Prevention Of The Occurrence Of Behavioral Disorders And Delays In Child Development Through The Prism Of System-vector Psychology

2024 Author: Adrian Jeff | [email protected]. Last modified: 2024-01-07 19:39

Prevention of the occurrence of behavioral disorders and delays in child development through the prism of system-vector psychology

One of the most important topics of modern psychology is the psychophysiological well-being of the younger generation. Why do so many children have various developmental and behavioral disorders? How can we prevent them and raise a generation of healthy and happy people?

Yuri Burlan's method of system-vector psychology, unique in its results, confidently takes its positions in the scientific world. On March 24, 2017, system specialists took part in the IV International Scientific and Practical Conference "Continuity between preschool and primary general education in the context of the implementation of the federal state educational standard."

The conference was traditionally held at the A. P. Chekhov Taganrog Institute (branch) of the Rostov State Economic University (RINH). More than 240 people took part in its work: heads of educational authorities of various regions of Russia, educational organizations, scientists of the Russian Federation and countries of the near and far abroad, primary school teachers, preschool educators, psychologists, teachers of additional education, students and undergraduates.

Experts working on the method of system-vector psychology of Yuri Burlan, covered in their reports a number of acute and burning issues of modern pedagogy and child psychology. Of course, they could not fail to touch upon one of the most important topics for all of us today - the psychophysiological well-being of the younger generation. Why do so many children have various developmental and behavioral disorders? How can we prevent them and raise a generation of healthy and happy people?

The audience of specialists received answers to these questions from the report of Evgenia Astreinova "Prevention of the occurrence of behavioral disorders and delays in child development through the prism of Yuri Burlan's system-vector psychology", the text of which is given below.

Prevention of the occurrence of behavioral disorders and delays in child development through the prism of system-vector psychology of Yuri Burlan

Educators and psychologists are seriously concerned about the growing number of behavioral and developmental deviations in children of preschool and primary school age every year. The chief psychiatrist of Russia, Zurab Kekelidze, sounded shocking statistics: about 70% of children in school today have some kind of disorders associated with antisocial behavior or an inability to adequately assimilate educational material [1].

This jeopardizes our future as a whole, because very little time will pass, and today's schoolchildren will form the basis of the country's younger generation. The current situation requires from us an urgent response and competent efforts in the field of psychological rehabilitation of our children. The scientific method, disclosed in the system-vector psychology of Yuri Burlan [2], allows you to do this as accurately as possible, taking into account the natural abilities and properties of each child.

Let's consider the main problems that teachers and psychologists face today when interacting with a child.

Part 1. Restlessness and reduced attention

The overwhelming majority of children who are characterized by restlessness, whose attention is quickly depleted and requires novelty and changes, are defined in the system-vector psychology of Yuri Burlan as carriers of the skin vector. By nature, they are assigned high physical activity, the desire to compete and compete, to achieve property and social superiority. They are rational and pragmatic, have a logical mindset and tend to be guided by considerations of benefits and benefits in their actions.

How to create an optimal model of education and training for such a child?

1. The high physical activity of such children, their desire for novelty and change require implementation in daily long walks, a change of impressions. Dancing and competitive sports are beneficial.
2. Massages and water procedures, working with sand or clay, finger paints can be a useful stimulus for the sensitive skin of such children.
3. When raising a child with a skin vector, it is necessary to categorically exclude any physical punishment. The especially sensitive skin of such a child reacts with overstress to any such effect.
4. Children with a skin vector need a clear daily routine. It is necessary to create a system of reasonable prohibitions and restrictions, rules.

5. Given the tendency of such a child to be guided by considerations of benefits and benefits, it is necessary to use a reward system when raising him. It could be a financial incentive or a coveted purchase for boys. For girls, it is preferable to offer a hike or visit to a play center.

6. The most successful system of punishment is the restriction of a child with a skin vector in space or time: cancellation of a walk, reducing the time for watching cartoons, etc.
7. Verbal humiliation is unacceptable. Especially the one that calls into question the child's ability to take place and to be a leader, belittling him to the role of a "loser".
8. At preschool age, it is advisable to carry out all educational activities for such a child in the form of a game, where physical activity is at least partially present.
9. Participation in various competitions and contests can be a good incentive for a child with a skin vector.

If a child with a skin vector has all the necessary favorable conditions for his development, he grows capable of organizing himself and others, responsible and purposeful, his competition and striving for superiority are realized in a constructive form.

Unfavorable conditions of upbringing or education give the child constant stress and become the cause of behavioral deviations, including such as the desire to steal and systematic lying.

Part 2. Stubbornness and aggression in children and adolescents

Problems such as stubbornness and aggression are characteristic of children with other mental properties. System-vector psychology of Yuri Burlan defines them as carriers of the anal vector. By nature, these are slow and sedentary children. They are aspired not to outdoor games with peers, but to calm and sedentary games, to reading books. They are distinguished by an analytical mindset, attention to detail, the desire to do everything carefully and scrupulously, "conscientiously."

With stubbornness and aggression, such a child reacts to an unfavorable model in education and training. How can this risk be minimized?

1. Such a child needs much more time to perform any action than his peers. His psyche is rigid, with inherent strong reactions of inhibition. This must be taken into account and given such a child more time to complete an assignment or learn a skill.
2. Completion of the performed action is very important for the child who is the carrier of the anal vector. He strives to bring everything to perfection, "to the point." If he is systematically interrupted in action, he reacts with stubbornness and protest.
3. If such a child is interrupted in speech, he may develop speech disorders, such as stuttering.
4. A child with the properties of an anal vector is naturally very responsive to well-deserved praise. If he is not given enough such encouragement, or, on the contrary, he systematically receives a negative response, then the negative assessment of adults reinforces his natural fear of starting a new action. Over a long distance, this leads to the desire to endlessly postpone any business.

By nature, such children have a phenomenal memory, are able to be grateful and strive to respect others, especially elders. However, under unfavorable conditions, phenomenal memory becomes vindictive, resentment and a desire for revenge arise.

Aggressive tendencies may appear verbally at first. Later, the child shows unmotivated aggression towards animals, seeks to hurt them. Physical aggression towards other people speaks of a long and systematic violation of the conditions for the upbringing and education of such a child.

Part 3. Tantrums, fears and excessive emotional lability in children and adolescents

Children with high emotional amplitude and subject to multiple fears are defined in Yuri Burlan's system-vector psychology as carriers of the visual vector.

By nature, they are given a special sensuality and the widest emotional range. Their most receptive sensor (eyes) requires adequate development, for example:

1. Early learning to play with colors and shapes.
2. Drawing, application, photography.
3. Visits to art exhibitions and fine art museums.

However, even more attention should be paid to the sensual development of the baby with a visual vector:

1. From an early age, when raising such a child, one should categorically exclude any fairy tales with plots of a "cannibalistic" sense.
2. Instead, compassionate literary reading should be introduced as early as possible, such as Andersen's Match Girl or White Bim, Black Ear. Compassion for heroes helps a child switch from his own emotional rush and tantrum to empathy for others. It is an absolutely essential foundation for developing a healthy sensibility in a child.
3. Children with a visual vector will also be interested in theatrical performances. The principle of choosing a performance is the same - stories for empathy and compassion.
4. As early as possible, start drawing the child's attention to the states and feelings of others. You can ask for his help and participation in order to visit an elderly neighbor or visit a friend in the hospital.

A child who receives due development of his natural talents in the visual vector and learns empathy and compassion for others grows up as an emotionally balanced, sensually developed person.

Otherwise, his widest emotional range remains closed on his own fears and experiences.

Part 4. Mental disorders, gambling and drug addictions, suicidal tendencies in children and adolescents

The most severe psychological consequences as a result of an erroneous approach to education and training occur in children with a sound vector. These are outwardly low-emotional, self-absorbed children. They start early to ask non-childish questions about the structure of the world and the meaning of people's lives.

The ear is the most sensitive area of such a baby. Shouting and talking in a raised voice, offensive meanings in the speech of adults, loud music can inflict mental trauma on him. In this case, from an early age, he goes deep into himself, fencing himself off from the outside world. If the measure of his immersion is so great that he loses the ability to perceive the meanings of speech and sensually respond to people, autism spectrum disorder may occur.

If the degree of mental trauma is less, the child remains a learner, but experiences severe problems in socialization: he cannot find his place in the team of his peers, becomes a “black sheep”. In adolescence, he can feel the meaninglessness and emptiness of life, in extreme manifestations - strive for suicide.

The feeling of the meaninglessness of life can push such a child to try to replace reality with an illusion - and lead to gambling addiction. Sometimes children with a sound vector seek refuge from deep depression in drug use. What measures to prevent such problems can be proposed?

1. When raising such a child, it is necessary to follow the rules of "sound ecology". Talk to your child in a quiet and balanced way. Quarrels and scandals in the family are unacceptable.
2. Loud music and loud household noise should be avoided. The sound baby may react painfully to this by covering the ears.
3. Classical music will be useful, it can be turned on in a quiet background during the child's free games.
4. The sound child needs to be given more time for his "delayed response" so that he has time to "emerge" from the depths of his thoughts.
5. An early interest in the structure of the world in such a child can be supported with the help of encyclopedias on the study of space or the human body. He will strive to know how everything works.
6. A visit to the Philharmonic Hall brings undoubted benefit to such children, where they can concentrate on the sounds of classical music without being distracted by visual images.
7. Despite the early development of intelligence and the desire for solitude, a child with such properties should be taught socialization skills as early as possible. In fact, this skill is the most difficult for him to master.

Conclusion

Summing up all of the above, I would like to emphasize that with the exception of rare congenital anomalies of development, our children come to this world healthy and happy. Only we adults are responsible for their normal development. And we are able, relying on exact scientific knowledge in psychology, to build the most favorable system of education and training for our children. Provide prevention of the occurrence of any behavioral disturbances and distortions in the development of the child. Our efforts in this area today are the future of our society tomorrow.

List of sources:

1. Kekelidze Z. I. "Critical states in psychiatry":
2. Yuri Burlan's system-vector psychology portal:

Astreinova Evgenia Anatolyevna

Psychologist of the "Special Child" project at the Otrada family center in Donetsk, DPR

Profile of activity: correctional work with children with developmental and social adaptation disorders