Emotional disorders in children with high intelligence. Emotional disorders in children of preschool and primary school age

Emotions are reserved important role in a child’s life: with their help, he perceives reality and reacts to it. Emotionality can be seen in a baby’s behavior already in the first hours after birth: by conveying information to elders about what makes him happy, angry or sad, the newborn demonstrates his temperament. Over time, primitive emotions (fear, pleasure, joy) are replaced by more complex feelings: delight, surprise, anger, sadness. Preschool children, with the help of a smile, posture, gestures and tone of voice, are already able to convey more subtle shades of experiences.

Over time, the child learns to restrain and hide his feelings. The skill of controlling emotions is acquired gradually in the process of personality development, and normally children school age must be able to subordinate their primitive experiences to reason. At the same time, the number of children with disabilities emotional development is growing steadily. As statistics show, by the end of primary school, more than 50% of children acquire one or another nervous disease due to deviations of an emotional nature.

How to recognize children with emotional development disorders?

Psychologists distinguish 10 main signs of stress that can transform into emotional disturbances in children:

1. Feelings of guilt or personal inadequacy. The child thinks that neither friends nor relatives need him. He has a persistent feeling of being “lost in the crowd”: the baby feels awkward in the presence of people with whom he had previously established contact. Children with this symptom answer questions concisely and shyly;
2. Problems with concentration and memory impairment. The child often forgets what he was just talking about, loses the thread of the dialogue, as if he has no interest in the conversation. It is difficult for him to concentrate, the school curriculum is difficult for him;
3. Sleep disturbances and constant feeling of fatigue. We can talk about the presence of this symptom if the child is lethargic all the time, but at the same time has difficulty falling asleep in the evening and is reluctant to get out of bed in the morning. Consciously waking up for the first lesson is one of the most common types of protest against school;
4. Fear of noise and/or silence. The toddler reacts painfully to any noise and gets scared sharp sounds. The opposite situation is possible: it is unpleasant for the baby to be in complete silence, so he talks incessantly or, when left alone with himself, he certainly turns on music or the TV;
5. Loss of appetite. This symptom may manifest itself as a child’s lack of interest in food, reluctance to eat even previously favorite dishes, or, conversely, excessive consumption of food;
6. Irritability, short temper and aggressiveness. A characteristic manifestation of emotional disorders in children is loss of self-control. A child can lose his temper, flare up, and respond rudely even over the most insignificant occasion. Any comments from elders are met with hostility and cause aggression;
7. Violent activity and/or passivity. The baby exhibits feverish activity, it is difficult for him to sit still, he is constantly fiddling with or shifting something. A simple explanation can be found for this: trying to forget and suppress internal anxiety, the child plunges headlong into activity. However, sometimes stress manifests itself in the opposite way: the baby may shy away from important matters and engage in aimless pastime;
8. Mood swings. Periods of good spirits are suddenly replaced by anger or tearfulness. Fluctuations can occur several times a day: the child is either happy and carefree, or begins to be mischievous and capricious;
9. Absence or increased attention to one's own appearance (typical for girls). The presence of emotional disorders in children may be indicated by a dismissive or overly scrupulous attitude towards one’s own appearance: frequent changing of clothes, sitting for a long time in front of the mirror, restricting oneself in food in order to lose weight, etc.;
10. Closedness and reluctance to communicate. The child becomes uninterested in contact with peers, and attention from others only irritates him. Before answering the phone, he thinks about whether it's worth it; often asks to tell the caller that he is not at home. In difficult situations, thoughts or attempts to commit suicide appear.

Correction of emotional disorders in children

Correction of emotional disorders in children, as well as in adults, has the best effect if it combines elements of individual and family psychotherapy and pharmacotherapy. A teacher who works with children with developmental difficulties emotional sphere, at the diagnostic stage, it is necessary to find out the characteristics of upbringing in the family, the attitude of others towards the child, the level of his self-esteem, the psychological climate in the team surrounding him. For this purpose, methods such as observation and conversations with parents and students can be used.

Children with emotional development disorders need friendly and understanding communication, games, drawing, outdoor exercises, music, and most importantly, attention. When communicating with children experiencing such difficulties, parents and teachers should adhere to the following recommendations:

• If possible, ignore your child's challenging behavior to get attention and reward him for good deeds;
• Give your child the opportunity to seek help from a teacher at any time in a difficult situation;
• Provide for the possibility of motor relaxation: include sports exercises and physical labor in your daily routine;
• Teach your child not to suppress his emotions, but to properly direct and express his feelings;
• Demonstrate to your child adequate forms of response to certain situations and environmental phenomena by your own example;
• Create a positive mood background, a healthy psychological climate. Model a situation of success for your child and encourage his interests.

Text: Inga Stativka

5 5 out of 5 (1 vote)

AND ABOUT. Karelina

The problem of the emotional well-being of children in the family and preschool institution is one of the most pressing, since a positive emotional state is one of the the most important conditions personality development.

The child’s high emotionality, which colors him mental life and practical experience constitute a characteristic feature of preschool childhood. The internal, subjective attitude of a child to the world, to people, to the very fact of his own existence is an emotional perception of the world. In some cases it is joy, fullness of life, agreement with the world and oneself, lack of affectivity and withdrawal into oneself; in others - excessive tension in interaction, a state of depression, low mood or, conversely, pronounced aggression.

Thus, the emotional worldview of a preschooler is “an expression of subjective experience, its intensity and depth, the maturity of emotions and feelings in general.”

The emotional experience of a child, that is, the experience of his experiences, can have both positive and negative connotations, which has a direct impact on his current well-being. Modern scientific evidence convincingly shows that the result of a positively directed childhood experience: trust in the world, openness, willingness to cooperate provides the basis for positive self-realization of a growing personality.

For children's mental health, a balance of positive and negative emotions is necessary to maintain peace of mind and life-affirming behavior. Imbalance of emotional balance contributes to the emergence emotional disorders, leading to deviations in the development of the child’s personality and disruption of his social contacts.

Analysis psychological literature(,,,) allows us to distinguish three groups of disorders in the development of the emotional sphere of a preschool child: – mood disorders; – behavioral disorders; – psychomotor disorders.

Mood disorders can be divided into 2 types: with increased emotionality and its decrease. Group 1 includes conditions such as euphoria, dysphoria, depression, anxiety syndrome, fears. The 2nd group includes apathy, emotional dullness, parathymia.

Euphoria is an elevated mood not associated with external circumstances. A child in a state of euphoria is characterized as impulsive, striving for dominance, and impatient.

Dysphoria is a mood disorder with a predominance of angry-sad, gloomy-dissatisfied, with general irritability and aggressiveness. A child in a state of dysphoria can be described as sullen, angry, harsh, unyielding.

Depression is an affective state characterized by a negative emotional background and general passivity of behavior. Depression in preschool age in the classical form it is usually atypical, erased. A child with a low mood can be described as unhappy, gloomy, pessimistic.

Anxiety syndrome is a state of unreasonable concern accompanied by nervous tension, restlessness. A child experiencing anxiety can be defined as insecure, constrained, and tense.

Fear is an emotional state that occurs when one perceives an impending danger. A preschooler who experiences fear looks timid, frightened, and withdrawn.

Apathy is an indifferent attitude towards everything that happens, which is combined with a sharp drop in initiative.

An apathetic child can be described as lethargic, indifferent, passive.

Emotional dullness is a flattening of emotions, first of all, the loss of subtle altruistic feelings while maintaining elementary forms of emotional response.

Parathymia, or inadequacy of emotions, is a mood disorder in which the experience of one emotion is accompanied by the external manifestation of an emotion of the opposite valence.

Emotional dullness and parathymia are characteristic of children suffering from schizophrenia.

Behavioral disorders include hyperactivity and aggressive behavior: normative instrumental aggression, passive aggressive behavior, infantile aggression, defensive aggression, demonstrative aggression, purposefully hostile aggression,.

Hyperactivity is a combination of common motor restlessness, restlessness, impulsiveness of actions, emotional lability, disturbances in concentration. Hyperactive child he is restless, does not complete the work he has started, and his mood changes quickly.

Normative-instrumental aggression is a type of childhood aggression, where aggression is used mainly as a norm of behavior in communication with peers.

An aggressive child behaves defiantly, is restless, pugnacious, takes initiative, does not admit guilt, and demands the submission of others. His aggressive actions are a means to achieve a specific goal, so he experiences positive emotions upon achieving the result, and not at the moment of aggressive actions.

Passive-aggressive behavior is characterized by whims, stubbornness, a desire to subjugate others, and an unwillingness to maintain discipline.

Infantile aggressiveness manifests itself in the child’s frequent quarrels with peers, disobedience, making demands on parents, and the desire to insult others.

Defensive aggression is a type aggressive behavior, which manifests itself as normal (adequate response to external influence), and in a hypertrophied form, when aggression occurs in response to a variety of influences.

The occurrence of hypertrophied aggression may be associated with difficulties in decoding the communicative actions of others.

Demonstrative aggression is a type of provocative behavior aimed at attracting the attention of adults or peers. In the first case, the child uses verbal aggression in indirect form, which manifests itself in various statements in the form of complaints about a peer, in a demonstrative cry aimed at eliminating the peer. In the second case, when children use aggression as a means of attracting the attention of peers, they most often use physical aggression - direct or indirect, which is involuntary, impulsive in nature (directly attacking another, threats and intimidation - as an example of direct physical aggression or destruction products of the activity of another child in the case of indirect aggression).

Purposeful hostile aggression is a type of childhood aggressiveness where the desire to harm another is an end in itself. Aggressive actions of children, bringing pain and humiliation to peers, do not have any visible goal - neither for others, nor for themselves, but imply pleasure from causing harm to others. Children use mainly direct physical aggression, while their actions are particularly cruel and cold-blooded, and there are absolutely no feelings of remorse.

Psychomotor disorders include: 1. amyia, lack of expressiveness of the facial muscles, observed in some diseases of the central or peripheral nervous system; 2. hypomimia, a slight decrease in the expressiveness of facial expressions; 3. inexpressive pantomime.

As T.I. Babaeva emphasizes, the condition for the socio-emotional development of a child is his “ability to “read” the emotional state of the people around him, to empathize and, accordingly, to actively respond to it.” Therefore, disorders in the emotional development of a preschooler include difficulties in adequately determining the emotional states of people, since in the practice of teaching and raising children, the task of forming emotionality is solved only in fragments, and primary attention is paid to the development thought processes. One of the reasons for this situation is the lack of coverage of the issue of emotional impact.

Disorders of emotional development in preschool age are caused by two groups of reasons:

Constitutional reasons (type of the child’s nervous system, biotonus, somatic features, that is, disruption of the functioning of any organs).

Features of the child’s interaction with the social environment. A preschooler has his own experience of communicating with adults, peers and a particularly significant group for him - the family, and this experience can be unfavorable: 1) if the child is systematically subjected to negative evaluations from an adult, he is forced to repress into the unconscious a large amount of information coming from the environment . New experiences that do not coincide with the structure of his “I-concept” are perceived negatively by him, as a result of which the child finds himself in a stressful situation.

2) With dysfunctional relationships with peers, emotional experiences, characterized by severity and duration: disappointment, resentment, anger.

3) Family conflicts, different demands on the child, misunderstanding of his interests can also cause him negative experiences. The following types of parental attitudes are unfavorable for the emotional and personal development of a preschooler: rejection, overprotection, treatment of the child according to the principle of a double bond, over-demandingness, avoidance of communication, etc. Among the emotional traits that develop under the influence of such parental relationships, aggressiveness, self-aggressiveness, lack of ability to emotionally decenter, feelings of anxiety, suspiciousness, emotional instability in communicating with people. Whereas close, intense emotional contacts, in which the child is “the object of a friendly, but demanding, evaluative attitude, ... form confidently optimistic personal expectations in him.”

Of course, all loving parents care about the health of their children. However, often mothers and fathers pay attention exclusively to physical development child, for some reason without giving proper care emotional state baby. But emotions play a significant role in a person’s life. Emotions appear from the first days of a baby’s life; with their help, the child communicates with his parents, making it clear that he is upset, in pain, or feels good.

As the child develops, his emotions also undergo changes and it is important to prevent emotional disturbances in children during this period. The baby learns not only to speak, walk or run, but also to feel. From the simple emotions that he experiences in infancy, he moves on to a more complex sensory perception, and begins to get acquainted with the entire emotional palette.

As a child gets older, he not only tells his parents that he is feeling uncomfortable because he is hungry or has a stomach ache, but he also begins to show more complex emotions.

Like an adult, a baby learns to be happy, delighted, sad, surprised or angry. True, the main difference between a five-year-old child and one year old baby is not only that he knows how to feel “widely”, but also that he knows how to control his emotions.

IN modern society Experts are increasingly trying to draw attention to such a serious problem as emotional disorders in children.

Causes and consequences of emotional disorders in children

According to medical statistics, in 50% of cases of emotional disturbances in children who have graduated junior school, are expressed in the development of nervous diseases. This is a very alarming result, especially considering the fact that we are talking about nervous diseases children who have not yet reached 16 years of age.

Child psychologists believe that the main causes of emotional disorders in children can be:

• illnesses and stress suffered in childhood;
• features of the child’s physical and psycho-emotional development, including delays, impairments or retardation in intellectual development;
• microclimate in the family, as well as the characteristics of upbringing;
• social and living conditions of the child, his close environment.

Emotional disorders in children can be caused by other factors. Eg, psychological trauma children's body may be affected by the films he watches or computer games which he plays. Emotional disturbances in children they most often appear in turning points development.

A striking example of such mentally unstable behavior is the so-called “adolescent age”. Young people always rebel, but this is especially noticeable in adolescence when the child begins to decide on his desires and evaluates his own capabilities.

The most common manifestations of emotional disorders in children are:

• general anxiety of the child, as well as the presence of fears and excessive timidity;
• emotional exhaustion;
• aggression, sometimes without cause;
• problems communicating and interacting with other children or adults;
• depression.

Correction of emotional-volitional disorders in children

Before talking about methods of correction emotionally volitional violations in children, it is worth defining this problem. The emotional-volitional sphere, or in other words, the psycho-emotional state of a person represents the dynamics of the development of his feelings, as well as emotions. Therefore, emotional-volitional disorders in children are nothing more than mental state disorders.

When the emotional sphere is disturbed, children develop a feeling of severe anxiety or apathy, the mood becomes gloomy and the child withdraws into himself, begins to show aggression or become depressed. In order to improve the condition of a child suffering from emotional disturbances, you should contact a specialized specialist. He, in turn, will begin individual or group work with the child, and will also tell parents how to behave correctly if the child is mentally unstable.

Psycho-emotional disorders can be successfully treated if detected early and with a competent approach to their correction.

Some tips for parents who are faced with emotional disturbances in children:

• When communicating with an injured child, try to remain absolutely calm and show your friendly attitude;
• communicate with your child more often, question him, empathize, in general, be interested in what he feels;
• play or do physical labor together, draw, pay more attention to the child;
• be sure to monitor your children’s daily routine;
• try not to expose your child to stress and unnecessary worries;
• watch what your child watches; violence on the TV screen or in a computer game will only worsen emotional disturbances;
• support the child, help build self-confidence.

A child psychologist will help eliminate emotional disturbances in children, who, using special educational games, will explain to the child how to properly respond to stressful situations and control their feelings. However, parental involvement in treatment psycho-emotional disorders No one can replace children, since kids trust their parents and, of course, follow their example.

Therefore, if in the future you want to avoid developing severe mental illness in a child, then immediately begin to take an active part in his treatment.

The decisive factor in the correction of psycho-emotional disorders is attention from adults. Learn to pay more attention to your child, help him understand his feelings and emotions. You should not demand that your child stop worrying, but you should support him in any worries and help him understand difficult emotions. Patience, care and boundless parental love will help preserve mental health your children.

Often, parents’ care is mainly concentrated in the area of ​​children’s physical health, when sufficient attention is not paid to the child’s emotional state, and some early alarming symptoms disturbances in the emotional-volitional sphere are perceived as temporary, characteristic of age, and therefore harmless.

Emotions play a significant role from the very beginning of a baby’s life, and serve as an indicator of his attitude towards his parents and what surrounds him. Currently, along with general health problems in children, experts note with concern the increase in emotional-volitional disorders, which result in more serious problems in the form of low social adaptation, propensity to antisocial behavior, learning difficulties.

External manifestations of disorders of the emotional-volitional sphere in childhood

Despite the fact that you should not independently make not only medical diagnoses, but also diagnoses in the field psychological health, and it is better to entrust this to professionals, there are a number of signs of disturbances in the emotional-volitional sphere, the presence of which should be the reason for contacting specialists.

Violations in the emotional-volitional sphere of a child’s personality have characteristics age-related manifestations. So, for example, if adults systematically note their baby’s early age behavioral characteristics such as excessive aggressiveness or passivity, tearfulness, “getting stuck” on a certain emotion, then it is possible that this early manifestation emotional disorders.

In preschool age, the above symptoms may be supplemented by the inability to follow norms and rules of behavior and insufficient development of independence. At school age, these deviations, along with those listed, can be combined with self-doubt, violation social interaction, decreased sense of purpose, inadequate self-esteem.

It is important to understand that the existence of disorders should be judged not by the presence of a single symptom, which may be the child’s reaction to a specific situation, but by the combination of several characteristic symptoms.

The main external manifestations are as follows:

Emotional tension. With increased emotional tension, in addition to well-known manifestations, difficulties in organizing mental activity and a decrease in play activity characteristic of a particular age can also be clearly expressed.

• The rapid mental fatigue of a child in comparison with peers or with earlier behavior is expressed in the fact that the child has difficulty concentrating, he may demonstrate a clear negative attitude towards situations where the manifestation of thinking and intellectual qualities is necessary.
• Increased anxiety. Increased anxiety, in addition to the known signs, can be expressed in avoidance of social contacts and a decrease in the desire to communicate.
• Aggressiveness. Manifestations can be in the form of demonstrative disobedience to adults, physical aggression and verbal aggression. Also, his aggression can be directed at himself, he can hurt himself. The child becomes disobedient and with great difficulty succumbs to the educational influences of adults.
• Lack of empathy. Empathy is the ability to feel and understand the emotions of another person, to empathize. In case of disturbances in the emotional-volitional sphere, this symptom is usually accompanied by increased anxiety. Failure to empathize may also be a worrying sign mental disorder or intellectual retardation.
• Unpreparedness and unwillingness to overcome difficulties. The child is lethargic and does not enjoy contact with adults. Extreme manifestations of behavior may look like complete ignoring of parents or other adults - in certain situations the child can pretend that he does not hear the adult.
• Low motivation to succeed. A characteristic feature low motivation for success is the desire to avoid hypothetical failures, so the child takes on new tasks with displeasure and tries to avoid situations where there is even the slightest doubt about the result. It is very difficult to persuade him to try to do anything. A common answer in this situation is: “it won’t work,” “I don’t know how.” Parents may mistakenly interpret this as a manifestation of laziness.
• Expressed distrust of others. It can manifest itself as hostility, often accompanied by tearfulness; school-age children can manifest it as excessive criticism of the statements and actions of both peers and surrounding adults.
• Excessive impulsiveness of a child, as a rule, is expressed in poor self-control and insufficient awareness of his actions.
• Avoiding close contacts with other people. A child may repel others with remarks expressing contempt or impatience, insolence, etc.

Formation of the emotional-volitional sphere of the child

Parents observe the manifestation of emotions from the very beginning of the child’s life; with their help, communication with parents occurs, so the baby shows that he feels good, or he experiences unpleasant sensations.

Later, as the child grows up, problems arise that he has to solve with varying degrees of independence. Attitude to a problem or situation causes a certain emotional response, and attempts to influence the problem cause additional emotions. In other words, if a child has to show arbitrariness in carrying out any actions, where the fundamental motive is not “I want”, but “I need”, that is, volitional effort will be required to solve the problem, in fact this will mean the implementation of a volitional act.

As we grow older, emotions also undergo certain changes and develop. Children at this age learn to feel and are able to demonstrate more complex manifestations of emotions. The main feature of the correct emotional-volitional development of a child is the increasing ability to control the manifestation of emotions.

The main causes of violations of the emotional-volitional sphere of the child

Child psychologists place special emphasis on the statement that the development of a child’s personality can occur harmoniously only with sufficient trusting communication with close adults.

The main causes of violations are:

1. suffered stress;
2. retardation in intellectual development;
3. lack of emotional contacts with close adults;
4. social and everyday reasons;
5. films and computer games not intended for his age;
6. a number of other reasons that cause internal discomfort and feelings of inferiority in the child.

Violations of the children's emotional sphere manifest themselves much more often and more vividly during periods of so-called age crises. Vivid examples such points of growing up there may be crises of “I myself” at age three years and the “Crisis of adolescence” in adolescence.

Diagnosis of disorders

To correct disorders, timely and correct diagnosis is important, taking into account the causes of the development of deviations. Psychologists have a range of special techniques and tests for assessing the development and psychological state child, taking into account his age characteristics.

For preschoolers, as a rule, they are used projective techniques diagnostics:

• drawing test;
• Luscher color test;
• Beck Anxiety Scale;
• questionnaire “Well-being, activity, mood” (SAM);
• test school anxiety Phillips and many others.

Correction of disorders of the emotional-volitional sphere in childhood

What to do if the baby’s behavior suggests the presence of such a disorder? First of all, it is important to understand that these violations can and should be corrected. You should not rely only on specialists; the role of parents in correcting the behavioral characteristics of the child’s character is very important.

An important point in laying the foundation for a successful resolution of this problem is the establishment of contact and trust between parents and the child. In communication, you should avoid critical assessments, show a friendly attitude, remain calm, praise adequate manifestations of feelings more, you should be sincerely interested in his feelings and empathize.

Contact a psychologist

To eliminate disturbances in the emotional sphere, you should contact child psychologist, which, with the help of special classes, will help you learn how to react correctly when stressful situations and control your feelings. Also important point is the work of a psychologist with the parents themselves.

Psychology currently describes many methods for correcting childhood disorders in the form of play therapy. As you know, the best learning occurs with the involvement of positive emotions. Teaching correct behavior is no exception.

The value of a number of methods lies in the fact that they can be successfully used not only by specialists themselves, but also by parents interested in the organic development of their baby.

Practical correction methods

These are, in particular, the methods of fairy tale therapy and puppet therapy. Their main principle is the child’s identification with a fairy tale character or his favorite toy during the game. The child projects his problem onto the main character, the toy and, during the game, resolves them according to the plot.

Of course, all these methods imply the obligatory direct involvement of adults in the game process itself.

If parents in the process of upbringing pay sufficient and due attention to such aspects of the development of the child’s personality as the emotional-volitional sphere, then in the future this will make it much easier to survive the period of teenage personality formation, which, as many know, can introduce a number of serious deviations in the child’s behavior.

The work experience accumulated by psychologists shows that not only taking into account the characteristics age development, thorough selection diagnostic techniques and technician psychological correction, allows specialists to successfully solve problems of violation of the harmonious development of the child’s personality, decisive factor In this area, parental attention, patience, care and love will always be present.

Psychologist, psychotherapist, personal well-being specialist

Svetlana Buk

Similar articles

There are no similar entries.

1. Question:
   Hello! Our child was diagnosed with a violation of the emotional-volitional sphere of the sphere. What to do? He’s in 7th grade, I’m afraid if we send him to homeschooling he’ll get even worse.
   Answer:
   Hello, dear mom!

   A child with a violation of the emotional-volitional sphere may have melancholy, depression, sadness or a painfully elevated mood up to euphoria, attacks of anger or anxiety. And all this within one diagnosis.

   A competent psychotherapist works not with a diagnosis, but with a specific child, with his individual symptoms and situation.

   First of all, it is important for you to level out your condition. Parents' fears and concerns negatively affect any child.

   And make corrections and solve the problem. Translation to home schooling- this is only an adaptation to the problem (i.e., a way to somehow live with it). To solve it, you need to work together with medical care come to an appointment with a psychologist-psychotherapist.

   
   

2. Question:
   Hello. I am a mother. My son is 4 years 4 months old. At first we were diagnosed with STD, yesterday a neurologist removed this diagnosis and diagnosed it as ‘a disorder of the emotional sphere against the background of the development of the emotional sphere’. What should I do? How to correct? And what literature do you recommend for behavior correction? My name is Marina.
   Answer:
   Hello, Marina!
   Imagine that your smartphone or TV somehow doesn’t work properly.
   Would it even occur to anyone to start repairing these devices using books or recommendations from specialists (take a soldering iron and replace transistor 673 and resistor 576). But the human psyche is much more complex.
   Here we need versatile sessions with a psychologist-psychotherapist, speech therapist, speech pathologist, and psychiatrist.
   And the earlier you start classes, the more effective the correction will be.

   
   

3. Question:
   Which ones exist? diagnostic techniques to identify disorders in the emotional-volitional sphere of children 6 - 8 years old?

   Answer:
   Classification by M. Bleicher and L.F. Burlachuk:
   1) observation and related methods (biography study, clinical conversation, etc.)
   2) special experimental methods (modeling of certain types of activities, situations, some instrumental techniques, etc.)
   3) personality questionnaires (methods based on self-esteem)
   4) projective methods.

   
   

4. Question:
   Hello Svetlana.
   I have observed the disorders of the children's emotional sphere described in this article in many children, approximately 90% - aggressiveness, lack of empathy, reluctance to overcome difficulties, reluctance to listen to others (headphones are now very helpful in this) these are the most common. The rest are less common but present. I am not a psychologist and I may be mistaken in my observations, so I want to ask: is it true that 90% of people have disturbances in the emotional-volitional sphere?

   Answer:
   Hello dear reader!
   Thank you for your interest in the topic and your question.
   The manifestations you have noticed - aggressiveness, lack of empathy, reluctance to overcome difficulties, reluctance to listen to others - these are just signs. They may serve as a reason to contact a specialist. And their presence is not a reason for diagnosing “Violations of the emotional-volitional sphere.” To one degree or another, every child tends to experience aggression, for example.
   And in this sense, your observations are correct - most children show the above symptoms from time to time.

   
   

5. Question:
   Hello Svetlana!
   I would like to consult you about my son’s behavior. We have a family of grandparents, son and me (mother). My son is 3.5 years old. I am divorced from my father; we separated from him when the child was a little over a year old. We don't see each other now. My son was diagnosed with dysarthria, his intellectual development is normal, he is very active and sociable, but in the emotional and volitional sphere there are serious disorders.
   For example, it happens that he pronounces (in kindergarten one boy started doing this) sometimes some syllable or sound repeatedly and monotonously, and when he is told to stop doing this, he may start doing something else out of spite, for example, making a face ( how he was forbidden to do so). At the same time, in a calm tone, we explained to him that this is what “sick” boys or “bad” boys do. At first he begins to laugh, and after another explanation and reminder that this may be fraught with some kind of punishment, especially when an adult breaks down and raises his tone, crying begins, which abruptly gives way to laughter (definitely, already unhealthy), and so laughter and crying can change several times within minutes.
   We also observe in our son’s behavior that he can throw toys (often (in the sense of a month or two), breaks a car or toys, abruptly throwing and breaking them. At the same time, he is very naughty (hears, but does not listen), often every day brings close people.
   We all love him very much and want him to be a healthy and happy boy. Tell me, please, what should we do in such a situation when he does something out of spite? What conflict resolution methods do you recommend? How can I wean my son from the habit of pronouncing these “articulate sounds”?
   My grandparents are intelligent people; I have the education of a teacher, economist, and educator. We turned to a psychologist about a year ago, when this picture was just beginning to appear. The psychologist explained that these are signs of a crisis. But, having currently been diagnosed with dysarthria, we are forced to explain his behavior differently, which, by the way, has not improved, despite our implementation of the psychologist’s advice, but has worsened.
   Thank you in advance
   Best regards, Svetlana

   Answer:
   Hello Svetlana!

   I recommend that you come for a consultation.
   We can contact you in advance via Skype or phone.
   It is important to switch the child and distract him with some interesting activity at such moments.
   Punishments, explanations and raising the tone are not effective.
   You write “despite our following the psychologist’s advice” - what exactly did you do?

   
   

Every parent wants their child to grow up happy and prosperous. To do this, the baby must be surrounded by attention and experience only positive emotions. However, we live in a society where there is room for negativity. There is no escape from this. And no matter how much you protect your child, sooner or later the child will encounter negativity, as a result of which he will experience negative emotions. Let's figure out what negative emotions will face your baby as he grows up, and how to correct them correctly negative impact on his psyche.

Emotional disorders in children

Children's emotions, like the emotions of an adult, are directly related to inner world little man, his experiences and perceptions of different life situations. The most common disorders of the emotional sphere in children are states of affect, frustration, fears, hyperbulia, hypobulia, abulia, obsessive and compulsive attraction. Let's try to figure out what their meaning is.

Affect

The most common disorder of emotional development is a state of passion, which usually occurs in stressful situations for the child (changes in daily routine, lifestyle, moving, family quarrels or parental divorce). Affective states are characterized by short duration and very violent manifestations. There may be a malfunction in the functioning of internal organs, loss of control over actions and emotions. All this negatively affects the baby’s well-being.

Frustration

The emotional state of any child depends on his age. At every age stage, children experience personal crises. As children develop, new needs are formed that have emotional component. If upon completion of a certain age stage need is not met or long time is suppressed, the child falls into a state of frustration. This is a disorder of a psycho-emotional nature, meaning insurmountable difficulties on the way to satisfying needs and desires. Frustration can manifest itself in the form of aggression or depression. The reasons for such a violation are most often the child’s dissatisfaction with communication with parents and peers, a lack of human warmth and affection, as well as an unfavorable situation in the family.

Fears

The third common psycho-emotional disorder is fear. This condition means the presence of an imaginary or real threat existence this person. Fears can appear in children of almost any age, depending on accumulated experience, level of independence, imagination, sensitivity and anxiety. Fears often plague shy and insecure children. Science identifies concrete and symbolic types of fears. Specific fears are caused by certain creatures or objects in everyday life (for example, dogs, cars, or a running vacuum cleaner). As a rule, by the age of three, children already calmly react to most stimuli, especially if they are often confronted with them. However, at this age symbolic fears may appear, which have an indefinite form and are more like fantasies. There are also fears that arise from developed imagination in children, these are fears associated with the heroes of fairy tales, the dark empty room and others.

Hyperbulia, hypobulia and abulia

Hyperbulia is an increased craving for something (for example, gluttony or gambling addiction). Hypobulia is, on the contrary, a condition general decline will and desires, manifested in a lack of need for communication and a painful attitude towards the need to maintain a conversation. Such children are completely immersed in their suffering and simply do not notice those around them. Abulia is a syndrome sharp decline will, the most difficult condition.

Obsessive and compulsive attraction

The child can briefly control his obsessive desire depending on the situation. However, at the first opportunity, he will satisfy his need, having previously experienced strong negative experiences (for example, if a person suffers obsessive fear contamination, then he will definitely wash his hands thoroughly when no one will see him). Compulsive drive is an extreme degree of obsessive desire, it is comparable to instincts that a person seeks to immediately satisfy, even if this is followed by punishment. Children with emotional disturbances often become unsociable, uncommunicative, capricious, stubborn, aggressive, or, on the contrary, deeply depressed.

Correction of emotional disturbances

Correcting emotional disturbances is an important aspect in raising a child. Using psychological methods correctly, you can not only level out disturbances in the child’s emotional sphere, but also mitigate emotional discomfort, develop independence, and fight aggression, suspiciousness and anxiety that are characteristic of an unstable child’s psyche. Today, all violations of the emotional-volitional sphere are corrected using two approaches: psychodynamic and behavioral. The psychodynamic approach is designed to create conditions that remove external social barriers to the development of internal conflict. The methods of this approach are psychoanalysis, family psychocorrection, games and art therapy. The behavioral approach helps the child learn new responses. Within this approach, methods of behavioral training and psychoregulatory training work well.

Various emotional and volitional disorders in varying degrees amenable to one or another treatment method. When choosing a method of psychocorrection, you need to proceed from the specifics of the conflict that affects the well-being of the child. Game correction methods are considered the most common and effective, since play is natural shape activities of kids. Role-playing games help correct the child’s self-esteem and form positive relationships with peers and adults. The main task of dramatization games is also the correction of the emotional sphere. As a rule, such games are built in the form of fairy tales familiar to the child. The child not only imitates the character, but also identifies him with himself. Of particular importance are outdoor games (tag, blind man's buff), which provide emotional release and develop coordination of movements. The method of art therapy based on fine art is also popular today. The main goal of art therapy is to develop self-expression and self-knowledge. Most often, this method is used to correct fears in children and adolescents.