Goals and objectives of preventive measures to prevent non-communicable diseases. Scientific electronic library

The concept of "prevention" as the use of preventive measures to prevent the abnormal development of speech.

The value of early diagnosis of deviations in the psychophysical development of the child for the prevention of speech pathology.

Prevention- the use of preventive measures to prevent abnormal development of speech.

Before prevention speech disorders as a special branch of speech therapy are the following tasks:

1) Prevention of speech disorders - primary prevention.

2) Prevention of the transition of speech disorders into chronic forms, as well as prevention of the consequences of speech pathology - secondary prevention.

3) Social and labor adaptation of persons with speech pathology - tertiary prevention.

Primary prevention

Of great importance in the organization of treatment-and-prophylactic and medical-pedagogical correction of the manifestations of dysontogenesis is the early diagnosis of deviations. psychophysical development.

In order to prevent and early diagnose speech disorders, mass medical examinations of children are carried out. In the first year of life, in addition to preventive examinations by a pediatrician, the child should be examined by a psychoneurologist, ophthalmologist, orthopedist, otorhinolaryngologist, at the age of 2 years - by a dentist, at 3-5 years old - by the same specialists and a speech therapist.

Such in-depth examinations make it possible to identify both the general pathology and the possibility of developing speech disorders in children at the earliest possible time and to take timely measures for health-improving and corrective work. Practice indicates the desirability of examining children under one year old by a speech therapist. A specialized pedagogical examination helps to identify possible speech disorders and begin work on their prevention.

Prevention of violations in speech development is based on measures of social, pedagogical and psychological prevention of disorders of mental functions. The implementation of preventive healthcare and special pedagogy begins even before the birth of a child and involves the creation of the most favorable conditions for the expectant mother during pregnancy.

Biological and social risk factors for speech pathology

The concept of "risk factor". The nature of pathogenic effects, which are biological risk factors for speech disorders.

The significance of the constitutional features of psychomotor for the development of speech in normal and pathological conditions. Family history of speech disorders. Indications for genetic counseling. The role of parents in the primary prevention of speech disorders.

Human health depends on a number of biological and social conditions. Biological pollution includes air, water, soil pollution, which lead to an increase in acute and chronic diseases and a decrease in the body's resistance to harmful influences. Also, the role of stress psychological influences which worsens the mental health of children.

Biological and social risk factors for speech disorders are inextricably linked.

To biological factors relate:

Brain infections and injuries suffered in the prenatal, natal and postnatal period;

Primary disorders of the sensory and motor sphere;

Violations of the formation of a psychomotor profile (left-handedness and various options for incomplete right-handedness);

Family history of speech pathology.

Social factors:

One of the leading causes of developmental disabilities is deprivation.

1) Hypoprotection.

2) Overprotection

3) The predominance of authoritarian or cruel treatment leads to the formation of neurotic personality development with a lack of initiative, independence, and increased anxiety. Possible speech disorders such as logoneurosis, mutism.

Neuropsychic health, which ensures the normal speech development of the child, largely depends on interpersonal relationships in the family. The following factors are of particular importance: the characterological characteristics of the mother; rejection by mother or father; incomplete family; conflict relationships in the family; change in family structure; upbringing in two houses; a sharp change in the life stereotype and type of education.

Psychotraumatic influence is also exerted by conflict relations with peers.

Bilingualism in the family has an adverse effect on the speech development of the child.

In order to prevent the occurrence of deviations in the neuropsychic and, in particular, speech development of the child, genetic counseling future parents. Indications for genetic counseling: congenital anomalies in family members, abnormal mental or physical development child, pregnancy in women over 35, belonging to an ethnic group in which the frequency of any hereditary disease is particularly high, long-term use drugs or exposure to chemicals, 3 or more miscarriages, early childhood deaths, infertility.

Taking into account the patterns of action of risk factors makes it possible to purposefully carry out primary preventive correctional and pedagogical work.

To organize this work, the following conditions are necessary:

knowledge age features formation speech function and the psyche in general;

organization of an adequate speech environment;

organization of the subject environment for sensory education and development of play and cognitive activities;

observance of psychohygienic rules in the family and children's institutions (prevention of overwork and mental trauma for children, etc.)

Social risk factors for speech pathology

The concept of "deprivation". Mental deprivation of children. Types of mental deprivation: emotional, sensory, cognitive, social. Their content and influence on the speech development of children. Dependence of the development of pathological forms of mental response and speech disorders on the age of the child and the specifics of the pathogenic situation. The main types of wrong education. Their influence on the speech behavior of the child and the development of communication.

Deprivation (lat. “isolation”) is a restriction of certain body functions, leading to a delay in their development. This limitation can be caused both by an anomaly of the system responsible for this function, and by the absence of external conditions for the implementation of the function.

There are the following types of mental deprivation: emotional, sensory, cognitive, social. All types of deprivation significantly affect the speech development of the child.

emotional deprivation caused by the separation of the child from the mother at an early age. This entails severe impairment of brain activity and is one of the reasons for the development of emotional instability, impulsivity, behavioral disorders, which can be complicated by speech disorders.

sensory deprivation- Isolation of the child, resulting from a violation of sensory functions. Profound visual and hearing impairments in children alter the normal interplay of biological, psychological and social factors in their mental development. First of all, the biological maturation of brain structures changes. There is a deficiency in almost all higher mental functions, including speech. A deficient type of dysontogenesis is formed. Sensory deprivation secondarily causes the child's social isolation.

cognitive deprivation. Placing a child in conditions of artificial sensory isolation has a pronounced negative impact on the development of thinking. Thinking is an integrative function of the brain, therefore, a violation of the development of thinking delays the formation of other higher mental functions.

social deprivation called adverse conditions life and upbringing, which causes a violation of communication with others and a delay in the formation of the child's personality.

Improper upbringing influences the child's speech behavior and the development of communication:

1. Hypoprotection. Can form pathological development personality by type of mental instability (inability to regulate emotions and desires, lack of a sense of duty and responsibility). Under conditions of hypo-care, the child's speech development slows down due to the restriction of communication with adults.

2. Overprotection. There is a formation of egocentric attitudes, inability to volitional efforts, labor activity. The course of speech development is disturbed due to the limitation of independent cognitive activity and the lack of the need to use speech as a means to achieve the goal, since adults fulfill the desires of the child as soon as they arise.

3. The predominance of authoritarian or cruel treatment leads to the formation of a neurotic personality development with a lack of initiative, independence, and increased anxiety. Possible speech disorders such as logoneurosis, mutism.

Secondary prevention

The value of speech disorders for the mental development of the child, the formation of his personality and behavior. The behavior of parents, aimed at the development of communication and mental functions of the child. A comprehensive examination of a child with speech pathology and the organization of subsequent correctional-psychological and correctional-pedagogical influence as methods of secondary prevention.

Secondary prevention methods:

Comprehensive examination of a child with speech pathology;

Organization of subsequent correctional-psychological and correctional-pedagogical influence.

It is necessary to know well and take into account the specific manifestations of a speech defect, as well as the conditions for its full compensation. As a result, a thorough comprehensive study of each child is of particular importance in constructing the optimal variant of corrective education and training of children with speech pathology and secondary prevention of complications.

Speech disorders affect the mental development of the child, the formation of his personality and behavior (secondary disorders). Profound speech disorders limit mental development in general.

Speech disorders affect the mental development of the child, the formation of his personality and behavior (secondary disorders).

Deep speech disorders (alalia, aphasia) to varying degrees limit mental development in general. This occurs both due to the functional unity of speech and thinking, and as a result of a violation of normal communication with others, as a result, knowledge, emotions and other mental manifestations of the personality are combined.

The immaturity of the individual and the limitations of the individual life experience in young children strengthen the role of various biological factors(early residual organic failure, genetic burden, constitutional features of reactivity, hormonal imbalance, etc.) in the genesis of neurotic reactions observed at this age. These biological factors also play a leading role in the "choice of method" of neurotic response, i.e., the occurrence of certain predominant neurotic disorders in young children (V. V. Kovalev, 1976).

There are four levels of predominant neurotic disorders in children:

1. Somato-vegetative - 0-3 years of life.

2. Psychomotor - 4-7 years of life.

3. Affective - 7-10 years of life.

4. Emotional-ideational - 10-15 years of life.

The first level of neurotic disorders includes appetite disorders, dysfunctions of the gastrointestinal tract, thermoregulation, and sleep. The second level is associated with the appearance of hyperdynamic syndrome, tics, stuttering, mutism and other motor and speech disorders. At the third level of reactivity, children have fears and depressive experiences. At the fourth level - neurotic anorexia, hypochondriacal super-valuable formations to one's "physical self".

With organic damage to the brain, the biological conditions for the course of activity change. The new increased abilities of the child come into conflict with the existing level of requirements for him, with the objective place that he occupies in life.

Since the interaction of biological and social risk factors plays special role in speech ontogenesis, parents should be involved as much as possible in correctional work. They should know that a child’s weak or hoarse voice, low physical activity, a low level of development of the sucking reflex, and so on. indicate brain damage. The age-related immaturity of the psyche and the symbiotic nature of the relationship of a young child with his parents (primarily with his mother) require a speech therapist to establish a trusting contact with them in order to determine their relationship to the child, their educational attitudes and attract loved ones to corrective work.

The prevailing views in society on the curability and prognosis of organic brain damage have an impact on the attitude of parents to the child. The speech therapist should explain to parents the mechanisms for compensating for an existing organic defect, the significance of such congenital reflexes, like echopraxia and echolalia, the first stages of babble for the development of movements of the articulatory apparatus and the induction of voice reactions in the child. Parents should be well aware that the sooner pre-speech corrective work, the less deviations will go speech and intellectual development of children.

Sometimes with children who have speech disorders, parents try to talk less and begin to communicate with gestures, wanting to facilitate mutual understanding. By this they harm the speech and mental development of the child. If the child does not speak, then the mother and everyone around should talk to him as much as possible. Gradually, the child accumulates vocabulary required for further development his speeches (E. M. Mastyukova, M. V. Ippolitova, 1985).

It is known that the presence of speech disorders in a child is often combined with insufficient development and formation of a holistic image of the subject. Therefore, correctional work is carried out in such a way that at first a sensual image is created or clarified of what should be further mediated by the word (the second signal of reality). Given the individual characteristics of the mental development of children with speech disorders, correctional pedagogical work is aimed at overcoming both non-speech and speech disorders.

Degree, character speech insufficiency and mental layers determine the child's ability to learn and actively participate in public life schools.

School performance is hampered by the inability to ask, answer, tell or read in time and clearly. Due to children suffering from speech disorders, the dynamics of the lesson are often delayed, discipline is violated (laughter, mimicry, complaints, etc. occur in the class).

Underdevelopment of the sound side of speech, insufficient formation phonemic processes and sound pronunciation impede the timely formation of prerequisites for spontaneous mastery of practical skills of analysis and synthesis of the sound composition of a word. This state can be regarded as the first consequence, which creates significant difficulties in the way of acquiring literacy by children. The second consequence can be considered the difficulties that arise in children in the process of mastering literacy.

Lagging behind in learning, students who have speech disorders lose interest in learning, sometimes moving into the category of violators of discipline. Many speech defects, which are based on organic brain damage, change the outlook for life. It is not uncommon for a situation where the future for a teenager suffering from speech pathology loses its clear outline. Some disorders of the speech function affect not only the acquisition of a profession, but also affect the stability of the energy potential of the activity and the safety of its operational composition.

Thus, the attention of a speech therapist teacher should be focused as much as possible on the timely prevention of possible secondary, more distant consequences of speech pathology. Especially carefully it is necessary to analyze the state of the sound side of speech from these positions, because the insufficient formation of phonemic processes, even with fully compensated defects in sound pronunciation, can lead to deficiencies in mastering the skills of writing and reading.

In the process of raising children with speech disorders, parents and teachers need to constantly comprehend their behavior and their positions. Mutual understanding, encouragement, mutual respect, observance of order, interaction both between family members and between teachers and parents play serious role in the prevention of psychogenic reactive phenomena in children suffering from speech pathology. In particular, this provision is relevant for stuttering schoolchildren.

In cases where children experience psychological complications such as personal experiences associated with the presence of a speech defect, fear of speech, avoiding situations that require verbal communication, etc., the speech therapist needs to significantly strengthen the psychotherapeutic emphasis in his work. Each time, this emphasis and forms of psychotherapy will depend on the age of the child and the characteristics of the individual psychological response.

It is necessary to know well and take into account the specific manifestations of a speech defect, as well as the conditions for its full compensation. As a result, a thorough comprehensive study of each child is of particular importance in constructing the optimal variant of correctional education and training of children with speech pathology and secondary prevention of complications. A speech therapist's clear knowledge of the individual characteristics of all the children in the group makes it possible to determine the possibility of overcoming the defect as a whole, to set the timeframes necessary for this, and to make a forecast regarding education in the general education school program.

Speech therapy prevention can be effective only if complete knowledge about the development of the child (physical, mental, speech, etc.) based on development standards. This will allow the speech therapist to manage upbringing and education in a targeted manner, using the periods of sensitivity observed at certain stages of ontogenesis. Pre-temporal or late, in relation to the period of sensitivity, remedial education is less effective, while a conscious reliance on the patterns of development of psychophysiological characteristics, psyche and speech allows a speech therapist to achieve significant success.

Tertiary prevention

Tasks of tertiary prevention - professional orientation and training for persons with speech impairments. The main direction of work is a deep consideration of the personal capabilities and interests of each student. Students should have the opportunity to choose, with the help of a teacher, psychologist, doctors, such a path of learning that will allow a particular person to achieve the best results. In addition to cognitive development, it is necessary to pay great attention to emotional and social development.

Stages of social and labor adaptation:

I. Professional education.

II. professional propaganda.

III. Professional orientation.

IV. Labor rehabilitation.

It is necessary to create centers for medical-psychological-pedagogical rehabilitation, home-based training centers and other rehabilitation institutions.

A large role in social and labor adaptation belongs to the special (correctional) school. The school should prepare students for socially useful activities and participation in productive work.

LITERATURE

1. Vygotsky L.S. Psychology. - M.: April Press; EKSMO-Press, 2000. - 1006s.

2. Nikolaeva E.I. Psychophysiology. Psychological physiology with the basics of physiological psychology. - Novosibirsk: Lada; Science, 2001. -440s.

3. Polivanova K.N. Psychology of age crises. - M.: Academy, 2000. -180s.

4. Fishman M.N. Brain mechanisms causing deviations in speech development in children // Defectology. - 2001. - No. 3. -S.3-4.

5. Khvattsev M.E. speech therapy. Working with preschoolers. - M .: LLC "Publishing House AST", 2002. -258s.

6. Speech therapy / ed. Volkova L.S., Shakhovskoy S.N. -M.: Vlados, 1999. - 527p.

7. Troshin O. V., Zhulina E. V. Logopsychology. - M.: TC Sphere, 2005. - 256 p.

7. Filicheva T.B., Cheveleva N.A., Chirkina G.V. Fundamentals of speech therapy. - M: "Enlightenment", 1989. -222s.

TEST

1. The task of primary prevention of speech disorders is:

A. correction of speech disorders;

B. prevention of speech disorders;

B. elimination of secondary developmental defects.

2. The task of secondary prevention of speech disorders is:

3. The task of tertiary prevention of speech disorders is:

A. social and labor adaptation of persons with speech pathology;

B. prevention of the consequences of speech pathology and the transition of disorders to chronic forms;

B. diagnosis of speech disorders.

4. For early diagnosis of speech disorders, the following is used:

A. mass medical examination of children;

B. diagnosis at the request of the parents;

C. examination of the child by a speech therapist.

5. In the conditions of family education according to the type of hypo-custody, the speech development of children:

A. slows down;

B. accelerates;

V. goes according to age norms.

6. Methods of secondary prevention include:

A. comprehensive examination of a child with speech pathology;

B. organization of subsequent correctional-psychological and correctional-pedagogical influence.

B. 1 and 2 option.

7 . ROP prevention is:

A. the use of preventive measures to prevent abnormal development of speech;

B. system of psychological recovery of the child;

B. a set of preventive measures aimed at social and labor adaptation of persons with speech disorders.

Answers: 1 - B; 2 - B; 3 - A; 4 - A; 5 - A; 6 - B; 7 - A.

Non-communicable diseases are the main cause of premature disability of the population. Eliminating the factors of their occurrence is the main task of preventive medicine.

AT modern world almost completely gone healthy people. If several centuries ago the bulk of diseases were of an infectious nature, then today most pathologies are nothing more than the result of an improper lifestyle. In this regard, the prevention of non-communicable diseases comes to the fore.

Objectives of preventive measures

Health is priceless gift, which must be preserved throughout life. Any disease is easier to prevent than to treat. That is why medical prevention plays a fundamental role in maintaining health.

The risk of developing a particular pathology is due to the following factors:

Noncommunicable diseases (NCDs) can be divided into two groups: congenital and acquired. The latter make up the vast majority. In the arsenal of preventive medicine there is a whole range of measures aimed at reducing the risk of occurrence and development of acquired pathologies and their consequences.

There are several levels of prevention. Primary prevention is aimed at maintaining the overall health of the body and strengthening the immune system. The main goal of secondary prevention is the diagnosis of diseases at the initial stages of their development. Tertiary prevention is measures to prevent and eliminate the consequences of a pathological process.

Among non-communicable diseases leading to loss of working capacity and premature death, the leading positions are occupied by the following types of pathologies:

• spine diseases;
• cardiovascular pathologies;
• diseases of the respiratory system;
• diseases of the digestive system;
• oncology.

The list of acquired diseases requiring medical prevention also includes dental problems, which, although they do not pose a direct threat to life, but significantly reduce its quality.

The development of NCDs is primarily influenced by lifestyle. Absence motor activity, disruption of sleep and wakefulness, eating semi-finished products containing a huge amount of preservatives, dyes and flavor enhancers, kill health.

An important component of the pathological process are bad habits, such as smoking, addiction to alcohol and drugs. Medicines, used without a doctor's prescription, only exacerbate the situation.

Important role stress and depression play a role in the deterioration of health. Their progression is caused by economic instability and the ever-accelerating rhythm of life. Medical statistics show that neuropsychiatric disorders rank second among the main causes of NCDs.

Various types of preventive measures are aimed at eliminating negative consequences from work in hazardous industries. The younger generation is surrounded by special medical care and attention, since the foundation of future health is laid in early childhood.

Primary prevention

Prevention of diseases, unlike their treatment, does not require large sums of money. Primary medical prevention is designed to preserve the health given from birth for as long as possible.

Its main task is to exclude all risk factors for the development of NCDs, except for those that a person cannot control (genetic predisposition and age-related changes).

Promoting a healthy lifestyle, regular medical examinations of the population and professional examinations are the basis for preventing acquired non-communicable diseases. The leading role in this process belongs to the state.

Developed countries spend a lot of money on promoting a healthy lifestyle, developing and implementing preventive programs. Such activities bring tangible results.

In recent years, there has been an increasing interest folk methods recovery, which do not contradict medical prevention, but complement it. Traditional healers have developed many nutrition and lifestyle programs that help maintain health for many years.

Prevention levels include individual, family, community and state. This means that health care must be comprehensive. All levels of the preventive process are equally significant.

First of all, the responsibility for well-being lies with the person himself. Quit smoking, alcohol and
Drugs are the first step on the road to health. Proper nutrition and physical activity complement the list of necessary measures for individual prevention.

The family and community levels prioritize the development of the habit of healthy lifestyle life, creating a favorable psychological atmosphere and comprehensive encouragement of those who follow the right path.

And the task of the state is to ensure the availability of the preventive process for all categories of citizens, to allocate the necessary funds for this. First of all, this concerns the possibility of early diagnosis of common diseases.

Primary prevention of NCDs by folk methods includes increasing immunity with the help of decoctions and infusions medicinal plants as well as various cleaning procedures.

Secondary prevention

Secondary medical prevention comes into play when there is a risk of disease (immunity decreases, well-being worsens). At this point, it is important to turn to specialists in time. The main task of the doctor is to identify the pathology as early as possible and develop an effective scheme for its treatment.

It is impossible to accurately diagnose the disease by folk methods. Trying to heal yourself can lead to tragic consequences!

Secondary prevention actively uses the screening method. Its essence lies in the active medical examination of people who are at risk for the development of a particular pathological process. Such a system is used in many areas of medicine (oncology, urology, gynecology).

It is mandatory to conduct a survey of pregnant women, as a result of which possible violations of the developmental process of the child are revealed. Newborns are screened in the first week of life.

Secondary prevention includes all types of elimination of the risks of recurrence of the disease. To this end, a system of sanatorium-resort institutions is being created, for the construction and provision of which with all the necessary equipment the state allocates significant funds. Particular attention is paid to the development of children's health facilities.

You can fight the recurrence of diseases and folk methods. Popular prophylactic remedies of healers and healers are all kinds of diets, therapeutic baths, breathing exercises, acupuncture, and massage. Folk healing methods have been used by people for centuries. Many of them were adopted by the medical system of prevention.

Rehabilitation

It is worth recognizing that, despite all the scientific achievements, the possibilities of early diagnosis of diseases and the funds allocated for their prevention, medicine is sometimes not able to prevent the development of the pathological process.

Tertiary prevention is designed to help people who have received a disability and have lost the opportunity to live a full life as a result of a particular disease adapt.

Its purpose is to stop the progression of the disease process. In this situation, the psychological support of the victim and the maximum restoration of the functions lost as a result of the disease come to the fore.

An example is the creation of jobs for people with handicapped, involving them in social activities and creating an adequate attitude of society towards such fellow citizens.

Tertiary prevention includes a set of measures to ensure the physical and economic independence of people with disabilities. These are the funds allocated by the state for the payment of cash benefits, and the provision of various benefits to people with disabilities, and the creation of the maximum accessibility of free movement for them.

The complex of the rehabilitation process also includes teaching disabled people how to take care of themselves and the skills of a new profession accessible to them (retraining).

It is important to remember that it is necessary to protect health while it is. Restoring the lost is much more difficult and expensive. It is a pity that the realization of this fact sometimes comes too late.

Characterological and even pathocharacterological reactions are fundamentally reversible. But their repetition can lead to the consolidation of abnormal behavior and create the basis for the pathological formation of personality.

Along with other psychogenies, these reactions are involved in the formation of psychopathy. This explains the need for early diagnosis of behavioral disorders in order to take measures against the fixation of pathological personality reactions. Doctors have an even more important goal - prevention

1 Published according to the publication: Psychoprophylaxis in the practice of a pediatrician. L: Medicine, 1984. S. 120-128, 153-158, 185-188. Cr. for an annotation to the book, see Principles of Evaluation of Mental Development. - E. J.

8 V. M. Astapov of behavioral disorders. To achieve it in relation to each child, it is necessary: ​​1. To characterize temperament, personality traits, to identify whether there are psychopathic or accentuated features. 2. Detect or exclude the possibility of the existence of residual-organic inferiority. 3. Assess the influence of the family, school or other children's team. 4. To study the material and living condition of the family, its culture, connection with the main population. 5. Obtain data on the development of the child (asynchrony, retardation, acceleration, the nature of the course of the pubertal period, the rate of puberty). 6. Diagnose current chronic somatic and other diseases and assess the role of past hazards and diseases.

The role of temperament in the origin of behavioral disorders is well illustrated by the observation of A. Thomaz et al. (1968). Two children in the early years of life had such temperamental properties as an irregular sleep rhythm, slow adaptation to new types of food, difficulty in learning new skills, prolonged and strong crying. At the age of 4, they did not adjust well to preschool. In one family, the child was treated without sufficient patience and understanding. The father was often irritated, angry, not hiding his negative attitude, was ready to punish the child on an insignificant occasion, did not pay attention to him. Mother, although she showed more indulgence and patience, was not a consistent educator. By the age of 5-6, this child showed pronounced behavioral disorders: outbursts of anger, fear of the dark, difficulties in establishing contacts with peers, deceit. This case convincingly shows how the properties of temperament under the influence of unfavorable upbringing become the basis of characterological, and then pathocharacterological reactions, which ultimately resulted in the pathological formation of personality. However, the role of temperament can be softened with a careful, patient approach, as was the case with another child whose parents were sympathetic to the difficult and protracted period of adaptation. They did not respond with negative emotions to the manifestations of his bad mood, maintained their composure in all situations. As a result, the child, who was considered difficult for a long time, did not show signs of disturbed behavior by the age of 5-6.

Early detection of character accentuations can help prevent the development of characterological reactions. Having identified, for example, hyperthymic traits in a child (constantly elevated mood, immoderate mobility, incessant activity, hypersociality, talkativeness, intolerance of grief, desire for leadership, irascibility, playfulness), the doctor, in order to prevent behavioral disorders, should prevent excessive guardianship and restrictions in family education, bearing in mind the propensity of such children to the reaction of emancipation. Given the certain risk of compensation reactions in children deprived of spiritual care and deep emotional attachments, medical and educational personnel need to direct their search in a useful and psychologically justified direction. You can, for example, create conditions for such a child to communicate most closely with other children who require attention, or, if this is not possible due to character traits, entrust him with the care of animals and thereby help fill in the missing supply emotional warmth and direct compensation in a socially acceptable and beneficial direction.

With the features of emotional and volitional instability, the development of imitation reactions is often associated, the prevention of negative variants of which can be facilitated by the organization of leisure within the framework of sports, art groups or other hobby groups, where there are always role models and an atmosphere conducive to the emergence of positive "ideals" (coaches , leaders, most skilled peers, etc.).

An inhibited, timid, timid, insufficiently self-confident child is more than others at risk of giving a refusal reaction. It is necessary to take into account this feature and not tear him away from his usual environment or, if a separation is inevitable, conduct special training before parting with his parents. The elements of such preparation should be a frank and understandable explanation for the child of the goals of leaving home, the creation of a psychologically favorable environment in a new place, and the selection of a person who will temporarily take on the role of parents. If necessary, it is desirable to prescribe means that relieve emotional stress (tranquilizers, sedatives). Psychotherapy is very helpful in this situation.

Hysteroid accentuation more often than others contributes to the emergence of reactions of opposition and protest in children. To avoid them in such children requires a lot of patience and caution, as well as authority based on love and tenderness for the child. It is necessary to train his ability to restrain himself and fight against egoistic and egocentric attitudes.

The unfavorable significance of residual-organic inferiority, which exaggerates the negative aspects of temperament, has already been noted. The identification of such inferiority forces the doctor to discuss with parents and caregivers necessary measures individual approach in order to successfully counter potential behavioral disturbances. In such children, working capacity is significantly reduced, and the possibilities of compensation for additional hazards are limited. Taking this into account, it is advisable to reduce, or better, eliminate all factors that interfere with development, since these children are very sensitive to external stimuli and are themselves very irritable. They need to create, as far as possible, more harmonious environmental conditions that stimulate the development (SohnpKr S., 1974). Otherwise, such children, overloaded study load or impressions, give protest reactions that are much more violent in them, and due to insufficient compensatory capabilities - less reversible. With them, under favorable conditions, it is easier to prevent the development of characterological reactions than, after their occurrence, to stop the further pathological development of the personality.

From the foregoing it is clear that in the prevention of characterological reactions essential role may play knowledge of the conditions of upbringing in the family or children's institution. For preventive purposes, the doctor should carefully study the relationships existing in the family, the mode of education, and the personality traits of family members. One should not think that family members cannot do anything, in particular, to correct an already existing conflict situation. On the contrary, after a confidential conversation with a doctor who explained all the obvious and hidden dangers that exist in the family for the child, many people think, look for help and support, trying to create a more favorable environment. At this point, the knowledge and experience of a doctor can come in handy. In conflicting relationships between adults, it is sometimes necessary to act as a mediator. If it is impossible to quickly change the atmosphere of the family, it is possible to recommend a temporary referral of the child to other living conditions (to grandparents, to a sanatorium, boarding school, round-the-clock nursery-garden). More details about the analysis of the family situation are given elsewhere (see Chapter 1).

Let us dwell on some external influences, the negative aspects of which must be prevented. A serious test for a child in many cases is admission to a nursery, kindergarten or school, for which the child should be thoroughly prepared. Consider possible preventive interventions on the example of preparation for school life. At present, the family has become nuclear, i.e., consisting of parents and children (more often than one), and in this regard, a child limited to the family has less opportunity to adapt to life in society outside the home, especially if the child did not attend kindergarten. "Disorganized" children should first of all be encouraged to participate more in children's groups; this can be done both on playgrounds and in the process of collective games organized by parents. The preparation of the child for the school program is of great importance. At the same time, not only the level of intelligence and a minimum of knowledge are important, but

and, perhaps to a greater extent, characterological properties that need to be assessed in every beginner. Timely identification of personality-characterological abilities and characteristics of children could prevent negative reactions those who, due to immaturity, irresponsibility, disorganization, lack of initiative or instability, are not yet ready to study and, in this regard, may suffer from the unbearable conditions of school life for them.

In children, on the other hand, according to their characterological features, they are not yet ready for school, it is desirable in the family or in preschool children's institutions to specially educate the qualities necessary for organized learning. Many children are able to master the school curriculum by the age of 6, but the transition from kindergarten to classroom learning should not be abrupt. In our opinion, not at school, but in kindergarten, with his teacher, a child of 6 years old should begin to get acquainted with literacy.

Such a gradual transition from play to study in a preschool children's institution will prevent the occurrence of characterological reactions in many first-graders.

A doctor assessing the environment in which a child finds himself may be helped by acquaintance with an elementary school teacher, since his personality often plays into decisive role in the prevention or occurrence of behavioral breakdowns in children. Understanding that the teacher must have sympathy, warmth, clarity of expression of his thoughts, the doctor will hardly find it difficult to draw conclusions about the role of this teacher in adapting the student to new social duties.

Assessing the possibilities of psychoprophylaxis in general and behavioral disorders in particular, one has to take into account the material and living conditions of the family. Difficult living conditions of the family have a negative impact on the child in several ways. In such conditions, the child is usually less involved, the efforts of the family are insufficient to prepare for school life, to facilitate his socialization in order to help him master school curriculum. As a rule, there is not enough variety in the game material, in equipping with everything necessary for developing reading, writing and counting skills. All this and the tense psychological atmosphere that often reigns in such families make such children very vulnerable, as they turn out to be little knowledgeable, less skillful in communication, without sufficient home help. Having identified such a situation, the doctor must enroll the child in a risk group that requires assistance and constant monitoring. Often, general wellness activities are the best solution. Along with this, a lot of educational work is needed with parents, who in many cases do not want, but do not know how to help their child. Engaging other organizations to improve material well-being may be important to improve housing conditions, the nature of the work of parents, receive additional benefits provided by the state and will have a positive effect on the mental health of the child.

The children's team often includes children not only from families of different cultural levels, but also from different national cultures. Unfortunately, this can affect the mental well-being of some children in those groups where the educator or teacher fails to individualize the approach and requirements, and children of a low cultural level or poorly understanding the language of the main population will have to constantly experience feelings of inferiority or even guilt. It is possible that the latter can cause a characterological and personal protest on the part of the child, disrupt his adaptation. Equally important can be the attitude of peers, who, by “educating” or teasing the lagging behind, further complicate his situation. The tactful and skillful intervention of a doctor is able to correct the position of the educator, and with it the attitude of the entire children's team.

More close to the doctor is the task of evaluating development in order to identify its slowdown, excessive acceleration or asynchrony. Even a slight lag that does not reach a clinically pronounced mental retardation in an inhibited, sensitive, timid, uncommunicative child can become not only an obstacle in mastering educational material, but also the cause of the characterological reaction (protest). It is not always easy to figure out what is the main cause of failure of adaptation: the level of intelligence, character traits, or both in equal measure. Most often, one has to keep the latter in mind and direct preventive efforts both to stimulate development and to correct personal characteristics. Acceleration, in addition to certain somatic difficulties, is fraught with the danger of psychological complications. Excessively large in comparison with their peers, children experience some clumsiness, external change, and most importantly, a sharp difference from their peers, especially if they become the object of ridicule. In children with asthenoneurotic, sensitive, psychasthenic, hysteroid accentuation, this can lead to a characterological reaction. It is possible to protect accelerated children only through the joint efforts of pedagogical staff, doctors and parents. It is necessary for the benefit of both accelerated and slow developing children to widely explain to them and their peers the concepts of development, about different rates of maturation, about psychological features different children. This also applies to unevenly (asynchronously) developing children, perhaps with the addition that they need even greater psychotherapeutic protection.

The vast majority of children at 10-13 years of age begin puberty. This has profound physical, psychological and social consequences. So, at the age of 12 in girls and at 14 in boys, rapid growth begins. Often, the fact that at the age of 11, 12, 13 years of age, girls, as a rule, are taller and have a greater body mass than boys, leads to significant psychological experiences. On the one hand, some of the girls feel like “white crows”, on the other hand, some of the boys may feel infringed by their “inferiority”. The class is split into interest groups varying degrees physical and sexual maturity. Less mature ones are rejected, slighted, may feel inadequate and respond with compensation, imitation, and sometimes even protest. Properly delivered sexual education can prevent this in case of delayed sexual metamorphosis. It is also necessary for early maturing, as it will help them adapt, in particular, to the manifestations of sexuality that arise in them.

Special attention should be paid to children with chronic somatic diseases, which can be the cause of developmental difficulties and additional stresses that make it difficult to adapt to the environment. In such children, self-esteem is distorted, family relationships are violated. In family conditions, they try to reduce the stressful state of children by adapting the home style to their capabilities and needs, while creating a different from real life. artificial world. When the child finds himself outside this world, for example, at school, then the encounter with real difficulties causes confusion, rejection, protest, or other behavioral reactions in him. Therefore, it is necessary to consider children with chronic diseases (heart, endocrine organs, etc.) as a group of increased risk of neuropsychiatric disorders. Early intensive treatment of the underlying disease can warn them.

The modern Russian language is rich in various words, concepts and terms. In this article, I would like to talk about what prevention is: what types of it exist, what measures and methods are there.

About the concept

First of all, of course, it is necessary to determine the most important concept that will be used in this article. So, prevention is a certain complex of various kinds of measures that are aimed at preventing a problem or phenomenon even before they occur, or it is the prevention of various kinds of risk factors regarding the same issue.

About levels

So, we figured out that prevention is a set of measures aimed at overcoming a problem that has not yet arisen or is in its infancy. However, considering this topic, it is worth mentioning that there are also its various levels.

1. State. In this case, prevention measures are prescribed at the highest levels of government, these are some legislative measures aimed at improving the health or well-being (depending on the type) of the country's inhabitants.
2. Public (or labor collective) - a lower level. Preventive measures are aimed at certain group of people.
3. family level. Preventive measures for members of the same family.
4. individual or personal. In this case, prevention concerns a single person.

Directions

It is also worth mentioning that preventive measures can be carried out in various directions. Yes, there are several:

1. behavioral direction. As an example: prevention of deviant behavior, offenses, etc.
2. Sanitary and hygienic. This is the area of ​​hygiene as well as medicine.
3. Functional-biological (for example, fire safety).
4. Therapeutic and health-improving.

According to these four directions, various preventive measures are being taken.

Types of prevention

So what are the types of prevention? According to one classification, there are two of them:

1. Personal, i.e. individual, aimed at one individual person.
2. Public, when preventive measures apply to a group of people, society, or all residents of one country.

Another grouping of types of preventive measures may occur depending on the area of ​​their action.

1. Medical prevention.
2. Social.
3. Fire department.
4. Criminal, etc.

There can be a huge number of such subspecies, but they need to be considered separately, and not together in one tandem.

Tasks

1. Carrying out various complexes and preventive measures.
2. Use of innovative forms in various areas to improve preventive measures.
3. Formation of understanding among people of the need for periodic preventive measures on a particular issue (be it medicine, fire fighting or life).

Principles

Having understood that prevention is a set of preventive measures, it is worth paying attention to the principles that are used in the creation of preventive programs at various levels.

1. Drawing up prevention programs based on periodic analysis of the problem.
2. The principle of strategic integrity. Unified strategy preventive activities on one issue or another.
3. The principle of multidimensionality. The combination in the prevention of the personal aspect, behavioral, etc.
4. The principle of situationality. Compliance of preventive measures with real requirements.
5. The principle of solidarity. Assistance and assistance in carrying out prevention between organizations of various levels.
6. The principle of legitimacy. It is based on the adoption of methods of preventive measures by people for whom these methods are intended.
7. The principle of maximum differentiation and polymodality. The use of several methods of prevention in parallel, their relationship, flexibility, etc.

About medical prevention

It is worth saying that, probably, medical prevention is the most common at the state level in our country. In this field of knowledge, they are divided into three types:

1. primary prevention. This is a system of measures aimed at identifying the causes of the disease and eliminating them. The main purpose of these methods is to activate the body's forces to resist the effects of negative factors.
2. Secondary. This is already a set of measures of a defensive nature: the detection and prevention of relapses, the progression of the pathological process, etc.
3. Tertiary. This is an element of secondary prevention, which is not always singled out as a separate item. This may be the rehabilitation of patients, the disabled, who have lost the opportunity to a full life.

About principles

With regard to the levels of prevention, they have the following very important principles:

1. Continuity.
2. differentiated character.
3. Mass character.
4. Complexity of preventive measures.
5. And, of course, science.

It is worth saying that medical prevention measures can be different, from sanitary and hygienic procedures or poisoning) to vaccination (prevention of major diseases that can be avoided by introducing a small amount of the virus into the human body to familiarize the body with it and develop defense mechanism for an epidemic).

Fire Prevention

There is also the concept of "fire prevention". This is a complex of various measures aimed at preventing fire situations. It is worth mentioning that this type of preventive measures is used not only by employees of the Ministry of Emergency Situations, they are needed in the construction of all buildings of various types (both residential and non-residential premises), planning and development of both urban and rural areas. Fire prevention measures include:

1. Not only control, but also the development and implementation of fire safety rules.
2. Maintaining the layout and design of objects, taking into account their fire hazard.
3. Maintenance in due order and improvement of measures of the fire system.
4. Regular examinations by experts various enterprises for compliance with fire safety rules and the readiness of fire systems for a quick response.
5. Propaganda of fire-technical knowledge among people at enterprises, schools, etc.

About social prevention

It is worth mentioning that there is also another type - social prevention. This is a certain system of measures that are aimed at preventing, localizing or eliminating specific negative manifestations in society. There are special measures for this type of preventive action. They are divided into:

• general (intended for a large number of people: improving working conditions, preventing deviant behavior among adolescents, etc.);
• special (these measures are aimed at a special set of people who are at risk in this issue; for example, in the prevention of offenses);
• individual measures (the work is aimed at individuals who are in the same risk group as in the paragraph above).

At the same time, prevention methods are used at various levels: personal, family, social, state.

Basic moments

Social prevention also deserves special attention from the point of view of its special moments. Why is she needed?

1. In society, there are a huge number of different stressful situations every day. If they are not resolved, they accumulate and grow into a huge problem. Preventive measures are capable of killing the developing “contagion” in its infancy and saving society from analyzing the consequences of this condition.
2. Nevertheless, the main goal is not to respond to an emerging problem, but to prevent it altogether. This requires deep analysis. public relations in certain period time and according to the specific situation in the country (crisis, etc.).
3. Prevention methods are designed to teach people new skills, give special knowledge to achieve their own goals or maintain health.
4. Prevention services are designed to find best ways both to prevent problems and to solve them.

Social prevention at the state level

Preventive measures are important to carry out competently at every level. However special attention deserves state social prevention, which is carried out thanks to various measures: economic, socio-political, socio-cultural, legal. Measures that are actively applied in this regard:

1. Explanatory work, according to this issue, at enterprises of various levels.
2. Preventive check (knowledge, if necessary - tools).
3. Implementation of preventive raids and operations.
4. Social patronage - support for people in need of help.

1. Prerequisites for maladaptive behavior at school age

To understand the nature and causes of maladaptation of adolescents with various neuropsychiatric disorders, it is necessary to know not only the clinical signs of certain variants mental disorders, but also those functional and dynamic prerequisites that determine the occurrence of these disorders.
In the course of the research, signs were revealed in the emotional, motor, cognitive sphere, behavior and personality as a whole, which could at various stages of the mental formation of a child even before adolescence serve as indicators for establishing maladaptation of behavior in adolescence.
AT preschool age risk factors for pathological teenage crisis are the following manifestations:
- pronounced psychomotor disinhibition, difficulty in developing inhibitory reactions and prohibitions in a child that are age-appropriate forms of behavior: difficulty in organizing behavior even within the limits of outdoor games;
- such features of personal immaturity as a tendency to cosmetic lies, primitive fictions used for the easiest way out of difficult and conflict situations; increased suggestibility to incorrect forms of behavior, reflecting the reactions of imitation of deviations in the behavior of peers, older children, or adults;
- infantile hysteroid manifestations with motor discharges, loud and persistent crying and screaming;
- impulsiveness of behavior, emotional contagion, irascibility, causing quarrels and fights that arise on an insignificant occasion;
- reactions of stubborn disobedience and negativism with anger, aggression in response to punishment, remarks, prohibitions; enuresis, escapes, as a reaction of active protest.
At primary school age, the following factors are unfavorable in terms of social adaptation:
- a combination of low cognitive activity and personal immaturity, dissociating with increasing requirements for social status schoolchild;
- increased sensory thirst in the form of a desire for thrills and insane desires;
- accentuation of the drive components: interest in situations involving aggression, cruelty;
- the presence of both unmotivated mood swings and conflict, explosiveness and pugnacity in response to minor demands or prohibitions;
- negative attitude to classes, episodic absenteeism of individual "uninteresting" lessons; running away from home under the threat of punishment as a reflection of the defensive reactions of refusal, characteristic of immature personalities;
- hypercompensatory reactions with the desire to attract attention negative forms behavior at school: rudeness, failure to comply with the teacher's requirements, vicious pranks;
- identification by the end of training in primary school mass school of persistent knowledge gaps in the main sections of the program; physical impossibility of mastering further sections of the program due to both weak intellectual prerequisites and lack of interest in studies, socially useful work;
- Increasing attraction to asocial forms of behavior (petty theft, early addiction to smoking, extortion of money, chewing gum, badges, cigarettes, first attempts to get acquainted with alcohol) under the influence of adolescents or older friends;

2. Personal characteristics of the behavior of younger schoolchildren and children of prepubertal age, complicating their social adaptation

Among mental characteristics prepubertal age, significant for the occurrence of a pathological adolescent crisis, the following are distinguished:
- preservation of infantilism of judgments, extreme dependence on the situation with the inability to actively influence it, the tendency to avoid difficult situations, the weakness of the reaction to censure. The lack of expression of one's own volitional attitudes, the weakness of the functions of self-control and self-regulation as a manifestation of the manifestation of the lack of formation of the main prerequisites for puberty;
- uncorrectable behavior due to a combination of infantilism with affective excitability, impulsiveness;
- early manifestation of drives during intensification, or early onset of sexual metamorphosis, increased interest in sexual problems: in girls - hysteriform coloring of behavior associated with sexuality, in boys - a tendency to alcoholism, aggression, vagrancy;
- reorientation of interests to the extracurricular environment.
All the above data allow us to identify risk factors for pathological behaviors in adolescence:
- the persistence of infantile personality traits, the predominance of immaturity traits over the tendency age development;
- the severity of encephalopathic disorders, mental instability, affective excitability, disinhibition of drives;
- asynchrony of psychophysical development in the form of disharmonic retardation and acceleration;
- unfavorable environmental conditions, specifically pathogenic for a certain variant of behavioral disorders;
- early emergence of microsocial and pedagogical neglect.

Seminar session

Target: identifying signs of maladaptive behavior of schoolchildren.
Basic concepts: pathology, pathological crisis, acceleration, retardation, infantilism.

Plan.

1. Factors of maladaptive behavior in preschoolers and younger schoolchildren.
2. Diagnostic criteria for the threat of a pathological crisis in prepubertal age.
3. Acceleration and retardation.
4. Risk factors for severe behavioral decompensation in adolescence.
5. Unfavorable signs of the formation of the student's personality.

Tasks.
I.

1.Compose comparison table criteria for pathological behavioral disorders in preschoolers and schoolchildren.
2. Compile a comparative table of adverse factors in the development of the personality of younger schoolchildren and schoolchildren of prepubertal age.

II.

1. Prepare a report on the topic "The place of defectology as a branch of scientific knowledge among other sciences."
2. Prepare a report on the topic "Preventive measures to prevent pathological disorders."
3. Prepare a report on the topic "Favorable prognostic factors for development in children with CNS insufficiency."
4. Prepare a message on the topic "Violations of behavior in adolescents."

When developing topic 5, the main thing is a clear idea of ​​the favorable and unfavorable factors in the development of the individual, leading to the social maladaptation of children and adolescents. To implement this task, it is necessary to complete the tasks of the 1st group, work out concepts with a dictionary, write out the wording; work on the tasks of the 2nd group.