Characteristics of a poorly behaved elementary school student. Characteristics of a student with bad behavior

Characteristic
for a 7th grade student of the Moscow State Educational Institution "Anisimovskaya Secondary School"
Ivanova Djairam Fedorovna

Ivanova Jairam was born on September 20, 1998 in the city of Uzykagash, Zhambyl district, Almaty region. Lives in Talmensky district, Anisimovo village, st. Kirov, d. 18. Studying at the Moscow State Educational Institution "Anisimovskaya Secondary School" since September 1, 2007. In grade 1, she was left for retraining, diagnosed with RPD. In the 7th grade I had fourth unsatisfactory marks in physics, computer science, technology, physical education.He is brought up in a complete large family by his mother Ivanova Svetlana Konstantinovna and stepfather Matyushko Andrey Vasilyevich. Jairam has one younger sister and two younger brothers.Quickly goes from joy to sadness for no apparent reason; inadequate mood swings are observed.Jairam, probably due to frequent skipping classes, insufficient home preparation, has large knowledge gaps in many subjects. Motivation to learn is weak. Attention in the lesson is unstable, often forgets notebooks and pens. As a rule, he does not show interest in acquiring new knowledge. Slowly and with difficulty concentrates his attention on the lessons. Makes many careless mistakes and does not notice them when checking. Not organized. Does not know how to distribute his work in time, wastes time in vain.Jairam often does not do his homework, gets distracted in the classroom, violates discipline, interferes with other students in class, hides his diary. Doesn't react to teachers' comments properly or responds with rudeness, abuse. Very often misses lessons without good reason.I missed 198 lessons for two quarters of this academic year.Does not show initiative in social activities. Often he refuses to participate in public affairs, tries to avoid any work. Often he does not fulfill his duties for self-service (duty at school, duty in the classroom, participation in labor subbotniks) or performs very carelessly after repeated reminders.By nature, the girl is withdrawn, stubborn, prone to lying. Jairam has poor control over his feelings, easily falls into a state of confusion, depression. Has increased emotional excitability, a tendency to violent emotional manifestations. Almost always acts rashly, does not control himself carefully. Often unable to suppress unwanted emotions, there were cases of foul language. Always harsh, unrestrained, both in dealing with peers and with elders. In a quarrel, he insults other students, is rude, uses physical force.Rejects any criticism. Refuses to admit his obvious mistakes, does nothing to correct them. Violates the school charter. Refuses to comply with the requirements of the teachers. Has a negative impact on classmates.Doesn't use authority in the class.Although Jairam is a difficult teenager, her mother, despite multiple invitations, did not refuse to attend school. Jairam does not want to communicate with his mother; at the moment, due to a quarrel with his mother, he does not live at home. The mother can no longer influence her daughter.

name studies at school from grade 1 according to the teaching and learning method "_________". During the training, he showed average abilities. Attends school regularly, rarely gets sick.

I finished the third grade with "3". From the beginning of grade 4, learning difficulties began to grow. According to the results of the 1st and 2nd quarters, he is not successful. She does not show any desire to work in the classroom.

Formation of educational skills

Russian language. Spelling skill is not formed. Under dictation and copying, he makes many mistakes, some of them through inattention. He does not listen to the teacher's recommendations to check the work. Does not perform grammar tasks. He rarely performs written work in the classroom, more often he is limited to a few lines. The passed material is not assimilated.

Reading. The reading technique is below the norm. Reads a little, it is difficult to retell the text. He teaches well by heart. According to my mother, she prepares for oral subjects, but does not retell in the lesson, does not show knowledge.

Maths. The multiplication table is partially mastered. In this regard, the written techniques of multiplication and division are difficult to perform. He cannot cope with solving problems. Does not make efforts to read the problem, to understand its content. He rarely works in the classroom, does not cope with tests. Does not perform tasks requiring mental actions. Knowledge gaps are not being closed.

Physical Education. In the classroom, he often does not fulfill the teacher's requirements, violates discipline, does not study, and does not follow safety precautions.

I am not always ready for lessons in labor and fine arts. He never gets the job done. He does the work at home with his mother.

She keeps her notebooks carelessly. He treats educational supplies inaccurately. Often breaks pens, crumples notebooks, tears covers.

He does his homework under the supervision of his mother, does not work on his own. Preparing for lessons takes a lot of time, since there is no perseverance, he constantly finds an excuse for rest.

For this period, he is not doing well in Russian, mathematics, and English. Doesn't work in lessons. He cannot concentrate on the material being studied. Shows no interest in the lesson. If it works, it gets tired very quickly.

Emotional and behavioral features:

The child is easily aroused, unbalanced. Self-control can be difficult. Constantly violates discipline. Each lesson screams, talks, laughs, yells, shouts out words unpleasant for others, creates noise by any means. By his behavior he tries to attract the attention of other children. He cannot sit quietly on a chair. Either he sways on a chair, or rides on it, or lies on the desk. Can crawl on the floor. At each lesson, he asks to go out. Doesn't give lessons. In grade 3 and at the beginning of the school year, he calmed down a little and began to work if the teacher stood next to him. Now he does not calm down at all. Doesn't react to any comments. The interviews held with him by the administration on name do not work, do not give a result.

Communication features: name communicates with individual class members. Despite inappropriate behavior, children name do not reject, take him into their games. During the time, he may not control his actions, hit, push. At breaks, he violates the norms of behavior.

The boy is brought up in an incomplete family. Mom constantly cooperates with the teacher, tries to fulfill the teacher's recommendations.

Education in an ordinary team does not provide an opportunity to assimilate the studied material in full. A child needs more help and attention of a teacher for teaching, monitoring and education than a teacher can give in a general education class.

Second characteristic

name entered the MOU "Secondary School No. __" in 200_ in the second grade. Prior to that, she lived with her grandmother and studied at a rural school in the _________ region. From the characteristics of the 1st grade: the girl is capricious, capricious, does not always engage in full strength.

During the training, she showed average abilities. Mathematics and English are more difficult for the girl. A particular difficulty arises with tasks. The reading technique is above the norm. name reads with pleasure, retells well and learns by heart. In labor and drawing lessons, she is unrestrained. If something in her work did not like it, the girl may throw it away and not finish it. He is always late for physical education classes, as he dresses with a bell, without reacting before that to the teacher's warning about being late.

In the classroom, it is inattentive. He may engage in extraneous matters and does not react to the teacher's comments, or the remark causes aggression. If name something did not like or is not clear, she can throw a tantrum: screaming, stamping her feet, throwing school subjects, screaming. Remarks from teachers do not have any effect on her until she herself calms down. Often requires special attention to itself ... name believes that the teacher does not specifically ask her. In the lesson, she can distract other students with conversation, shout, get up to hit a child who said something she did not like.

Written work is sloppy, careless, often negates everything. Notebooks, diary torn, extraneous drawings in abundance.

Homework is complete, but not always completely. He does lessons at home, less often in an extended day group.

She communicates with children, more often with girls. But often at name conflicts arise with the guys. Often calls children names, can hit, push. He never admits his guilt. Frequent conversations between the teacher and the child about violation of the rules of behavior practically do not give results, the girl considers this to be the norm.

In communication with adults, it is incorrect. name speaks with teachers as with their peers, but does not offend the teacher in dialogue with him.

She willingly participates in all games, competitions, but at the same time wants to be a leader, winner, team captain, first. If this does not happen, the girl behaves aggressively: she leaves screaming, sits on the ground, slams doors, etc. The teacher does not consider the opinion of classmates. name selfish, stubborn, capricious, wayward. Does not tolerate criticism.

He is brought up in a complete family. Parents check their readiness for studies, but not always, they control their progress. The girl is always dressed in clean and pretty clothes. Mom brings her to school and picks her up every day. name believes that no one loves her, they do not help her at home, they do not pay attention, they only deal with her younger brother, they don’t give her what she wants to do. Often, in bouts of aggression, the girl screams that she does not love anyone, everyone is tired of her (both at home and at school), that she will kill herself. At the same time, he can hit himself on the head with something, express unwillingness to go home. She wants to be only with her grandmother, who alone loves her. Conversations with the mother on the problems of her daughter's behavior were held several times. The joint efforts of the school and family do not bring positive results.

name the help of a specialist is needed.

Do you know what a characteristic is? This is a document that reflects the identity of the person for whom it was drawn up. In this case, the purpose of characteristics can be very different. begin to describe already from school. Further, they are required for admission to a university, for military registration, for employment and in many other cases. That is why the person who writes such a document must draw up it competently and objectively. Sometimes the further study and career of a person will depend on this.

Responsibilities of the teacher

It is impossible to overestimate the work of a teacher. He has many responsibilities on his shoulders. Among them - not only the fulfillment of the main task of the teacher, bringing knowledge to the masses, but also huge volumes of accompanying paper work on drawing up plans, checking notebooks, keeping a journal and teaching methodological work.

In addition to all this, teachers make up characteristics for students. Writing such a document is a responsible and important part of the job. In addition, it is not as easy to draw up such a document as it might seem at first glance. The fact is that all the information provided in the description must be truthful and impartial. At the same time, it is important that anyone reading this document draws up an adequate picture of the student's personality. In connection with the publicity of what is written, all information in the description must be conveyed in a competent language.

Why do you need such a document and how to write it correctly? These questions are of concern to many teachers, especially beginners. For them, our article is intended.

Need for a document

Most often, a characteristic is provided for a student from a class teacher. Such documents are required when children move to another class or school. Sometimes the teacher compiles them at the request of the leadership of the educational institution.

For example, a characteristic for a student from a class teacher is drawn up upon completion of the fourth grade by a student. In this case, a document reflecting the characteristics of the child's personality is necessary to provide the teacher teaching older children. Also, the need for characterization arises after students graduate from nine grades. Without such a document, it is impossible to enter a technical school or vocational school. Characteristics for an eleventh grade student are compiled for the university of his choice.

The importance of creativity

Due to the fact that the teacher often has to write characteristics, their text often turns out to be stereotyped, containing information of a general nature, which does not provide a complete picture of the personality. Sometimes this negatively affects the student, as well as his relationship with the new teacher. That is why the characteristics of a student should reflect as accurately as possible the traits of his character, as well as personal and psychological characteristics. In this regard, when drawing up an important document, it is necessary to objectively evaluate the student, while avoiding bias.

Correctly and competently compiled characteristics will be of great help for the teacher who will later be engaged in teaching the student. It will help the teacher to quickly determine the type of personality, its characteristics, as well as character traits to identify the abilities and needs of the child.

What are the performance requirements?

A document that reflects the main traits of a student's personality should not only be easy to read, but also be drawn up according to a certain scheme. In addition, the information in the characteristic is presented in such a way that the person who has read it can form a broad picture of the individual and psychological characteristics of the child.

It should be remembered that the last name, first name, patronymic, as well as the address and contact information of the student are written without abbreviations. Also, the document must indicate the qualifications of the student's skills and knowledge.

Psychological and pedagogical characteristics are compiled using the data contained in the student's card. This allows you to give an impartial assessment of the student's abilities according to the scale developed by specialists, which helps to reveal the characteristics of the child's character and gives an idea of ​​his behavior and level of knowledge.

Characteristic structure

The first paragraph of the document describing the personal qualities of the student contains his full name, home address and age. The following describes the student's state of health and the level of his physical development. It also indicates whether the child has chronic diseases, what is his height and weight, and whether they correspond to the age norm.

The third point of the characteristics concerns the conditions that the student has in the family. The number of household members and the level of material well-being are described here. It is also necessary to describe the psychological atmosphere that exists in the child's family. The profile should contain the age, place of work and profession of the parents, as well as their contact information.

Characteristic for middle peasants

A student's good academic performance can be episodic. In this case, the characteristic of the average student should mark his indifference to the school. Such children perceive lessons as a duty. They fulfill the requirements of teachers, to some extent participate in the work of the class, sometimes even show activity. However, sometimes this is done only in order not to attract the attention of adults and to avoid trouble. Such a character trait should be noticed by the teacher and indicated in the description of the personality.

As a rule, average people are fully confident that school and lessons are boring and uninteresting activities that only adults need. Sometimes such children learn only for the sake of obtaining a satisfactory assessment of their knowledge, asking the teacher to give "at least a C". These schoolchildren lack educational motivation, which harms their moral upbringing. All this should be reflected in the characteristics given by the teacher. Knowing this, the new teacher will strive to increase the adolescent's extracurricular motivation to develop his cognitive interests and awaken the desire to expand and deepen his knowledge.

Where can I get the data for compiling the characteristics?

In order for a teacher to easily compose a personal description of his student, it is required to conduct This process is expressed in the systematic monitoring and evaluation of the results of educational activities. Carrying out such a diagnosis allows us to identify existing gaps in a timely manner. In addition, the teacher must talk with students and their parents, observe the most difficult students, while simultaneously recording the data obtained in the teacher's diary. When writing a characteristic for a student, an analysis and generalization of the available data are made.

New student - what should the teacher do?

After reading the student's profile, the teacher must take all measures to eliminate the backlog of the student.

As a rule, they find expression in additional classes. Due to the fact that failures in the educational process are often caused by the child's bad behavior, an educational influence will also be required from the teacher. It should include not only individual work with the student, but also conducting conversations with his family.

Psychological and pedagogical characteristics of aggressive behavior of schoolchildren

As a rule, the most typical deviations from the norm are observed in the behavior of children-aggressors and outsiders. Let's look at some indicators of this behavior.

Memo for parents

Outsider

does not bring home any of his classmates or peers and constantly conducts free time at home all alone;

does not have close friends with whom he spends his leisure time (sports, computer games, music, long conversations on the phone);

classmates rarely invite him to birthdays, holidays, or, he himself does not invite anyone to his place, because he is afraid that no one will come;

in the morning often complains of headaches, upset stomach, or comes up with any reasons not to go to school;

thoughtful, withdrawn, eats without appetite, sleeps restlessly, cries or screams in a dream;

he is in a pessimistic mood, may say that he is afraid to go to school or will commit suicide;

looks like a loser, his behavior shows sharp changes in mood. Anger, resentment, irritation, takes out on parents, relatives, weaker objects (younger brothers and sisters, pets);

begs or secretly steals money without clearly explaining the reason for his offense. Particular concern should be shown if large amounts of money, expensive things, jewelry disappear. Money can be used at the mercy of extortionists, purchase of alcohol, drugs;

comes home with minor abrasions, bruises, his things look like someone was wiping the floor with them. Books, notebooks, school bag are in disrepair;

chooses a non-standard way to school.

Aggressor

quick-tempered, unbalanced (fights, calls names, sneers, bites);

a typical aggressor, as a rule, is a child who is more physically developed than his peers, who has problems with academic performance, and is brought up in a dysfunctional family;

a child with high self-esteem, constantly enters into disputes, conflicts with peers and adults;

at an early age begins to show antisocial behavior (smoking, skipping classes, trying alcohol, drugs, extorting money from classmates and younger students);

brings home expensive trinkets, has his own money, without explaining the reason for their appearance;

is grouped with older teenagers;

has sadistic tendencies;

in the blink of an eye goes from contentment to anger;

v the game imposes its own rules on friends;

vindictive for petty grievances, instead of forgetting them;

ignores directions and gets annoyed easily;

introduces himself as if he is looking for a reason to quarrel;

does not respect or reckon with parents, especially mothers.

Memo for teachers and school administrators

Outsider

his school supplies (textbooks, notebooks, personal belongings) are often scattered throughout the classroom, or hidden;

in the classroom, he behaves covertly, fearfully, when he answers, noise, interference, comments begin to spread in the class;

during recess, in the canteen, keeps away from other schoolchildren, hides, runs away from peers and older students, tries to stay close to teachers, adults;

he is insulted, teased, given offensive nicknames, aggressive actions from the outside

other children, he reacts with a stupid smile, tries to laugh it off, run away, crying; as a rule, potential victims of aggression are physically weak, unsportsmanlike boys, girls who dress poorer than their peers;

gets along well with teachers and poorly with peers;

is late for the start of classes or leaves school late;

during group games, classes, he is ignored or chosen last.

Aggressor

in the lesson constantly attracts attention to himself, enters into wrangling when receiving a negative mark, is quick-tempered and rude;

manipulates a circle of friends and acquaintances, many children are afraid of him or curry favor with him;

may lie or cheat to avoid responsibility for their actions;

there are complaints about his behavior from both children and adults;

cannot curb his temper, as his peers can do it;

skips school, often in the company of peers from other schools, districts;

is part of a small deviant group terrorizing a class or school;

speculates on misunderstanding, hostile to society, avoids socially useful activities, since this can be interpreted as a sign of weakness.

I.A. Furmanov believes that the aggressive behavior of a teenager, as a rule, is directed against adults and relatives. It is expressed in hostility, verbal abuse, impudence, disobedience and negativism, constant lies, truancy and vandalism. Children with this type of disorder usually do not even try to hide their antisocial behavior. They often start early to engage in sexual relations, smoke, use alcohol and drugs. Aggressive antisocial behavior can take the form of bullying, physical aggression and cruelty towards peers. In severe cases, disorganized behavior, theft and physical violence are observed.

For many of these children, social ties are disrupted, which manifests itself in the inability to establish normal contacts with peers. These children may be autistic or isolated. Some of them are friends with much older or, conversely, younger than them, or have superficial relationships with other young people.

Most children classified as aggressive solitary have low self-esteem, although they sometimes project an image of cruelty. Typically, they never intercede for others, even if it is beneficial to them. Their egocentrism manifests itself in a willingness to manipulate others in their favor, without the slightest attempt to achieve reciprocity. They are not interested in the feelings, desires, and well-being of others. Rarely feel guilty or remorse for their soulless behavior and try to blame others. These children often experience frustration, have a hypertrophied need for dependence, and do not obey discipline at all. Their lack of sociality is manifested in excessive aggressiveness in almost all social aspects and in the lack of sexual inhibition. Such children are often punished.

TO Unfortunately, such punishments almost always intensify maladaptive expressions of rage rather than help resolve the problem. The main distinguishing feature of such aggressive behavior is the solitary rather than group nature of the activity.

In addition to an aggressive disorder of a single type, I.A. Furmanov distinguishes the group aggressive type. A characteristic dominant feature is aggressive behavior, which manifests itself mainly in the form of group activity in the company of peers, usually outside the home. It includes truancy, vandalism, physical abuse or attacks against others, truancy, theft, and minor offenses and antisocial behavior.

An important and constant dynamic characteristic of such behavior is the significant influence of the peer group on the actions of adolescents and their extreme need for dependence, expressed in the need to be a member of the group. Therefore, children with such disabilities usually make friends with their peers. They often show an interest in the welfare of their friends or their group members and are not inclined to blame or denounce them. An essential feature of disobedience and disobedience behavior disorder is defiant behavior with negativism, hostility, often directed against parents or teachers. These behaviors, found in other forms of conduct disorder, however, do not include the more serious manifestations of violence against others. Diagnostic criteria for this type of behavior disorder are: impulsivity, irritability, open or hidden resistance to the demands of others, resentment and suspicion, ill will and vindictiveness.

Children with these signs argue with adults, lose patience, get irritated easily, scold, get angry, indignant. They often do not fulfill requests and requirements, which provoke conflicts with others. They try to blame others for their own mistakes and difficulties. This almost always manifests itself at home and at school, when interacting with parents or adults, peers whom the child knows well.

Disobedience disorders always interfere with normal relationships with others and successful schooling. Such children often do not have friends, they are unhappy with the way relationships with adults and peers are developing. Despite their normal intelligence, they do poorly at school or do not have time at all, because they do not want to participate in anything. In addition, they resist demands and want to solve their problems without outside help. Psychologists have proven that an aggressive child has perceptual disturbances. These violations are all the more pronounced, the more ambiguous the conflict situation (when it is unclear whether it was created unintentionally or intentionally). Aggressive children tend to attribute bad intentions to others, while non-aggressive children see their actions as the result of their own mistakes. The lack of cognitive processes include: the inability to empathy, the limitedness of possible strategies for overcoming conflicts, focusing on the final goal instead of thinking about intermediate steps, a lack of understanding of the motives that determine actions, as well as an insufficient level of self-control.

Self-destructive behavior is characteristic of children, since according to the clinical observations of American psychologists, the instinct of self-preservation is finally formed in a person only by the age of 30. A 12-14 year old teenager strives for rebellion, wants to be noticed, talked about, especially violently he opposes himself to adults in order to gnaw through the umbilical cord of childhood. And if he succeeds, then it can be argued that the teenager himself ceases to feel like a child and becomes an adult. If it is kept from puberty revolt, the so-called freezing process takes place, i.e. parents, teachers and other educators, trying to make the teenager cute and obedient, drive him into a certain behavioral capsule, postponing protest behavior for later. A teenager who was thus "frozen", being already a matured young man, will show himself on the negative side and will rebel until the balance between personal needs and social expectations is restored.

According to the observations of the Norwegian scientist and teacher D. Olveus, young men are more likely to act as aggressors than girls. Although girls show significantly less aggression and violence, this does not mean that they are not involved in conflict situations at all. V. Heitmeier believes that modern girls “close the gap” and do not always behave only correctly and “approximately”. Girls are differently involved in violent activities than boys: for example, as "behind-the-scenes forces" or as "spectators expressing approval with applause." Observing the behavior of schoolchildren, one can establish that mostly girls can be vile, insidious, cunning and treacherous. They secretly ridicule their classmates and speak negatively about them to teachers, mock unloved boys, calling them "weaklings" and "mama's boys", express disparaging remarks about their appearance and behavior. If boys are predominantly dominated by physical aggression, then girls are dominated by indirect aggression and negativism, manifested in gossip, “caustic remarks”, intrigues, “empty talk”, “whispering behind the back”, “manipulation of a circle of friends and girlfriends” and incitement, which sometimes provokes physical aggression on the part of boys. Thus, girls project unfulfilled needs for power onto boys. They "force to take decisive action", "force to fight", while experiencing a sense of security and safety. Their retaliatory actions are expressed in encouraging the winner or expressing pity for the loser.

In children, when they come into contact, aggression is a test of strength. By touching each other, they find out who can "eat" whom, after which the act of eating and submission is performed immediately. The fact that the targets of violence by adolescents are peers, elementary school students and even teachers is explained very simply - the easy availability of prey. American psychologist A. Toch proved that verbal abuse in children especially often provokes aggressive behavior and the use of physical force, if they threaten their reputation, manhood and lead to public humiliation. The likelihood of using force in response to an insult is especially high when collision is difficult to avoid and when the act of provocation is serious and repetitive.

Aggressive behavior directed against peers is much more common than against adults. First, the child encounters peers on a daily basis. Secondly, being weak himself, he seeks a victim obviously weaker than himself, which is generally characteristic of those who wish to assert themselves. Aggressive boys are dominant. Aggressor girls are invisible and resourceful, their aggression can manifest itself in a latent form. They ridicule, tease, manipulate friendships, spread rumors, and incite other children against someone they don't like.

Conflicts between children arise not only in a situation of competition and struggle for leadership, but also in incompetent actions or assessments of teachers. The manifestation of aggressiveness in adolescence mainly depends on the reaction and attitude of parents and significant adults to certain forms of behavior. If parents and teachers do not notice or are tolerant of any manifestations of aggression, then the result is symbolic forms of aggression, such as stubbornness, irritability, anger, vandalism and other types of resistance.

Aggressive behavior observed in early childhood, in the future often leads to problems with school adaptation. Stubbornness, outbursts of rage, disobedience, quarrelsomeness, irritability that appear at the age of 4-6, eventually “pave the way” for destructive acts, including intimidation, vandalism, truancy and escapes at the age of 10-13. Children who have not received professional psychological counseling, becoming adolescents, are drawn into criminal activities and abuse toxic substances. They study poorly and are poorly accepted by their peers. Unlike others, they are more likely to experience depression and escape from reality.

“Difficult” children leave school of their own free will or are expelled for any disciplinary offense. As noted by Yu.S. Pezhemskaya, the origins of the problems of the child's aggressive behavior in 80% of cases are the difficulties associated with his failure in learning, the problem family and school are a risk zone, a place for the transfer of negative social experience for a significant number of children.

8. Forms of aggressive behavior of adolescents-deviants with character accentuations

Aggression is considered as one of the main biological functions that determine the ability of an individual for purposeful actions in the interindividual sphere. This function is influenced by endogenous and exogenous factors of various nature and is capable of taking both normal and pathological forms of expression in adolescents with deviant behavior. In the psychodiagnostic methodology 13TA by G. Ammon (1990), the concept of three forms of realization of aggression - "constructive", "destructive" and "deficit", is used, which covers both its normal manifestations and pathological pathological factors of a personal nature.

9. PSYCHOLOGICAL AND PEDAGOGICAL APPROACHES TO PREVENTION AND CORRECTION OF AGGRESSIVE BEHAVIOR

Despite the established system of work to prevent emotional disorders in children and adolescents, the number of schoolchildren experiencing behavioral problems due to high levels of depression, stress, apathy, high levels of anxiety and fears (among them - fears of inappropriateness, loneliness, death, etc.) continues to grow. ); a high level of aggression, autoaggression (aggression directed at oneself); strong feelings of guilt and resentment. Hence - inadequate self-esteem (either underestimated or overestimated), negative self-attitude, inconsistency of the images of "I". The specificity of this category of children lies in the fact that they are in an acute emotional state. Without removing an acute emotional state, overcoming the state of experiencing failure, without rehabilitating the “I”, it is impossible to correct behavior.

First step... In working with this category of schoolchildren, teachers need to achieve harmonization of the emotional sphere of adolescents through the organization of various events and psychological actions, where the student will receive a positive emotional experience, the teenager will have new friends, new interests, new opportunities:

School-wide activities such as "Minute of Fame", "Star Factory", etc., in which these teenagers could express themselves and receive emotional reinforcement.

"Board of acquaintances" or "Our discoveries". In each class, a board is organized on which information about the teenager is placed (photographs, his work, his dreams, his outlined hand, his wishes to classmates, a description of his preferences). The information should be emotionally positive. There may be room for feedback from classmates and teachers. All the children of the class “pass” through the “Board of acquaintances”.

"Day of the Star", "Day of the Name". Every day a child (or several, in accordance with the name) becomes the star of the day (you can somehow symbolize this). On this day, everyone should interview him, sign autographs, admire him, praise, etc.

Organization of the "Exhibition of Achievements", when each teenager is involved in some interesting and rich in positive experience, and then an exhibition of his achievements is organized in the class (school).

Organizing games that encourage negative emotions to respond.

Such events allow a teenager to feel interesting, needed, worthy, loved. All this contributes to the strengthening of the emotional resource.

The second step is rehabilitation "I"

This step is implemented by the teacher through various activities that allow him to actualize the images of “I”, reorient them, develop self-interest, identify with positive images, and form an adequate self-esteem.

Activity:

Organization of clubs or studios, in which different children will participate. The Psychological Club works in a thematically oriented format, and its goal is to positivize the “I”. Each meeting is dedicated to some topic, which is revealed through active, creative forms of work. Sample topics: "Name", "Past. The present. Future. "," Achievements "," Dreams and desires ",

Great psychological games

Individual correctional classes.

All this is the strengthening of the personal resource and the positivization of the “I” image.

And only when the adolescent goes through the first two steps, with the presence of emotional and personal resources, can the third step be taken.

Step three - reorienting behavior through various programs and trainings aimed at behavior modification.

Methods for the prevention and psychocorrection of aggressive behavior

Tactics of prohibitions and punishments. It is shown only in the diagnosis of a delinquent and criminal type of behavioral deviation, and its application for other types is not scientifically substantiated and meaningless. Fear of punishment is not able to change addictive, pathocharacterological or psychopathological aggressive behavior.

Social skills training. They resort to it in case of a voluntary desire to get rid of aggressive patterns of behavior, to learn restraint. According to R. Baron and D. Richardson, the training of social skills in aggressive behavior consists of the following procedures:

modeling, involving the demonstration of examples of adequate behavior to persons who do not have basic social skills;

role-playing games, offering to imagine oneself in a situation where the implementation of basic skills is required, which makes it possible to test in practice the models of behavior that the subjects learned in the process of modeling;

establishing feedback - encouraging positive behavior ("positive reinforcement");

transfer of skills from a learning situation to a real life setting.

Methods of psychological counseling or psychotherapy for aggressive behavior are much less effective in comparison with psychocorrectional measures.

1. Full name of the student.
2. Date of Birth.
3. Health status.
   • Psychological characteristics of a dysfunctional student. (Increased nervousness, low performance, fatigue, depression, increased excitability, unexplained outbursts of anger, increased aggressive behavior with peers, negative attitude towards teachers, refusal to make contact).
4. Parents (full name, year of birth, place of work, education).
5. Family conditions.
6. Family relationships.
   • A prosperous family (parents lead a correct lifestyle, are serious about raising children, the emotional atmosphere of the family of a student at risk is positive, parents are aware of all school events of the child).
   • A dysfunctional family (parents shy away from raising children, rough treatment of a child, there are no uniform requirements from parents, parents lead the wrong way of life, abuse alcohol, are not involved in raising children, are not interested in school performance and the interests of the child, the family has a dysfunctional emotional atmosphere) ...
   • The nature of the relationship between the parents and the child (mutual respect, parental dictate, excessive custody, the provision of complete freedom to the child).
7. Organization of work and rest of the child (assignments and responsibilities in the family, adherence to the daily routine, assistance and control in completing homework, spending weekends, organizing summer vacations).
8. Educational activities:
   • student performance in subjects;
   • attitude to learning: positive, negative.
   • the intellectual capabilities of the student: high, medium, low.
9. Classroom position:
   • The position of the student with bad behavior in the team: leader, follower. With whom from the class is friends.
   • The manner and style of communication with others.
10. Attitude towards social activities and socially useful work. (He willingly carries out assignments, approaches responsibly, without interest, refuses, takes an active part in school events, is indifferent to school events, refuses to participate)
11. Hobbies (activities in free time, visiting circles and sections of interest at school and at a preschool educational institution).
12. Self-esteem of the child:
    • self-esteem level: adequate, overestimated, underestimated.
13. Attitude towards public opinion:
    • strives to correct shortcomings, take into account comments, wants to become better;
    • understands criticism, agrees with it, but does not correct;
    • does not pay attention to criticism, does not want to change behavior;
    • opposes comments, argues sharply, demonstratively does not change behavior.
14. Pathological drives of a student of deviant behavior: smoking, drinking alcohol, using drugs.

15. Consists in the dispensary, at the IDN, at the Higher School of Economics and about what.