Autism, Its Roots And Correctional Methods Based On The System-vector Technique Of Yuri Burlan

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Autism, its roots and correctional methods based on the system-vector technique of Yuri Burlan

This article is the first among the world's scientific publications dedicated to the latest advances in the study of autistic syndrome, in the paradigm of system-vector psychology of Yuri Burlan.

“By and large, no one can say for sure what it is (autism),” said in 2014 Igor Leonidovich Shpitsberg, an expert of the Council under the Government of the Russian Federation on issues of guardianship in the social sphere, a board member of the international organization Autism Europe.

The professional community and parents are just beginning to get acquainted with Yuri Burlan's discoveries on primary and secondary autism, thanks to which the causes, methods of diagnosis and early prevention of autism spectrum disorders are clearly defined.

This article is the first among the world's scientific publications dedicated to the latest advances in the study of autistic syndrome, in the paradigm of system-vector psychology of Yuri Burlan.

The article was published in issue 3 for 2015 of the scientific peer-reviewed journal "Modern Studies of Social Problems" included in the list of the Higher Attestation Commission of the Russian Federation.

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UDC 159.9

UDC 376

Autism, its roots and correctional methods based on the system-vector technique of Yuri Burlan

Authors: Vinevskaya A. V., Ochirova V. B.

Resume: This article is devoted to the study of autism and its study using the system-vector methodology of Yuri Burlan. System-vector psychology arose on the basis of classical psychoanalysis and the theory of systems thinking and took shape in the 21st century into a system of practical psychological knowledge accessible to wide layers of society. The authors of the article determined the purpose of the study: to find out how new knowledge can be used for teaching and educating children of different ages, as well as for solving issues related to the correction of complex conditions in children and adolescents. In order to solve this problem, a closed non-included observation was carried out in a group of children 5-6 years of age for a week, the characteristics of the behavior of the research object were described, recommendations were offered to the teacher. This technique can be used both for corrective work with children of different ages in order to form social behavioral skills, and for correcting deviant behavior of various etiologies. This technique is effective because Yuri Burlan's system-vector psychology allows one to give precise systemic characteristics to the manifestation of certain human properties, to find a certain approach to disclosing the mental properties of a child, and correcting his negative states.find a definite approach to the disclosure of the child's mental properties, the correction of his negative states.find a definite approach to the disclosure of the child's mental properties, the correction of his negative states.

Key words: autism; RDA (early childhood autism), ASD (autism spectrum disorders), system-vector psychology of Yuri Burlan; diagnosis of autism; the causes of autism; corrective methods.

AUTISM, ITS ROOTS AND INTERVENTION PROGRAMS ON THE BASIS OF YURI BURLAN'S SYSTEM VECTOR METHODOLOGY

Authors: AnnV. Vinevskaya, ValentinB. Ochirova

Summary: The paper has been considering the autism disorder and its research with Yury Burlan's System Vector Methodology. Having emerged from the classical Psychoanalysis and System Thinking theory, in the 21st century the System Vector Psychology has been developing as educational and training opportunities available for various stratof society. The aim of this work is to determine how the innovative knowledge can be used in child training and child guidance. There has been conducted week-long observation of the group of children (5-6 years old). Then child behavioral description has been done and teacher has been provided with some guidelines. Yury Burlan's methodology based approach should be used as an intervention program for children of various ages with the aim to increase social adaptability skills and positive behavioral interventions.

Key words: autism, early infantile autism, autism spectrum disorders (ASDs), Yuri Burlan's System Vector Psychology, autism diagnostics, causes of autism, intervention program.

Introduction

The recent history of the post-industrial society is variable and turbulent. Together with the general movement, the information component in the picture of the world, both individual and collective, is changing. In various fields of science, new directions appear, which are cramped in the "Procrustean bed" of old knowledge. This process is endless, like cognition is endless. It is to such new directions in science that the system-vector psychology of Yuri Burlan belongs. The origins of new knowledge are in classical psychoanalysis and the theory of systems thinking, in the well-known works of Z. Freud, K. Jung, S. Spielrein, V. A. Hansen [2, 10,11]. System-vector psychology reveals to consciousness that which was previously mysterious and inexplicable, hidden in the dark corners of the psychic. [7, 9].

According to the system-vector psychology of Yuri Burlan, a person, being a biosocial being, endowed by nature with a certain vector set, is related to society as a part and a whole, private and general. The vector set is innate. Eight vectors are identified: cutaneous, muscular, urethral, anal, olfactory, oral, sound, visual [6, 8]. The cumulative set of authentic properties defined by the vector set of an individual is distinguishable and definable for an observer who possesses knowledge within the framework of this paradigm.

This article presents the results of an observation carried out using the methods of system-vector psychology by Yu. Burlan.

Problem statement: How new knowledge can be used for teaching and upbringing of children of different ages, as well as for solving issues related to the correction of complex conditions in children.

Materials and methods: In this study, the following methods were used: a review of the literature on the research problem, closed non-included observation, the system-vector method of Yu. Burlan.

Description of the main results of observations

A closed non-included observation was carried out in a group of children 5-6 years of age for a week. The observers were interested in the behavioral features of Oleg M., 6 years old. The observation results are given below.

Oleg M., growing up in a complete happy family, his parents work. Attends kindergarten all the time. There are no friends in the group, he is very attached to the "monkey" soft toy. Shows no interest in new toys. He is afraid of sharp loud noises, large crowds and noisy games of children in a group. He does not participate in games, there are no friends in the group. At the suggestions of the teacher to join the game, he runs into the bedroom to hide under the bed or into his locker in the hallway. There are no assignments in the group. Monotonous movements are observed, often talks to himself. No speech defects were found. Easily memorizes verses by ear, can repeat them, easily memorize large voluminous texts. He reproduces the tales read by the teacher almost completely. He eats badly on his own, the help of a teacher is required, he is indifferent to food. She dresses herself. He does everything slowly. Inattentive, in the classroom sways in a chair, does not follow the instructions of the teacher. He ignores requests to him, covering his ears with his hands. The child's medical record indicates the diagnosis of Early Childhood Autism (RDA).

Literature review

In classical special psychology, the phenomenon of autism and autism spectrum disorders are considered insufficiently studied, their etiology is unclear. Experts believe that the situation has not changed since the last century. So, according to the work of 1993: “The clinical, pathological unit of the RDA is recognized by specialists in most countries. Despite this, there are no well-established opinions on the genesis and prognosis of RDA. Approaches to the definition of RDA have undergone changes, practically throughout the 50 years that have passed since its description by Kanner L. in 1943. " [one]. The publication, published in late 2014, states: “Even the term autism is now very rarely used - in the professional community they talk about autism spectrum disorder (ASD). By and large, no one can say for sure what it is. " [five].

Statistics show a significant increase in the incidence of autism in children. So, in a study of the 90s. states: "According to psychiatrists in Germany, the United States, Japan, the frequency of occurrence of RDA is estimated from 4 to 1 per 10,000 child population" [1]. In the spring of 2014, the official publication of the US Centers for Disease Control and Prevention provides statistics on the incidence of ASD among children born in 2002: 1 case in 68, with a higher frequency in boys: 1 case in 42 [21]. This publication by a US government agency states that "Autism has spread globally, increasing 20 to 30 times since the earliest epidemiological studies in the late 1960s and early 1970s." [21].

It is believed that the upward trend will continue in the future. It is noteworthy that researchers call a dramatic increase in the incidence of autism among children, but there is no consensus on the etiology of ASD in pre-systemic vector techniques, scientists agree only that further research is needed on hypotheses about the role of various factors - from genetic to environmental influences. “We still do not have the evidence to answer these questions,” write the authors of the monograph Autism Spectrum Disorders: A Survey of Research for Practitioners [14].

In the works of a number of researchers, autism is characterized only descriptively. This is due to the fact that before the emergence of the system-vector paradigm, there was no tool that would allow to build a unified theoretical basis for understanding the causes of autistic disorders, and on the basis of this basis to develop unified practical recommendations.

In the international classification of diseases ICD-10 [4], autistic disorders themselves are divided into the following:

• childhood autism (F84.0) (autistic disorder, infantile autism, infantile psychosis, Kanner syndrome);
• atypical autism (onset after 3 years) (F84.1);
• Rett syndrome (F84.2);
• Asperger's syndrome - autistic psychopathy (F84.5)

Disagreements in the “old school” community regarding ASD (Autism Spectrum Disorders) can be traced back to the last century. The chronology of how the criteria for diagnosing autism has changed in the widely used international practice, along with the ICD-10, the DSM classifier (Diagnostic and Statistical Manual of Mental Disorders) [16]. These criteria are adjusted in each version of the manual and each time they cause rejection among some experts, often leading to ambiguous discussions. Thus, regarding the DSM-III-R edition, the researchers "… came to the conclusion that the concept of diagnosing autism has been significantly expanded in the revised edition" [22]. In the next, fourth edition of the guide, the criteria changed again. For instance,the previously excluded age condition was reinstated "… to align with clinical use and increase the homogeneity of this category" [15]. In May 2013, the American Psychiatric Association (APA) published the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) [16]. The new version revisits the autism section - in particular, the pre-existing subcategories “including autistic disorder, Asperger's syndrome, childhood disintegrative disorder and pervasive developmental disorder” are consolidated under a common diagnostic dome for ASD (Autism Spectrum Disorders) [12]. The American Psychiatric Association (APA) has published the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) [16]. The new version revisits the autism section - in particular, the pre-existing subcategories “including autistic disorder, Asperger's syndrome, childhood disintegrative disorder and pervasive developmental disorder” are consolidated under a common diagnostic dome for ASD (Autism Spectrum Disorders) [12]. The American Psychiatric Association (APA) has published the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) [16]. The new version revisits the autism section - in particular, the pre-existing subcategories “including autistic disorder, Asperger's syndrome, childhood disintegrative disorder and pervasive developmental disorder” are consolidated under a common diagnostic dome for ASD (Autism Spectrum Disorders) [12].childhood disintegrative disorder and pervasive developmental disorder”are combined under a common diagnostic“dome”of ASD (autism spectrum disorder) [12].childhood disintegrative disorder and pervasive developmental disorder”are combined under a common diagnostic“dome”of ASD (autism spectrum disorder) [12].

A study by researchers from Yale University found that only 60.6% of subjects diagnosed with ASD according to the previous edition of the DSM-IV guidelines could receive the same diagnosis according to the DSM-5 criteria [20]. A meta-analysis of over 418 such studies by Kulage, KM, Smaldone, AM and Cohn, EG shows that all studies found a decrease in the incidence of ASD diagnoses by DSM-5 criteria in the range of 7.3 to 68.4% [18].

There are many traditional rehabilitation methods and programs that describe how to correct autistic disorders in children of different ages. The most popular techniques are Applied Behavior Analysis, Floor Time, and TEASSN. In Israel, to work with children with various speech and mental impairments, the Sulamot Center was founded, whose activities also extend to work with children with various autistic disorders. In all cases, therapy is based on teaching children certain behavioral scenarios, active communication with them. Despite the great benefits that such centers bring, some methodological recommendations are questionable - for example, using food reinforcement to stimulate children to communicate. Experts who know the features of the sound vector, on the contrary,know about the insufficiency of such a stimulus for sound specialists, for whom such a reinforcement can only serve to create additional motivation in other vectors, and even then not always.

It is not possible to determine how truly effective each proposed methodology is, which does not use the latest psychoanalytic discoveries, since the authors of non-systemic methods have not found common roots and motives of various autistic disorders. “Nobody knows for sure the cause of autism …”, - concludes in his work Karen Weintraub [13]. The same thesis is repeated in the results of many other studies, for example: “The pathobiology that causes autism remains unknown, but the consequences are most likely to be found in the first years of life, along with clinical symptoms. " [19].

So, from the time of the first description of autism syndrome by Leo Kaner in 1943 [17] to the present day, many attempts have been made to study the phenomenon of autism. However, without the system-vector paradigm, no significant breakthroughs have yet been achieved in understanding the underlying causes of autism spectrum disorders.

Discussion of results and methods

System-vector psychology of Yuri Burlan offers a new approach to this problem, according to which, to understand the nature of autism, it is necessary to know the characteristics of the development of a person who has a sound vector. The sound vector is one of the four introverted vectors.

A favorable external environment for the development of children who are carriers of the sound vector implies a special quality of the sound environment - without loud noises, harsh and unpleasant sounds for a sensitive ear. A child with a sound vector can seem strange, especially to extroverts. Such a child tries to be alone, does not tolerate loud noises, noisy children's games, crowded companies, it seems outwardly emotionless, often prone to isolation and alienation. Parents often try to “correct” this behavior through various influences - punishment, loud reprimands, initiation into noisy children's games. This often leads to the fact that the sound child withdraws "into himself" even more. That is why creating an environmentally friendly sound environment for such a child, without unpleasant auditory stimuli and high-volume noises,will contribute to the acquisition of skills for adequate interaction with the environment. What seems to a non-systemic observer to be slowness and detachment, for a child with a sound vector, is the development of concentration skills necessary for an abstract type of thinking.

Inconsistency with undifferentiated, averaged standards and requirements, false ideas about the obligatory constant active involvement in interaction with the environment leads to the fact that children, to whom a special approach is needed, "fall out" from the usual pattern of the teacher's perception. As a result of the imposition of the "Procrustean bed" of the so-called norm, such children are often perceived as inhibited and maladjusted. Loud shrill sounds, noises have a negative effect on such children, so the task of parents and educators is to provide the little "sound girls" with a favorable ecology for the development of their natural properties.

If the external environment is audially aggressive, then from the constant traumatic effect of screaming, unpleasant sounds in a child who is a carrier of a sound vector, the formation of the ability to perceive the environment is disturbed. Decreases “his ability to learn and communicate with other people. This is how the first blow to the sound sensor occurs. An autist is a traumatized sound person …”[3, p. 19]. A negative consequence is the deterioration of neural connections in the areas of the brain responsible for the perception of auditory information and learning. A child who is systematically exposed to traumatic stimuli cannot adequately interact with the world. Perceiving the world around him as an aggressive environment, the child fences off from the outside world, ignoring environmental stimuli until they become painful, practically losing interest in the outside world. To outside observers, it seems that the child does not adequately respond to ordinary sounds and events.

The above description of the behavioral characteristics of a child with autism by Oleg M. fully confirms the position of the system-vector psychology of Yu. Burlan that these disorders are characteristic of a child with a sound vector.

In order to interact with a child with autistic disorders, it is necessary to adhere to the following recommendations: exclude traumatic sound stimuli from the environment, determine for the child a place of psychological relief (isolated from loud sounds), do not insist on collective forms of classes and holidays, use the appropriate the sound vector is motivated to try to gently bring the child "outside", to gradually instill social forms of behavior, using various types of reinforcements, primarily significant for the sound vector, if necessary adding motivation for other vectors, taking into account that children still lack the importance of social reinforcement is formed. In addition, to unobtrusively build communications, go from the daily needs of the child,not from the need to comply with undifferentiated standards and administrative requirements. For example, if the child also has a visual vector, it is possible to motivate "going outside" using a toy as a mediator. These recommendations will help the educator subsequently find an approach to a child with autism and adequately interact with him.

findings

A new direction in science - the system-vector psychology of Yuri Burlan - makes it possible to carry out early prevention of autism spectrum disorders (ASD), to carry out accurate diagnosis and correction of negative states of those suffering from early childhood autism (RDA) based on the disclosure of the underlying causes of ASD and RDA in the sound vector.

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17. Kanner L. Autistic disturbances of affective contact. Nervous Child 2, 217-250 (1943)
18. Kulage, KM, Smaldone, AM, & Cohn, EG (2014). How Will DSM-5 Affect Autism Diagnosis? Systematic Literature Review and Meta-analysis. Journal of Autism and Developmental Disorders, pp. 1-15.
19. Mapping early brain development in autism. Eric Courchesne, Karen Pierce, CynthiM Schumann, Elizabeth Redcay, Joseph Buckwalter, Daniel P Kennedy, John Morgan (2007). Neuron 56 (2) p. 399-413
20. McPartland, JC, Reichow, B., & Volkmar, FR (2012). Sensitivity and specificity of proposed DSM-5 diagnostic criterifor autism spectrum disorder. Journal of the American Academy of Child and Adolescent Psychiatry, V.51, pp. 368–383.
21. Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years / Morbidity and Mortality Weekly Report. - March 28, 2014. Vol. 63. No. 2
22. Sol L. Garfield. Chapter 2. Methodological Issues in Clinical Diagnosis. In PatriciB. Sutker & Henry E. Adams (Eds.), Comprehensive Handbook of Psychopathology. Third edition. p.36. New York: Kluwer Academic / Plenum Publishers.