. are their constant content. The very nature of the drawing may indicate increased excitability: smearing and scattered

drawing components, fuzzy composition, black and white, non-colorful execution, etc.

The color analysis of the picture is interesting: with strong tension and anxiety, the color decreases to the point of complete absence. With fear and a feeling of loneliness, the child draws himself in black. The image of one of the family members or acquaintances in red paint indicates that this person causes a state of excitement in the child. It may be different depending on the relationship of the child to this person: good attitude- this is a feeling of joy, in case of bad - an indicator of aggressive aspirations, anxiety.

The child’s sympathy for one of the figures shown in the figure is indicated by the same coloring of the figures of the child and this person (if the other figures are painted in a different color). The image of someone painted in blue can be regarded as a symbol of love and affection for him.

Before starting work, the child must be warned that the very fact of drawing is important, and the quality of the drawing does not matter.

III. play therapy

play therapy based on the natural need of children, which gives the child the necessary life experience and develops his mental processes, imagination, independence, communication skills, etc. The game is also of great importance for the emotional development of children: it helps to cope with fears generated by traumatic situations (nightmares, parental cruelty, a long stay in the hospital, etc.). ). L. S. Vygotsky considered play to be the leading activity for preschool children.

Games aimed at the formation of positive communication skills, constructive elements of behavior:

In the course of studying the characteristics of aggressive children, the American psychologist Wagner made an interesting suggestion: “The main determinant of aggressive behavior is not the presence of highly developed aggressive attitudes, but the absence or weak severity of attitudes towards social cooperation and friendly interpersonal communication.”

In this regard, it seems very relevant to include games aimed at communication cooperation in the correctional work. In the game (in a safe environment for the child), positive interpersonal communication skills are consolidated and

constructive behavioral reactions, which are later transferred to reality.

1. Game "Group Portrait"

Target: This game provides an opportunity to practice cooperation and constructive interaction in small groups. The task of drawing a general portrait in which each child is present strengthens the children's sense of belonging to a group. This game develops the ability to cooperate, as well as the skills of creative self-expression. Each group will need a large sheet of paper (A3 paper), wax crayons or markers.

Instruction: Break into fours (threes). Each group should draw a picture of all team members. You can’t draw your own portrait, agree in a group who draws whose portrait. Think together how you will arrange the drawing on the sheet, what will be the plot of your picture, what is the role of each in this overall plot (you can come up with a short story).

When all groups have drawn their portraits, a presentation of the paintings should be held. Children should be given time to think about how they will present their work.

At the end of the picture presentation, discuss with the children:

How did you feel when they drew you;

How did you feel when you drew another child;

How did you decide who to draw where;

Are you satisfied with your portraits that others have painted;

How much did you enjoy working together;

The portrait of which team did you like the most, why.

1. Headball game

Target: With this exercise, you can develop cooperation in pairs or triplets (mini-groups). This exercise requires coordinated movements and accurate perception of the partner's movements. Each child must synchronize their own pace with that of their partner. To play, you will need a medium-sized ball for each pair of children.

Instruction: Break into pairs and lie down on the floor opposite each other. You need to lie on your stomach so that your head is opposite the head of your partner. Place the ball exactly between your heads. Now you need to pick up the ball and stand up by yourself. You may only touch the ball with your heads. Get on your knees first, and then on your feet. You can hold each other's hands if you need to.

When children learn to easily cope with this task, you can complicate it by grouping the children in triplets. Then invite the children to figure out what is the maximum number of players with which they can lift the ball with their heads.

At the end of the game, discuss with the children:

What is the most difficult in this game;

With whom is it easiest for you to lift the ball and why;

What is the most important thing so that the ball does not fall.

Methods, exercises and games aimed at teaching a child constructive behavioral responses in a problem situation

1. Working with pictures reflecting problem situations (you can use Rosenzweig's test material for children)

This work is best done in a small group, consisting not only of aggressive children, but of children who have well-developed communication skills (friendly, contact, etc.).

Working with pictures means that children are invited to come up with as many different behaviors as possible in the situation depicted in the picture, as well as come up with a short story-continuation to the picture, depending on the chosen behavior. This exercise has two goals - to enable the aggressive child to see various options for behavior (through the stories of other children), and also to trace the consequences of one or another selected behavior.

There are various options for working with pictures.

The first is when the whole group works with one picture. Children alternately offer their options for behavior and jointly (in discussion) come up with continuation stories. At the end of the activity, you can ask the children to draw the versions of the story that they liked the most.

The next option is when the children are divided into twos and threes and each group is given its own picture card. It is important that there is only one aggressive child in the mini-group. All subsequent procedures are the same. Optionally, you can introduce an element of competition between groups (competition): which group will be able to come up with more behaviors and continuation stories in the drawings.

Methods, exercises and games aimed at creating awareness of one's own emotional world, as well as the feelings of other people, the development of empathy

1. Working with photos

Classes can be carried out both in a group (pairs, triplets), and individually. To work, you need a set of photographs (cards) withthe image of people (adults or children) in various emotional states. For this purpose, you can ask the children to bring photos from home.

Children are invited to carefully consider the photo (drawing card) and determine the emotional state of the person depicted in this photo. The options should be discussed with the children. Then ask the children to come up with a story that happened to this person (child) that allows them to understand the reasons for this emotional state displayed in the photograph (drawing card). It is better if there are several such reasons. You can then discuss with the children whether they themselves have experienced similar feelings, and if so, under what circumstances.

It is important that every child speaks out and is heard. You can end the lesson with a drawing on the topic under discussion.

1. Symbolic (plastic, through drawing) depiction of emotions

The exercise is performed in a group (pairs, triplets). For work, you will need pre-prepared cards with the names of feelings. It can be fear, resentment, bitterness, sadness, joy, admiration, anger, inspiration, pleasure, gratitude, confusion,

surprise, disgust, annoyance, impatience, fear, sadness, embarrassment, love, anger, compassion, pity.

Game progress:

1) Children are given cards with the names of feelings. They get to know them, but do not show them to others. The facilitator asks the children to recall a situation in which they experienced a similar feeling (according to the card). Then each child should plastically depict the feeling written on his card in the form of a "monument" or a small pantomime (some children find it easier to depict a feeling through a drawing). The task of the rest of the children is to guess the "monument" of what feeling they see. It is desirable that all children speak;

2) after completing this part, the children sit in a circle. The facilitator asks the children to explain:

How do they understand the words on the card;

What do these feelings mean?

In what situations can they occur;

Can they tell a story in their life when they had a similar feeling.

better.

IV. sand therapy

Playing in the sand is one of the forms of a child's natural activity. Sand has the ability to let water through. In this regard, parapsychologists claim that it absorbs "negative" psychic energy, interaction with it purifies a person's energy, stabilizes his emotional state. Observations and experience show that playing sand has a positive effect on the emotional well-being of children, and this makes it an excellent tool for preventing and correcting aggressive manifestations of a child.

What do you need to play sand?

And, in fact, so little is needed:

Love, desire, kindness,

So that faith in childhood is not lost.

The simplest drawer from the table -

Paint it blue

A handful of golden sand

There will join a marvelous fairy tale.

Small toys set

Let's get into the game...

Like God

We will create our own World of Wonders,

Passing the Knowledge Road.

With what rapture children cook soups and porridges from sand and feed dolls, parents and guests with them! At the same time, they often repeat the remarks they heard from adults: “To eat everything to the end!”, “I tried so hard!”, “There are a lot of vitamins here!”, “A spoon for mom, a spoon for dad”, etc. the first house in life, a tree is planted, a “family” is created. All this is the World of the Child, in which he feels protected, where everything is close and clear to him. And this is a reflection of our Adult World.

How to keep the connection between our worlds; give the child the opportunity and the right to develop at their own pace; guide without limiting Let's put these questions aside for a while and turn to the Child that lives inside each of us. He probably wants to create something of his own; break to feel strength, but at the same time he wants to feel protected. These desires are realized in sand games.

Which of us didn’t play “punchkin” as a child? A bucket, molds, a scoop are the first things parents get for a child. The first contacts of children with each other occur in the sandbox. These are traditional sand games. We will turn to the possibilities of using the sandbox in a different, deeper aspect. Playing with sand is one of the forms of natural activity of the child. That is why we, adults, can use the sandbox, conducting corrective, developmental and educational activities. Building sand pictures, inventing various stories, we pass on our knowledge and life experience in the most organic form for a child, tell him about the events and laws of the world around him. At the same time, we also heal our own Soul, strengthening our Inner Child.

Today, many children's institutions have baths for sand and water. But few people know how to use them effectively. Often to our questions: “Why do you need this? How do you and your children play in the sand? many workers answer: “Sand and water are needed to make children feel like summer in winter, but you don’t even need to play with them - they do it themselves.” It is interesting that teachers intuitively approached the sacrament “ sand therapy”, which is based on the spontaneity of the manifestations of a child, adolescent and adult in sand games.

The principle of "sand therapy" was proposed by Carl Gustav Jung, the founder of analytic therapy. Perhaps the natural need of a person to "mess around" with sand and its very structure suggested this idea to the great Jung. Sand consists of the smallest grains, which only when combined form the sand mass we love. So sand symbolizes life with the Universe, and individual grains of sand symbolize people and other living beings...

Sand play as an advisory technique was described by the English pediatrician Margaret Lowenfeld in 1939. In the playroom of the London Institute of Child Psychology she created, she installed two zinc trays, one half filled with sand and the other with water, and molds for playing with sand. Toys "lived" in the box. The institute's little patients used toys to play with sand, and they called the sandboxes "the world." That is why M. Lowenfeld called her game method “world method”.

V. Fairy tale therapy or psychotherapeutic stories for children

Children are very fond of listening to fairy tales, and in this sense, children who show aggression are no different from their peers. Therefore, a fairy tale or a story offered to a child is a wonderful material for working with emotional-volitional disorders. The fairy tale helps to form an adequate I - the concept of a child with problems, to systematize the chaos that is inside the child. Fairy tale therapy can be carried out individually and in a group using various forms of fairy tale therapy (sandboxes, dolls, magic colors, costumes, etc.).

To work with aggressive children, you can use the Fairyland Within Us program, as well as Doris Brett's psychotherapy stories for children, There Once Was a Girl Like You.

Thus, the psychological correlation of aggressive forms of behavior in preschool children includes a wide arsenal of methods, among which the leading place is occupied by:

1. correction through the game;
2. correction of aggressive behavior through creative self-expression (drawing, construction, music lessons and other creative activities);
3. correction of aggressive behavior through participation in a training group in order to form the skills of constructive interaction and more adaptive behavior;
4. correction of aggressiveness with the help of behavioral methods

Annex 1

OBSERVATION PROTOCOL

Surname, name, patronymic of the observer ____________________________________

Surname, name, patronymic of the object of observation ____________________________

Date _____________ Start time _______ End time ____________

Situation:_________________________________________________________

Fragment situations

emotional reactions

verbal reactions

non-verbal reactions

Behavioral reactions

Introduction

The relevance of researchThe problem of aggressive behavior is very relevant today. Educators and teachers note that there are more and more aggressive children every year, it is difficult to work with them, and often teachers simply do not know how to cope with their behavior. The only pedagogical influence that temporarily saves is punishment, a severe reprimand, after which the children become more restrained for a while, and their behavior begins to meet the requirements of adults. But this kind of pedagogical influence is ineffective. Such “reprimands”, “suggestions”, “conversations”, taking place under the frightening motto “Will there be more ...” rather strengthen the characteristics of such children and in no way contribute to their “re-education” or a lasting change in behavior for the better.

Adults do not like the aggressive behavior of children. Such children annoy them, and the conversation about them, as a rule, is conducted in condemning terms: “rude”, “impudent”, “hooligan” - such labels go to all aggressive children, without exception, not only in an educational institution, but also at home.

Meanwhile, the observation of aggressive children and a fairly long work with them lead to a conclusion that completely coincides with the opinion of the famous Australian psychotherapist W. Oaklander: “I perceive a child who exhibits destructive behavior as a person who is driven by a feeling of anger, rejection, resentment … He often has low self-esteem. He is unable, or unwilling, or afraid to express what he feels in another way, because if he does, he may lose the power that underlies aggressive behavior. He feels that this is the only way to survive ... "

Object of studyaggressive behavior in children.

Subject of studyfeatures of aggression manifested in childhood.

Purpose of the study -to identify the possibilities of overcoming aggression and its further prevention in children.

Research hypothesis -Correction of aggressive behavior of children will be successful if the following conditions are met:

if the exercises are offered for work in the complex.

Tasks research

To analyze the problems of aggressive behavior of children in domestic and foreign literature;

Consider the features of children's aggressiveness;

Determine the content of correctional work in childhood;

Suggest a system of methods, techniques and exercises aimed at correcting the aggressive behavior of children.

Methodological basis of the studypsychological ideas and concepts of the classics of domestic psychological thought, devoted to the problems of correcting aggressiveness in childhood, scientific works of domestic and foreign authors, among which it is necessary to single out A. Bass and A. Darki, who identified five types of aggression, there is a sufficient number of theoretical and practical developments in areas of study of aggressive behavior of normally developing schoolchildren. This issue was dealt with by such authors as Z. Freud, K. Lorenz, A. Bandura, M. Alvor, P. Baker, G.B. Monina, E.K. Lyutova, N.L. Kryazheva, K. Fopel, Yu.S. Shevchenko, E. Fromm identifies "benign" and "malignant" aggressiveness, Z. Freud first formulated his understanding of aggression in the work "Beyond the Pleasure Principle" (1912). In it, he considered aggression as a combination of Eros (libido, the creative principle) and Thanatos (mortido, the destructive principle), with the latter predominating.

Research methods

Theoretical research methods (analysis of psychological and pedagogical literature on the problem of correcting aggressiveness in children), comparison, highlighting the main thing, conclusions;

Empirical research methods - observation, conversation.

Theoretical significance of the study:analyzed the psychological and pedagogical literature on the correction of manifestations of aggression by children.

Practical significance of the study:data on the aggressive behavior of children were obtained, appropriate games, exercises, and conversations were selected. These data can be used by teachers, psychologists, parents.

1. Psychological and pedagogical essence of the correction of aggressive behavior of children

.1 Studying the problem of aggressive behavior of children in domestic and foreign literature

The problem of aggressive behavior remains relevant throughout the existence of mankind due to its prevalence and destabilizing influence. The word "aggression" comes from the Latin "agressio", which means "attack", "attack".

In modern literature, many definitions of the concept of “aggression” are given, however, the following definition of this term is given in the psychological dictionary: “Aggression is a motivated destructive behavior that is contrary to the norms and rules of the existence of people in society, causing harm to the objects of attack (animate and inanimate) causing physical and moral damage to people or causing them psychological discomfort (negative experiences, states of tension, fear, depression, etc.)”

Aggressiveness is a property of a person, expressed in readiness for aggression, as well as in a tendency to perceive and interpret the behavior of another as hostile. (Psychological Dictionary) Aggressive behavior can be direct, ie. directly directed at an irritating object or displaced, when for some reason the child cannot direct aggression to the source of irritation and is looking for a safer object for discharge. Since aggressiveness directed outside is condemned, the child may develop a mechanism for directing aggression towards himself (the so-called auto-aggression - self-humiliation, self-accusation).

Spontaneous aggression is the subconscious joy that a person experiences when observing difficulties in others. Reactive aggression - manifested in distrust of people.

Modern literature offers a wide variety of classifications of aggression and aggressive behavior. One of the most common classifications is proposed by such authors as A. Bass and A. Darki. They identified five types of aggression:

Physical aggression - the use of physical force against another person (fights);

Verbal aggression - the expression of negative feelings both through the form (scream, screech) and through the content of verbal responses (curses, threats);

Indirect aggression:

directed (gossip, jokes);

non-directional (shouts in the crowd, stamping feet);

Irritation (temper, rudeness);

Negativism is an oppositional demeanor.

E. Fromm identifies "benign" and "malignant" aggressiveness.

Aggression "benign" (persistence, assertiveness, sports anger, courage, boldness, bravery, courage, will, ambition). It contributes to the maintenance of life and is a response to a threat to vital needs;

Aggression "malignant" (violence, cruelty, arrogance, rudeness, evil). Such aggression is not biologically adaptive, and it is not designed to protect the vital interests of a person.

O. Khukhlaeva, taking the style of behavior in conflict as a basis, identifies the following types of aggressiveness:

Protective. It occurs when, if the child has an active position, fear of the outside world is fixed. The main function of aggression in this case is protection from the outside world, which seems unsafe to the child;

Destructive. If a child at an early age lacks autonomy, the ability to make independent choices, judgments, assessments, then in the active version he develops destructive aggressiveness;

Demonstrative. It arises not as a protection from the outside world and not causing harm to anyone, but as a desire of the child to draw attention to himself;

N.D. Levitov offers the following classification of aggression:

Aggression typical of a person's character;

Aggression atypical for a person’s character (it may reflect the beginning of the emergence of new character traits);

Episodic, transient aggression.

It should be noted that in life most often there is a combination of some or even all types of aggression. Aggression in human society has specific functions. First, it acts as a means to achieve some significant goal. Secondly, often aggression is a way of replacing a blocked need and switching activities. Thirdly, aggression is used by some people as a way to satisfy the need for self-realization, self-assertion and as a defensive behavior.

There are various theories of the appearance of aggressiveness: a biological cause and insufficient or poor education. The debate about whether a person is initially evil or good has been going on for centuries. Already in ancient philosophy there are directly opposite points of view on this issue. The Chinese philosopher Xiong-tzu believed that man has an "evil nature." Another Chinese philosopher Mencius proclaimed the idea that all people are born good or neutral, and evil appears in them under the influence of social factors.

A similar idea was expressed and continued 19 centuries later by Jean-Jacques Rousseau. According to Lewis DO, unlike some species, no group of people has shown itself to be inherently more aggressive (although sometimes some people turned out to be more aggressive than the rest).

Z. Freud first formulated his understanding of aggression in his work “Beyond the Pleasure Principle” (1912). In it, he considered aggression as a combination of Eros (libido, the creative principle) and Thanatos (mortido, the destructive principle), with the latter predominating, i.e. as a fusion of the sexual instinct and the death instinct with the dominance of the latter. He argued (1933) that Thanatos opposes Eros and its goal is to return to the original inorganic state. Freud believed that there is a mechanism for neutralizing internal aggression, which is the main function of the ego. But the Ego does not appear with the birth of a child, but is formed in the process of its development. Along with its formation, the mechanism for neutralizing aggression also begins to develop.

Modern psychologists, physiologists, ethologists, philosophers still hold different points of view on this matter. The current theories of aggression explain the causes and mechanisms of aggressive human behavior in different ways. Some of them associate aggression with instinctive drives (Z. Freud, K. Lorenz), Dr. H. Parens, who devoted his scientific activity to the study of aggression in children, considers it unconditional that children are already born with different levels of aggression. True, he practically identifies aggression with activity, believing that with the normal development of the personality, aggression is transformed into activity. In others, aggressive behavior is interpreted as a reaction to frustration. (J. Dollard, L. Berkowitz), thirdly, aggression is seen as the result of social learning (A. Bandura).

There are many variations of these approaches. The frustration theory of aggression and the theory of social learning received the greatest experimental confirmation. However, there are still disputes about the biological conditionality of aggression. K. Lorenz considers aggression an important element of evolutionary development. Observing the behavior of animals, he came to the conclusion that aggression directed against fellow species is in no way harmful to that species. On the contrary, it performs the function of preserving it, because it is aggression that allows the group to have the strongest and most intelligent individuals, and the best possible leaders.

Social and biological sciences have come to the conclusion that perhaps the most important influence on the formation and development of aggressive behavior is exerted by environmental factors. These include vicious upbringing, including physical punishment, moral humiliation, social and sensory isolation, taboos on emotional manifestations, as well as such mega-factors as overcrowding (an unprecedented increase in population density). The nature of human aggression is difficult to analyze.

Having considered the phenomenon of aggression, it makes sense to turn to understanding its causes in different age periods. It is known that aggressiveness increases during critical age periods (0, 1, 3, 7, 13, 17 years). This fact is considered by experts as an indicator of the normal growth of the body.

Criteria for aggressive behavior according to M. Alvord, P. Baker:

Often loses control of himself.

Often argues, swears with adults.

Often refuses to follow the rules.

Often deliberately annoying people.

Often blames others for their mistakes.

Often gets angry and refuses to do anything.

Often envious, vengeful.

Sensitive.

He reacts very quickly to various actions of others (children and adults), which often irritate him.

Signs of aggressiveness (I.P. Podlasy):

Stubbornness, constant objections, refusals even from easy assignments, ignoring the requests of the teacher.

Pugnacity.

Constant or prolonged depression, irritability.

Unreasonable outbursts of anger, bitterness.

Animal abuse.

The desire to offend, humiliate.

Authority, the desire to insist on one's own.

Egocentrism, inability to understand others.

Emotional deafness. Heartbreak.

Self-confidence, high self-esteem.

There are many factors that influence the appearance of aggressiveness:

a) Parenting style in the family:

overprotection

hypo-custody

b) Emotional closeness with the child

c) Socio-cultural status of the family, etc.

Individual characteristics of a person;) Reduced arbitrariness

b) Low level of active braking, etc.;

Peers (through interaction with them, a certain model of behavior is formed);

The mass media, which are now becoming increasingly important in the formation of aggressiveness not only in children, but in the entire population as a whole;

Unstable socio-economic situation.

Steady aggressive tendencies in the behavior of children of primary school age have their origins in the sphere of relationships with significant adults, and these are parents and teachers.

The main source of living examples of aggressive behavior for most children is the family. Numerous studies have shown that families from which aggressive children come out are characterized by special relationships between family members. Such tendencies are described by psychologists as a "cycle of violence". Children tend to reproduce the types of relationships that their parents "practice" in relation to each other. Children, choosing methods for clarifying relations with brothers and sisters, copy the tactics of resolving conflicts from their parents. When children grow up and get married, they use rehearsed ways of resolving conflicts and, closing the loop, pass them on to their children by creating a distinctive style of discipline. It has been reliably established that the abuse of a child in the family not only increases the aggressiveness of his behavior towards peers, but also contributes to the development of a propensity for violence at a more mature age, turning physical aggression into a life style of the individual. Thus, children often adopt aggressive forms of behavior from their parents.

Often an aggressive child feels rejected, useless. The cruelty and indifference of parents leads to a violation of the parent-child relationship and affects the soul of the child, the belief that he is not loved. “How to become loved and needed” is an insoluble problem facing a small person. So he is looking for ways to attract the attention of adults and peers.

E.K. Lyutov and G.B. Monina argue that in almost every class there is at least one child with signs of aggressive behavior, he attacks other children, calls them names and beats them, takes away and breaks toys, deliberately uses rude expressions, in a word, becomes a "thunderstorm" of the entire children's team, a source disappointment of educators and parents. This pugnacious, rude child is very difficult to accept for who he is, and even more difficult to understand.

Children learn aggressive behavior in the course of interaction with other children. One way to teach aggressive actions from peers is through play. These games include those in which children push each other, catch up with each other, tease, etc. In addition, at this age, reactivity or the so-called reciprocal aggressiveness to the actions of peers is most characteristic. Aggression can often occur as a response to the unacceptable behavior of others, that is, as an act of retribution for something.

As already noted, the formation of aggressive behavior is influenced by the family environment and the characteristics of interaction with other children; but one more factor cannot be ignored, which, especially in recent years, has caused serious concern among parents, educators, and psychologists. This is the influence of the media.

Modern children often resort to aggression because. learn to see in it a way to solve life's difficulties, i.e. we can talk about the process of socialization of aggression as a result of mastering the skills of aggressive behavior and the development of aggressive readiness of the individual. This concept is supported by the fact that the child, as a rule, does not choose aggression consciously, but prefers it, without having the skills to constructively solve his problems. Aggression is seen as a social behavior that involves skills and requires learning. To perform an aggressive action, a person must know a lot: for example, what words and actions will cause suffering, what techniques will be painful, and so on. this knowledge is not given at birth. People must learn to behave aggressively.

Learning aggressive responses from experience is important, but observational learning has an even greater impact. A person who has witnessed violence discovers new facets of aggressive behavior that were previously absent in his behavior. Observing the aggressive actions of others, a person can reconsider the limitations of his behavior: others can, so I can. Constant observation of scenes of violence leads to the loss of emotional susceptibility to aggression and other people's pain. As a result, he becomes so accustomed to violence that he ceases to consider it as an unacceptable form of behavior.

American sociologists have calculated that in the most popular television programs for every hour of broadcasting, there are on average about 9 acts of physical and 8 acts of verbal aggression. Sex and violence appear in one way or another in more than 60% of TV program announcements (according to data presented by R. Baron, D. Richardson). So far, there are no similar sociological data for Russia, but it is very likely that this figure is no less.

There is now a growing body of scientific research confirming the fact that scenes of violence shown in movies or on TV screens contribute to an increase in the level of aggressiveness of the audience.

FactorsDeterminantsSocialFrustration (obstacle to purposeful behavior). Provocation (revenge for revenge). Characteristics of the object of aggression (gender, race). Third-party observers (those who observe an aggressive situation). External Noise, temperature, smell, tightness of personal space. Biological Anomalies of sex chromosomes, damage to the cerebral cortex, type and properties of the nervous system. approval). The tendency to attribute bad intentions to other people. Increased irritability (quick start and offended). Low level of self-control.

Thus, we can conclude that the aggressiveness of modern children is relevant in the current conditions of our life. she carries certain psychological features, affecting not only the people around the child - parents, educators, teachers, peers, it creates difficulties for the child himself, in his relationships with others. Aggressiveness is not something indifferent for the child himself, because "the manifestation of aggression by the child is a consequence of the presence of some serious trouble in the course of his development." Due to the collapse of moral principles, instability in our country, reassessment of values, aggression is the norm in interpersonal relationships.

Aggression determines not only the current position of the child in the system of social relations and relations, but its influence on the development of the personality is of a more long-term nature. Longitudinal studies show that aggressiveness is quite stable over time, and it is likely that childhood aggression can turn into persistent antisocial or antisocial behavior in adolescents. Aggressive behavior affects not only the child's relationship with the surrounding reality, but also determines the development of her entire personality, its various aspects. Initially, aggressiveness and cruelty arise as concrete situational phenomena, the source of which is external circumstances.

The society in which we live, sick with aggression and intolerance due to the instability of material, social and economic conditions, also infects its younger generation. The danger lies in the fact that in the new generation the disease can become congenital and mass, turn from a social pathology into a social norm. If the accusations are adjacent to the indifference and immoral behavior of parents and the public and the use of physical force by them both in conflicts between themselves and against the child, then due to children's imitation and the lack of other life experience, the child is convinced that the easiest way to achieve the goal is through aggression. .

1.2 Children's aggressiveness: causes, models

Being born, the child has only two ways of responding - this is pleasure and displeasure.

When a child is full, nothing hurts, the diapers are dry - then he experiences positive emotions, which manifest themselves in the form of a smile, contented cooing, calm and serene sleep.

If the child experiences discomfort for any reason, then he shows his discontent by crying, screaming, kicking. With age, the child begins to show his protest reactions in the form of destructive actions aimed at other people (offenders) or things valuable to them.

Aggression is inherent in every person to one degree or another, as it is an instinctive form of behavior, the main purpose of which is self-defense and survival in the world. But man, unlike animals, with age learns to transform his natural aggressive instincts into socially acceptable ways of responding, i.e. normal people socialize aggression.

Those people who have not learned to control their aggressive impulses experience difficulties in communicating with people. In more severe cases, when aggressive behavior becomes illegal, such people are subjected to criminal punishment and isolated from society in places not so remote.

Many factors influence the formation of attitudes towards the world.

First of all, this is the state of mind of the mother during pregnancy and after childbirth. Let's imagine a simple example: a child is born at the moment when his mother is experiencing a personal drama, is in anxiety for her own, and, consequently, her future, feels despair and longing. The kid, for whom there is still no division into I and not-I, is filled with the same feelings, and his first experience of interacting with others tells him that it is not so safe here, there is a lot of pain and unpredictability, anyone can harm.

In the future, this develops into distrust of everyone and everything, for him now any manifestation from the outside can mean an attack. The fear and anxiety that the child experiences when in contact with others leads to the fact that any signal is interpreted by him as the realization of his worst fears. Aggressive outbursts in such children look very unexpected and incomprehensible. Also, the manifestation of unconditional love for their child by parents, or the lack thereof, influences the formation of attitudes towards the world. If parents showed sincere love for their baby in any situation, if the child understood that, no matter what, he was loved, then he had a sense of trust in others.

If the child is convinced that he is not loved, or even hated, then he decides that it cannot be worse and therefore becomes capable of anything. He does not need to worry that he may lose the object of love. Why does he need someone who doesn't love him? He can become hardened, he can begin to take revenge. Many thrillers about murderous maniacs are built on this, where, digging into his past, they discover a downtrodden, despised, humiliated child.

Quarrels between adults also have a traumatic effect on the psyche of children. When mom and dad quarrel every day, the baby has a feeling of an impending disaster. Despite the fact that the family tries to avoid open scandals, and quarrels occur “behind closed doors”, the little man still feels a tense atmosphere. And this is not surprising, because the adults around the baby are his world, one and indivisible, the same as his mother's cozy tummy was. Therefore, any conflict situation is perceived by the child as a threat to himself.

The second reason for aggressiveness is related to the fact that adults are forced in some situations to forbid the child to behave in a certain way, or to the fact that parents are not always able or willing to satisfy the endless desires of their children. There are two important things to keep in mind here.

First, they must learn to correctly set prohibitions and, if necessary, apply punishments.

And, secondly, it is important to remember that the main need of any child is the need to feel loved and appreciated.

If the child begins to have doubts about this, then he will try in every possible way to reinforce his feeling of uselessness. Therefore, the constant whining of children to buy them something is often a provocation on their part. At the same time, the child immediately interprets the refusal of what he wants in such a way that no one loves him, and no one needs him. At the same time, of course, he is terribly angry. After all, a child loves sincerely and does not want to admit that his love is unrequited.

On the other hand, the fulfillment of any whim of your child does not solve the problem either, because his doubts can appear again and again, for example, when he is faced with inattention to his experiences. To prevent such a distorted interaction, it is worth telling the child sincerely that you love him.

The third reason is the establishment of personal boundaries. A child is born completely dependent on his parents, and his main task throughout his life is to gain independence (primarily from his parents) and self-sufficiency. Very often this process is very painful for both parties and can have sad consequences. It is important for parents to understand that their children are not their private property, and they do not belong to them. The child is called to become an equal and equal human being. There are the most important periods when a child solves this problem: these are 3 years old, the beginning of school life and adolescence. During these periods, children react especially sharply to being introduced into their lives, which finds expression in protest reactions. Wise parents should take this into account and give the child reasonable freedom and independence. But at the same time, children should not feel abandoned, the child should feel that parents are always ready, if necessary, to provide support and assistance.

It is also desirable that the child has his own room (or at least a corner). He must know that his boundaries are respected and not violated without his knowledge.

Socio-cultural aspect of children's aggressiveness. Children learn about behavior patterns from three sources.

The first is the family, which can simultaneously demonstrate aggressive behavior and ensure its reinforcement.

Secondly, they also learn aggression through interaction with their peers, often learning about the benefits of aggressive behavior (“I am the strongest - and I can do anything”) during games.

And, thirdly, children learn aggressive reactions not only from real examples, but also from symbolic ones. At present, there is no doubt that the scenes of violence shown on TV screens contribute to an increase in the level of aggressiveness of the viewer, and, first of all, of children.

Diagnostic criteria and characterological features of aggressive children of senior preschool and primary school age

E. Fromm believes that there are two types of aggression - "benign" and "malignant". The first appears at the moment of danger and is protective. As soon as the danger disappears, this form of aggression also fades. "Malignant" aggression is destructiveness, cruelty; happens spontaneously and is connected with the structure of personality.

Analyzing aggressiveness as a personality trait, American psychologists working with children have developed the following diagnostic criteria, which make it possible to speak about the presence of this property in a child to one degree or another.

Diagnostic criteria:

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

Often argue, swear with children and adults.

Deliberately annoying adults, refusing to fulfill the requests of adults.

They often blame others for their "wrong" behavior and mistakes.

Envious and jealous.

They 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.

The American psychologist M. Alvord identifies a number of characterological features of aggressive children, which denote internal contradictions, problem areas and internal conflicts of such children. The identification of characterological features is very important, since it is precisely these features of aggressive children that are the subject of corrective work.

Characterological features of aggressive children

They perceive a wide range of situations as threatening, hostile towards them.

Oversensitive to negative attitudes towards themselves.

They are pre-configured for a negative perception of themselves by others.

Do not evaluate their own aggression as aggressive behavior.

They always blame others for their own destructive behavior.

In the case of intentional aggression (attack, damage to property, etc.), there is no feeling of guilt, or the guilt is very weakly manifested.

They tend not to take responsibility for their actions.

They have a limited set of reactions to a problem situation.

In relationships, they show a low level of empathy.

Poorly developed control over their emotions.

Weakly aware of their emotions, except for anger.

They are afraid of unpredictability in the behavior of parents.

They have neurological deficiencies: unstable, distracted attention, poor working memory, unstable memorization.

They do not know how to predict the consequences of their actions (they get emotionally stuck in a problem situation).

They have a positive attitude towards aggression, because through aggression they get a sense of their own importance and strength.

The experience of working with aggressive children of domestic psychologists in kindergartens and schools allows us to point out three more important characterological features:

Children have a high level of personal anxiety;

Have inadequate self-esteem, often low;

They feel rejected.

In order to increase the effectiveness of work with aggressive children, it is also necessary to analyze the role of the family in shaping the aggressive behavior of children, as well as the characteristics of the families of aggressive children themselves.

Families of aggressive children have their own characteristics that are unique to them. The analysis of the characteristics of families of aggressive children was carried out on the basis of a study of the influence of upbringing and family relations on the aggressive behavior of children, made by A. Bandura (this brief analysis of the characteristics of the families of aggressive children is of great help in the preventive, educational, consultative work of a practical psychologist in a residential institution).

Features of families of aggressive children

In the families of aggressive children, emotional attachments between parents and children are destroyed, especially between fathers and sons. Parents experience rather hostile feelings towards each other; do not share the values ​​and interests of each other.

Fathers often exhibit patterns of aggressive behavior themselves and also encourage aggressive tendencies in their children's behavior.

Mothers of aggressive children are not demanding of their children, often indifferent to their social success. Children do not have clear responsibilities at home.

In parents of aggressive children, the models of upbringing and their own behavior often contradict each other, and mutually exclusive demands are made on the child. As a rule, a very tough father and conniving mother. As a result, the child develops a model of defiant, oppositional behavior, which is transferred to the outside world.

The main educational means that parents of aggressive children always resort to are:

physical punishment;

deprivation of privileges;

restrictions and lack of incentives;

frequent isolation of children;

deliberate deprivation of love and care in case of misconduct.

Moreover, the parents themselves never feel guilty when using this or that method of punishment.

Parents of aggressive children do not try to understand the reasons for the destructive behavior of their children, remaining indifferent to their emotional world.

Aggression is a way of expressing one's anger, protest. And, as you know, anger is a secondary feeling. It is based on pain, humiliation, resentment, fear, which, in turn, arise from the dissatisfaction of the basic, fundamental human need for love and need for another person.

The aggressive behavior of children is a kind of SOS signal, a cry for help, for attention to their inner world, in which too many destructive emotions have accumulated that the child cannot cope with on his own.

.1 Correction of aggressive behavior of children

aggressive child behavior correction

In order for the result of work with an aggressive child to be stable, it is necessary that the correction be not episodic, but systemic, complex, providing for the study of each characterological feature of this child. Otherwise, the effect of corrective work will be unstable.

Based on practical experience of working with aggressive children and analyzing the characterological features of these children, as well as their families, 6 key blocks (directions) can be distinguished. Each block is aimed at correcting a certain psychological trait or feature of the child and contains a set of appropriate psychological techniques and techniques to correct this feature. A separate, seventh block is the work with parents and teachers aimed at removing the provoking factors of aggressive behavior in children.

It is important that work with an aggressive child (possessing the quality of "aggressiveness") begins with the stage of responding to anger in order to give freedom to true hidden feelings (offenses, disappointment, pain). The child, without going through this stage, will resist further work and, most likely, will lose confidence in the psychologist. After that, you can move on to corrective work aimed at understanding your own emotional world, as well as the feelings of other people; to master the techniques of controlling one's anger, as well as to the development of adequate self-esteem.

Work can be built both individually (more often at the stage of responding to anger and the whole problematic situation as a whole), and in a group. Group work is most effective in mini-groups (5-6 people each). Number of lessons - 1-2 per week, duration - 30 minutes.

The main principles on which the interaction of a psychologist with a child is based:

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 skills of self-regulation and control.

System of methods and techniques of corrective action

Characterological features of the child Directions of correctional work Methods and techniques of correctional influence1. High level of personal anxiety. Hypersensitivity to negative self-esteem. Perception of a large number of situations as threatening Decreasing the level of personal anxiety 1) relaxation techniques: deep breathing, visual images, muscle relaxation, free movement to music; 2) work with fears; 3) role-playing games2. Poor awareness of one's own emotional world. Low level of empathy Formation of awareness of one's own emotions, as well as the feelings of other people, development of empathy 1) work with photographs reflecting various emotional states; 2) inventing stories that reveal the cause of the emotional state (it is desirable to reveal several reasons); 3) drawing, modeling of emotions; 4) plastic representation of emotions; 5) work with emotions through sensory channels; 6) the image of various objects and natural phenomena, inventing stories on behalf of these objects and phenomena; 7) acting out scenes (etudes) that reflect various emotional states; 8) technique - “I am sad (joyful, etc.) when ...”; 9) role-playing games that reflect a problematic situation, where the “aggressor” plays the role of the “victim”3. Inadequate (often low) self-esteem. Prepared in advance for the negative perception of oneself by others Development of positive self-esteem 1) exercises aimed at positive perception of the image of "I", activation of self-awareness, actualization of "I-states"; 2) development of a system of incentives and awards for existing and possible successes (“album of successes”, medals, diplomas, applause, etc.); 3) inclusion of the child in the work of various (according to interests) sections, circles4. Emotional "stuck" on the situation that is happening now. Inability to foresee the consequences of one's actions Corrective work aimed at teaching the child to respond to his anger in an acceptable way, as well as to respond to the whole situation as a whole 1) expressing anger in a safe way in the external plane (sewerage of aggression); 2) plastic expression of anger, reaction of anger through movements; 3) multiple (more than 100 times) repetition of a destructive action in a way that is safe for oneself and others; 4) drawing anger, as well as modeling anger from plasticine (clay), discussing (if the child wants) in what situations he experiences anger; 5) "letters of anger"; 6) "gallery of negative portraits"; 7) the use of art therapy techniques in order to more fully respond to feelings and their positive transformation5. Weak control over one's emotions Corrective work aimed at teaching the child to manage his anger 1) relaxation techniques - muscle relaxation + deep breathing + visualization of the situation; 2) translation of destructive actions into a verbal plan (“stop and think about what you want to do”); 3) entering the rule: “count to 10 before you move on to action”; 4) role-playing game, which includes a provocative situation for developing control skills; 5) composing a story on behalf of one's anger, followed by the reflection of this feeling in movements; 6) awareness of one's anger through sensory channels (what does your anger look like? what color, hearing, taste, touch?); 7) awareness of one's anger through bodily sensations (contractions of the muscles of the face, neck, arms, chest, abdomen, which can cause pain)6. Limited set of behavioral reactions to a problem situation, demonstration of destructive behavior Correction aimed at expanding the range of behavioral reactions in a problem situation and removing destructive elements in behavior conflict situations; 3) the use of games that include elements of rivalry; 4) the use of games aimed at cooperation; 5) analysis together with the child of the consequences of various behavioral reactions to a problem situation, choosing a positive one and fixing it in a role-playing game; 6) the introduction of certain rules of conduct in the classroom using a system of incentives and privileges if they are observed (awards, prizes, medals, applause, etc.); 7) keeping a notebook by the child in order to teach self-observation and control over behavior; 8) the child, together with the educator (parents), maintains a behavior map containing personal rules of behavior for a particular child (for example, “keep your hands to yourself”, “speak respectfully with elders”) using rewards and incentives if these rules are observed; 9) inclusion of the child in sports team games (sewerage of aggression, interaction in a team, compliance with certain rules)7. Work with parents and teachersConsultative and corrective work with parents and teachers aimed at removing the provoking factors of aggressive behavior in children1) informing teachers and parents about the individual psychological characteristics of an aggressive child; 2) learning to recognize one's own negative emotional states that arise when communicating with aggressive children, as well as methods of regulating mental balance; 3) teaching educators and parents the skills of "non-violent" communication - "active" listening; exclusion of evaluation in communication; utterance of "I-messages" instead of "You-messages", exclusion of threats and orders, work with intonation; 4) developing the skills of positive interaction with aggressive children through a role-playing game; 5) assistance to the family in terms of developing uniform requirements and rules for education; 6) refusal of punishments as the main method of education; 7) inclusion of the child in the work of various (according to interests) sections, circles, studios

2.2 Methods, techniques, exercises aimed at correcting aggressive behavior

Methods, techniques, exercises aimed at teaching the child acceptable ways of expressing anger, as well as responding to a negative situation in general.

"Anger Response" (W. Oaklander)

The task of the psychologist is to help the child in releasing his true experiences (pain, resentment), which are often hidden behind the outward manifestation of anger, it is also necessary to help the child change the perception of the situation as a whole from traumatic and negative to more positive.

The first stage is to "provide children with practically acceptable methods for expressing anger in a safe way on the outside."

The second stage is “to help children come to a real perception of the feeling of anger, to encourage them to emotionally respond to this anger (and the situation as a whole) directly “here and now”. In these cases, it is good to draw anger with paints or fashion anger from plasticine - visually indicate your anger. Often in children, the image of their anger is identified with the offender, with the object to which their anger is directly addressed.

The third stage is “to enable direct verbal contact with the feeling of anger: “let them say everything that needs to be said to the one who should.” Usually, after the children have fully spoken out, the visual image of anger is transformed into a positive one; children become more calm and open to further work.

The fourth stage is to “discuss with children what makes them angry, in what situations it most often happens, how they discover it and how they behave during this time.” It is important that the child learns to recognize and understand his anger, and then learn to assess the situation in order to make a choice between open (asocial) manifestation of anger or its manifestation in a socially acceptable form.

Exercises aimed at teaching the child acceptable ways to discharge anger and aggressiveness, as well as responding to a negative situation in general.

At the first stage of responding to anger, the following methods and methods can be used:

crumple and tear paper;

hit a pillow or punching bag;

stomp;

shout loudly using a "cup" for shouting or a "pipe" made of thick paper;

kicking a pillow or a tin can;

write on paper all the words that you want to say, crumple and throw away the paper;

rub the plasticine into the cardboard.

Exercise "Plastic image of anger"

(individual, group)

. “Please stand (or sit) in a comfortable, free position. Think of the situation (person) that makes you feel the most angry.”

. "Focus on your sensations, note in which parts (parts) of the body they are strongest."

. “Please stand up and move in such a way that you express the feelings you are experiencing as much as possible. Don't control your movements, express your feelings."

Reflection:

Was the exercise easy to complete?

What were you having trouble with?

What did you feel during the exercise?

Has your condition changed since doing the exercise?

Exercise "Drawing your own anger (modeling from plasticine, clay)" (individual)

Note: During this exercise, it is important not to interfere with the child's opinion.

Equipment: sheets of paper for drawing, colored crayons, felt-tip pens (plasticine, clay).

. “Please think of that situation (person) that makes you feel very angry, angry.”

. “Listen to yourself and note in which parts of the body you feel your anger the most.”

When the child talks about how he feels, you can ask the question: “What does your anger look like? Can you draw it in the form of a picture or mold your anger out of plasticine?

Drawing discussion:

What is shown in the picture?

How did you feel when you drew your anger?

Can you speak for your drawing? (to reveal hidden motives and experiences)

Did your state change when you completely drew your drawing?

. "What do you want to do with this drawing?"

Some children crumple, tear the picture. But many express a desire to draw another version of the drawing when "it has changed."

Discussion of the new drawing:

What do you feel when you draw new version?

Please speak on behalf of the new drawing.

What is your condition now?

Exercise "Gallery of negative portraits" (for children from 9 years old)

. “Sit down, please, relax, take a deep breath 3-4 times, close your eyes. Imagine that you are in a small exhibition-gallery: it has photographs (portraits) of people at whom you are angry, who make you angry, who, as you think, have treated you unfairly.

. “Walk around this exhibition, look at the portraits, pay attention to how they look (color, size, distance, facial expressions). Choose any of them and stop near it. What feelings does the portrait of this person evoke in you?

. “Mentally express your feelings by addressing them to the portrait. Do not hold back your feelings, mentally say whatever you want to say, not embarrassed in expressions. And also imagine that you do with the portrait whatever your feelings prompt you to do. After you have done this exercise, take a deep breath 3-4 times and open your eyes.

Reflection:

What was easy and what was difficult to do in this exercise?

What did you like, what didn't you like?

Who did you see in the gallery, who did you choose, who did you settle on?

How did your condition change during the exercise?

What is the difference between the feelings at the beginning and at the end of the exercise?

Exercise "Letters of anger" (for children from 9 years old)

. “Please think about the person who causes you anger and active rejection, as well as those situations related to this person where negative feelings manifested themselves especially strongly and sharply.”

. “Write a letter to this person, please. Tell me honestly and sincerely about your experiences, about what you want to do.

It is important that the child fully expresses his feelings, freeing himself from them (the child must be warned that no one will ever see or read this letter except him).

. “You wrote a letter. Tell me what you want to do with him?

Reflection:

Was it difficult for you to write a letter?

Have you said everything or is there something left unsaid?

Has your mood changed since writing the letter?

Exercise "Awareness of anger through sensory channels (what does your anger look like? what color, sound, touch, taste, smell?)"

Note: you can work with different words: “quarrel”, “anger”, “anger”.

. "Speak out, please, on the topic -

what is a quarrel?

how does a quarrel arise?

Was there at least one time in your life when you yourself started a quarrel?

what do you like about fights?

What do you dislike about quarrels?

. “Tell me, please, if a quarrel had a color, what color would it be?”

. “What does a fight taste like?”

. “And if you touch a quarrel, then what is it like?”

. “What kind of quarrel sounds like?”

. "Please draw a situation in which you had a quarrel when you were angry with someone."

. “How to fix the situation? How to reconcile?

Exercise "Recipe: How to make a child aggressive"

(group, individual)

During this game, children can understand what they call aggressive behavior. They can also look into their own aggressive behavior and explore the aggressive behavior of others.

The exercise has two parts. To complete the exercise, each child will need paper, a pen, felt-tip pens.

First part:

Ask the children to imagine an aggressive person and mentally follow what an aggressive person usually does, how he behaves, what he says;

Have the children take a piece of paper and write down a short recipe for creating an aggressive child, and draw a portrait of such a child;

Then the children read out their recipes, portray an aggressive child (how he walks, how he looks, what kind of voice he has, what he does);

Worth discussing with children:

what they like in an aggressive child;

what you don't like;

what would they like to change in such a child.

Second part:

Ask the children to think about when and how they became aggressive? How can they cause aggression towards themselves?

Let the children take another sheet of paper and divide it in half with a vertical line into left and right parts. On the left, it is recorded how those around them showed aggression towards them during the school day. On the right side, it is recorded how the child himself showed aggression towards other children;

After that, it is worth discussing with the children:

whether they know such children who are aggressive;

how they think why people are aggressive;

Is it always worth resorting to aggression in a difficult situation, or is it sometimes possible to solve the problem in a different way (for example, which one?);

how the victim of aggression behaves;

What can you do to avoid being a victim?

Psychological methods, techniques, exercises aimed at teaching children the skills to control and manage their own anger (self-regulation skills)

Aggressive children have poorly developed control over their emotions, and often simply do not exist, therefore, in corrective work with such children, it is important to form the skills to control and manage their own anger, to teach children some self-regulation techniques that will allow them to maintain a certain emotional balance in a problem situation. It is also important that children master relaxation techniques, because in addition to managing the negative state, relaxation techniques will help them reduce the level of personal anxiety, which is quite high in aggressive children.

Corrective work in this direction is:

In establishing certain rules that will help children cope with their own anger;

In fixing these rules (skills) in a role-playing game (provocative game situation);

In teaching relaxation techniques using deep breathing.

Entering rules

Before you jump into action, tell yourself "Stop!"

For more effective assimilation of the skill, you should draw the “STOP” sign with the child in the form of a circle with a border, inside of which “STOP” is written in large letters. You can make such a sign out of cardboard and put it in your pocket.

Whenever you want to hit or push someone or show active verbal aggression, you need to touch the pocket where the STOP sign is located or just imagine it. The border should be painted in soothing colors (blue, blue, green, golden, orange) and choose the appropriate color for the word "STOP". For example, a “STOP” of orange or gold color is suitable for a blue border, and a green one for blue. In any case, the color combination should have a calming effect on the child and please him.

Before you jump into action, take a deep breath and count to 10.

For particularly shy kids. Before you move on to action, tightly clench your fists and open them. Do this up to 10 times.

Translation of destructive actions from the physical to the verbal plane. Before you jump into action, stop and think about what you want to do.

Other rules.

This type of rules includes individual rules drawn up for a particular child, depending on the nature of the aggression shown by him (he speaks rudely with elders, spoils things, hits painfully, etc.) For example, such rules may be: “Speak respectfully with elders” , "Take care of things", "Keep your hands to yourself."

It is important when drawing up such rules to abandon the use of the negative particle “not”: “do not fight”, “do not break”, “do not be rude”, etc.

All these exercises can be performed in a role-playing game, either on their own or in combination with each other. Many children do exercises 2-5 easily if they can visualize the STOP sign first.

Reinforcing the rules in a role-playing game

Before moving on to reinforcing the rule in the role-play:

you should ask the child in what situation he is most often angry and he wants to hit someone, push, call names, spoil someone's things, etc., make a list of these situations;

you should ask him if he sometimes managed to restrain himself, and if so, in what cases (as a rule, these are situations that are less stressful for the child), and what helped him to restrain himself (“helpers”), and make a list of “helpers”, If there are any;

then a rule is introduced (any one!) It is also desirable to write it down. Further, if the child is 8 or more years old, then he should be asked to imagine the beginning of a conflict situation, remember his “helpers”, and also imagine that he managed to fulfill the rule, and trace in his imagination how the situation develops under such conditions further;

if the child managed to do this exercise, then a provocative situation is taken, similar to one of those presented in the list (but you need to start with a less conflict one), and, taking into account the introduced rule, it is played in a role-playing game, where the psychologist either takes on the role " opponent-victim”, or invites another child for this role;

with children up to 7-7.5 years old, before starting a role-playing game in a provoking situation, instead of an imagination exercise, you should first lose a game situation with dolls, rubber toys, Lego men to better consolidate the skill. To do this, the psychologist, together with the child, composes a short story that reflects the problems of the child himself and contains the entire set of his destructive behavioral reactions. The psychologist introduces the rule. and this rule is worked out in a game situation, which can turn into a whole performance. After the child begins to easily follow the established rule in the game, they proceed to a direct role-playing game with a provocative situation;

to quickly consolidate the skill, you can use incentive prizes, stickers, congratulations, etc.

Relaxation exercise "Snowwoman" (for children under 8 years old)

From this exercise, you can make a small game, while rolling imaginary clods of snow on the floor. Then, together with the child, you sculpt a “snowman”, and the child depicts her.

So, “the children made a snowman in the yard. A beautiful snowman turned out (you need to ask the child to portray a snowman). She has a head, a torso, two arms that stick out a little to the sides, and she stands on two strong legs ... At night, a cold, cold wind blew, and our woman began to freeze. First, her head froze (ask the child to tighten her head and neck), then her shoulders (the child strains her shoulders), then her torso (the child strains her torso). And the wind blows more and more, wants to destroy the snowman. The snowwoman rested with her legs (children strain their legs a lot), and the wind failed to destroy the snowman. The wind flew away, morning came, the sun came out, saw a snowman and decided to warm her up. The sun began to bake, and our woman began to melt. First, the head began to melt (the children freely lower their heads), then the shoulders (the children relax and lower their shoulders), then the arms (the arms gently lower), then the torso (the children, as if settling, lean forward), and then the legs (the legs gently bend at the knees). Children first sit down, and then lie down on the floor. The sun warms, the snowman melts and turns into a puddle spreading on the ground.

Then you can again mold a snowman at the request of the child.

Conclusion

In this paper, the phenomenon of aggressive behavior from the point of view of modern psychology was considered. Analysis of the theoretical material showed that there are many theories of aggression. Summarizing them, we can say that the development of aggressiveness is determined not only by the constitutional and physiological characteristics of the individual, but also by heredity, but also by the influence of socio-psychological factors. The formation of aggressiveness in childhood is due to many factors: the characteristics of relationships in the family, styles of family education, as well as examples of aggressive behavior demonstrated by adults, peers and television.

In addition, the following are noted as the causes of manifestations of child aggressiveness:

the desire to attract the attention of peers;

the desire to get the desired result;

the desire to be in charge;

protection and revenge;

the desire to infringe on the dignity of another in order to emphasize one's superiority.

These causes of aggressiveness are of particular importance for children, because. the family (before the child enters the children's institution) is the first stage of the child's socialization, and his socialization in school conditions is the next and, as a rule, is extremely difficult.

Many researchers note that the correction of aggression, aimed at simply suppressing its signs and manifestations, is ineffective. More effective areas of work can be reduced to two main ones: the child must either become aware of his aggression, or sublimate it into a different form.

The first area of ​​work includes methods of psychological counseling, as well as communication training.

The second direction includes the methods of art therapy, which have become widespread, when aggressiveness is sublimated into creativity.

In accordance with the established facts, we have developed and proposed for teachers and parents a number of methods, techniques and exercises based on the complex application of the following methods: psychological counseling, training of communication skills and sublimation of aggression into other activities.

Analyzing the work done by us, we came to the conclusion that the hypothesis put forward at the beginning of the study: “correction of the aggressive behavior of children will be successful if the following conditions are met:

if the exercises are aimed at using a variety of ways to relieve aggressiveness;

if the exercises are offered for work in a complex” was fully confirmed.

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