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Reasons for aggressive behavior

The reason that a child will demonstrate "difficult" behavior, become unusually aggressive or even domineering, can be a whole complex of very different factors. Some people are calm and peaceful by nature, others are very mobile, impulsive or too quick-tempered and ready to show aggression. One of the factors on which both physical abilities and personality traits depend is definitely heredity.

When examining many people with a predisposition to aggressive and impulsive behavior, changes in the production of neurotransmitters - signaling substances - in the brain can be detected. So, a genetically determined change in the production of the neurotransmitter serotonin in the brain can lead to increased aggressiveness, and dopamine - to increased impulsivity. In aggressive men, changes in the level of, for example, male sex hormones are often detected. Through research, it was found that a change in the production of the "stress hormone" cortisol in children and adults led to a violation of social behavior.

Children who behave aggressively already in the first years of life tend to retain such behavioral patterns until puberty and are so-called antisocial personalities with a predisposition to the use of physical violence and manifestations of criminal behavior. These "difficult" children are often not able to show sympathy, to be sensitive towards other people, but on the contrary, they behave extremely unceremoniously. By their behavior and way of expressing emotions, they have a negative impact on others, while the passion for causing this kind of harm can be hereditary. In most cases, the cause of the problem of antisocial behavior of many adolescents, who also have negative character traits during puberty, lies in the living conditions of the family, which have a negative impact on personality development.

Children with marked anxiety, impulsiveness, inability to concentrate due to attention deficit, hyperactivity, or antidiuretic hormone in the body are likely to engage in aggressive behaviors in daily life, especially when they suffer from impaired impulse control.

Violation of impulse control is expressed in the fact that children are unable to think about their sudden ideas or desires - they immediately begin to act, putting them into practice and not thinking about the possible consequences. As a rule, they cannot wait and fail to control their anger, hence their irascibility and tendency to violent temper tantrums.

Impaired impulse control, however, can occur in the absence of antidiuretic hormone in the body. The causes of the production of antidiuretic hormone in the child's body may be heredity, harm to the child during fetal development, for example, if the expectant mother smokes, takes drugs or abuses alcohol during pregnancy, as well as complications during childbirth, such as hypoxia (oxygen starvation) or premature birth . Improper upbringing can also be one of the factors causing the production of antidiuretic hormone in the body, especially if the parents themselves suffer from a violation of social behavior. This factor can only increase the symptoms of disturbed social behavior in a child. Aggressive behavior is exhibited by about three-quarters of hyperactive children.

Many children who are found to have antidiuretic hormone have a so-called perceptual disorder. These children have difficulty comprehending and assimilating what they see or hear. Often, children come to see children's doctors, for example, with a low pain threshold or who do not feel their own body very well and, as a result, are awkward and rude in relations with other children. These children draw attention to themselves with their physically aggressive behavior throughout the entire period of development. Watching them, you can see their disappointment that they do not succeed, and they themselves do not understand that their rudeness can hurt other children.

The disorder may also be unrelated to the production of antidiuretic hormone in the body, and its causes are usually the same as in the case of impaired impulse control. In addition, many children who do not have antidiuretic hormone have a so-called partial perception disorder. It primarily affects the learning process and can lead to dyslexia (impaired reading and writing) or acalculia (impaired counting), as well as cause disappointment in school and disgust for it and the educational process in general.

Hyperactive children with impaired attention and inability to concentrate often become unrecognized in the family or school, and frustration in everyday life can provoke aggressive behavior in them. That is why communication with such children requires great patience from adults.

A low level of intelligence is a serious obstacle to the normal development of the personality and can be the cause of the child's aggressive behavior. Aggressive behavior with the use of violence is observed in children with an underdeveloped intellect, primarily outside of school, among children and adolescents with poor academic performance. Children with intellectual disabilities tend to have a reduced ability to make judgments. Adolescents prone to aggressive behavior often act suddenly and at the same time, at the moment of aggression, do not think about the consequences of their actions, about possible punishment. These children are unaware of both the short and long term consequences of their actions (the pain experienced by their victims, social sanctions, etc.). Aggressive children and adolescents often mistakenly perceive other people's actions and opinions as hostile when in fact they are not.

Aggressive behavior with elements of violence can be provoked not only by a violation of the perception of one's own body, a reduced ability to learn, or a predisposition to hyperactivity or impulsivity. Speech development disorder also provokes aggressive behavior. A person becomes frustrated when he cannot correctly formulate and express his thought or when it is difficult to understand him due to speech defects. This is very well seen in healthy young children when they start to fight or take something away, screaming and resisting, because they still do not speak very well and cannot say what they want. Therefore, impaired speech development is a very serious problem, and it is likely that it may underlie the impairment of auditory abilities or auditory sensations and provoke the development of deviations from the norms of behavior.

The genetic and physical abilities of the individual are greatly influenced by the so-called psychosocial factors, which can become an impetus for the development of a tendency to aggressive and problematic actions. These factors act on the mechanisms of personality development, which are presented in the theories discussed above. But it should be noted that neither prevention nor proper treatment of children can change the physiology of the individual.

At the initial stage of "difficult" behavior and in the event of violations of social behavior, there is a close relationship between the predisposition of the individual and the load factors in everyday life (psychosocial risk factors), which are very important to recognize and eradicate in a timely manner. Since the process of turning the “difficult” behavior of a four-year-old into the disturbed social behavior of an eleven-year-old is almost impossible to change, helping families in the early stages of children's personality development plays a huge role, and it is better to prepare for raising a child already during pregnancy or at least in the first months of a baby’s life. . Unfortunately, only 10% of families are aware of the real need for psychological assistance, and yet they do not receive it or receive it too late.

As we have already found out, the lack of parental love and attention also causes children's aggression. But the child needs very little from you. For example, to play together or watch Uzbek films of 2012 with the participation of schoolchildren, or just to hear a nice word addressed to you. Watching family movies together can become bridges in your communication.

How to understand that your little fidget is not just an energetic little man, but a child with a pathology? And what to do when the diagnosis of ADHD is confirmed?

Recently, the term "hyperactivity" is increasingly found in the medical records of young patients. Let's try to figure out what lies behind this diagnosis.

Hyperactivity- in medical language ADHD (Attention Deficit Hyperactivity Disorder) is a pathology in which the child is overly excitable and active.

• Unlike healthy children, who are also overly active from time to time, children with ADHD are constantly active. Excessive activity of children with ADHD is caused by the peculiarities of the action of the central nervous system, in particular its increased reflex excitability
• This disease is very difficult to diagnose, for there are no methods of drug treatment. In the medical environment, the very fact of the existence of such a pathology as "hyperactivity" causes a lot of controversy and inconsistencies.
• About a third of children are diagnosed with ADHD during adolescence, according to doctors, and a fraction of these children develop ways to cope with ADHD in adulthood.
• Usually, a child's hyperactivity begins to manifest itself clearly by 2-3 years. In infancy, it is difficult to diagnose, because. the symptoms are not clearly expressed, however, there are signs that you can pay attention to from birth

Signs of attention deficit hyperactivity disorder in infants and children under three years of age

• Poor sleep: the child cannot be put to sleep during the day, he does not fall asleep well at night
• Frequent vomiting after eating (not regurgitation, but vomiting with a lot of contents)
• The child does not like everything that restricts his movements or puts pressure on the skin: diapers, mittens, hats with ties, sweaters with a closure under the throat
• They react too emotionally to any stimulus: bright light, loud sound, sudden movements
• There is constant motor activity: the baby moves his arms and legs all the time, before the due date begins to roll over, sit down, crawl and get up
• As a rule, hyperactive children are very attached to their mother, they can cry for hours when she is not there. At the same time, they find it difficult to make contact with unfamiliar people: they refuse to take toys out of their hands, prefer to hide, and react violently if someone tries to pick them up.

Signs of Attention Deficit Hyperactivity Disorder in Preschool and Primary School Children

• Cannot concentrate on one subject, gets tired quickly during class and becomes distracted
• Cannot sit still for a long time: constantly fidgets in a chair, moves his arms and legs, looks around; in class or during feeding it is useless to ask him to sit still
• Drops everything halfway: reading a book, watching a cartoon, playing with peers
• Developing games that require perseverance (designers, puzzles, needlework) are of little interest to such children
• Poorly cope with everything that requires fine motor skills: applications, modeling, fasteners, laces, hooks on clothes
• They constantly get into some kind of stories, since hyperactive children have a reduced sense of danger and lack motor control: they fall, get injured out of the blue, often drop something, break and get dirty

• At school, they are bad at mathematics and calligraphy, they do not like to read
• In terms of development, they are often ahead of their peers: they have a fairly high intellect, they brilliantly cope with creative tasks, grasp the material faster
• Very difficult to discipline, often conflict with teachers, disrupt lessons
• The biggest problem is adapting with peers. Due to too mobile attention, hyperactive children are not able to fully support the conversation, get involved in the game; they are too talkative, they can cut off the interlocutor in mid-sentence and start their story
• They overreact to the taunts and jokes of classmates, conflict more often than usual, behave quite sharply and rudely at the slightest pretext; as a result, they often become outcasts and have no friends
• Due to the inability to concentrate, hyperactive children are very absent-minded and clumsy; they constantly lose something, forget, search for any object for a long time; they are not able to keep order in the closet, in the briefcase, in the room
• Due to overwork, they often suffer from headaches, gastrointestinal disorders, allergies and neurotic conditions.

Motor activity of children with ADHD

With all the negative aspects described, there are also positive aspects of the increased physical activity of the child. Movement contributes to the active development of all systems of a growing organism. The main thing is to properly organize the process and direct the activity of the baby in the right direction.

• Proper physical activity improves mood and improves sleep, develops the nervous system, regulates metabolic processes and blood supply to organs.
  Muscles and bones are strengthened, correct posture and body contours are formed, which contributes to the normal functioning of internal organs
• The heart and lungs are strengthened, blood supply and oxygen supply to various organs are improved accordingly.
• Muscle work with properly selected exercises directly affects mental development, speech, memory and thought processes.
• Important personal qualities develop: will, endurance and discipline

Cognitive activity of children with ADHD

Cognitive activity is the readiness of the child to achieve results, to develop certain skills and abilities, to assimilate didactic material in the right amount.

From the qualitative development of the cognitive activity of the child directly depends on his success in school and later life. For hyperactive kids, the help of parents in this matter is very important.

• Dose the amount of information received by the child. Lessons should be short, information simple and substantive - about what the child can see and touch. Abstract concepts preschool children are not able to perceive.
• If there is a possibility of practical application of the acquired knowledge, arrange a little experience with the child, this will help to better learn the material, since visibility is a very important factor in teaching preschoolers
• The information received should not be scattered, so as not to create an additional burden on the psyche.
• When presenting information, it is important to logically link it with the material already covered, so that the child has a complete picture of the world.
• Classes should be playful, for preschoolers the game is the leading activity through which they learn about the world around them.
• You should categorically not punish a child for mistakes and slow-wittedness, so you will discourage his interest in classes for many years to come.

Aggressive child

One of the manifestations of hyperactivity may be increased aggressiveness of the child. We are not talking about benign aggression that occurs in children when it is necessary to protect their territory from encroachment, or aggression as a response to the offender.

Increased aggressiveness- this is an unmotivated manifestation of anger directed at others.

Increased aggression is caused by the fact that for the overly excitable psyche of a child with hyperactivity, the slightest cause can serve as a serious irritant and, as a result, the manifestation of “protective” measures to eliminate the cause of irritation.

For others, such behavior often looks unmotivated, since completely harmless things from the point of view of adults can serve as a cause of irritation. How to behave if your child shows increased aggression?

In practice, public punishment (spanking, depriving a walk, making you ask for forgiveness in front of everyone) has the opposite effect: it only intensifies the conflict and makes the child want to annoy even more. If you ignore the aggressive antics of the child, then the baby perceives this as permissiveness, and manifestations of unmotivated aggression become the norm for him. How to help an aggressive child?

• At the first signs of aggression, you need to switch the child's attention to another topic. At the same time, close bodily contact between the baby and the parent is very important, since hyperactive children are very attached to their parents, especially to their mother.
• Encourage your child to share with you the reasons for anger. Firstly, the very process of putting emotions into words distracts and calms the child, and secondly, it will be easier for you to understand what triggered the aggression and how to eliminate it.
• Carefully monitor that in everyday life the child does not encounter aggressive behavior of others. Aggression in the family is unacceptable, watching cartoons and adult films with a high level of aggression should be avoided, comics, pictures and computer games that carry aggression should also be excluded from the child's field of vision
• Get your child a toy to beat. If he can't handle his anger, suggest that he pour all his emotions onto a punching bag or a soft pillow. Beat your gift and teach your child to dump aggression without harm to others

How to calm a child?

• Start talking - that is, at a very fast pace, start telling something “important” and interesting for the child. He will involuntarily listen, and the hysteria will gradually stop
• Switch your attention to another object, show your interest in this object and include the child in the conversation: “Oh, look how interesting, I have never seen this. What do you think it is? Help me figure it out"
• Try to puzzle the child. For example, ask him to move his whims to another time: "Let's quickly go to the store before it closes, and when we get home, you can cry." Or, for example, ask the child to cry in bass, because grandma’s ears hurt from high-pitched sounds. Thinking about your offer, the child will calm down
• Close tactile contact soothes the child well. Take the child on your knees, hug him tight, whisper in his ear how much you love him, wipe away the tears
• Ask him about the reasons for crying, the empathy of the parent gives the baby a feeling of protection and peace

Hyperactive children have a very high need for approval, praise, acceptance, recognition. Due to their usual behavior, they hear reproaches and threats much more often than words of admiration. How can you create an environment in which your child will feel successful and self-confident?

• Give the child to the section or art school. Typically, hyperactive children are very creatively gifted: they draw beautifully, they have excellent hearing, and their talents stand out quite noticeably against the background of ordinary children.
• You can send your child to the sports section if he has a favorite sport and a clear ability for it. Hyperactive children usually have a fairly low threshold for fatigue and pain, so they also achieve noticeable success in sports.
• Direct the activity of the child in a useful direction: water the flowers, bring water, wash the dishes, clean the cage with parrots. It is important that the case does not require a long time, but brings noticeable help. You can give several tasks with short breaks. So the baby will throw out energy and at the same time feel pride in the work done.
• Praise the child for every success that he managed to achieve: he assembled the puzzle, painted the drawing, brought any work he started to the end, sat quietly through the lesson, lay quietly at sleep hour. Ask the same teachers in kindergarten and elementary school. A positive reaction from adults will make the child want to develop success in this direction.

• Psychologists advise when talking with a hyperactive child to first establish eye contact (“look at me, please”), only then start a conversation. If during the conversation the child is distracted, establish tactile contact (take the palm of your hand, pat on the shoulder) - this action will gently return the child's attention to the topic of conversation
• Set a strict daily routine. Stability and predictability is a very important factor for hyperactive children. The established regimen will help to avoid excessive stress on the child's nervous system caused by unforeseen activities or lack of habit for a particular activity.
• Try to ensure that in the apartment and in the child's room all things have a strictly their place: a lamp, a basket of toys, a wardrobe. A hyperactive child is very distracted, and a strict order of things will help him quickly find the right object and, therefore, reduce the reason for excessive excitement.

hyperactive child. What should parents do?

Changes in the brain that cause increased excitability and hyperactivity of the child are not lifelong in nature and often disappear by adolescence.

Hyperactivity is not a disease in the strict sense of the word, it is just a temporary deviation. To make life easier for yourself and your baby during the period of growing up, parents need to follow a few simple rules:

• Avoid excessive punishment for disobedience, since the child's bad behavior is unintentional, he himself experiences some discomfort from the fact that he cannot adapt to the general rules. Scolding and accusations will only aggravate the condition of the child.
• Try to prevent the child's tantrum even before it occurs or develops to the hyperactive phase.
  Avoid situations that can cause too violent emotions in the baby: do not arrange surprises, sudden situations, a sharp change of scenery
• Develop certain rules under which the child receives a small reward for each well-done task that requires perseverance and attention
  Develop rules of conduct (situations in which the baby always hears the word “no”) and gently but strictly adhere to them
• Avoid crowds of people, big noisy holidays, a large number of guests in the house; This kind of environment is very stimulating.
  Avoid bright details, contrasting combinations and flashy colors in the design of the children's room; give preference to calm tones
• Avoid piling up furniture and a large number of toys in the nursery, avoiding disorder and clutter
• Play educational and educational games with your child more often. At the same time, there should be no extraneous sounds in the room (turned on TV or radio, extraneous conversations). It is quite difficult for your baby to concentrate, background noise will cause an additional burden on the psyche

• Hyperactive children are well helped to relieve the tension of outdoor play, trips to nature, active sports (but not competition!) - any activities that allow them to vent energy without disturbing others
• It is advisable to develop a certain ritual of preparing for sleep in order to develop a stable habit and a certain psychological attitude in the child. Stop all active games and activities 2 hours before bedtime. An hour before bedtime, turn off the TV, receiver, reduce the overall noise background in the apartment. 30-40 minutes before bedtime, drink herbal tea, take a bath, massage your legs. It helps to relax and relieve the tone of the nervous system.
• It is necessary to lay the child with the lights off and the windows and doors closed from extraneous noise. It is advisable to be close to the baby, setting him up for sleep: whispers, soft strokes, lulling movements and sounds.
• It is important that the room where the child sleeps is well ventilated. Materials for bed linen and pajamas should be made of natural materials that are not electrified, as static electricity increases the tone of the nervous system

Video: Hyperactive child. What to do?

Speaking in detail, in Latin, “active” means active, efficient, and the Greek word “hyper” indicates an excess of the norm. Hyperactivity in children is manifested by inattention, distractibility, and impulsivity that are unusual for the normal, age-appropriate development of the child. According to the psychological and pedagogical literature, in the description of such children, the following terms are used: "mobile", "impulsive", "smart", "energizer", "perpetual motion", "zhivchik", "volcano". Some authors also use such phrases as “motor type of development”, “children with increased activity”, “children with increased affectivity”. According to experts, almost half of the children suffer from the so-called hyperactivity. Not only in our country, but throughout the world, the number of such children is steadily increasing. If a child is hyperactive, then not only he himself experiences difficulties, but also his environment: parents, classmates, teachers. Such a child needs timely help, otherwise an antisocial or even psychopathic personality may form in the future: it is known that hyperactive children make up a significant percentage of juvenile delinquents.

Helping a hyperactive child is a very complex process, and there are many pitfalls on the way to full recovery. Here is what the head teacher of a school near Moscow said about such a first-grader.

A well-prepared boy came to the gymnasium class of an ordinary high school. However, he could not study in this class. The reason is simple: the excessive aggressiveness of a hyperactive child caused constant conflicts with peers. Once a classmate suffered a rather serious injury. The parents rebelled and attacked the head teacher: “Remove this child from our class, we are afraid for our children!” I had to transfer the child to another class. But the same problems arose there. The students in the new class were smarter than the previous ones. The children quickly realized that if yesterday the boy hit one, today he hit another, then we must unite and act against him together. Well, a normal reaction to constant irritation ... But one day this unequal confrontation ended as follows: a lonely boy, armed with a ski pole (obviously, after a skirmish in the classroom), ran around the school in terrible excitement and anger and did not allow anyone to approach him . Teachers and high school students called for help could not approach him and somehow calm the child.

Often after this incident, he, being delivered to the threshold of the school by his father, did not rush to his class at all, but hung out along the corridors or sat in the head teacher's office.

Did the school try to help the child in any way? How could ... There were also conversations with a psychologist, and teachers tried to find an approach to him, and parents were repeatedly called to school. It turned out that the father is raising the child, the parents divorced. The mother lives separately, and, according to her, she is not even able to take her son to her place for the weekend: she is very tired of communicating with her own child. Well, the father probably allowed excessive rigidity in raising his son, whipping up the aggressiveness of a hyperactive child. A child psychiatrist, after examining the boy, concluded that the child's intelligence level was above average, and recommended home schooling with school teachers, with visits to certain subjects in the presence of the father. But there was little time left before the end of the school year, and the organization of home schooling was postponed until the fall. In the meantime, they offered to study in a special sanatorium for hyperactive children.

What exactly is hyperactivity, and how should we as adults adjust our behavior to help the hyperactive child's socialization process?

Hyperactivity is commonly understood as excessively restless physical and mental activity in children, when excitation prevails over inhibition. Doctors believe that hyperactivity is the result of very minor brain damage that is not detected by diagnostic tests.

In scientific terms, we are dealing with minimal brain dysfunction. Signs of hyperactivity appear in a child already in early childhood. In the future, his emotional instability and aggressiveness often lead to conflicts in the family and school.

How does hyperactivity manifest itself?

Hyperactivity is most pronounced in children of senior preschool and primary school age. During this period, the transition to the leading - educational - activity is carried out and, in connection with this, intellectual loads increase: children are required to have the ability to concentrate on a longer period of time, to bring the work they have started to the end, to achieve a certain result. It is in conditions of prolonged and systematic activity that hyperactivity manifests itself very convincingly. Parents suddenly discover numerous negative consequences of restlessness, disorganization, excessive mobility of their child and, worried about this, seek contacts with a psychologist.

Psychologists distinguish the following signs, which are diagnostic symptoms of hyperactive children:

1. Restless movements in the hands and feet. Sitting on a chair, the child writhes, wriggles.

2. The child cannot sit still when it is required of him.

3. Easily distracted by extraneous stimuli.

4. With difficulty waiting for his turn during games and in various situations in the team (in the classroom, during excursions and holidays).

5. He often answers questions without thinking, without listening to them to the end.

6. When performing the proposed tasks, he experiences difficulties (not related to negative behavior or lack of understanding).

7. Difficulty maintaining attention when performing tasks or during games.

8. Often jumps from one unfinished activity to another.

9. Can't play quietly, calmly.

10. Talks a lot.

11. Often interferes with others, sticks to others (for example, interferes with the games of other children).

12. Often it seems that the child does not listen to the speech addressed to him.

13. Often loses things needed in kindergarten, school, at home, on the street.

14. Sometimes he performs dangerous actions without thinking about the consequences, but he does not specifically look for adventures or thrills (for example, he runs out into the street without looking around).

All these signs can be grouped into the following areas:

- excessive motor activity;
- impulsiveness;
- distraction-inattention.

The diagnosis is considered valid if at least eight of all symptoms are present. So, having fairly good intellectual abilities, hyperactive children are characterized by insufficient speech development and fine motor skills, reduced interest in acquiring intellectual skills, drawing, have some other deviations from the average age characteristics, which leads to their lack of interest in systematic, attention-demanding activities, and hence, future or present learning activities.

Who is more likely to have hyperactive behavior: boys or girls?

According to psychologists, hyperactivity among children from 7 to 11 years old averages 16.5%: among boys - 22%, among girls - about 10%.

Why are there so many more hyperactive boys than girls?

The reasons may be as follows: the greater vulnerability of the brain of male fetuses in relation to various types of pathology of pregnancy and childbirth, in which the developing brain suffers. It is possible that functional and genetic factors play a role. In addition, it is believed that a lower degree of functional asymmetry in girls creates a greater reserve for compensating for violations of certain higher mental functions. Perhaps girls are more dominated by the norms of social behavior that inspire obedience in them from childhood. As a detente, a girl may simply roar, while a boy in a similar situation would rather “run along the ceiling”.

Hyperactive children and their learning problems

The problems of children with behavioral disorders, the associated learning difficulties are currently particularly relevant. Constantly excited, inattentive, restless and noisy, such children attract the attention of the teacher, who needs to make sure that they sit quietly, complete tasks, and do not interfere with classmates. These schoolchildren are constantly busy with their own affairs in the classroom, it is difficult to keep them in place, to force them to listen to the task, and even more so to complete it to the end. They “do not hear” the teacher, they lose everything, they forget everything. They are inconvenient for teachers due to their excessive activity and impulsiveness. And since the modern school is a system of norms, rules, requirements that regulate the life of a child, we can talk about the existing education system as not adapted to work with hyperactive children.

That is why in recent years the problem of the effectiveness of teaching hyperactive children has become increasingly relevant and discussed among teachers and school psychologists. So, a few years ago in the primary grades there were one or two hyperactive children in the class, and now about 20-30% of students fall into this group. And this percentage is constantly growing. With all the existing problems of behavior, the intellectual functions of a hyperactive child are not impaired, and such children can successfully master the program of a general education school, provided that the requirements of the school environment correspond to the child's capabilities.

However, the education system itself, especially in the early stages of hyperactive children's stay at school, is traumatic for them and leads to the emergence of maladaptive states in these children.

So, hyperactive children (and especially younger students) experience an increased need for movement, which contradicts the requirements of school life, since school rules do not allow them to move freely during a lesson and even during a break. And sitting at a desk for 4-6 lessons in a row for 40 minutes is an impossible task for them.

That is why already 15–20 minutes after the start of the lesson, a hyperactive child is not able to sit at a desk calmly. This is facilitated by low mobility in the lesson, the absence of a change in the forms of activity in the lesson and during the day.

The next problem is the contradiction between the impulsiveness of the child's behavior and the normativity of relations in the lesson, which manifests itself in the discrepancy between the child's behavior and the established pattern: the teacher's question is the student's answer. A hyperactive child usually does not wait for the teacher to allow him to answer. He often begins to answer without listening to the end of the question, and often shouts from his place.

Hyperactive children are characterized by unstable performance, which is the reason for the increase in a large number of errors in answering and performing written tasks when fatigue occurs. And the fixed (standard) system of assessing knowledge, skills and abilities, adopted in the modern school, performs the function not so much of regulation as of authorization for the child, since the increasing number of errors due to fatigue leads to an increase in comments and negative assessments from the teacher, which is perceived child as a negative assessment of himself as a whole, and not as an assessment of his work.

The reading and writing skills of a hyperactive child are significantly lower than those of their peers and do not correspond to his intellectual abilities. Written work is done sloppily, with errors due to inattention. At the same time, the child is not inclined to listen to the advice of adults.

Experts suggest that this is not only a violation of attention. Difficulties in the formation of writing and reading skills often arise due to insufficient development of motor coordination, visual perception, and speech development. The system of presenting educational material at school is primarily a pedagogical monologue that requires the child to listen carefully and perform behavior, while hyperactive children primarily need visual and tactile supports in obtaining information. Thus, we can also talk about the discrepancy between the methods of presenting educational material (its insufficient diversity) and the multichannel perception of a hyperactive child.

And one more feature of the school environment does not allow hyperactive children to feel comfortable - this is the lack of a play space in the school, while for these children it is necessary, as it allows you to organize games to relieve static stress, play with aggressiveness, correct the mechanisms of emotional response, develop social skills. behavior. And since the space for play is not defined at school, hyperactive children do not always build it where it is considered possible, and, therefore, again do not meet the requirements of school life.

The problems of hyperactive children are not solved overnight and by one person. This complex problem requires the attention of both parents and doctors, teachers and psychologists. Moreover, medical, psychological and pedagogical tasks sometimes overlap so much that it is impossible to draw a dividing line between them. The initial diagnosis by a neuropathologist or psychiatrist and drug therapy is supplemented by psychological and pedagogical correction, which determines an integrated approach to the problems of a hyperactive child and can guarantee success in overcoming the negative manifestations of this syndrome.

Correction in the family

To enrich and diversify the emotional experience of a hyperactive child, to help him master the elementary actions of self-control and thereby to somewhat smooth out the manifestations of increased motor activity means to change his relationship with a close adult, and, above all, with his mother. This will be facilitated by any action, any situation, event aimed at deepening contacts, their emotional enrichment.

When raising a hyperactive child, loved ones should avoid two extremes:

- on the one hand, manifestations of excessive pity and permissiveness;
- on the other hand, setting excessive demands that he is unable to fulfill, combined with excessive punctuality, cruelty and sanctions (punishments).

Frequent changes in directions and mood swings of parents have a much deeper negative impact on such children than on others. Concomitant behavioral disorders can be corrected, but the process of improving the child's condition usually takes a long time and does not occur immediately. Of course, pointing out the importance of emotionally rich interaction of a child with a close adult and considering the family atmosphere as a condition for fixing, and in some cases even the emergence of hyperactivity as a way of a child's behavior, we do not deny that illness, trauma can also make a negative contribution to the formation of hyperactivity. or their consequences. Recently, some scientists have associated hyperactive behavior with the presence in children of the so-called minimal brain dysfunctions, that is, congenital uneven development of individual brain functions. Others explain the phenomenon of hyperactivity by the consequences of early organic brain lesions caused by pathology of pregnancy, complications during childbirth, alcohol consumption, smoking of parents, etc. However, at present, manifestations of hyperactivity in children are very common and, as physiologists note, are not always associated with pathology. Often, some features of the nervous system of children, due to unsatisfactory upbringing and living conditions, are only a background that facilitates the formation of hyperactivity as a way for children to respond to adverse conditions.

Try to contain your violent affects as much as possible, especially if you are upset or dissatisfied with the child's behavior. Emotionally support children in all attempts at constructive, positive behavior, no matter how small they may be. Cultivate an interest in yourself in order to know and understand the child more deeply.

Avoid categorical words and expressions, harsh assessments, reproaches, threats that can create a tense situation and cause conflict in the family. Try to say “no”, “no”, “stop” less often - better try to switch the baby’s attention, and if possible, do it easily, with humor.

Watch your speech, try to speak in a calm voice. Anger and resentment are hard to control. When expressing dissatisfaction, do not manipulate the child's feelings and do not humiliate him.

If possible, try to allocate a room or part of it for the child for classes, games, solitude (that is, his own “territory”). In the design, it is desirable to avoid bright colors, complex compositions. There should be no distracting objects on the table and in the immediate environment of the child. A hyperactive child himself is not able to make sure that nothing outside distracts him.

The organization of all life should have a calming effect on the child. To do this, together with him, draw up a daily routine, following which, be flexible and persevering at the same time.

Define the scope of duties for the child, and keep their performance under constant supervision and control, but not too hard. Frequently celebrate and praise his efforts, even if the results are far from perfect.

And here the most important activity for children is absolutely indispensable - the game, since it is close and understandable to the child. The use of the emotional influences contained in the intonations of the voice, facial expressions, gestures, the form of the adult's response to his actions and the actions of the child, will give both participants great pleasure.

Don't give up! Love your skittish child, help him to be successful, to overcome school difficulties. Remember that "strong children are like roses - they need special care. And sometimes you hurt yourself on thorns to see their beauty” (Mary S. Kurchinka).

When it gets really hard, remember that by adolescence, and in some children even earlier, hyperactivity disappears. According to the observations of most doctors and psychologists, the general motor activity decreases with age, and the identified neurotic changes are gradually leveled. Connections appear in the child's brain that were not there or that were broken. It is important that the child approaches this age without a load of negative emotions and inferiority complexes. So if you have a hyperactive child - help him: everything is in your hands.

The article inspired me Der wahre Grund, warum Kinder nicht still sitzen können"(why children can't sit still) in the online newspaper huffingtonpost.de

Practicing child psychologists have recently been increasingly confronted with complaints about the fact that children cannot control their physical activity. Scientists call this Attention Deficit Hyperactivity Disorder (ADHD). As a result, learning suffers. Most often, this disorder manifests itself when entering school. A child, having become a first-grader, cannot cope with his mobility and interferes with other children's work. The school administration tactfully hints to parents to show the child to a psychologist.

Constant remarks in the diary for violation of discipline in the classroom and running around during the break, the dissatisfaction of the teacher and calmer classmates lead to the fact that from the very first steps the child a negative attitude towards school and the entire learning process is formed. A very small man utters terrible words: “I hate myself! I can't do anything! I'm disturbing everyone!" The level of self-esteem of such a child is rapidly falling. Parents in such a situation are most often lost.

The most important thing is not to become isolated in your own problem.

Parents' ignorance of how to behave further exacerbates the psychological state of the child. Meanwhile, in not neglected cases, it is enough to pay attention to the physical activity of the child, ensure the release of his indefatigable energy, go in for sports, outdoor games, and the problem will be solved.

Medical statistics state an inexorable increase in the number of children diagnosed with ADHD. Experienced elementary school teachers claim that to date, no less than 8 out of 22 students in the class periodically exhibit behavior that deserves the intervention of child psychologists. Such manifestations are steadily increasing as the requirements for the perseverance of first-graders increase along with an ever-expanding range of compulsory knowledge and skills. The teaching load is increasing not only at school. Even in kindergarten, toddlers are required to focus and sit still for at least 30 minutes in preparation for school.

From a very tender age, children are required to respect propriety and calm behavior. Less and less number of children can ride down the hill and climb trees. Parents are wary of swings and carousels. The tightened control of society over ensuring the physical safety of children at home, on the street and in educational institutions leads to the fact that parents, and even more so educators and teachers, seek to exclude the slightest possibility of injury, which, unfortunately, is inevitable during active games. It’s scary to imagine, but in very young children, a hypodynamia.

What is going on in regular school classes everywhere? The teacher sits at his desk and monotonously talks or, even worse, reads new material. And this can be repeated from lesson to lesson throughout the whole school day. This way of presenting new material will tire even adults. How do elementary students react to this? There are practically no interested eyes. Someone obediently sits quietly and painfully awaits the completion of the lesson. Most of the children occupy themselves as much as they can. Several people rock on chairs, others (especially girls) fiddle with clothes and hair.

The gnawed upper tips of pencils no longer surprise anyone. Aimless scribbles on paper, tapping fingers on the table, disfiguring posture poses ...

Such pictures were previously possible only for children with limited psycho-neurological abilities. And now such a picture has become the norm in ordinary schools with the most ordinary children. Such inhibition of the body is possible with an exorbitantly increased load on the eve of exams or accelerated study of large volumes of material. But it also happens in perfectly normal circumstances.

The simplest tests carried out for correspondence of physical development to age showed that only 1 out of 12 examined had normal physical strength and development of the vestibular apparatus. Together with them, the sensory system of the body, which provides an adequate display of the environment in the human brain, suffers catastrophically. This state of health of the vast majority of children should be of concern to parents and the public. This requires serious medical attention.

The state of the vestibular apparatus and physical activity are inextricably linked. In order for the balance to be formed according to the age of the child, children every day should receive a variety of physical activity for at least several hours in a row. An attempt to form it in static poses will not lead to the desired result. Unfortunately, the existing school schedule with its physical education classes twice a week cannot provide sufficient development of the sensory system.

Trying to actively prepare children for school in kindergarten, they are deprived of the necessary movement. This, in turn, leads to underdevelopment of the sensory system, the flaws in which children tend to compensate for the constant movement of the body (fidgeting) in space. By obeying the demands of adults to sit still, children doom themselves to an inaccurate determination of their place in the environment. Consciousness, fearing such an unstable position, partially turns off the channels of information flow (you must agree that when we spin or fall quickly, we automatically close our eyes, because the brain does not have time to process everything that flashes before our eyes).

There is only one way to solve the problem of restless sitting in the classroom. Significantly longer breaks between classes and allowing you to go out into the schoolyard for active play will activate the sensory system, which is strong enough to cope with the next period of immobile sitting. A short walk home from school is not enough to sit down at the study table again. Games and running around for hours (!) will allow the child's sensory system to recover after school lessons and re-focus on homework.

Lyubov Kulagina
Restless child. hyperactivity syndrome

Kulagina Lubov Leonidovna

teacher of the highest qualification category

MBDOU "Kindergarten No. 227"

Motovilikha district, Perm

TROUBLED CHILD.

HYPERACTIVITY SYNDROME

many parents worries that their children are not attentive enough, restless, scattered. At the same time, problems in the primary grades occur even in children with whom they worked a lot at preschool age, actively developed attention, memory and thinking. Parents cannot understand what is the reason for school failure. One of the most common explanations is syndrome attention deficits with hyperactivity(ADHD). hyperactivity syndrome may occur very early in development. Infants have increased muscle tone, are overly sensitive to stimuli (light, noise, sleep poorly, eat poorly, cry a lot, and it is difficult to calm them down. At 3-4 years, the inability to child focused on something study: he cannot calmly listen to a fairy tale, is not able to play games that require concentration of attention, his activity is predominantly chaotic. peak manifestation syndrome - 6-7 years. Its main characteristics are: excessive impatience, especially in situations requiring relative calm, a tendency to move from one activity to another without completing any of them, fidgeting, squirming at the moment when you need to sit. This behavioral feature becomes most evident in organizational situations. (school, transport, clinic, museum, etc.)

But even the most ordinary children are sometimes very active and uncontrollable, without passing through the category. hyperactive. Shouldn't be any excited child categorize hyperactive. If your the child is full of energy if she beats over the edge, which is why the baby sometimes becomes stubborn and naughty - this does not mean that he hyperactive. If you are chatting with your girlfriend, and child gets angry, cannot stand still, sit at the table - this is normal. Tire children and long journeys. Everyone child from time to time there are moments of anger. How many children start "walk around" in bed when it's time to sleep, or indulge in the shop! What child becomes like clockwork, giving vent to boredom, is not a sign at all hyperactivity. Noisy « child-spoiler» or a baby who wakes up neither light nor dawn, but full of strength and energy - this is joy, not a reason for anxiety. And finally child, having deviations in behavior, also does not belong to the category hyperactive. Although it is sometimes difficult to distinguish between a normal mobile child from hyperactive, there are a number of characteristic criteria. hyperactive child probably manifested itself in a similar way in infancy age: he cried a lot, slept little, had a disturbed sleep pattern, it was difficult to calm him down, he suffered from colic, ate poorly, was irritable, did not like being pitied, shuddered at every sound, wanted to drink all the time, he had all the time saliva flowed. Many of the signs listed below are fairly common in two-year-olds, but not in older children.

To determine if your child has features that are characteristic of children with hyperactivity check out the test for hyperactivity. Looks like child's play "Find 5 Differences"…

active child:

Most of the day not "sitting in place", prefers outdoor games to passive ones (puzzles, constructors, but if he is interested, he can read a book with his mother and assemble the same puzzle.

He speaks quickly and talks a lot, asks an infinite number of questions.

For him, sleep disturbance and digestion (intestinal disorders)- rather an exception.

He is not active everywhere. For example, restless and restless at home, but calm - in the garden, visiting unfamiliar people.

He is not aggressive. That is, by chance or in the heat of a conflict, it can succumb "colleague in the sandbox", but he rarely provokes a scandal.

hyperactive child:

He is in constant motion and simply cannot control himself, that is, even if he is tired, he continues to move, and when he is completely exhausted, he cries and hysteria.

He speaks quickly and a lot, swallows words, interrupts, does not listen to the end. Asks a million questions, but rarely listens to the answers.

It is impossible to put him to sleep, and if he sleeps, then in fits and starts, restlessly. He often has intestinal disorders. For hyperactive Children of all kinds of allergies are not uncommon.

The child is uncontrollable, while he absolutely does not respond to prohibitions and restrictions. And in any conditions (home, shop, kindergarten, playground) behave in the same way.

Often provokes conflicts. Does not control his aggression - fights, bites, pushes, and uses his assistants funds: sticks, stones ...

If the listed points appear before the age of 7 years, a specialist consultation is required. You must first consult with teachers, a psychologist, and then contact a neurologist.

Set the cause hyperactivity consult with experts. Often in the anamnesis of such a child there is a birth trauma, MMD (minimal brain dysfunction). If a neuropathologist prescribes a course of medication, massage, a special regimen, you must strictly follow his recommendations.

Inform teachers, educators about the problems of the child, so that they take into account the peculiarities of his behavior, dosed the load.

Always keep dangerous objects out of your child's line of sight (sharp, breakable objects, medicines, household chemicals, etc.).

There should be a calm environment around the child. Any disagreement in the family reinforces negative manifestations.

What is important is the unified line of behavior of parents, the consistency of their educational influences.

It is necessary to communicate with such a child gently, calmly, because he, being very sensitive and receptive to the mood and condition of loved ones, "gets infected" emotions, both positive and negative.

Do not exceed the load, do not work hard with the child so that he is like other peers. It happens that such children have extraordinary abilities, and parents, wanting to develop them, send the child to several sections at once, "jump over" through age groups. This should not be done, because overwork leads to a deterioration in behavior, to whims.

Don't get overexcited. It is important to strictly observe the regime to the smallest detail. Day rest is obligatory, going to bed early at night, outdoor games and walks should be replaced by calm games, eating at the same time, etc. There should not be too many friends.

Try to make fewer comments, better distract the child. The number of bans should be reasonable, adequate to age.

Praise more often for what you get. Praise not too emotionally to avoid overexcitation.

When asking to do something, try not to make the speech long, not contain several instructions at once. ( “Go to the kitchen and bring a broom from there, then sweep in the corridor”- wrong, the child will fulfill only half of the request.) When talking, look the child in the eyes.

Do not force the child to sit still for a long time. If you are reading a fairy tale, give him a soft toy in his hands, the child can stand up, walk around, ask a question. Follow him, if there are too many questions, he is often distracted, which means the child is tired.

Introduce your child to outdoor and sports games in which you can discharge yourself from the energy that is in full swing. The child must understand the purpose of the game and learn to obey the rules, learn to plan the game. It is advisable to take some kind of sport that is accessible by age and temperament.

Master the elements of massage aimed at relaxation and regularly conduct it. It will help to focus a light stroke on the arm, on the shoulder in the process of reading or other activities.

Before reacting to an unpleasant act of a child, count to 10 or take a few deep breaths, try to calm down and not lose your cool. Remember that aggression and violent emotions give rise to the same feelings in the baby.

Extinguish the conflict in which your child is involved, already at the very beginning, do not expect a stormy denouement.

Avoid crowds of people whenever possible. Staying in large stores, in markets, in cafes has an overly stimulating effect on the child.

Thinking about the diet of the child, give preference to proper nutrition, in which there will be no lack of vitamins and minerals. More hyperactive child than other children, it is necessary to adhere to the golden mean in nutrition: less fatty, spicy, salty, smoked, more boiled, stewed and fresh vegetables and fruits. Another rule: if the child does not want to eat, do not force him!

And don't forget to tell your child how much you love him.

Pedagogical and psychological literature presents a large number of games with hyperactive children. We offer you some of them.

"CLUB" (Cherepanova G.D.)

Target: teaching a child one of the methods of self-regulation.

"ARCHEOLOGY"

Target: development of muscle control.

GAMES WITH SAND AND WATER.

Experts believe that playing with sand and water is simply necessary for hyperactive children. These games do not have to be played only in the summer by the lake. You can organize them at home. Such games calm the child. At first, adults should help the child organize the game. It is desirable that they select the appropriate toys: boats, rags, balls, tubes, etc. If one of the parents does not want to bring sand into the house (and then clean the apartment, you can replace it with cereals, after placing it in a hot oven.

The hyperactive child is special, being very sensitive, he reacts sharply to remarks, prohibitions, notations. Sometimes it seems to him that his parents do not love him at all, so such a baby really needs love and understanding. Moreover, in unconditional love, when a child is loved not only for good behavior, obedience, accuracy, but simply for what he is! When it gets really hard, remember that by adolescence, and for some children even earlier, hyperactivity goes away. It is important that the child approaches this age without a load of negative emotions and a complex of self-doubt.

Why am I jumping Mitchell David

Question 55 Why can't you sit still?

Why can't you sit still?

My body is constantly moving. I just can't sit still. When I don't move, I feel as if my soul is separating from my body, and this causes me such fear that I can't stay still. I'm always on the lookout. But although I always want to be somewhere else, I can never get there. I always remain in my own body, and when I am not moving, I am especially aware that I am trapped. But when I move, I can relax a little.

Everyone tells autistic people, "Calm down, stop fussing, sit still," as we rush back and forth. But because I feel much calmer when I move, I didn't understand at first what they meant when they said "calm down." Eventually I began to understand that there are situations when it is better for me to stay in one place. The only way that can help us learn this is through constant practice.

From the book Literaturnaya Gazeta 6332 (No. 28 2011) author Literary Newspaper

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From the author's book

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Question 49 Why do you get lost so often? I have already talked about how I take off as soon as I notice something interesting. But there's another reason why we get lost so often, and I think it's because we don't really know where we should be. Can you tell us what

Young children tend to be energetic and easily distracted. When they need to sit still and behave well, they begin to fidget, act up and feel uncomfortable. This is completely normal, and don't worry if your child's attention span doesn't seem to exceed a minute. However, in some situations, you need to make the child sit quietly in place. In this article you will find many useful tips!

Steps

Develop the child's ability to sit still

Let the child practice sitting still. Most toddlers have to learn this skill, but you can practice at home. First, have your baby practice sitting on your lap for one minute. Have your child sit as still as possible. Gradually increase the time until your child can sit still for longer periods.

• Try not to entertain your child during these workouts. Games, tickling, singing, etc. contradict the purpose of the task: you are trying to get the child to learn to sit quietly without entertainment.
• Once your child is making progress on this exercise, you can move him to a chair. Sit next to your child and instruct him to sit still.

Read aloud to your child. This is a quiet, attention-demanding activity that develops the child's ability to concentrate and sit still. Teach your child to pay attention to details: ask questions and show interesting details in illustrations.

Encourage artistic activity. Provide your child with paper, crayons, and paints. This is an interesting activity for the baby, which also increases the duration of concentration. Encourage your child to finish the painting before moving on to another activity.

• At first, it is better to take part in these activities with the child. Your attention can make the child focus on artistic activities for a longer period of time. When he becomes more focused and attentive, you can give him free rein and observe from the sidelines.

Play quiet games that require attention. Try to get your child to play blocks, puzzles and other games that do not involve physical activity. These games help toddlers develop memory, fine motor skills, coordination and the ability to sit still.

Incorporate quiet moments into your family's daily routine. Regularly organize quiet activities where all family members sit quietly all together. This could be a moment before a meal or a designated time for quiet reading. If a child sees how his parents, brothers and sisters model the appropriate behavior, he learns faster.

Use your meal as a practice. Young children should learn to sit quietly at the table while eating. Let your child know that running while eating is not acceptable, that he should sit still, and that he will only be able to get up from the table and return to play after he has finished eating. Because meals are so regular, they provide an excellent opportunity for the child to practice the necessary skills.

• Lead by example at meal times. When you have family dinner, don't get up to answer the phone or check what's on TV.
• You can allow your child to eat with a doll or teddy bear. Tell your child that the doll or bear should not be jumping all over the table.

Reward the child's efforts. When your baby does a great job with the difficult task of sitting still or concentrating, be sure to praise him, and do not limit yourself to general phrases, but make the praise specific. You can offer a small reward—a piece of chocolate, a walk in the park—for particularly good behavior.

Help your child to sit still

1. Prepare your child. Prepare your child in advance for a situation where he will have to sit still. Explain to the child what the situation will be and what behavior is expected of him. Typical situations include:

   • Restaurant. Good table manners are even more necessary in a restaurant than at home. Don't expect miracles - choose a restaurant suitable for families with small children - but explain to your little one that he should sit still and be well behaved.
   • Salon. If your little one is spinning, fidgeting and jumping, it will be very difficult to get him a good haircut. Explain this to the child beforehand, and tell them to sit still and look at their reflection in the mirror.
   • Medical examinations. Children should sit still during medical examinations, especially when giving blood for analysis and other procedures. Prepare your child ahead of time. During the examination or procedure, try to keep the child busy. Distract him by pointing to colorful paintings or drawings and use your imagination: the drop of blood could be a ladybug or raspberry juice.
   • Church, concerts and theatrical performances. Again, prepare your child ahead of time. However, keep in mind that a child may not be able to sit through an entire church service or an entire concert. Plan to take small breaks, go outside with your child so that he gives an outlet for his energy.

2. Make sure your child's basic needs are met. You can't expect a hungry, thirsty, exhausted, or otherwise uncomfortable baby to sit still and behave impeccably; you have no chance of success.

3. Distract the child. When your child needs to sit still quietly, whether it's during meals or at the doctor's office, try to distract him. Draw the child's attention to a picture on the wall, a reflection in a mirror, a silly song or story, etc. If necessary, bring his favorite toys, picture books and food with you.

   • In rare cases, you may use a cartoon or an electronic device. This can help when you really need your child to sit still for a while - for example, in the doctor's office or at the hairdresser's. But don't use this strategy too often: you will only teach your child to "pass out" in front of the screen.

Manifestation of aggression in children with attention deficit hyperactivity disorder and methods of its correction.

Manifestationchild aggression is one of the most common forms of behavioral disorder that parents, teachers and psychologists have to deal with.

Exercises that require a lot of physical activity are not always suitable for children with hyperactivity, especially when we work in a group, for example there is a wonderful exercise "Clowns" in which children turn into clowns who swear at each other with vegetables and fruits or pieces of furniture and much more, children with ADHD will find it difficult to complete this task; they may get carried away and offend their partner for real. As an alternative, I use the projective exercise “Draw the abuser”, which can be used both frontally and individually. The bottom line is that the child draws on paper someone who has ever offended him with something, and then add some funny details to him (horns, piglet, tail, mustache, etc., etc. ), this is quite exciting for children of primary school age, and therefore even children with hyperactivity perform it with pleasure and are little distracted (experience shows that older children and even adults are interested in this, even if they treat it with humor, but on unconscious level comes a feeling of relief and satisfaction).

But a child with ADHD cannot sit for a long time and eventually even an exciting, but sedentary activity bothers him and he begins to be distracted. To stir up a child, you can use the exercise with balloons, I have only used it individually with hyperactive children so far, but I think this exercise can also be performed in a group with other children. This exercise is probably familiar to many, for one child I take 3 balloons, first we choose a negative emotion that the child often experiences (if difficulties arise, then we choose the emotion that he experienced at least once in his life), then the child inflates the balloon, as if filling the balloon with his own negative emotion and thus freeing ourselves from it, we write the name of the emotion on the ball. Then we discuss the feelings of the child: “what does it feel to get rid of the emotion; whether it became easier, etc.”. after a discussion, so that this emotion cannot harm anyone and does not return to the carrier again, the child bursts the balloon and the emotion dissolves in the air (you can invite the child to try to burst the balloon himself, but I usually give a pen or pencil). This procedure is repeated two more times with other emotions. This exercise has a positive effect on children, it’s fun for them to pop and a balloon, and at the same time they realize how easy it is to get rid of negativity without harming anyone.

“Imagine that you are standing in a clearing. Above you is a dark night sky, all strewn with stars. They shine so brightly that they seem very close. The glade is flooded with soft, pale blue light. People say that when a star falls, you need to make a wish, and it will surely come true. They also say that you can't get a star. But maybe they just haven't tried? Find the brightest star in the sky with your mind's eye. What dream does it remind you of? Take a good look at what you would like. Now open your eyes, take a deep breath, hold your breath and try to reach for the star. It's not easy: stretch with all your might, strain your arms, stand on your toes. So, a little more, you almost got it. There is! Hooray! Exhale and relax, your happiness is in your hands! Place your star in front of you in a pretty basket. Enjoy looking at her. You have done something very important. Now you can rest a little. Sit down. Close your eyes. Again mentally look at the sky. Are there other stars out there that remind you of other cherished dreams? If there is, then carefully look at the chosen luminary. Now open your eyes, breathe in and reach for your new goal! Now put your hands down, relax, and never stop reaching for your goal.”

After graduation, we conduct a reflection, we select the reflection option according to age. With you adults, we can simply discuss this. With elementary school children, I usually ask them to complete the phrase “I liked the most..” or “I feel now…”, etc.

Hyperactivity is a special state of the central nervous system, in which there is a clear predominance of excitation processes over inhibition processes. The central nervous system simply cannot cope with a significant increase in mental and physical stress, as a result of which the child experiences certain difficulties associated with the perception of the world around him, interaction with peers and adults. Most clearly, this form of behavioral disorder is manifested in children who have reached primary school age (7 years and older). This is due to the start of a new educational activity for them.

The main signs indicating the presence of hyperactivity in a child are:
● inconsistency;
● fussiness;
● anxiety;
● restlessness;
● excessive emotional activity and instability;
● increased motor activity;
● impulsiveness and outbursts of uncontrolled aggression;
● non-observance of norms and rules of conduct.

It is naive to believe that over time, the symptoms characteristic of childhood hyperactivity will “pass away” and cease to disturb both those around them and the child himself. On the contrary, without timely professional assistance, the situation will only worsen, and one of the most pronounced complications will be verbal or physical aggression towards peers and close circle. Also, aggression can be hidden if parents suppress it with incorrectly chosen methods of education. Supported by mistakes in education, it often turns into aggressiveness as a character trait.

The psychological and neurological causes of hyperactivity and attacks of aggression in a child of 7 years and older are distinguished.

Psychological reasons:
● emotional incontinence of parents (quarrels, conflicts between father and mother, aggressive behavior not only at home, but also in society);
● indifferent attitude of parents to the affairs and interests of the child;
● child abuse;
● age-appropriate high demands and high moral responsibility (as a result, the child is afraid not to live up to the expectations placed on him);
● the presence of bad habits in one or both parents (alcoholism, drug addiction in the family);
● strong emotional attachment to one of the parents;
● loss of a loved one;
● excessive guardianship and control and, conversely, permissiveness, lack of prohibitions;
● inconsistency, lack of unity in education, etc.

Neurological causes:
● organic brain damage during pregnancy or as a result of birth trauma;
● functional underdevelopment;
● injuries of the cervical spine;
● hereditary predisposition, genetic diseases;
● infectious diseases;
● transferred stress;
● exposure to certain drugs, etc.

How to help a 7-year-old child overcome hyperactivity and attacks of aggression?

Assistance to such children should be comprehensive and combine various methods of neuropsychological and psychological-pedagogical correction.

Often parents do not understand the nature of their hyperactive children's behavior. They begin to annoy the child's constant problems with academic performance and discipline. If the parents have asked for psychological advice about the hyperactivity of the child, then he should be prepared for the fact that the specialist will work not with the hyperactivity itself, but with its psychological causes. The psychologist will help to establish the causes of hyperactivity and aggressive behavior of the child, identify and neutralize marital conflict, determine the optimal style of raising a child, and give a number of useful recommendations that will help correct his behavior.

The actions and actions of the parents, first of all, must comply with the requirements for the child, and the educational process must include uniform requirements and a personal example of both parents - only in this case will correct and harmonious development be observed.