Specific features of adolescent behavior. Specific features of adolescent behavior Leading activities in adolescence

27.05.2020

1. Reaction of refusal. It is expressed in the rejection of usual forms of behavior: contacts, household chores, study, etc. immaturity, traits of neuroticism.

2. Reaction of the opposition, protest. It manifests itself in the opposition of one's behavior to the required: in demonstrative bravado, truancy, escapes, thefts, and even at first glance absurd actions performed as protests.

3. Reaction of imitation. It is usually characteristic of childhood and manifests itself in imitation of relatives and friends. In adolescents, the object for imitation is more often than not an adult who, in one way or another, impresses his ideals (for example, a teenager who dreams of a theater imitates his favorite actor in his manner). The imitation reaction is characteristic of personally immature adolescents in an asocial environment.

4. Reaction of compensation. It is expressed in the desire to make up for their inconsistency in one area with success in another. If asocial manifestations are chosen as a compensatory reaction, then behavior disorders arise. For example, an unsuccessful teenager may try to gain authority from classmates with rude, defiant antics.

5. Reaction of overcompensation. It is conditioned by the desire to achieve success in the very area in which the child or adolescent discovers the greatest inconsistency (with physical weakness - persistent striving for sports achievements, shyness and vulnerability - for social activities, etc.).

Actually teenage psychological reactions arise when interacting with the environment and often form characteristic behavior in a given period:

1. Reaction of emancipation. It reflects the adolescent's desire for independence, for liberation from the care of adults. Under unfavorable environmental conditions, this reaction can underlie runaways from home or school, affective outbursts directed at parents, teachers, and also in the basis of certain antisocial actions.

3. Reaction of grouping. It explains the desire to form spontaneous adolescent groups with a certain style of behavior and a system of intragroup relationships, with their leader. In unfavorable environmental conditions, with various kinds of inferiority of the adolescent's nervous system, the tendency to this reaction can largely determine his behavior and be the cause of asocial actions.

4. Reaction of passion (hobby-reaction). It reflects the peculiarities of the internal structure of the personality of a teenager. Passion for sports, striving for leadership, gambling, passion for collecting are more typical for teenage boys. Activities motivated by the desire to attract attention (participation in amateur performances, hobby for extravagant clothes, etc.) are more typical for girls. Intellectually - aesthetic hobbies, reflecting a deep interest in any particular subject, phenomenon (literature, music, fine arts, technology, nature, etc.), can be observed in adolescents of both sexes.

5. Reactions caused by the emerging sexual attraction (increased interest in sexual problems, early sexual activity, masturbation, etc.).

The described reactions are presented both in behavioral variants that are normal for a given age period, and in pathological ones, not only leading to school and social maladjustment, but also often requiring therapeutic correction.

Adolescence is a difficult stage of growing up, which on average lasts from 12-13 to 18 years old and is accompanied by rapid growth, serious physiological and psychological changes. Since there are many changes in the adolescent's body, many behavioral features can be caused by physiological processes, puberty, hormonal changes in the body. Adolescence also leaves a strong imprint on the nervous system, in which at this age the processes of arousal prevail over the processes of inhibition. All these changes make adolescents unnecessarily excitable, provoke strong emotional reactions even to stress that is insignificant from an adult point of view, as well as overly impulsive and hysterical behavior.

At the same time, the teenager is busy looking for himself and forming his own identity. The most significant people in the life of a teenager are no longer parents and relatives, but friends and companies of their peers. Attempts to gain credibility with a significant group of peers can push yesterday's child into very rash acts. It is especially difficult for parents to accept the fact that a teenager often begins searching for himself and his place in life by rejecting parental values and rebelling against parental authority. Very actively adolescents also resist parental care, almost all the time, taking it for control and in every possible way trying to win back their independence and autonomy.

The search for themselves often leads adolescents to informal groups, with a pronounced leader, a code of conduct, and peculiarities of appearance. Favorite music, sports club or hobby allows teenagers to create their own closed groups and often becomes a more significant place for the manifestation of their abilities and talents than schoolwork, additional courses or any kind of activity suggested by their parents. At the same time, the interests of adolescents are very changeable and their worldview, along with the corresponding behavior, can literally change every day.

Parents often point to inconsistencies in adolescent behavior. So rude and aggressive behavior can be replaced by excessive vulnerability and emotionality.

The main causes and forms of adolescent behavior

And periods of feverish activity are lethargic, when teens become morose and spend their days locked in their room. All adolescent behaviors are a normal part of the separation and adolescence process. However, this age is one of the most difficult and sometimes a teenager may need the help of a psychologist in order to successfully pass the crisis stage of adolescence. Parents should pay attention to their teenager if the behavior is constantly overly aggressive or too vulnerable. Anxiety is necessary when periods of apathy drag on, as teenage depression is not as rare as many parents think. An important factor in successfully passing through the adolescent crisis is the ability of parents to talk with the growing child, to make compromises and give him more freedom, while maintaining the boundaries of what is permissible.

If a teenager maintains contact with his parents, then the rest of the manifestations are just a normal stage of growing up. Parents should worry when their child withdraws into himself and refuses to make contact. Thus, maintaining trust between the teenager and the parents is one of the key factors in a family's ability to successfully cope with crises. Very often, the best solution is to consult a psychologist, which is especially appropriate when problems in the relationship between a teenager and parents are just beginning and many negative moments of adolescence can be smoothed out so that this period is successful and with minimal losses for the whole family.

Features of adolescent behavior

Behavior disorders

The problem of deviation in behavior is one of the central psychological and pedagogical problems. After all, if there were no difficulties in educating the younger generation, then the society's need for developmental and educational psychology, pedagogy and private methods would simply disappear.
Adolescence is one of the most difficult periods of human development. Despite its relative short duration (from 14 to 18 years), it practically largely determines the entire further life of an individual. It is in adolescence that the formation of character and other foundations of personality predominantly occurs. These circumstances: the transition from adult-sponsored childhood to independence, a change in the usual schooling on other types of social activities, as well as the rapid hormonal changes in the body - make the teenager especially vulnerable and pliable to the negative influences of the environment. At the same time, it is necessary to take into account the tendency inherent in adolescents to free themselves from the care and control of relatives, teachers and other educators. Quite often this striving also leads to the denial of spiritual values and living standards in general of the older generation. On the other hand, defects in upbringing work with adolescents are becoming more and more obvious.

Adolescence

Particularly significant in this regard are the wrong relationships in the family, the increased level of divorce.
The deviant behavior of minors has its own specific nature and is considered as a result of sociopathogenesis, which occurs under the influence of various purposeful, organized and spontaneous, unorganized influences on the personality of a child, adolescent, youth. At the same time, socio-psychological, psychological-pedagogical and psychobiological factors play an important role among the reasons for various deviations, the knowledge of which is necessary for effective educational preventive activities. Thus, it is precisely in the prevention of antisocial behavior of minors special meaning acquires psychological knowledge, on the basis of which the nature of deviant behavior of adolescents is investigated, and practical measures are developed to prevent asocial manifestations.
Deviant behavior is now the most pressing problem. And if earlier it was believed that deviant behavior is inherent exclusively in male adolescents, then in last years and female adolescents are attracting more and more attention. And it's not just about the growth of petty delinquency, alcoholism and substance abuse among girls. It is extremely important that these deviations acquire greater social significance in them and, accordingly, are more severe. At the same time, female adolescents are increasingly becoming “inspirers” and initiators of behavioral disorders in boys.
Among the various, interrelated factors that determine the manifestation of deviant behavior, one can single out such as:
1. An individual factor acting at the level of psychobiological prerequisites for asocial behavior, which complicate the social adaptation of the individual;
2. Psychological and pedagogical factor, manifested in the defects of school and family education;
3. Socio-psychological factor, revealing the unfavorable characteristics of the interaction of a minor with his closest environment in the family, on the street, in the educational collective;
4. The personal factor, which, first of all, manifests itself in the active selective attitude of the individual to the preferred communication environment, to the norms and values of his environment, to the pedagogical influences of the family, school, community, as well as in personal value orientations and personal ability to self-regulate his behavior;
5. The social factor, determined by the social and socio-economic conditions of the existence of society.
Identifying negative influences is difficult, first of all, because they do not act in isolation, but represent the interaction of a wide variety of factors acting with different negative contributions to the development of deviant behavior: human development is due to the interaction of many factors: heredity, environment (social, biogenic, abiogenic), education (or rather, many types of directed influence on the formation of the personality), a person's own practical activity.
It can be noted that at the age of 12-13, behavior is directly related to situational factors, neglect and uncriticality in relation to the behavior of the microsocial.
The origins of educational failures and abnormal behavior lie in pedagogical and social neglect, various deviations in the state of physical and mental health... This relationship was noticed in the last century, but it is relevant as an explanation of modern realities. For the most part, behavioral deviations were not caused by congenital mental and physiological defects, but were the consequences of improper upbringing both in the family and at school.
The study of the deviant behavior of minors and the ways of its correction in connection with a decrease in age limits is gaining special relevance. Most often, the roots of aggressiveness and increased anxiety go back to early childhood, gaining ground or smoothing out at a later age.
The lower age limit for behavioral deviations is very flexible and the causes of deviations are deeply individual. For example, already in the senior groups of kindergartens (the study covered 384 children preschool institutions Ivano-Frankivsk region), significant deviations were observed in the behavior of 12-13% of children. Among them: lack of contact with peers due to the inability to resolve conflicts "peacefully", the desire to disorganize collective game, the cognitive activity of children, if his purely personal interests are not satisfied in it, the lack of elementary skills and habits of cultural behavior (politeness, accuracy, diligence, etc.), resentment, stubbornness, outbursts of anger, up to the manifestation of aggressive behavior.
In 35% of the examined adolescents, characterized by deviant behavior, increased aggressiveness was noted. This was also manifested in the fact that they have no pity for others, on the contrary, they tried to injure others. 85% of them had cases of sadistic actions.
Among the forms of aggressive reactions found in various sources, it is necessary to highlight the following:
Physical aggression (attack) - the use of physical force against another person.
Indirect aggression - actions, both in roundabout ways aimed at another person (gossip, malicious jokes), and explosions of rage directed at no one (shouting, stamping feet, pounding the table with fists, slamming doors, etc.).
Verbal aggression is the expression of negative feelings both through form (shouting, screeching, quarrel) and through the content of verbal responses (threats, curses, swearing).
Tendency to irritation - readiness to manifest, at the slightest excitement, irascibility, harshness, rudeness.
Negativism is an oppositional demeanor, usually directed against authority or leadership. It can grow from passive resistance to active struggle against established laws and customs.
Of the forms of hostile reactions, the following are noted:
Resentment - envy and hatred towards others, caused by a feeling of bitterness, anger at the whole world for real or imaginary suffering.
Suspiciousness - distrust and caution towards people, based on the belief that others intend to harm.

Typology of aggressive behavior in adolescents

Aggressive adolescents, with all the differences in their personal characteristics and behaviors, differ in some common features. These features include the poverty of value orientations, their primitiveness, lack of hobbies, narrowness and instability of interests. These children, as a rule, have a low level of intellectual development, increased suggestibility, imitativeness, and underdevelopment of moral ideas. They are characterized by emotional rudeness, anger, both against peers and against surrounding adults. Such adolescents have extreme self-esteem (either maximally positive or maximally negative), increased anxiety, fear of widespread social contacts, egocentrism, inability to find a way out of difficult situations, the predominance of protective mechanisms over other mechanisms that regulate behavior. At the same time, among aggressive adolescents, there are also children who are intellectually and socially well developed. For them, aggressiveness acts as a means of raising prestige, demonstrating their independence, adulthood.
Often, such adolescents are in some kind of opposition to the official school leadership, expressed in their emphasized independence from teachers. They lay claim to informal, but more authoritative power, relying on their real physical strength. These opinion leaders have great organizing power, perhaps because they can use the principle of justice that is attractive to all adolescents for their success. It is no coincidence that teenagers, not very picky in their goals and means, gather around them. The success of such leaders is also facilitated by the ability to accurately identify the weak, those who are defenseless against impudence and cynicism, especially if this cynicism is presented under the guise of the moral principle "the strong survive, the weak die out."
Disclosure of the causes and nature of the aggressiveness of children and adolescents requires a certain classification.
Various literature on this topic mentions a number of works by foreign researchers who proposed a division into two groups:
Adolescents with socialized forms of antisocial behavior, which are not characterized by mental, emotional disorders.
Adolescents characterized by unsocialized aggressive behavior, which are characterized by various mental disorders.
In Russian psychology, there are several types of classifications. Some researchers of deviant behavior consider it necessary to consider the psychophysiological differences of children as a basis, others - psychosocial development.
There are several classifications of difficult teenagers, the most common is the following:

1) with pedagogical neglect;
2) with social neglect (morally spoiled);
3) with extreme social neglect.

Also distinguish:

1) deeply pedagogically neglected adolescents;
2) adolescents with affective disorders;
3) conflict children (quarrelsome).

Extensive materials obtained by L.M. Semenyuk based on the analysis of school documentation, conversations with teachers, parents, neighbors about the interests, relationships of each particular teenager with peers, adults, his characteristics, views, various aspects of behavior, in the process of testing, questionnaires, surveys children with the help of questionnaires, essays and observations, allowed her to distinguish four groups:

- Adolescents with a stable complex of anomalous, immoral, primitive needs, having a deformation of values and attitudes, striving for consumer pastime. They are characterized by selfishness, indifference to the experiences of others, quarrelsomeness, lack of authority, cynicism, anger, rudeness, irascibility, impudence, pugnaciousness. Physical aggressiveness prevails in their behavior.

- Adolescents with deformed needs and values, possessing a more or less wide range of interests, characterized by heightened individualism, who want to take a privileged position at the expense of the oppression of the weak and the younger. The desire to use physical force manifests itself in them situationally and only against those who are weaker.

- Adolescents who have a conflict between deformed and positive needs, characterized by one-sided interests, opportunism, pretense, deceit. Their behavior is dominated by indirect and verbal aggression.

- Adolescents with slightly deformed needs in the absence of certain interests and a very limited social circle, characterized by lack of will, suspiciousness, cowardice and vindictiveness. They are characterized by ingratiating behavior in front of older and stronger comrades. Verbal aggressiveness and negativism prevail in their behavior.

The above classifications of the aggressiveness of adolescents are based on a set of personality traits typical for a certain group of adolescents. Analysis of the causes of deviations in personal development and behavior allows you to more specifically outline techniques educational work in order to correct the aggressive behavior of adolescents.

Teenage crisis

The issue of the adolescent crisis, the crisis nature of the transition from childhood to adulthood, is still quite controversial.
The meaning of the concept of adolescent crisis has gone from “beneficial” in the 19th century, reflecting overcoming the disease and returning to health, to “malignant”, which today means some kind of pathology. This concept simultaneously has a lot of meanings inherent in the very concept of crisis: a crossroads, a decisive turn, a leap into the unknown, a test, success or disaster.
Today, in the psychological literature, you can find at least two understandings of adolescent crisis. On the one hand, the emphasis is on the idea of a fracture, sudden changes in the course of development, entailing significant changes in behavior, way of thinking and ideas; on the other hand, the prevailing understanding of the crisis as psychological disorders, accompanied by suffering, anxiety, depression, a number of difficulties of a neurotic nature, which causes maladjustment in everyday life.
It is known that for the adolescent crisis such a characteristic as "normal pathology" was previously used. In turn, the concept of "critical period" is often used in the general linguistic sense in order to emphasize the importance of a stage in the general course of development. In addition, it is also applied in the sense in which this concept was borrowed by psychology from embryology, where it serves as a characteristic of the ontogenetic period, characterized by increased vulnerability, special sensitivity of the organism or part of it to damaging influences, which also applies to psychological characteristics. In relation to adolescence, this was figuratively explained by L.S. Vygotsky, pointing out that all the features of the transition period stem from the discrepancy or divergence of three points of maturation - socio-cultural, general organic and sexual, he wrote about adolescence: “In itself, this is the age of a powerful rise, but at the same time the age of disturbed and unstable balance , the age of development, which has branched out into three separate channels, and it is the rise that underlies this age that makes it especially critical. Indeed, the ascent itself is difficult and responsible. The same phenomenon, which will not have a noticeable effect on a traveler walking on a flat road, can become the most difficult obstacle, sometimes overturning, for a traveler walking uphill. "
The maturation process is made up of a crisis and a synthesis, representing different moments of the same wave of development. "
Crisis symptoms are classic symptoms of almost any childhood crisis: obstinacy, stubbornness, negativism, self-will, underestimation of adults, negative attitude towards their requirements, previously fulfilled, rebellion. Some authors also add jealousy to property. This type of crisis is widely described in the literature and is often referred to as the “crisis of independence”. The jealousy of property among adolescents is expressed in the requirement not to touch anything on his desk, not to enter his room, and most importantly - “Not to get into his soul”. The experience of the inner world is acutely felt - this is the main property that the teenager protects and jealously protects from others.
The second way is the opposite: it is excessive obedience, dependence on the elders or the strong, a return to old interests, tastes, and forms of behavior. The description of such a course of the age crisis in the literature is extremely rare - in the work of B.L. Landa, dedicated to the crisis of 3 years - "the crisis of dependence." This option has not been described for adolescence. At the same time, observations and clinical work with adolescents (about 450 cases) indicate that it occurs in 10-12% of cases.
If the “crisis of independence” is a certain leap forward, going beyond the old rules and norms, then the “crisis of dependence” is a return back to that position, to that system of relations that guaranteed emotional well-being, a sense of confidence, and security. Both are variants of self-determination. In the first case it is: "I am no longer a child", in the second - "I am a child, and I want to remain so."
Experimental data obtained by A.M. A parishioner according to the modified method of B. Zazzo "The choice of the golden age." The essence of the modification consisted in bringing the methodology to the form of a school assessment - the use of a vertical scale ("life line") and a point characterizing the child's idea of what place children of his age occupy in this line.
According to the criterion proposed by B. Zazzo, the most productive is the choice as the "golden", the most desirable age - your own age. In this study, this choice was made by about 17% of the subjects. Teenagers 12-14 years old most often chose “somewhat older” as the most favorable age - 2-3 years (24%). About 9% expressed a desire to be much older. Approximately 13% of adolescents showed a desire to “be small” and even “very small”. And finally, 37% of adolescents made a dual choice, indicating that they would like to be either older (as a rule, much) or younger, but only “not the same as now”. It was the latter that were characterized by the most striking manifestations typical of the adolescent crisis.
It is the strength of these simultaneously existing and opposite tendencies that determines the intensity of the crisis, and the victory of one of them characterizes its resolution and largely predetermines the further development of the individual.

§ 3. Specific features of the psyche and behavior of adolescents
The adolescent's desire to occupy a satisfying position in the peer group is accompanied by increased conformity to the norms of behavior and values of the reference group, which is especially dangerous in the case of joining an asocial community. The transitional nature of the adolescent's psyche consists in coexistence, the simultaneous presence of features of childhood and adulthood in it. During adolescence, a tendency towards behavioral reactions that are usually characteristic of a younger age often persists. These include the following:

1. Reaction of refusal. It is expressed in the rejection of the usual forms of behavior: contacts, household chores, study, etc. The reason is most often a sharp change in the usual living conditions (separation from the family, change of school), and the soil facilitating the occurrence of such reactions is mental immaturity, traits of neuroticity, inhibition.

2. Reaction of the opposition, protest. It manifests itself in the opposition of their behavior to the required: in demonstrative bravado, in truancy, escapes, thefts, and even at first glance ridiculous actions performed as protests.

3. Reaction of imitation. It is usually characteristic of childhood and manifests itself in imitation of relatives and friends. In adolescents, the object for imitation is most often an adult who, in one way or another, impresses his ideals (for example, a teenager who dreams of a theater imitates his beloved actor in manner). The imitation reaction is characteristic of personally immature adolescents in an asocial environment.

with shyness and vulnerability - to social activities, etc.).

Actually teenage psychological reactions arise when interacting with the environment and often form characteristic behavior during this period:

1. Reaction of emancipation. It reflects the adolescent's desire for independence, for liberation from the care of adults. Under unfavorable environmental conditions, this reaction can underlie runaways from home or school, affective outbursts aimed at parents, teachers, and also at the basis of certain antisocial actions.

2. The reaction of "negative imitation". It manifests itself in behavior that contrasts with the unfavorable behavior of family members, and reflects the formation of the reaction of emancipation, the struggle for independence.

5. Reactions caused by the emerging sexual attraction (increased interest in sexual problems, early sexual activity, masturbation, etc.). The described reactions can be presented both in behavioral variants that are normal for a given age period, and in pathological ones, not only leading to school and social maladjustment, but also requiring often therapeutic correction. The criteria for the pathological behavior of behavioral reactions are considered to be the prevalence of these reactions outside the situation and the microgroup where they arose, the addition of neurotic disorders, disorders social adaptation generally. It is very important to differentiate pathological and non-pathological forms of behavioral disorders in time, since they need different forms of pedagogical and social assistance, and in some cases, drug therapy is also required. Important direction mental development in adolescence is associated with the formation of strategies or ways to overcome problems and difficulties. Some of them are formed in childhood to resolve simple situations (failures, quarrels) and become habitual. In adolescence, however, they are transformed, filled with a new "adult meaning", acquire the features of independent, actually personal decisions when faced with new requirements. Among the variety of ways a person behaves in a difficult situation for him, constructive and non-constructive strategies can be distinguished. Constructive ways of solving problems are aimed at actively transforming the situation, at overcoming traumatic circumstances, as a result of which there is a feeling of growth of one's own capabilities, strengthening oneself as a subject of one's own life. This does not mean at all that there are no worries and doubts about the future.

Constructive ways:

Achieving the goal on your own (do not retreat, make efforts to achieve what was planned);

Seeking help from other people who are involved in this situation or who have experience in resolving similar problems ("I appeal to my parents", "I consulted with a friend",

“We decide together with those who are concerned”, “my classmates helped me”, “I would turn to a specialist”);

Thoroughly thinking about the problem and the various ways to solve it (reflect, talk to yourself; behave deliberately;

"Do not do stupid things");

Changing your attitude to a problem situation (treat the incident with humor);

Changes in oneself, in the system of one's own attitudes and habitual stereotypes ("you need to look for reasons in yourself", "I am trying to change myself").

Non-constructive behavioral strategies are not aimed at the cause of the problem, which is "pushed" into the background, but are various forms of complacency and release of negative energy, creating the illusion of relative well-being.

Non-constructive ways:

Forms of psychological defense - up to the displacement of the problem from consciousness (“not pay attention”, “look at everything superficially,” “withdraw into oneself and not let anyone go there,” “I try to avoid problems,” “I didn’t even try to do anything”) ;

Impulsive behavior, emotional breakdowns, extravagant actions, unexplained by objective reasons (“I took offense at everyone,” “I can throw a tantrum,” “I slam doors,” “I wander the streets all day”);

Aggressive reactions.

A comparative cross-cultural study of Russian and German adolescents has shown that there is a certain similarity in the choice of behavior strategies between the adolescents of St. Petersburg and Potsdam.

Features of the behavior of adolescents

Both those and others prefer to seek help from parents or other adults when problems arise, try to think over the situation on their own and different options her permission, resort to the advice of friends. However, significant differences were also found. Young St. Petersburgers are much more likely than their Potsdam peers to demonstrate so-called avoidant behavior. They tend not to think about the problems that have arisen, to force them out of their thoughts, to behave as if everything were in order, in the hope that the problems will be solved by themselves. They are less prone to compromises and changes in themselves, to the manifestation of constructive activity in resolving conflicts and overcoming problems. And the frequency of using active strategies for solving problems is much less. The author of the study, E.V. Alekseeva connects the identified cross-cultural differences with the influence of such external factors as the peculiarities of the cultural tradition, the consequences of totalitarian ideology, parental attitudes towards social normativity and guardianship. According to the famous German psychiatrist H. Remschmidt, psychopathological symptoms are often inadequate adaptation, inadequate strategies for overcoming the difficulties that arise in the life of adolescents.

Catalog: olderfiles
olderfiles -> S. N. Bulgakov heroism and asceticism
olderfiles -> Book 1 introduction purpose of the dissertation research methodology textbook
olderfiles -> Socio-psychological and medical rehabilitation of elderly citizens and disabled people served in the departments of mu social service center for elderly citizens and disabled people No. 1 g
olderfiles -> Essence of socialism
olderfiles -> Discourse on Metaphysics
olderfiles -> 1. Philosophy of technology as a field of philosophical knowledge. Philosophy of Technology
olderfiles -> Topical issues of social work professionalization

The system of children's cultural and educational institutions

Age concept. Age classification

Age - the duration of the period from the moment of birth of a living organism to the present or any other specific moment in time. Usually, the word "age" is understood as a calendar age (passport age, chronological age), which does not take into account the factors of the organism's development. The observed differences in the individual characteristics of the development of the organism from the average indicators served as the basis for the introduction of the concept of "biological age", or "age of development." Some historical and currently used systems of periodization of age periods in human life:

Vygotsky's periodization

neonatal crisis (up to 2 months)

infancy (up to 1 year)

1 year crisis

early childhood (1-3 years)

crisis 3 years

preschool age (3-7 years old)

crisis 7 years

school age (7-13 years old)

crisis 13 years

puberty (13-17 years old)

crisis 17 years

Elkonin's periodization

Early childhood stage

Infancy (up to one year)

Early age(1-3 years)

Childhood stage

Preschool age (3-7 years old)

Junior school age (7-11 years old)

Stage of adolescence

Adolescence (11-15 years old)

Early adolescence (15-17 years old)

Erickson's periodization

Infancy

Early childhood

Playing age (5-7 years old)

School age

Youth

Adulthood

Mature age (old age)

12 periods

Neonatal period (neonatal period) - first 4 weeks

Breast period - 1 month - 1 year

Early childhood - 1-3 years

First childhood - 4-7 years old

Second childhood

boys 8-12 years old

girls 8-11 years old

Teenage years

boys 13-16 years old

girls 12-15 years old

Youth period

boys 17-23 years old

girls 16-21 years old

Mature age (1 period)

men 24-35 years old

women 22-35 years old

Mature age (2 period)

men 36-60 years old

women 36-55 years old

Advanced age

men 61-74 years old

women 56-74 years old

Senile age - 75-90 years

Long-livers - 90 years or more

The network of cultural institutions providing the organization of leisure for children and adolescents is represented by institutions of additional education for children, municipal children's libraries, museums, cultural and leisure-type institutions.

Institutions of additional education for children

Activities in the field of art education are carried out by children's art schools (including by types of arts).

Children's art schools today are one of the main institutions for the spiritual and moral education of young citizens. Basically, their work is aimed at creating favorable conditions for the formation of the artistic and aesthetic potential of children and youth aged 6 to 17 years, their development. creativity and interests, as well as to ensure social and professional self-determination.

It should be noted that this category of institutions plays an important role in the formation of cultural space in cities and towns of the Autonomous Okrug. At the moment, they are actively carrying out a large cultural and educational work among different segments of the population. The forms of this activity are varied, first of all, these are program festivals and concerts, festive performances and lectures, musical theatrical performances and art exhibitions and other activities.

Currently, the district's schools are actively introducing a system of innovative teaching methods, the educational process is being updated with modern variable curricula and programs focused on the individual capabilities of each child.

Children's libraries

Most libraries have multi-disciplinary clubs for children and adolescents. One of the areas of work of the clubs is the prevention of neglect and bad habits, propaganda healthy way life and leisure activities for children.

There are a number of problems in the development of librarianship that negatively affect library services for children. The personnel problem is aggravated. Professional development of library specialists by means of municipal budgets is practically not carried out. So far, only the heads of centralized library systems have the opportunity to systematically update their professional knowledge, who annually at the expense of the regional target program "Culture of Yamal" participate in directors' meetings, within the framework of which trainings and seminars are organized. There is an urgent need for specialists with knowledge of computer technology. In children's libraries, especially in rural areas, book funds continue to decline, which is due to a reduction in funding for book supply to libraries.

In recent years, the function of popularizing the historical heritage of the Autonomous Okrug among the population, and, above all, children and youth, has firmly become one of the main functions traditionally performed by museums. The activities of the district museums in this direction are characterized by the creation and implementation of comprehensive programs for children, which include conversations, lectures, video lectures, contests, quizzes, theatrical performances, and museum lessons.

Within the framework of cultural and educational (scientific and educational) activities, the institutions are implementing museum and educational programs designed for groups of children of different ages, and aimed at complementing the educational process. For the most part, these are thematic cycles of lectures and classes.

Thanks to the systematic work of museum-type institutions with children and young people, the number of excursion visits has remained fairly stable in recent years.

Cultural and leisure facilities

Among cultural institutions involved in organizing children's leisure, the leading place is occupied by cultural and leisure-type institutions, on the basis of which various club formations operate to organize the activities of children and adolescents. The main task of club formation is to develop social activity and creative potential of the individual, organize various forms of recreation, create conditions for self-realization.

In many cultural institutions of a leisure type, developed and implemented complex programs and projects of an artistic and leisure orientation for working with children and adolescents, which are aimed at creating conditions for identifying, developing and realizing the creative abilities of talented children, introducing new forms and methods of working with children. These are such programs as: "Where it is warm, there is good", "City of magic words" and "Adventures in Igrograd" (Vyngapurovsky settlement), "Our North Land" (Tazovsky settlement), "Planet of Childhood", "XXI century drug-free ”(p. Limbiyakha),“ Holiday as a gift ”,“ I am a citizen of Russia ”(Purovsky district),“ Prevention of neglect and juvenile delinquency ”(Gubkinsky),“ Star Carousel ”(Novy Urengoy), "Organization of cultural and educational activities for children under 14 years of age (2005-2007)", "Teenager" (Khanymei village) and others.

A studio form of work is developing, which gives children the opportunity to try their hand at various areas of art: music, theater, fine arts, choreography, arts and crafts, folklore. songs, competition and entertainment programs, meetings with the participants of the Great Patriotic War, hostilities in the zones of armed conflicts, days of the conscript, initiation into cadets, actions dedicated to the days of military glory of Russia, concerts, literary and musical compositions and other events.

One of the important activities of club institutions is to support children's amateur creativity through the organization of various festivals and competitions.

The formation of a system of measures aimed at the prevention of antisocial manifestations among children, adolescents and youth is another area of activity of leisure institutions. So, in 2006, the following major projects were implemented: II regional festival-competition "Creativity against drugs", VI regional rock festival "Rock-anthill" (MUK "Center of National Cultures", Noyabrsk), exhibition of poster drawing " Children Against Drugs ”,“ Think What You Are Doing ”(Center for National Cultures in the village of Tazovsky), the film festival“ Life Without Illusions ”(GDK“ Rus ”, Noyabrsk) and others.

In recent years, more and more attention has been paid to the organization of work on the rehabilitation and social adaptation of disabled children. Amateur associations work on the basis of club institutions for disabled children. Many of the children with disabilities are members of various arts and crafts and fine arts circles.

Arts and crafts

In addition to the network of art institutions of additional education, the scope of which includes the development of artistic creation children, at the houses of culture and the Centers of National Cultures there are various circles of arts and crafts, the main participants of which are children.

Every year, in order to form continuity in the fine and decorative arts, to revive interest in the traditional culture of peoples, the House of Crafts, the leading institution of the sub-industry, holds events involving young artists and craftsmen from many municipalities of the district.

Along with the above-mentioned forms of leisure activities, cinema services for children and adolescents are provided.

6. Methods and forms of organization of SKD in children's cultural and educational institutions

In organizing a child's leisure time, S.A. Shmakov identifies the following methods of cooperation and co-creation with children:

Gaming;

Theatricalization methods;

Competitive;

Cooperation methods;

Methods of educational situations;

Improvisation.

Play methods based on the interest of children and developing all the higher mental functions of the child. Play methods are realized through games and play training. Play is an independent and important type of activity for children, on an equal footing with all others.

Theatricalization methods contribute to the development of children's creative imagination, acting skills and the formation of their skills to enter into various social relationships prescribed by the role. The methods of theatricalization include reincarnation and imitation.

Competitive methods develop children's physical activity, agility, endurance and a healthy spirit of competition. Competitive methods include competitions, which can be of both physical and intellectual content. The competition applies to all areas of the child's creative activity.

Cooperation methods are based on equal spiritual contact between adults and children. These include: joint discussions, discussions, activating communication in pairs "adult-child", in the team "adult-children". Cooperation methods are based on the joint activities of children and adults "on an equal footing". Teachers and children are members of school clubs, drama collectives, choirs, creative associations based on democratic, humanized communication.

Methods of upbringing situations, which consist in actualizing the moral qualities of the child, in stimulating the moral behavior of children. The methods of upbringing situations include problem situations created by adults in the process of conducting any leisure activities, for example, discussions, and stimulating moral ideas and moral consciousness of children.

Improvisation methods are manifested in the creative enterprise and the activation of the creative forces of children. Improvisation is an action not consciously and not prepared in advance, impromptu. It brings a person to practical and creative enterprise.

Methods of direct pedagogical influence imply an immediate or delayed student's response and his corresponding actions aimed at self-education.

Methods of indirect pedagogical influence presuppose the creation of such a situation in the organization of activities in which the child develops an appropriate attitude towards self-improvement, towards developing a certain position in the system of his relations with teachers, comrades, and society.

Methods of influencing the emotional sphere involve the formation of a person's necessary skills in managing their feelings, understanding their emotional states of the reasons that give rise to them.

Methods of influencing the volitional sphere involve the development of initiative in children, self-confidence; development of perseverance, the ability to overcome difficulties in order to achieve the intended goal; the formation of the ability to control oneself (endurance, self-control); improving the skills of independent behavior, etc. Demand methods and exercises can have a dominant influence on the formation of the volitional sphere.

Requirement as a method of influencing the volitional sphere of the child presupposes the development of the ability to control one's own behavior, to subordinate the motives of behavior (personal to public and vice versa). According to the form of presentation, direct and indirect claims are distinguished.

Exercises - repeated performance of the required actions, bringing them to automatism. As a result of the exercises, stable personality traits are developed - skills and habits. These qualities play an important role in human life.

Methods of influencing the sphere of self-regulation (S.G. Yakobson) are aimed at developing the skills of mental and physical self-regulation in children, developing the skills of analyzing life situations, teaching children the skills of understanding their own behavior and the state of other people, developing the skills of an honest attitude towards themselves and other people ... These include the method of behavior correction.

The method of behavior correction is aimed at creating conditions under which the child will make changes in his behavior, in relation to people.

In organizing children's leisure activities, it is possible to use the dilemma method. It consists in a joint discussion of moral dilemmas by students. A dilemma is a situation of moral choice. For each dilemma, questions are developed according to which the discussion is structured. For each question, the children make compelling pros and cons. It is useful to analyze the responses along the following lines: choice, value, social roles and fairness.

For each dilemma, a person's value orientations can be determined. Dilemmas can be created by any teacher, provided that each of them must:

Have relation to real life schoolchildren;

Be as easy to understand as possible;

Be unfinished;

Include two or more questions with moral content;

Offer students a choice of answer options, focusing on the main question: "How should the central character behave?"

Pedagogical techniques that develop communication skills in children include:

"Role mask". The student is invited to enter into a certain role and speak not on his own behalf, but on behalf of the corresponding character;

"Continuous relay race of opinions." Students "in a chain" speak out on a given topic: some begin, others continue, complement, clarify. From simple judgments (when the main thing is the participation of each student in the proposed discussion), it is necessary to move to analytical ones, having previously put forward the appropriate requirements, and then to problem statements of students;

"Self-stimulation". Students, divided into groups, prepare each other a certain number of counter questions. The questions posed and the answers to them are then subjected to collective discussion;

"Improvisation on a free theme". Students choose the topic in which they are most powerful and which causes them a certain interest, creatively develop the main storylines, transfer events to new conditions, interpret the meaning of what is happening in their own way, etc.;

"Improvisation on a given topic." Students freely improvise on a topic designated by the teacher (model, design, stage, make literary, musical and other sketches, comment, develop assignments, etc.). Unlike the technique of "improvisation on a free topic", students in in this case placed in more creative conditions, and the teacher can gradually raise the "bar of difficulty";

"Exposing contradictions." This is the delimitation of students' positions on a particular issue in the process of completing a creative assignment, followed by a clash of conflicting judgments, different points of view. Reception presupposes a clear delineation of differences of opinion, determination of the main lines along which the discussion should proceed.

Pedagogical techniques associated with the organizational activities of a teacher aimed at improving the joint activities of children include:

"Coaching". For the duration of a particular creative task, rules are established that regulate the communication and behavior of students. They determine in what order, taking into account what requirements, you can submit your proposals, supplement, criticize, refute the opinion of your comrades. Such prescriptions largely remove the negative aspects of communication, protect the status of all its participants;

"Distribution of roles". This is a clear distribution of the functions of students in accordance with the level of knowledge, abilities and skills that will be required to complete the assignment;

"Correction of positions". This is a tactful change in the opinions of students, accepted roles, images that reduce the productivity of communication and impede the performance of creative tasks (reminding of similar situations, returning to original thoughts, a hint question, etc.);

"Self-exclusion of the teacher." After the goals and content of the assignment have been determined, the rules and forms of communication in the course of its implementation have been established, the teacher, as it were, withdraws himself from direct leadership or assumes the obligations of an ordinary participant;

"Distribution of Initiative". It involves the creation of equal conditions for the manifestation of initiative by all students. The main thing here is to achieve a balanced distribution of initiative throughout the entire program of the assignment, with the very specific participation of all trainees at each stage;

"Function exchange". Students exchange the roles (or functions) that they have received in the assignments. Another version of this technique involves the teacher's full or partial transfer of his functions to a group of students or an individual student;

"Mise-en-scene". The essence of the technique is to activate communication and change its character through the distribution of students in the classroom in a certain combination with each other at certain points in the performance of creative work.

Among the many pedagogical techniques, humor, the teacher's personal example, a change in the situation, an appeal to independent experts, etc., occupy an important place.

2. Forms of organizing leisure

In pedagogical theory and practice, many forms of organization of the pedagogical process, as well as the organization of children's leisure activities, have been developed.

The forms differ from each other in the following ways:

1. quantitative. The forms differ from each other in the time of their preparation and implementation, as well as in the number of participants. In terms of time, all forms can be divided into:

Short-term (lasting from several minutes to several hours);

Long-term (lasting from several days to several weeks);

Traditional (recurring regularly).

By the number of participants, the forms can be:

Individual (educator - pupil);

Group (educator - a group of children);

Mass (educator - several groups, classes;

2. by type of activity - forms of educational, labor, sports, artistic activities;

3. by the method of influence of the teacher - direct and mediated;

4. by the subject of the organization:

Children are organized by teachers, parents and other adults;

Activities are organized on the basis of cooperation between adults and children;

The initiative and its implementation belongs to children.

5. by result.

The result is information exchange;

The result is the development of a common decision (opinion);

The result is a socially significant product.

Group forms of work include business councils, creative groups, self-government bodies, micro-circles. In these forms, the teacher manifests himself as an ordinary participant or as an organizer. In contrast to collective forms, its influence on children is more noticeable, since the attention of schoolchildren is more focused on the teacher. Its main task, on the one hand, is to help everyone to express themselves, and on the other, to create conditions for obtaining a tangible positive result in the group, meaningful for all members of the team. The influence of teachers in group forms is also aimed at the development of humane relationships between children, the formation of their communication skills. In this regard, an example of a democratic, respectful, tactful attitude towards children is an important tool.

Mass forms of teachers' work with schoolchildren include various cases, contests, performances, concerts, propaganda teams, hikes, tour rallies, sports competitions, etc. Depending on the age of students and a number of other conditions, teachers can play a different role when using these forms: organizer; an ordinary participant in an activity influencing children by personal example; a novice participant influencing schoolchildren by personal example of mastering the experience of more knowledgeable people; advisor, assistant to children in organizing activities.

Determining the form of organizing leisure time, the teacher primarily focuses on the content of the activities of children, their interests and needs.

According to the features discussed above, each form can be characterized.

We offer a diagram of the characteristics of the form of leisure activity:

1) name;

2) the duration of the event;

3) preliminary preparation or impromptu performance;

4) the number of participants;

5) the organizer of the activity;

6) the nature of the teacher's influence;

7) the result of joint activities.

When making attempts to classify the forms of educational work, one should also bear in mind that there is such a phenomenon as the mutual transition of forms from one type to another. So, for example, an excursion or competition, which is more often viewed as an event, can become a collective creative endeavor if these forms are developed and carried out by the children themselves.

The construction of a new form can be done as follows:

1. a known type of form is selected, which is filled with specific content and methods of organizing activities. For example, there was a desire to hold a competition, KVN or a thematic evening;

2. then the question is decided what they will be devoted to, what the content will be.

Another method of constructing a form is more logical, because it follows from the objectives of the event: a meaningful idea is taken as a basis, and after that, a search for a form of organization, construction, implementation of the selected content is carried out. For example, the teacher and students decided to discuss the problem of relationships in the classroom, and then determine the form of conducting, develop the structure, ways of organizing the discussion.

One of the forms of organizing children's leisure is activities.

Adolescence is the stage of ontogenetic development between childhood and adulthood (from 11-12 to 16-17 years), which is characterized by qualitative changes associated with puberty and entry into adult life... During this period, the individual has increased excitability, impulsivity, on which, often unconscious, sexual desire is superimposed. The main leitmotif of mental development in adolescence is the formation of a new, still rather unstable, self-awareness, a change in the self-concept, attempts to understand oneself and one's capabilities. At this age, there is the formation of complex forms of analytic-synthetic activity, the formation of abstract, theoretical thinking. Of great importance is the adolescent's feeling of belonging to a special “adolescent” community, the values of which are the basis for their own moral assessments. Specific features of the psyche and behavior of adolescents

The adolescent's desire to occupy a satisfying position in the peer group is accompanied by increased conformity to the norms of behavior and values of the reference group, which is especially dangerous in the case of joining an asocial community.

The transitional nature of the adolescent's psyche consists in coexistence, the simultaneous presence of features of childhood and adulthood in it.

During adolescence, a tendency towards behavioral reactions that are usually characteristic of a younger age often persists. These include the following:

1. Reaction of refusal. It is expressed in the rejection of the usual forms of behavior: contacts, household chores, study, etc.

The reason most often is a sharp change in the usual living conditions (separation from the family, a change in school), and the soil that facilitates the occurrence of such reactions is mental immaturity, traits of neuroticism, inhibition.

4. Reaction of compensation. It is expressed in the desire to make up for their failure in one area with success in another. If asocial manifestations are chosen as a compensatory reaction, then behavior disorders arise. For example, an unsuccessful teenager may try to gain authority from classmates with rude, defiant antics.

Actually teenage psychological reactions arise when interacting with the environment and often form characteristic behavior during this period:

1. Reaction of emancipation. It reflects the adolescent's desire for independence, for liberation from the care of adults. Under unfavorable environmental conditions, this reaction can underlie runaways from home or school, affective outbursts aimed at parents, teachers, and also at the basis of certain antisocial actions.

4. Reaction of passion (hobby-reaction). It reflects the peculiarities of the internal structure of the personality of a teenager. Passion for sports, striving for leadership, gambling, passion for collecting are more typical for teenage boys. Activities motivated by the desire to attract attention (participation in amateur performances, hobby for extravagant clothes, etc.) are more typical for girls. Intellectual and aesthetic hobbies, reflecting a deep interest in any particular subject, phenomenon (literature, music, fine arts, technology, nature, etc.), can be observed in adolescents of both sexes.

5. Reactions caused by the emerging sexual attraction (increased interest in sexual problems, early sexual activity, masturbation, etc.).

The described reactions can be presented both in behavioral variants that are normal for a given age period, and in pathological ones, not only leading to school and social maladjustment, but also requiring often therapeutic correction.

The criteria for the pathological behavior of behavioral reactions are considered the prevalence of these reactions outside the situation and the microgroup where they arose, the addition of neurotic disorders, and violations of social adaptation in general. It is very important to differentiate pathological and non-pathological forms of behavioral disorders in time, since they need different forms of pedagogical and social assistance, and in some cases, drug therapy is also required.

An important area of mental development in adolescence is associated with the formation of strategies or ways to overcome problems and difficulties. Some of them are formed in childhood to resolve simple situations (failures, quarrels) and become habitual. In adolescence, however, they are transformed, filled with a new "adult meaning", acquire the features of independent, actually personal decisions when faced with new requirements.

Among the variety of ways a person behaves in a difficult situation for him, constructive and non-constructive strategies can be distinguished.

Constructive ways of solving problems are aimed at actively transforming the situation, at overcoming traumatic circumstances, as a result of which there is a feeling of growth of one's own capabilities, strengthening oneself as a subject of one's own life. This does not mean at all that there are no worries and doubts about the future.

Constructive ways:

Achieving the goal on your own (do not retreat, make efforts to achieve what was planned);

Seeking help from other people who are involved in this situation or who have experience in solving similar problems (“I ask my parents,” “I consulted with a friend,” “We decide together with those who are concerned,” “Classmates helped me,” “I would turned to a specialist ");

Thoroughly thinking about the problem and various ways to solve it (reflect, talk to yourself; behave deliberately; "do not do stupid things");
- changing your attitude to a problem situation (treat what happened with humor);
- changes in oneself, in the system of one's own attitudes and habitual stereotypes ("you need to look for reasons in yourself", "I'm trying to change myself"),

Non-constructive ways:

Aggressive reactions.

The adolescent's desire to occupy a satisfying position in the peer group is accompanied by increased conformity to the norms of behavior and values of the reference group.

The transitional nature of the adolescent's psyche consists in coexistence, the simultaneous presence of features of childhood and adulthood in it.

During adolescence, a tendency towards behavioral reactions that are usually characteristic of a younger age often persists. These include the following:

Refusal reaction. It is expressed in the rejection of the usual forms of behavior: contacts, household chores, study, etc.

Reaction of the opposition, protest. It manifests itself in the opposition of their behavior to the required: in demonstrative bravado, truancy, escapes, thefts, etc.

Imitation reaction. It is usually characteristic of childhood and manifests itself in imitation of relatives and friends. In adolescents, the object for imitation is most often an adult who, in one way or another, impresses his ideals.

Compensation response. It is expressed in the desire to make up for their inconsistency in one area with success in another.

Hypercompensation reaction. It is conditioned by the desire to achieve success in the very area in which the child or adolescent discovers the greatest inconsistency (with physical weakness - persistent striving for sports achievements, etc.).

Teenage psychological reactions occur when interacting with the environment and often form characteristic behavior during this period:

Emancipation reaction. Reflects the adolescent's desire for independence, for liberation from the care of adults.

The reaction of "negative emancipation". It manifests itself in behavior that contrasts with the unfavorable behavior of family members, and reflects the formation of the reaction of emancipation, the struggle for independence.

Grouping reaction. It explains the desire to form spontaneous adolescent groups with a certain style of behavior and a system of intragroup relationships, with their leader.

Infatuation reaction (hobby reaction). It reflects the peculiarities of the internal structure of the personality of a teenager.

Reactions due to the emerging sexual desire (increased interest in sexual problems, early sexual activity, masturbation, etc.).

Allocate a special shape adolescent egocentrism related to the peculiarities of the teenager's intelligence and his affective sphere. The teenager finds it difficult to differentiate the subject of his thinking and the thinking of other people. Since he is most interested in himself, the psychophysiological changes taking place with him, he intensively analyzes and evaluates himself. At the same time, he has an illusion that other people are concerned about the same, i.e. continuously evaluate his behavior, appearance, way of thinking and feeling. The phenomenon of "imaginary audience" one of the components of egocentrism consists in the belief that he is constantly surrounded by certain spectators, and he seems to be on the stage all the time. Another component of adolescent egocentrism is personal myth... A personal myth is a belief in the uniqueness of one's own feelings of suffering, love, hate, shame, based on focusing on one's own experiences.

The crisis of adolescence.

The crisis of transition to adolescence (15-18 years old) is associated with the problem the formation of a person as a subject of his own development.

The crisis of adolescence resembles crises of 1 year (speech regulation of behavior) and 7 years (normative regulation). At the age of 17 happens value-semantic self-regulation of behavior... If a person learns to explain and, consequently, to regulate his actions, then the need to explain his behavior willy-nilly leads to the subordination of these actions to new legislative schemes.

A young man has a philosophical intoxication of consciousness, he turns out to be plunged into doubts, thoughts that interfere with his active active position. Sometimes the state turns into value relativism (the relativity of all values).

Vi. YOUTH from 15-18 to 18-23 years old.

Social situation of development.

In adolescence, significant morphological and functional changes occur, the processes of physical maturation of a person are completed. Life activity in adolescence becomes more complicated: the range of social roles is expanding with the corresponding measure of independence and responsibility. At this age there are many critical social events: obtaining a passport, the onset of criminal liability, the ability to marry. In adolescence, the independence of the individual is to a greater extent established. But along with the elements of adult status, the young man still retains a certain degree of dependence that comes from childhood: this is both material dependence and inertia parental settings related to leadership and subordination.

The psychological criterion for "entering" adolescence is associated with a sharp change internal position, with a change in attitude towards the future. In youth, the time horizon expands - future becomes the main dimension. The main orientation of the personality is changing, which can now be designated as striving for the future, determining the future path of life, choosing a profession.

The beginning of this process refers to adolescence, when a teenager thinks about the future, tries to anticipate it, creates images of the future, without thinking about the means to achieve it. Society, in turn, sets before a young person a very specific and vital task of professional self-determination, and thus a characteristic social development situation... In the 9th grade high school and once again in the 11th grade, the student inevitably falls into situation of choice- completion or continuation of education in one of the specific forms, entry into working life. The social situation of development in early adolescence - "Threshold" of independent life.

In adolescence, there is a fundamentally important change in thinking about the future, now not only the final result, but also the ways and ways of achieving it, becomes the subject of thinking. The independence of the encounter with the “changing world” (as opposed to other ages, when the child is faced with a new, but stable form of the next age) is generally specific for adolescence. In the course of the crisis, for 17 years, the problem of becoming a person as subject of their own development.

The transition from early youth to late adolescence is marked by a change in developmental accents: the period of preliminary self-determination is completed and the transition to self-realization is carried out.

Leading activity.

In the psychological periodizations of D. B. Elkonin and A.N. Leontyev is recognized as the leading activity in his youth educational and professional activities... Despite the fact that in many cases the young man continues to be a schoolboy, educational activity in the senior grades should acquire a new focus and new content, oriented towards the future. We can talk about a selective attitude towards some academic subjects related to the planned professional activity and necessary for entering a university, about attending preparatory courses, about being included in a real labor activity in trial forms.

According to D.I. Feldstein, in adolescence, the nature of development determines labor and learning as the main activities.

Other psychologists talk about professional self-determination as a leading activity in early adolescence. In high school, it is formed psychological readiness for self-determination... Readiness for self-determination does not mean psychological structures and qualities that are completed in their formation, but a certain maturity of the personality, i.e. the formation of psychological formations and mechanisms that provide the possibility of personal growth now and in the future.

Professional self-determination is a multidimensional and multistage process in which the tasks of society are singled out and an individual lifestyle is formed, of which professional activity is a part. In the process of professional self-determination, a balance is established between personal preferences and inclinations and the existing system of division of labor.

In the modern sense, professional self-determination is viewed not only as a specific choice of profession, but as a continuous process of searching for meaning in the chosen, mastered and performed professional activity. With this understanding, professional self-determination is a process of alternating elections, each of which is viewed as an important life event that determines further steps on the path of professional development of the individual.

Decision on choice of profession taken over several years, going through a series of stages. On the stage fantastic choice(up to 11 years old) a child, thinking about the future, still does not know how to connect goals and means. The primary choice made at this stage is made in conditions of a poorly differentiated concept of professions, in the absence of expressed interests and inclinations. As he intellectually develops, a teenager or young man is more and more interested in the conditions of reality, but is not yet sure of his abilities - stage trial selection(up to 16-19 years old). Gradually, the focus of his attention shifts from subjective factors to real circumstances. Of the many options, several of the most realistic and acceptable options are gradually emerging, between which you have to choose. Stage realistic choice(after 19 years) includes a discussion of the issue with informed persons, awareness of the possibility of a conflict between abilities, values and objective conditions of the real world.

Cognitive development .

The characteristic level of cognitive development in adolescence and adolescence is formal-logical, formal-operational thinking... This is abstract, theoretical thinking, not related to the specific conditions of the external environment that exist at the moment. By the end of adolescence mental capacity are already formed, but throughout their youth they continue to improve.

The interest in school and learning among high school students is noticeably increasing, since learning acquires a direct life meaning associated with the future. The need for independent acquisition of knowledge is growing, cognitive interests acquire a broad, stable and effective character, and a conscious attitude towards work and learning is growing.

Occurs over the years and improvement memory... This refers not only to the fact that the amount of memory in general is increasing, but also to the fact that the methods of memorization are changing significantly. Along with involuntary memorization, older schoolchildren have a widespread use of rational methods of voluntary memorization of material.

The mastery of complex intellectual operations of analysis, synthesis, theoretical generalization and abstraction, argumentation and proof is improved. For boys and girls, the establishment of cause-and-effect relationships, systematic, stable and critical thinking, independent creative activity become characteristic. There is a tendency towards a generalized understanding of the world, towards a holistic and absolute assessment of certain phenomena of reality.

Age feature is rapid development special abilities often associated with the chosen professional field. As a result, cognitive structures in adolescence acquire a very complex structure and individual originality.

Later, in youth, intellectual development involves reaching a qualitatively new level associated with the development of creative abilities and presupposing not just the assimilation of information, but the manifestation of intellectual initiative and the creation of something new: it is about the ability to see the problem, pose and reformulate questions, find non-standard solutions.

Major neoplasms:

The need for self-determination;

Readiness for personal and professional self-determination;

Life plans;

Stable self-awareness;

Identity;

Value orientations;

Worldview is the internal position of a man (woman).

Life plan is a broad concept that encompasses the entire sphere of personal self-determination (occupation, lifestyle, level of aspirations, level of income, etc.) For high school students, life plans are often still very vague and cannot be isolated from dreams. A high school student simply imagines himself in a wide variety of roles, but does not dare to finally choose something for himself and often does nothing to achieve his plan.

One can speak about life plans in the exact sense of the word only when they include not only goals, but also ways to achieve them, when a young person seeks to evaluate his own subjective and objective resources. Preliminary self-determination, building life plans for the future - central psychological neoplasm adolescence.

In Western psychology, the process of self-determination is referred to as the process of identity formation. E. Erikson regarded the search for personal identity as the central task of the period of growing up, although the redefinition of identity can also occur in other periods of life. Identity as the consciousness of the subject's identity to himself, the continuity of his own personality in time requires answering the questions: “What am I? What would I like to be? Who do they take me for? " In the period of growing up, against the background of sharp physical and psychological transformations and new social expectations, it is necessary to achieve a new quality of identity, i.e. to combine various properties related to family, gender, professional roles, into a consistent integrity (what kind of daughter and granddaughter I am, an athlete and a student, a future doctor and a future wife), contradicting her, discarding, agreeing on the internal assessment of oneself and the assessment given by others.

As they grow older, as they gain experience of reality and communication, a more realistic assessment of their own personality develops and independence from the opinions of parents and teachers increases. A positive self-concept, a sense of self-esteem, self-worth has a beneficial effect on the setting of promising goals and an active desire to achieve them. Negative self-concept (manifestations of which - low self-esteem, low level of aspirations, weak self-confidence) affects the most negatively.

In adolescence, the self is discovered, his own world of thoughts, feelings and experiences, which seem to the subject himself unique and original.

Changes in cognitive structures, the desire to know oneself as a person are a prerequisite for the emergence of the ability to introspection, to reflection... The individual's own thoughts, feelings, actions become the subject of his mental consideration and introspection: how and why he acted in certain circumstances, showed himself intelligently, with restraint, or behaved untied, or went on about another. Another important aspect of introspection is related to the ability to distinguish between contradictions between thoughts, words and actions, operate with ideal situations and circumstances. Opportunities to create ideals(family, society, morality or person), to compare them with reality, to try to implement them.

Thinking about character traits, about his merits and demerits, a young man begins to peer at other people, to compare the properties of their personality and behavior and their own, to look for similarities and dissimilarities. This knowledge of others and self-knowledge leads to the setting self-improvement tasks.

In adolescence, value orientations(philosophical, moral, aesthetic), in which the very essence of man is revealed. Is taking shape worldview as a system of generalized ideas about the world as a whole, about the surrounding reality and other people about themselves and the readiness to be guided by them in their activities. A conscious "generalized, final attitude to life" is formed (S.L. Rubinstein), which allows you to come to the problem meaning of human life... An interested, excited attitude towards the personal meaning of life appears.

Emotional sphere.

The sphere is actively developing in youth feelings... Focus on the future, a sense of the flowering of physical and intellectual capabilities, opening horizons create in boys and girls optimistic health, increased vitality. Overall emotional well-being becomes smoother than that of adolescents. Sharp affective outbursts are usually a thing of the past.

Adolescence is a period characterized by conflicting experiences, internal discontent, anxiety, throwing, but they are less demonstrative than in adolescence.

The emotional sphere in adolescence becomes much richer in content and subtler in shades of experience, emotional sensitivity and ability to empathize increases.

At the same time, emotional sensitivity is often combined with the categorical and straightforwardness of youthful assessments surrounding, with a demonstrative denial of moral axioms, up to moral skepticism.

Communication in youth.

The content and nature of the communication of young men with all categories of partners are determined by the solution of problems associated with the formation and implementation of them as subjects of relations in significant spheres of life. Value-semantic dominant communication is found in the leading topics of high school students' conversations: discussion of personal affairs (their own and partners), relationships between people, their past, plans for the future, the relationship between the sexes.

Relationships with adults are complex, but in fact, the influence of parents on many important issues remains predominant for young men. Content of communication with adults includes the problems of finding the meaning of life, knowing oneself, life plans and ways of their implementation, relationships between people. Communication with adults proceeds unevenly, the rapid intensification of communication, discussion of problems and issues is replaced by a period of decline in the intensity of communication until new disturbing problems accumulate.

Communication with peers continues to play a large role in the lives of young men. In the senior grades, there is a change in orientation towards preferred places of communication, along with an orientation mainly towards communication at home and at school, further development of social space (streets, city center) is taking place.

In adolescence occurs an increase in the need for communication, an increase in the time for communication and an expansion of its circle(not only at school, in the family, in the neighborhood, but also in different geographic, social, virtual spaces).

Stronger in early adolescence than previous ones age stages the need for privacy is manifested. Communicative solitude is communication with a certain ideal partner, with your I, with the persons represented. In solitude, boys and girls play roles that are not available to them in real life. They do it in dream games and in dreams predominantly reflective and social.

The first love also, to a certain extent, a consequence of the young person's desire for emotional contact, spiritual closeness, for understanding. The manifestation of love in adolescence usually takes the form of sympathy, infatuation, falling in love, or the form of friendship-love. In all its manifestations, first love is an important test in adolescence, largely influencing the development of a young man's personality.

Vii. YOUTH from 20-23 to 30 years old.

1.3. Specific features of the psyche and behavior of adolescents

In ancient times, adolescence was considered the same qualitative change in a person's state as birth, growing up, marriage, death.

Adolescence is the period of completion of childhood, growing out of it, transitional from childhood to adulthood. The teenager begins to feel like an adult and wants others to recognize his independence and importance. The main psychological needs of a teenager are the desire for communication with peers, the desire for independence and independence, "emancipation" from adults, for the recognition of their rights from other people.

The first to identify adolescence as the time of the second, independent birth into life and the growth of a person's self-awareness by J.J. Russo.

Adolescence as a stage of psychological development is characterized by the child's entry into a qualitatively new social position associated with the search for his own place in society. Exaggerated claims, not always adequate ideas about their capabilities lead to numerous conflicts between the teenager and his parents and teachers, to protest behavior.

K. Levin spoke about the peculiar marginality of the adolescent, expressed between two cultures - the world of children and the world of adults. The teenager no longer wants to belong to children's culture, but still cannot enter the adult community, meeting resistance from reality, and this causes the uncertainty of guidelines, plans and goals during the period of changing "living spaces".

Even in general, normally proceeding adolescence is characterized by asynchrony, abruptness, and disharmony of development.

The main contradiction of adolescence is the child's persistent desire to recognize his personality as adults in the absence of a real opportunity to assert himself among them. Indeed, the desire to oppose oneself to an adult, to sharply highlight one's own, special position and one's rights as an independent subject is very clearly manifested. But modern evidence suggests that the adolescent's attitude to the adult is complex and ambivalent. A teenager simultaneously insists on the recognition of the fundamental equality of rights with an adult, and still needs his help, protection and support, in his assessment. An adult is important and significant for a teenager, a teenager is capable of empathy towards an adult, but protests against the preservation of “childish” forms of control, demands for obedience, and expressed guardianship in the practice of upbringing.

The main need of the period - to find one's place in society, to be “significant” - is realized in the community of peers. The adolescent's desire to occupy a satisfying position in the peer group is accompanied by increased conformity to the norms of behavior and values of the reference group, which is especially dangerous in the case of joining an asocial community.

An important area of mental development in adolescence is associated with the formation of strategies or ways to overcome problems and difficulties. Some of them are formed in childhood to resolve simple situations, and become habitual. In adolescence, however, they are transformed, filled with a new "adult meaning", acquire the features of independent, actually personal decisions when faced with new requirements.

The temperament and character of a teenager determine his typical reactions to certain life situations, and, accordingly, the reactions of others to his behavior. Relationships developing between adolescents depend on these reactions, especially in those cases when adolescents meet for the first time and still do not know each other well enough.

The formation of the character of a teenager, especially strong-willed and communicative traits, to some extent depends on temperament. It is probably easier for a teenager with a naturally strong nervous system to form strong-willed character traits than a teenager with a weak nervous system. But there are many exceptions to this rule, i.e. such cases, when a strong will is formed and manifested in people with a weak nervous system, and a weak will in those who have a strong nervous system.

The dependence of the formation of the character of a teenager on his temperament is manifested to the greatest extent, apparently, in the early preschool years. Beyond the age of 14-15, when almost all the properties of temperament have already formed and have become quite stable, the character of a teenager continues to change, and relatively independently of temperament.

Adolescents with a choleric type of temperament are characterized by an extreme degree of expression of many dynamic properties of temperament. A choleric person is a person with very quick reactions, with a high rate of activity, with a quick change in mood and high switching from one type of activity to another. A choleric person has strongly expressed emotional reactions, that is, an increased emotional background of activity is quite clearly visible. At the same time, a choleric person is an unbalanced person, with a clear predominance of arousal processes over inhibition processes.

The stated point of view on the relationship of temperament and character, in no case, should be interpreted as an assertion of the inevitable antagonistic relationship of temperament and character. The personality of a teenager is one, and its psychological properties interact, but this interaction should not be understood in such a way that the boundaries between them are actually blurred.

Chapter 2. Experimental - research on the development of volitional personality traits in adolescent children with a choleric type of temperament

Gender differences in the manifestation of aggressiveness in adolescents

The study of strategies of behavior in conflict situations of adolescents from obese and single-parent families

The crisis of adolescence creates the basis for the emergence of numerous intrapersonal and interpersonal conflicts. Adolescence is characterized by increased excitability, instability of emotions and behavior ...

Correction of deviant behavior of older adolescents in the conditions of boarding school No. 2 in Glazov

A review of the literature on the problem of growing up and practical observations allow us to speak about the boundary of personality development, when adolescent experience is no longer sufficient for normal well-being, and adult experience has not been consciously mastered yet ...

Features of the relationship between aggressiveness and mental state of adolescents

Currently children's and teenage aggression and related forms of behavior are the most important research problems, although the topic of aggression is generally valid and relevant for many decades ...

Causes and forms of suicidal behavior in adolescents

The suicidal behavior of adolescents has a number of characteristics characteristic of a growing organism and personality. Suicidal activity sharply increases from 14 to 15 years old and reaches its maximum at 16 to 19 years old. 2005 study ...

Prevention of aggressiveness of children in a modern family

aggression behavior adolescent correction One of the most difficult periods in human ontogeny is adolescence. During this period, not only a radical restructuring of the previously existing psychological structures takes place ...

Prevention of suicidal behavior in adolescents in group forms of extracurricular interaction

One of the reasons for choosing a suicidal method of solving age-related problems is an inadequate attitude towards death. A feature of children's understanding of death is the duality of death and being ...

Preventive work with adolescents with deviant behavior

S.A. Belicheva emphasizes that the asocial behavior of minors has its own specific nature and is considered as a result of sociopathogenesis ...

Psychological support for the prevention of suicidal behavior in adolescents

psychological suicidal behavior adolescent Age significantly affects the characteristics of suicidal behavior. Suicidal behavior in childhood is in the character of situational and personal reactions, that is ...

Psychology and pedagogy

Reflex theory formulates three main tendencies in the development of the psyche of living organisms: 1) complication of the form of behavior (form of motor activity); 2) improving the ability for individual learning; 3) complication of forms ...

Psychological and pedagogical conditions for the prevention of deviant behavior in adolescents

One of the features of the adolescent period is the completion of the formation of character with the sharpening of some features and their subsequent smoothing. It is in adolescence that character accentuations are most often manifested ...

Development of the psyche of humans and animals

The psyche is a general concept that unites many subjective phenomena studied by psychology as a science. There are not one, but two philosophical concepts of nature and manifestations of the psyche: materialistic and idealistic ...

Specificity of counseling for suicidal adolescents

The comprehensive definition of health states that it is a relatively stable state in which a person is well adapted, retains interest in life and achieves self-realization ...

Today, aggressive behavior of children of preschool and school age, which now appears quite often. Psychologists refer to the open manifestation of aggressiveness in children as obvious violations of the child's habitual behavior. Aggression in behavior in preschoolers manifests itself in the form of disobedience, excessive activity, pugnaciousness or manifestation of cruelty towards others. Aggression can manifest itself in a verbal form or in a mixed form, when children try to fight with babies, which can be especially often observed in kindergarten. This form of behavior is unacceptable to society and requires some correction. But first you need to find out the reasons for the appearance of this type of aggression.

Aggression in children can manifest itself at any age

Causes of aggressive behavior in children

Aggressive children do not become on their own, there are the following objective reasons for this:

desire by any means to attract the attention of peers around them;
the intention to get the desired thing;
the desire to always and in everything to be the main one;
some protection and early revenge on the offender;
the desire to humiliate the dignity of another child in order to increase their own superiority.

Aggressive behavior kids have a desire to achieve their goal

For these reasons, it is necessary to actively stimulate volitional behavior in the child, the manifestation of independence, in order to teach him to express his feelings more calmly.

Education of volitional behavior of a child

Educational work with aggressive children should not be aimed at suppressing these feelings in the child by giving out what they want, that is, parents make the mistake of suppressing the manifestation of aggression in the child, considering this to be analogous to violence. This is not a pathology, but everyone has reasonable outbursts of anger, but children who are prohibited from such games and fantasies create the opinion that these feelings are vile, they do not need to be shown. But unexpressed feelings of aggression simply begin to accumulate unconsciously in the child. One fine day it just explodes, and people who are not at all to blame for this suffer.

Aggressiveness towards other children manifests itself in pugnaciousness

Childhood aggression encounters the opposite reaction of adults, as a result, a forbidden circle is formed, from which it is almost impossible for a small person to get out of it on his own.

Volitional behavior of children in kindergarten should be a priority for every caregiver.

Age features will in children of different ages

The development of will in a baby is formed during active play.

Such behavior means that before taking any action, the child outlines an approximate course of action, acts in a similar way to a thoughtful course. It is at the age of 3-4 that the child begins to realize that it is not always possible to do what he wants at this moment. Self-control begins to form in him. The development of volitional behavior in preschoolers is expressed in the desire to show their independence by doing simple actions. The kid demands: "I myself", despite the protests from adults. During this period, children tend to show a certain restraint and patience, if this can bring him a certain amount of pleasure. The ability to restrain their negative behavior increases several times in preschool children.

Types of aggression in children

Control over their own actions, obedience and commitment wake up in children at the age of 4 years. During this period, you need to actively develop the ability of your children to be independent, encouraging everyone right step on this way.

In addition to the manifestation of aggression, the development of volitional qualities of a preschooler, some children at this age may have some kind of anxiety or anxiety. What is the reason for this anxiety?

What is anxiety - definition

The main causes of childhood anxiety

Usually, anxiety in children begins to actively manifest itself in primary school age.

The causes of anxiety in children are mainly due to family causes.

The behavior of anxious children is directly related to the following reasons:

The family factor is the main reason children develop anxiety. Such children are insecure, unlike their emotionally successful peers.
Early school success can also trigger anxiety. Such children show their dissatisfaction with personal academic performance, even if they do not have bad grades, there will always be reasons for dissatisfaction. In addition, children are always afraid to disappoint their parents with a bad grade or censure from the teacher.
Active relationship with teachers. Conflicts, pronounced rudeness and tactless behavior of the teacher towards children can also cause anxiety in children. Unprofessional teacher behavior can increase classroom anxiety. This behavior is especially detrimental to children, who felt anxiety even before entering school.
Relationship with peers. Such children occupy various positions in the society of the class - from the position of the outcast student to the star of the class. Anxiety in this case is a factor in the emotional dependence of schoolchildren on their peers. Anxious children feel helpless, dependent, being in such a society.
The arising internal conflict associated with personal self-esteem can also cause various anxious feelings.
The negative emotional experience of a younger student is formed as a result of imprinting in the memory of extremely negative, unsuccessful events. The active accumulation of negative experience is expressed in a stable experience of anxiety.

Types of anxious children - characteristics

It is for these reasons that the teacher of elementary grades must carry out various activities aimed at reducing the level of anxiety among junior schoolchildren, so that this condition does not take root in adolescence.

Pedagogical Methods for Reducing Anxiety in Children

During primary school age, the child's psyche is actively formed. To prevent low school performance and other psychological reasons from becoming a reason for school fear in children, the teacher should actively use special remedial classes to provide psychological support junior schoolchildren... This is a specific system of classes, practical exercises aimed at teaching important techniques for mastering unpleasant feelings of excitement and anxiety. She should also provide children with important practical techniques for recognizing and responding to their own manifestations of negative emotions and aggression. The program also actively introduces play methods that are important for this age, methods of active group discussion.

Ways to Reduce Anxiety in Group Lessons

A working correctional plan should include an item for active interaction with the parents of an anxious child.

Childhood fear in a child is directly related to active learning activities, in the process of which there is a fear of making a mistake, receiving a negative assessment of their knowledge, fear of a conflict with peers. In this case, the teacher will need 2 available ways to overcome feelings of anxiety in schoolchildren:

the formation of constructive behavior in difficult situations for the student, as well as mastering effective ways to overcome excessive excitement and anxiety;
strengthening the child's self-confidence and self-confidence, developing adequate self-esteem, developing a normal idea of his own person, taking care of the personal growth of each student.

Communication with children - dispels fears

Such events should not be ruled out even in adolescence, because here all methods take on particular importance, given the difficult situation of this critical period.

Varieties of antisocial behavior in adolescents

At this time, many adolescents behave deviantly, that is, deviate from general moral norms, these deviations can be aggressive, selfish or socially passive.

Forms of asocial behavior of adolescents

School psychologists distinguish the following types of deviant behavior:

Conformal behavior, that is, the tendency to the emergence of passive forms of response to prolonged overcoming of stress during a difficult situation. In a conflict, such a teenager shows compliance, takes on unnecessary responsibilities, not feeling the strength to refuse.

Inhibitory behavior- a kind of manifestation of maladjustment. Rapid changes in the social environment can cause feelings of anxiety, low self-esteem, disbelief in their own strengths, and suspiciousness in a teenager about their health.

Limited, i.e. driven behavior when a teenager shows excessive compliance in relation to stronger peers. In difficult situations, adolescents actively demonstrate their own helplessness, a certain amount of stubbornness, increased resentment, adhering to the external conflict-free behavior.

Causes of Behavioral Disorders in Adolescents

Self-centered behavior when adolescents try to actively involve others in their own experiences, artificially exaggerating many moments of a conflict situation.

Conflict-excitable variant of deviant behavior of adolescents, they are characterized by stubbornness, the desire to impose their will on weak peers, a disdainful attitude towards the interests of others. Such adolescents easily turn into a negative leader who is able to lead his aggressive group. They begin to actively apply physical coercion to children who are weaker, both physically and morally.

Conflicting form of behavior - violation of prohibitions

At this age, some adolescents begin to behave asocial, actively violating generally accepted norms.

Such actions can often be a criminal offense for a teenager. There are also delinquent offenses of children, aimed at destroying moral norms, but not entailing criminal liability due to the failure to reach the age of its onset.

Aggression in adolescents often takes on ugly forms.

These behaviors include the following:

periodic escapes from home, vagrancy;
severe aggression, including manifestations of vandalism;
various suicidal actions;
early use of alcoholic or narcotic substances;
early sexual intercourse and sexual deviation;
petty theft, various types of theft and extortion.

Behavioral disorders in adolescents

These are the main types of adolescent behavior aimed at destroying generally accepted principles. How can we help these children get out of this vicious circle?

Conditions for the emergence of aggression

How can teenagers be pulled out of this abyss of immoral behavior? These negative behaviors of adolescents need to be controlled by adults, this is a task for social services.

A friendly family environment is a guarantee that your son or daughter will never exhibit negative behaviors.

Family problems - common reason aggressiveness

So that children do not have similar problems in the future, it is necessary to take care of this from an early age. You need to pay attention to your child: give him love and tenderness in full, never use abusive words in their presence. You need to talk with your baby on various topics, share your emotions and experiences. You need to listen to the opinion of the baby, become a devoted companion for him, then only there is an opportunity to avoid antisocial forms of behavior.

Motivation for adolescents is an important factor in eliminating aggressiveness

Various social services, hot helplines, and regional family consultations of psychologists provide enormous assistance in the rehabilitation of deviant adolescents. In order to protect susceptible adolescents from the negative influence of the surrounding criminal world, it is necessary to conduct thematic cool watch... The task of each parent is to explain to his growing teenager what true good and harmful evil is, that it is very bad to commit violations of the law, to cause tangible harm to someone or to hurt the weak is simply unacceptable, and such behavior will certainly be punished.

The main ways to correct anxiety

It is necessary to bring up a child as a cheerful optimist, to be a vivid example for him, constantly reminding him that life is simply wonderful, and dark moments happen to almost everyone, but it is they that bring some kind of variety to everyday life. It is necessary to convey to the child that even insurmountable difficulties are not a reason for suicide, because he is still so young and ahead of him awaits a life filled with interesting and joyful events.

ellesilver.ru