Analysis of the causes of autism and methods of habilitation of autistic children from the point of view of system-vector psychology of Yuri Burlan
The paper analyzes the causes of autism, which is of psychogenic origin, from the point of view of the system-vector psychology of Yuri Burlan. The connection between the features of autistic children and the presence of a sound vector is shown. A systematic analysis of the main methods of habilitation of autistic children is also given …
Before Yuri Burlan's discovery, the causes of autism were unknown to science and practice, all specialists and scientists admitted that they could not say anything definite about why autistic disorders arise, despite all the research and controversy on this issue. And only in the 21st century, on the basis of the system-vector psychology of Yuri Burlan, the etiology of this disease is reliably determined, the causes of the occurrence of primary and secondary autistic syndromes are described in detail, as well as methods of early habilitation of autistic children.
An article published in the scientific peer-reviewed journal “APRIORI. Series: Humanities , in issue 3 for 2015
The journal is included in the database "Russian Science Citation Index" (RSCI).
The journal has been assigned the international standard serial number ISSN 2309-9208.
We offer you to read the full text of the article, the pdf version of which can also be downloaded from the journal's website:
Analysis of the causes of autism and methods of habilitation of autistic children from the point of view of system-vector psychology of Yuri Burlan
Annotation. The paper analyzes the causes of autism, which is of psychogenic origin, from the point of view of the system-vector psychology of Yuri Burlan. The connection between the features of autistic children and the presence of a sound vector is shown. A systematic analysis of the main methods of habilitation of autistic children is also given. The systemic vector approach to the correction of child autism allows one to differentiate various aspects of the existing methods in applying them to a specific child and to draw up a habilitation program based on his individual characteristics.
Key words: autism, autism spectrum disorders, system-vector psychology of Yuri Burlan, sound vector, psychoanalysis.
Analysis of the causes of autism and methods of habilitation of autistic children viewed from the perspective of Yuri Burlan's System Vector Psychology
Abstract. The paper analyzes the causes of autism which has psychogenic origin, as viewed in Yuri Burlan's System Vector Psychology. It shows the connection between autistic children's characteristics and presence of the audial vector in their psyche. It also provides system analysis of the main methods used for habilitation of children with autism. System vector approach to the correction of infantile autism allows to differentiate the various aspects of the existing methods, when using them for habilitation of particular child, and to develop habilitation program based on the child's individual characteristics.
Key words: autism, disorders of autistic spectrum, Yuri Burlan's system-vector psychology, sound vector, psychoanalysis.
Introduction
The concept of "autism" was first introduced by psychiatrist E. Bleuler at the beginning of the XX century and characterizes the state of the psyche with a pronounced deficit of social, personal, speech development, a tendency to self-isolation, detachment from the outside world and loss of connection with it. The syndrome of early childhood autism (EDA) as an independent mental disorder was identified by L. Kanner in 1943, independently by N. Asperger in 1944 and S. S. Mnukhin in 1947. Originally considered one of the symptoms of schizophrenia, autism, in particular RDA, began to be considered as an independent disease with a characteristic series of syndromes [1]. However, its clinical picture is quite extensive and requires strict differentiation in each case.
Currently, the number of children with autism or autism spectrum disorders is constantly increasing. Over the past decade, the incidence of this disease has increased more than 10 times. The rapid increase in this frequency, combined with the diversity of the clinical picture, as well as the complexity of corrective work aimed at socializing patients, teaching them self-care and communication skills, makes autism and, in particular, RDA not only a medical, but also a social problem.
Until now, there is no clear understanding of the causes of this disorder, and, therefore, universal preventive and habilitation techniques. To date, many methods for correcting autism have been developed, each of which has its own strengths and weaknesses. The selection of the corrective technique in each case is carried out individually, however, even a careful choice of therapy by the relevant specialists often gives an insignificant effect due to a lack of understanding of the reasons for the violation in each case. Although many techniques can improve the quality of life of autists, their effectiveness has not been systematically repeated.
This paper highlights a new, systemic understanding of the causes of autism and the characteristics of children predisposed to autism, which is of psychogenic origin, using modern knowledge of system-vector psychology, developed in its current form by Y. Burlan [2-4]. The subject of study of system-vector psychology is the individual and collective unconscious, which is described using 8 basic elements - vectors. A vector is a set of innate desires and corresponding properties that determine, depending on their development, the life scenario of an individual. Human vectors do not change during life, only the degree of development and realization of the properties of vectors changes, which largely determines both the state of a person and all its manifestations, up to diseases. The concept of a vector is closely related to the concept introduced by Z. Freud's concept of the erogenous zone [5].
We will also consider here the most famous methods of habilitation of autistic children from the point of view of system-vector psychology.
Causes of Childhood Autism in System-Vector Psychology by Yuri Burlan
Despite the fact that the clinical picture of autism varies widely, there are a number of signs that are more or less pronounced in all autistic children. According to the international classifications of mental disorders (ICD-10 and DSM-4), there are 4 main features:
- qualitative violations of social behavior;
- high-quality communication disorders;
- specific interests and stereotyped behavior;
- manifestation of symptoms up to three years of age.
The first and second signs are manifested by the child's reduced interest and ability to establish contact, communication and social development. The child is closed, his gaze is defocused, he reacts inadequately to external stimuli, a special sensitivity to sounds is noticed. Relations with the mother are most often abnormal: there is no reciprocal smile, the child does not distinguish the mother from other people [6]. Such children have impaired attention, and not due to external, but due to internal factors, that is, due to self-absorption.
According to system-vector psychology, these and other manifestations inherent in autists are features of the sound vector in a depressed state. A sound vector is a set of certain innate mental properties and desires that occur in less than 5% of children. This is the only one of the eight vectors whose desires are immaterial and directed towards abstract and spiritual categories. In [7], this property is described as follows: “Autistic“withdrawal”is a denial of the practical,“worldly”norm of activity with the establishment, as an unconditionally guiding, ascetic principle of“spiritual development”. All mental and moral forces are turned to the service of the "higher truth." The statements contain a distinct antithesis of spiritual and material values. "For most autistic people, the life of the physical body has no special value, there is no feeling of fear of real dangers, which to a certain extent is characteristic of any person with a sound vector.
It is sound children who ask non-childish questions about the reasons for what is happening, about the meaning of life and death, about God. Moreover, the desire to reveal these meanings is dominant in comparison with the desires of any other vectors present in a person.
Sound children differ from other children in introversion, seriousness, meaningful gaze, a tendency to loneliness, which allows them to focus on their thoughts. By their nature, they are low-emotional, amimical, little interested in toys. All their features are somehow connected with the “species role” (a concept introduced for the first time by V. Tolkachev and developed to the modern understanding by Yuri Burlan) of people with a sound vector, which consists in comprehending the essence of things, one's I, the laws of the universe. For this, each sound engineer is provided with the necessary properties, the correct development of which will further allow performing the natural function of this vector.
One of these properties is abstract intelligence with the potential for creativity, languages, music, programming, the exact sciences, which we can also trace on the example of those autistic children who are more likely to manifest themselves in the outside world.
We can also observe the manifestation of the natural potential of the sound vector in the specific asynchrony of the development of some functions: often, against the background of a lag in the maturation of the motor and vegetative spheres, more complex ones are formed, for example, intelligence (where we can estimate this). The lag is due to the child's inability to learn to adapt the landscape with its other vectors due to the difficult state of the dominant sound vector.
System-vector psychology of Yuri Burlan shows that a feature of people with a sound vector is the supersensitivity of the auditory sensor - this is a kind of their erogenous zone: they are able to distinguish the slightest nuances of sounds, hear the slightest rustle. Sound people are absolute introverts, whose task is to focus on sounds outside, on the outside world. Thus, their extraversion occurs, allowing them to develop their intellect, create new thoughts, ideas and make scientific discoveries (for example, scientists A. Einstein, L. Landau, G. Perelman are people with a developed and realized sound vector).
When a sound child grows up in conditions that have a traumatic effect on him - loud sounds that are neutral for non-sound children, quarrels, humiliation, screaming - and the sensations that he experiences exceed his adaptive abilities, an unconscious decrease in his susceptibility to external stimuli occurs … The child, already focused on his thoughts, becomes even more closed within himself. So he loses the ability to concentrate on the outside world, and therefore to develop. The work [8] mentions similar influences leading to autism of psychogenic origin, accompanied by a disorder of brain function, in particular, a violation of the processing of auditory impressions, leading to a blockage of contacts.
Disruption of the child's connection with the outside world, which is the leading symptomatology of autism, according to system-vector psychology, is the result of a persistent withdrawal of the sound child into oneself (we are not considering autism here, which arose on the basis of organic disorders). Fencing off from the external world, the child focuses on the internal, losing the ability to go outside: he does not respond to an appeal to him, does not perceive tasks (although he can selectively respond to other sounds).
Withdrawing into oneself at an early age significantly disrupts the development of all skills of the child, so that even the elementary skills of using a pot, hygiene, nutrition, etc., are not formed. The development of speech is impaired. The entire further cascade of pathological manifestations is associated with a key factor of immersion in oneself, the loss of the ability to learn a sound child.
The polymorphism of the clinical symptoms of autism is largely associated with the age at which the developmental failure occurred, how favorable or unfavorable life conditions the child continues to be, as well as the full vector set of the child. For example, in the presence of a visual vector, autistic children are characterized by hyperemotionality, which is most often expressed in dysthymia, sudden mood swings, fears, hysterics, and emotional addictions. Such children have a greater potential for extraversion, and therefore adaptation precisely due to the visual vector.
In addition to the sound vector, the overwhelming majority of autists also have an anal vector, which causes a special dependence on the mother and stereotyped behavior (the third sign of autism according to international classifications). Anal children find it difficult to adapt to changes in the environment, environment, which we often see in autistic children.
For children with an anal vector and in the norm, a statement is characteristic, a lack of independence and initiative: their sense of security, and therefore the prerequisites for the development of properties, are formed on the basis of a strong connection with their mother, they need her support and praise, it is she who acts as a catalyst for what -or actions, benevolently directing the inert anal child to a specific action. The anal child is assiduous and thorough, it is very important for him to bring what he started to the end. Therefore, the mother's tendency (usually with a skin vector) to urge such a child, interrupt his activity, and give many different instructions at the same time, gives an extremely negative result, especially in the case of autistic children.
The skin vector present in an autistic child, as a rule, manifests itself as fussiness, motor activity that has no beneficial effect. The negative manifestation of the properties of the child's psyche is primarily associated with the suppressed state of the dominant sound vector. That is, while the sound vector is under the influence of stress exceeding its adaptive abilities, the child is not able to fill his sound desires, which means that automatically all other properties do not receive development, because desires of other vectors are always unconsciously in the second priority of filling after the dominant sound vector.
Thus, a naturally talented child under the unfavorable influence of the environment (first of all, this is the situation at home, the mother's attitude to the child), is in absolute deprivation, not having the ability to influence it himself.
Review and analysis of autism correction methods
Let us now consider the widely used methods of habilitation of autistic children and show why each of these methods is effective in some cases and does not work in others.
Applied Behavioral Analysis (ABA) [9]. This technique is based on the principles of strengthening and weakening behavior by introducing rewards for desired behavior. In this case, behavior that is undesirable does not entail a reward, so it is assumed that the student will not repeat it. Thus, the learner develops a certain set of useful skills, and the unwanted behavior ceases to be repeated frequently, up to complete disappearance.
The AB method is based only on the quantitative characteristics of the observed behavior (repetition, duration, etc.) and does not affect its causes, internal factors that cause certain reactions.
The basis of this technique is the thesis that any child can be taught a certain behavior. According to the basic provisions of the system-vector psychology of Yuri Burlan, all people (and, accordingly, children) from birth have certain types of thinking, ways of perceiving the world around them, innate properties of the psyche. Different properties determine the difference in human desires. Desire underlies any manifestation of a person in the external world and determines one or another of his actions. Enjoyment as a result (that is, a stimulus) is possible only where there is desire.
When, using the AB method, attempts are made to stimulate a child in an area where he has no desires, the result of such an impact remains insignificant (the result is only in cases where the stimulus corresponds to the child's innate desires). To work effectively with autists, first of all, it is necessary to understand the psyche of autistic children, which is not used in this method. The ability to determine the child's desires, taking into account the properties of the sound vector in combination with its other vectors, makes directed positive stimulation, which can give a much greater result.
Emotional-level therapy, the authors of which are V. V. Lebedinsky, K. S. Lebedinskaya, O. S. Nikolskaya and others, considers the symptoms of autism as a disorder of the emotional sphere of a person. Within the framework of the method [10], the pervasive nature of the disorders is recognized, but it is believed that the affective sphere of a child with autism suffers predominantly, and it is precisely working with it that is considered the main task in correcting RDA.
This type of therapy involves the use of various methodological techniques. In particular, one of them is to "infect" the child with the emotions of a psychologist in the course of joint actions and thus establish a close emotional contact between them. However, it may not always be clear to what extent the child's emotions "copied" from an adult are real experiences, and not just external imitation.
Since the considered approach to the correction of RAD is based on the development of the emotional sphere, then, relying on it, the teacher considers the child's external emotionlessness to be pathological and seeks to instill in him a more emotional response to what is happening, "infect" with his feelings, create emotional ties with him, including through this into communication. According to system-vector psychology, an autistic child is a child with a sound vector, which is characterized by a number of properties, desires and corresponding manifestations. Among them - external coldness, amimia, often detachment, absent look. These manifestations are found in healthy children and adults with a sound vector. The soundman is an introvert, less interested in communication than others. One of his main needs is the need for silence,which enables him to concentrate correctly - not within himself, but on the external world.
The method of emotional-level therapy does not take into account these features that determine the behavior of a sound specialist (and, therefore, an autistic), and, therefore, involves the influence on him in what is not characteristic of him, which will leave him indifferent and, moreover, can contribute to even more withdrawing into myself. This is not to say that the sound engineer is devoid of emotions, he just does not tend to express them outward (this is his comfortable state). An attempt to develop something that is not originally characteristic of him leads to a lack of significant results in working with an autistic child.
However, it should be noted that along with the sound vector, the autistic child always has one or more vectors that also determine his properties, behavior and the nature of deviations in the case of autism. In particular, the presence of a visual vector can make its owner emotionally labile, often hysterical, fearful (these manifestations refer to an undeveloped and unrealized visual vector). In this case, the approach of O. S. Nikolskaya can have a positive result: the creation of an emotional connection with an adult will fill the child's emotional sphere with a visual vector and become the basis for working on the problems of a sick sound vector.
As shown above, in an autistic child, the anal vector is often an accompanying vector, which determines a special dependence on the mother, even in the case of complex and tense relations between them, manifested by the child's aggression towards her. In this case, working with the mother and child, improving the emotional background of the family, restoring the lost sense of security also gives a positive result. In system-vector psychology, an accurate understanding of the mental characteristics of a child with an anal vector is given, taking into account which one can make more significant progress in working with an autistic child.
In any case, work only with the emotional component turns out to be insufficient in the arsenal of autistic habilitation tools, since it is impossible to achieve outstanding results without parallel conscious work with the child's sound vector, creating conditions for his development.
This is determined by the dominance of the sound vector: until the desires conditioned by the sound vector are filled, all other desires are suppressed, and the psychic energy of the accompanying vectors, which has not found a constructive outlet, is realized in various pathological manifestations.
One of the modern methods of autism correction is also group therapy, which is the integrated education of autistic children together with healthy children. The purpose of this technique is to achieve compliance with the group norm, to develop an imitation of the existing group model of behavior. The tasks of the school include stabilization of the emotional sphere of an autistic child through the support of a certain “rhythm of life” for a group that accepts an autistic person as their own kind. This method differs from the traditional approach, in which individual conditions are provided for children with autism and a program is specially designed for adequate development. Here, the main efforts are aimed at developing basic self-service skills and controlling stereotyped and destructive actions. However, this practice does not give results in the development of communication and social interaction.
The adaptation of a child in a group is the most important component of his development. However, it is known that an autistic person is distinguished by selective contact, and often he completely inadequately reacts to the need for an unwanted contact for him, it is extremely difficult for him to be involved in the learning process. It is very important to understand the mental characteristics of the sound child in order for this method to be more successful.
Any group of children, as a rule, turns out to be at least noisy. Loud noises and noises are traumatic for an autistic child. In such conditions, he is not able to focus on any tasks, this does not contribute to focusing on the proposed activity. First of all, it is necessary to create a comfortable environment for the sound engineer (silence or quiet classical music in the background), and then offer him those tasks that can awaken his sound interest (solving some mathematical puzzles and everything that uses his abstract intelligence). In this way, the minimum necessary conditions are created for the so-called autistic child to come out of his shell and adapt to the team.
The method of restraint (holding) therapy [11] is based on the assumption that the central disorder in autism is the lack of physical connection between the child and the mother. The basic action of this technique is the practically forcible formation of this connection. The main goal of the method is to overcome the child's rejection of the mother and develop a sense of comfort in him. This habit is developed through the systematic creation of a long-term state of discomfort, followed by emotional exhaustion and submission, which, according to the method, is followed by a period when the child is able to positively perceive the environment. The considered method of correction is used only in exceptional cases and then sporadically, since its ethical aspect is rather controversial.
From the point of view of system-vector psychology, the most important condition for a child's development is the sense of security that he receives from his parents (or guardians). By using violence against him, we in any case deprive him of this feeling. Abusing a sound baby can only have negative consequences. The state of exhaustion that occurs after a long loss of a sense of security only aggravates the withdrawal of the sound child even deeper into himself, further away from the unpleasant world.
The method of choice (developed by the Kaufman family [12]) is interesting in working with autistic children. Working with a child is aimed at changing the attitude of parents towards him in such a way that his own behavior begins to change. It is considered possible to restore the autistic brain functions to a healthy state if the appropriate conditions are created.
The essence of the method is that parents need to accept their child, love for who he is, and make a choice in favor of a state of happiness instead of disappointment. When the parents do not have negative emotions associated with the disorders in the child, he has the opportunity to develop in new conditions. A child with autism is considered in this methodology as an ordinary child who is trying to learn about the world around him. At the same time, a prerequisite for him is a sense of security, trust in relatives, the absence of any requirements on their part. The child needs to be shown that this world does not pose a danger to him and does not need to be closed from it. It is necessary to play with him in the games that he chooses himself, as well as to offer his own, but at the same time the parents should take the refusal calmly. Every action of the child must be supported, but without unnecessary emotionality. The child's communication with those who are not familiar with the essence of the technique should be limited. This type of correction is used, as a rule, when the parents have a negative attitude towards the child, while the isolation of the child with autism is not allowed.
This approach draws attention to the fact that the autistic child is special, and he needs special conditions for development. However, the disadvantage of this method is that the very features of such a child remain unrevealed here. The authors say that it is necessary to accept the child as he is, to help him feel comfortable, but there is no clear indication of what is comfortable for an autistic person. In addition, it is difficult to change the negative attitude of parents towards a child without a clear understanding of why he is, what is happening to him, how it is possible to influence this, and how the current attitude of parents determines the state of the child.
System-vector psychology of Yuri Burlan allows you to get a clear and comprehensive understanding of these issues, which greatly facilitates the work with an autistic child. Understanding the systemic features of the sound vector of their child, parents are able to fully realize the responsibility for their actions, which can (and often become) the reason for the aggravation of the child's autistic manifestations.
After determining the vector set of a particular child, it becomes possible to clearly describe all of his given properties and desires and help him develop his potential by setting the appropriate tasks (in a specific order), selecting the appropriate methods and approach. Applying the knowledge of system-vector psychology, the teacher is able to understand the reasons for any manifestations of the child, to catch the tendencies of his changes and to correct the process of habilitation individually, according to his current state.
findings
With the help of the basic provisions of the system-vector psychology of Yuri Burlan, it is shown that the peculiarities of the autistic psyche are due to the sound vector in the suppressed state of properties. The properties of this vector are dominant, which must be taken into account when planning the habilitation of an autistic child.
The emergence of autism is directly related to the traumatic effect on the ultrasensitive sensor of the sound engineer - the ear.
For the successful adaptation of an autistic child to life, it is necessary to provide him, first of all, with a sense of security in the family (based on a systemic understanding of the innate properties of a particular child), including a favorable sound ecology: silence (absence of noise from household appliances, raising voice, shouting and quarrels), the possibility privacy, certain stimuli for the sound vector (for example, classical music). Compulsory in the process of working with an autistic is the participation of his immediate environment, especially the mother.
Based on the knowledge of Yuri Burlan's system-vector psychology, it is possible not only to prevent the onset of psychogenic autism, but also to contribute to the maximum adaptation of an autistic child. For more information, please visit the introductory, free online lectures. The recording is carried out at this link.
List of references
- I. I. Mamaichuk. Psychologist assistance to children with autism. Saint Petersburg: Rech, 2007.288 p.
- V. B. Ochirova, L. A. Goldobina. Psychology of personality: vector of realization of the pleasure principle // Proceedings of the VII International correspondence scientific-practical conference "Scientific discussion: issues of pedagogy and psychology." M.: International Center for Science and Education, 2012. P.108-112.
- A. Gulyaeva, V. Ochirova. Yuri Burlan's System Vector Psychology in the practice of personal authenticity acquirement by psychotherapeutic methods // The Recent Trends in Science and Technology Management. 09-10 May 2013, Berforts Information Press ltd., London, UK. P.355.
- V. B. Ochirov. An innovative study of childhood problems in the system-vector psychology of Yuri Burlan // XXI century: results of the past and problems of the present plus: Periodical scientific publication. Penza: Publishing house of Penza State Technological Academy, 2012, pp. 119-125.
- Z. Freud. Character and anal erotica.: in the book: Psychoanalysis and the doctrine of characters. M., PG: Gosizdat, 1923.
- H. Remschmidt. Autism. Clinical manifestations, causes and treatment. M.: Medicine, 2003.120 p.
- B. E. Mikirtumov, P. Yu. Zavitaev. Hyperonomia is a specific characteristic of autistic vocabulary // Scientific medical bulletin of the Central Chernozem region. 2009. No. 35. S. 120-123.
- M. V. Belousov, V. F. Prusakov, M. A. Utkuzov. Autism spectrum disorders in the practice of a doctor // Practical medicine. 2009. No. 6. S.36-40.
- K. Dillenburger, M. Keenan. None of the As in ABstand for autism: dispelling the myths. J Intellect Dev Disabil. 2009. No. 34 (2). P.193-195.
- O. S. Nikolskaya, E. R. Baenskaya, M. M. Liebling. Autistic child. Ways to help. M.: Terevinf, 1997.143 p.
- M. M. Liebling. Game holding therapy: methodological features and ethical aspects of application // Defectology. 2014. No. 3. S.30-44.
- Defeat Autism. The Kaufman family method. Comp. N. L. Kholmogorov. M.: Center for Curative Pedagogy, 2005.96 p.
