Characteristics of a difficult student. Characteristics of a student with inappropriate behavior
- Student's name.
- Date of birth.
- State of health.
- Psychological characteristics of a disadvantaged student. (Increased nervousness, low performance, fatigue, depression, increased excitability, inexplicable outbursts of anger, increased aggressiveness in behavior with peers, negativity towards teachers, refusal to make contact).
- Parents (full name, year of birth, place of work, education).
- Family conditions.
- Family relationships.
- Prosperous family (parents lead correct image life, take raising children seriously, the emotional atmosphere of the family of a student at risk is positive, parents are aware of all the child’s school events).
- Dysfunctional family (parents avoid raising children, harsh treatment of children, no uniform requirements from parents, parents lead an unhealthy lifestyle, abuse alcohol, are not involved in raising children, are not interested in school performance and the interests of the child, there is a dysfunctional emotional atmosphere in the family).
- The nature of the relationship between parents and child (mutual respect, dictate of parents, excessive guardianship, giving complete freedom to the child).
- Organization of work and rest of the child (assignments and responsibilities in the family, adherence to the daily routine, assistance and control in completing homework, spending weekends, organizing summer holidays).
- Educational activities:
- student's performance in subjects;
- attitude towards learning: positive, negative.
- student's intellectual capabilities: high, average, low.
- Class position:
- Student position with bad behavior in a team: leader, follower. Who in the class is he friends with?
- Manner and style of communication with others.
- Attitude to social activities and socially useful work. (Willingly carries out instructions, approaches responsibly, without interest, refuses, takes an active part in school events, is indifferent to school events, refuses to participate)
- Hobbies (activities in free time, visiting hobby groups and sections at school and preschool educational institutions).
- Child's self-esteem:
- level of self-esteem: adequate, overestimated, underestimated.
- Attitude to public opinion:
- strives to correct shortcomings, take into account comments, wants to become better;
- understands criticism, agrees with it, but does not correct itself;
- does not pay attention to criticism, does not want to change behavior;
- opposes comments, argues sharply, and does not demonstratively change his behavior.
- Pathological attractions of the student for deviant behavior: smoking, drinking alcohol, using drugs.
15. Is registered at the dispensary, at the IDN, at the High School and about what.
Characteristic
students of ___ class (name of school)
Student's full name date of birth
Place of residence:__________________________.
The name is brought up in an incomplete large family.
The name has been studying at (school name) since _______. During this time, the name has established itself as a weak student with deviant behavior.
The name always comes to school in an unkempt state: clothes and shoes are dirty, hands are not well-groomed, hair is not styled, and he neglects to comply with sanitary and hygienic standards.
The name is not interested in getting an education, educational process treats with disdain. She is passive in class, inattentive, and does not do her homework. In class, he disrupts discipline: he talks, gets distracted, and interferes with teachers and classmates. Homework does not write down in the diary and does not carry out. He does not bring school supplies to class: there are no textbooks, notebooks or stationery. Systematically misses lessons without a good reason, runs away from lessons, is late for lessons, during a lesson he may ask permission to go to the toilet and simply walk around the school until he receives a reprimand from a teacher or a school administration employee.
For __ quarter/____ half year _____ academic year name has unsatisfactory grades in ____ subjects: name of subjects. On at the moment the situation does not change in positive side. Preliminary performance for ___ quarter/ ______ half-year: _______, because (indicate the reason).
In communication he shows aggression, provoking conflict not only with classmates, but also with teachers. Capable of insulting your interlocutor. Communicates rudely with peers. He reacts violently to comments on his behavior, blaming others for everything and creating conflict situation with classmates. The name never admits its guilt, shifts it onto others.
When communicating with adults, he shows tactlessness, rudeness, ignorance, and answers questions from teachers or school staff by shouting.
The name constantly deceives teachers and the class teacher.
The name has been reported for theft. List reported cases.
The name may take other people's things without permission, claiming that these things were given to her by acquaintances or friends.
The name is prone to vagrancy. He may leave class but not come home, or leave home for school but not come to class. Tends to spend the night with friends or acquaintances without warning the parent. She ran away from home several times, was wanted, and the police brought her name home.
The name was caught deliberately damaging school property.
The name has been seen drinking alcoholic beverages and also smoking.
Repeated conversations at prevention councils, with the director and school administration, with a social pedagogue, with employees of the KDN and ZP positive results they don't give it. The name every time promises to improve grades, work in class, not miss classes and control his behavior, but he does not fulfill his promises.
The specification is provided where required.
Director
Homeroom teacher
CHARACTERISTICS OF A DIFFICULT TEENAGER
- The student's health and development status (to be completed jointly with the school doctor).
- General assessment of the student’s health (according to the medical record):
____________________________________________________________________________________________________________________________________
1.2. Signs increased nervousness: none; increased fatigue, decreased performance, depressed mood, increased excitability, outbursts of anger, aggressiveness towards peers, aggressiveness towards teachers, refusal of contacts, common affairs, tendency to destructive actions, sadism, other signs:
1.3. Pathological attractions:
Smokes (does not smoke, smokes occasionally, systematically);
Drinks alcohol (does not drink, drank once, regularly);
Used toxic drugs (does not use, used once, systematically).
1.4. He is registered at the dispensary, for which reason
- Psychological atmosphere of the family:
– favorable,
– unfavorable,
- extremely unfavorable.
2.1. Information about parents (father, mother):
education _____________________________________________________
profession, place of work __________________________________________
2.2. Other family members_________________________________________________
________________________________________________________________
2.3. Family type:
Prosperous (parents are morally stable, master the culture of education, the emotional atmosphere of the family is positive);
Unfavorable, including:
Pedagogically incompetent (parents do not know the culture of education); signs: lack of unity of requirements, the child is neglected, abuse, systematic physical punishment, low awareness of the child’s interests and behavior outside of school),
Morally dysfunctional (asocial; parents lead an immoral lifestyle: they drink, are parasites, run a brothel, have a criminal record, do not raise children),
Conflict (there is a dysfunctional emotional atmosphere in the family. There are constant conflicts between parents, parents are highly irritable, cruel, intolerant)
2.4 The nature of the relationship between parents and child:
Family dictatorship (systematic suppression of the child’s initiative and self-esteem);
Excessive care (satisfying all the child’s needs, protecting him from difficulties, worries, efforts);
Connivance (avoidance from active participation in raising a child, passivity, recognition of the child’s complete autonomy);
Cooperation (relationship) mutual respect, sharing joys, sorrows, etc.)
__________________________________________________________________
2.5 Organization of work and rest schedule:
What responsibilities does __________________________________ perform in the family?
__________________________________________________________________
does he follow a daily routine _____________________________________________________
who helps and monitors homework and to what extent _________________________________________________________________
____________________________________________________________________________________________________________________________________
How is student communication organized in the family during leisure time, summer holidays, parental leave ___________________________________________
__________________________________________________________________
- Features of educational activities:
3.1. Student performance _____________________________________________
3.2. Attitude to teaching: positive, neutral, indifferent, negative.
3.3. Intellectual capabilities of the student: high, average, low.
3.4. Motives for learning: cognitive interest in subjects, awareness of the need to study in school age, the desire for self-affirmation in a peer group.
4. Position in the class team, attitude towards the team:
4.1. The student’s position in the team: leader (star), preferred, accepted, rejected, isolated.
4.2. Who in the class are you closest to? The nature of mutual influence.
______________________________________________________________________________________________________________________________________________________________________________________________________
4.3. Relationships with other classmates: businesslike, smooth, friendly, warm, conflictual, does not communicate with anyone._________________
__________________________________________________________________
4.4. Manner, style of communication with others:
Dominant style (self-confident, strives to impose his opinion, easily interrupts, but does not allow himself to be interrupted, does not easily admit that he is right);
Non-dominant style (shy, easily admits being wrong, needs encouragement when talking);
Extrovert (constantly focused on communication, easily makes contact, curious, open, full of attention to others);
Introvert (not inclined to make contacts, withdrawn, prefers activity to communication, taciturn in conversation).
4.5. Attitude to public opinion:
Active – positive (strives to correct shortcomings, take into account comments, etc.);
Passive – positive (understands criticism, agrees with it, but does not correct shortcomings);
Indifferent (does not respond to criticism, does not change behavior);
Negative (argues, disagrees with comments, does not change behavior).
5. Attitude to social activities and socially useful work:
5.1. Attitude to public assignments: readily, without visible interest, refuses.
5.2. Carrying out public assignments: in good faith, in bad faith, according to mood, under pressure, with initiative.
5.3. Attitude to the labor affairs of the class: takes an active part, is indifferent, demonstratively refuses.
5.4. Attitude to physical labor:
Positive (hard work, often prefers physical activities to mental ones, has golden hands);
Indifferent (does not highlight physical labor as interesting activity, does not refuse it, but carries it out without initiative);
Negative (lazy, works dishonestly, under pressure, has a high, disdainful attitude towards the physical).
5.5 Attitude towards public property: treats it thriftily. Businesslike, indifferent, demonstratively dismissive, even to the point of deliberate damage to property.
6.1 Shows interest in activities: physical, mental work, technical, socio-political, organizational, artistic (artistic, literary, musical, choreographic, etc.), sports activities.
6.2. What circles (sections) does he belong to? _________________________
____________________________________________________________________________________________________________________________________
6.3. cultural outlook:
Does and how often does he visit theaters, museums, exhibitions _________________
__________________________________________________________________
What are the reader's interests, what kind of literature does he prefer, regularity of reading (doesn't read books, reads occasionally, reads systematically).__________________________________________________________
__________________________________________________________________
7. Features of the student’s sphere of free communication:
7.1. How much time is devoted to “street” communication during the week, the hours of arriving home in the evening. _______________________________________
__________________________________________________________________
7.2. Who does he have friendships with outside of class, what impact do they have on the student?_________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________
7.3. A permanent or preferred place of “street communication” (club, courtyard, entrance, etc.). ______________________________________________________________
__________________________________________________________________
7.4. The content of communication in street games: working with equipment, motor vehicles, going to the movies, playing the guitar, listening to music records, talking in different topics, aimless pastime, drinking, smoking, gambling etc._______________
__________________________________________________________________
8. Personal self-esteem:
8.1. Level of self-esteem:
Adequate (correctly assesses one’s positive and negative qualities, personal capabilities and achievements);
Overstated (uncritical of oneself, exaggerates one’s achievements);
Understated (overly self-critical, underestimates one’s positive qualities and personal achievements).
8.2. What traits would you like to have, and which ones would you like to get rid of?
____________________________________________________________________________________________________________________________________
9. Features of behavior:
9.1. Positive student behavior. How often do they occur? ______
______________________________________________________________________________________________________________________________________________________________________________________________________
Possible motives for committing them ___________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________
9.2. Negative actions (misconduct0, their manifestations (episodically, systematically).
Their character: rudeness, absenteeism, being late for lessons, violations of discipline in the classroom, refusal of demands, assignments, does not work in class during lessons.
9.3. Student offenses: theft, extortion from the younger and weaker, beating the younger and weaker, incitement to violence, cruelty to animals, display of sadistic tendencies, gross violations of public order (hooliganism).
9.4. Attitude towards one’s actions: indifferent, worried, justifies. Condemns.
9.5. How he reacts to pedagogical influences: with bitterness, indifference, understands and tries to fulfill the requirements.
9.6. Registered with the IDN ________________________________________
__________________________________________________________________
inside the school ______________________________________________________________
____________________________________________________________________________________________________________________________________
Psychological and pedagogical characteristics of aggressive behavior of schoolchildren
As a rule, the most typical deviations from the norm are observed in the behavior of children who are aggressors and outsiders. Let's look at some indicators of this behavior.
Memo for parents
Outsider
does not bring home any of his classmates or peers and constantly spends his free time at home completely alone;
does not have close friends with whom he spends his leisure time (sports, computer games, music, long conversations on the phone);
classmates rarely invite him to birthdays, holidays, or, he himself does not invite anyone to his place, because he is afraid that no one will come;
in the morning he often complains of headaches, an upset stomach, or comes up with some reason not to go to school;
thoughtful, withdrawn, eats without appetite, sleeps restlessly, cries or screams in his sleep;
he has a pessimistic mood, may indicate that he is afraid to go to school or will commit suicide;
looks like a loser, his behavior shows sudden changes in mood. Anger, resentment, irritation, takes out on parents, relatives, weaker objects ( younger brothers and sisters, pets);
begs or secretly steals money without clearly explaining the reason for his offense. Particular concern should be shown if large sums of money disappear, expensive things, decorations. The money can be used to pay off extortionists, buy alcohol, drugs;
comes home with minor abrasions and bruises, his things look as if someone wiped the floor with them. Books, notebooks, and school bags are in disrepair;
chooses an unconventional route to school.
Aggressor
hot-tempered, unbalanced (fights, calls names, sneaks, bites);
a typical aggressor, as a rule, is a child who is more physically developed than his peers, has problems with academic performance, and is brought up in a dysfunctional family;
a child with high self-esteem, constantly gets into disputes and conflicts with peers and adults;
V early age begins to exhibit antisocial behavior (smoking, skipping classes, trying alcohol, drugs, extorting money from classmates and younger schoolchildren);
brings home expensive trinkets, has his own money, without explaining the reason for their appearance;
groups with older teenagers;
has sadistic tendencies;
in the blink of an eye he goes from contentment to anger;
V the game imposes its own rules on friends;
is vindictive for minor insults, instead of forgetting them;
ignores directions and gets irritated easily;
will act as if he is looking for a reason to quarrel;
does not respect parents or does not consider them, especially mothers.
Memo for teachers and school administrations
Outsider
his school supplies (textbooks, notebooks, personal belongings) are often scattered around the classroom or hidden;
during lessons he behaves secretly, timidly; when he answers, noise, interference, and comments begin to spread in the class;
during recess, in the cafeteria, stays away from other schoolchildren, hides, runs away from peers and older students, tries to stay close to teachers and adults;
he is insulted, teased, given offensive nicknames, aggressive actions from
He reacts to other children with a stupid smile, tries to laugh it off, runs away, cries; as a rule, potential victims of aggression are physically weak, unathletic boys and girls who dress poorer than their peers;
gets along well with teachers and poorly with peers;
is late for the start of classes or leaves school late;
During group games, activities, he is ignored or chosen last.
Aggressor
in class he constantly attracts attention to himself, gets into arguments when receiving a negative mark, is quick-tempered and rude;
manipulates his circle of friends and acquaintances, many children are afraid of him or curry favor with him;
may lie or cheat to avoid responsibility for his actions;
there are complaints about his behavior from both children and adults;
cannot curb his temper the way his peers can;
skips school and is often in the company of peers from other schools or districts;
is part of a small deviant group terrorizing a classroom or school;
speculates on misunderstandings, hostile society, avoids socially useful activities, since this can be interpreted as a sign of weakness.
| Action program | Attitude towards others |
|
| Outsider | Sacrifices himself, suppresses his desires, feelings and emotions, suffers, experiences anxiety; allows others to make choices for themselves; avoids conflicts, does not achieve his goals | Feels sympathy, guilt or contempt towards rivals, achieves his goals through perseverance and integration outside of school |
| Aggressor | Achieves his goals at the expense of other children; prefers to demonstratively express his emotions and harm others, makes choices for others, or is insulting if his opinion is ignored | Feels like a winner, attacks more often than defends himself, like an outsider, may find himself isolated from peers |
| Confident child | Affirms own position; acts in its own interests; adequately expresses his feelings; respects the rights of other people, usually achieves his goals, maintains respect for himself and others | Feels respect for his needs and is able to openly express his thoughts and feelings; has the ability to achieve goals; endures conflict situations |
I.A. Furmanov believes that the aggressive behavior of a teenager, as a rule, is directed against adults and relatives. It is expressed in hostility, verbal abuse, arrogance, disobedience and negativism, constant lies, absenteeism and vandalism. Children with this type of disorder usually do not even try to hide their antisocial behavior. They often begin to get involved early sexual relations, smoking, drinking alcohol and drugs. Aggressive antisocial behavior can take the form of bullying, physical aggression and cruelty towards peers. In severe cases, behavioral disorganization, theft, and physical violence are observed.
Many of these children have problems social connections, which manifests itself in the inability to establish normal contacts with peers. These children may be autistic or isolated. Some of them are friends with much older or, conversely, younger than them, or have superficial relationships with other young people.
Most children classified as the aggressive solitary type have low self-esteem, although they sometimes project an image of cruelty. It is characteristic that they never stand up for others, even if it is beneficial to them. Their egocentrism manifests itself in their willingness to manipulate others in their favor, without the slightest attempt to achieve reciprocity. They are not interested in the feelings, desires and well-being of other people. They rarely feel guilt or remorse for their callous behavior and try to blame others. These children often experience frustration, have an exaggerated need for dependence, and do not obey discipline at all. Their lack of sociability manifests itself in excessive aggressiveness in almost all social aspects and in the lack of sexual inhibition. Such children are often punished.
TO Unfortunately, such punishments almost always increase expressions of rage that are maladaptive in nature, rather than helping to solve the problem. Basic distinctive feature Such aggressive behavior is a solitary, rather than group, activity.
In addition to the aggressive single type violation I.A. Furmanov identifies a group aggressive type. A characteristic dominant feature is aggressive behavior, manifested mainly in the form of group activity in the company of peers, usually outside the home. It includes truancy, acts of vandalism, physical violence or attacks on others, truancy, theft, and minor offenses and antisocial behavior.
An important and constant dynamic characteristic of this behavior is the significant influence of the peer group on the actions of adolescents and their extreme need for dependence, expressed in the need to be a member of the group. Therefore, children with such disorders usually make friends with their peers. They often show an interest in the well-being of their friends or members of their group and are not inclined to blame or report them. An essential feature of behavior disorder with rebellion and disobedience is defiant behavior with negativism, hostility, often directed against parents or teachers. These behaviors, which occur in other forms of conduct disorder, do not, however, include the more serious manifestations of violence against others. Diagnostic criteria for this type of behavioral disorders are: impulsiveness, irritability, open or hidden resistance to the demands of others, resentment and suspicion, ill will and vindictiveness.
Children with these signs argue with adults, lose patience, become easily irritated, scold, become angry, and become indignant. They often do not fulfill requests and demands, which provokes conflicts with others. They try to blame others for their own mistakes and difficulties. This almost always manifests itself at home and at school, when interacting with parents or adults, peers whom the child knows well.
Violations in the form of disobedience always interfere with normal relationships with other people and successful learning at school. Such children often have no friends, they are dissatisfied with the way their relationships with adults and peers develop. Despite normal intelligence, they do poorly in school or fail at all because they do not want to participate in anything. In addition, they resist demands and want to solve their problems without outside help. Psychologists have proven that aggressive child there are disturbances in the field of perception. These violations are more pronounced the more ambiguous the conflict situation is (when it is unclear whether it was created unintentionally or intentionally). Aggressive children tend to attribute bad intentions to others, while non-aggressive children see their actions as the result of their own mistakes. Insufficiency of cognitive processes includes: inability to empathize, limited possible strategies for overcoming conflicts, focusing on ultimate goal instead of thinking about intermediate steps, a lack of understanding of the motives that determine actions, as well as an insufficient level of self-control.
Children are characterized by self-destructive behavior, since, according to clinical observations of American psychologists, the instinct of self-preservation is finally formed in a person only by the age of 30. A teenager of 12-14 years old strives for rebellion, wants to be noticed, to be talked about, he especially violently opposes himself to adults in order to gnaw the umbilical cord of childhood. And if he succeeds, then it can be argued that the teenager himself ceases to feel like a child and becomes an adult. If he is kept from pubertal rebellion, the so-called freezing process occurs, i.e. Parents, teachers and other educators, trying to make a teenager sweet and obedient, drive him into a certain behavioral capsule, postponing protest behavior for later. A teenager who is “frozen” in this way, being already a mature young man, will show himself on the negative side and will rebel until he restores the balance between personal needs and social expectations.
According to the observations of the Norwegian scientist and teacher D. Olweus, boys more often act as aggressors than girls. Although girls show significantly less aggression and violence, this does not mean that they are not involved in conflict situations at all. V. Heitmeyer believes that modern girls are “closing the gap” and do not always behave only correctly and “exemplarily.” Girls are differently drawn into violent acts than boys: for example, as “behind-the-scenes forces” or as “spectators expressing approval with applause.” Observing the behavior of schoolchildren, one can establish that predominantly girls can be mean, insidious, cunning and treacherous. They secretly ridicule their classmates and make negative comments about them to teachers, mock boys they don't like, calling them "weaklings" and "mama's boys," and make disparaging remarks about their appearance and behavior. If in boys physical aggression predominantly dominates, then in girls indirect aggression and negativism come to the fore, manifested in gossip, “caustic remarks,” intrigue, “empty talk,” “whispering behind one’s back,” “manipulating the circle of friends and girlfriends,” and incitement, which sometimes provoke physical aggression from boys. Thus, girls project unfulfilled needs for power onto boys. They “force you to take decisive action,” “force you to fight,” while experiencing a sense of security and safety. Responses on their part are expressed in encouraging the winner or expressing pity for the loser.
In children, when making contact, aggression is a means of testing strength. By coming into contact with each other, they find out who can “eat” whom, after which the act of eating and subjugation is carried out immediately. The fact that the targets of violence from teenagers are peers, elementary school students and even teachers can be explained very simply - the easy availability of prey. American psychologist A. Toch proved that in children, verbal abuse especially often provokes aggressive behavior and the use of physical force if it threatens reputation, manhood and leads to public humiliation. The likelihood of using force in response to an insult is especially high when confrontation is difficult to avoid and when the behavior provoked is severe and repeated.
Aggressive behavior directed against peers is much more common than against adults. Firstly, the child encounters peers every day. Secondly, being weak himself, he looks for a victim who is obviously weaker than himself, which is generally typical for those who want to assert themselves. Aggressive boys are dominant. Aggressive girls are invisible and resourceful; aggression on their part can manifest itself in hidden form. They ridicule, tease, manipulate their circle of friends, spread rumors and incite other children against a person they do not like.
Conflicts between children arise not only in situations of competition and struggle for leadership, but also incompetent actions or assessments of teachers. Manifestation of aggressiveness in adolescence mainly depends on the reaction and attitude of parents and significant adults to certain forms of behavior. If parents and teachers do not notice or are tolerant of any manifestations of aggression, then symbolic forms of aggression arise as a result, such as stubbornness, irritability, anger, vandalism and other types of resistance.
Aggressive behavior observed in early childhood, in the future often leads to problems with school adaptation. Stubbornness, outbursts of rage, disobedience, quarrelsomeness, irritability, which appear at 4-6 years old, “ultimately pave the way” to destructive acts, including intimidation, vandalism, truancy and running away at 10-13 years of age. Children who have not received professional psychological counseling become teenagers and become involved in criminal activities and abuse toxic substances. They do poorly academically and are poorly accepted by their peers. Unlike others, they are more likely to experience depression and escape from reality.
“Difficult” children leave school due to at will or they are expelled for any disciplinary offenses. As noted by Yu.S. Pezhemskaya, the origins of a child’s aggressive behavior problems in 80% of cases lie in difficulties associated with his failure to study; a problematic family and school are a risk zone, a place for the transmission of negative social experience for a significant number of children.
8. Forms of aggressive behavior of deviant teenagers with character accentuations
Aggression is considered as one of the main biological functions, which determine an individual’s ability to take purposeful actions in the interindividual sphere. This function is subject to the influence of endogenous and exogenous factors of various natures and is capable of accepting both normal and pathological forms expressions in adolescents with deviant behavior. The psychodiagnostic method 13TA by G. Ammon (1990) uses the idea of three forms of aggression - “constructive”, “destructive” and “deficit”, which covers from a unified psychological and psychiatric perspective both its normal manifestations and pathological ones, or those associated with pathological factors of a personal nature.
9. PSYCHOLOGICAL AND PEDAGOGICAL APPROACHES TO PREVENTION AND CORRECTION OF AGGRESSIVE BEHAVIOR
Despite the established system of work on prevention emotional disturbances in children and adolescents, the number of schoolchildren experiencing behavioral problems caused by high level depression, stress, apathy, high levels of anxiety and fears (among them - fears of inadequacy, loneliness, death, etc.); high level of aggression, auto-aggression (aggression directed at oneself); strong feelings guilt and resentment. Hence - inadequate self-esteem (either underestimated or overestimated), negative self-attitude, and inconsistency of self-images. The specificity of this category of children is that they are in an acute emotional state. Without relieving the acute emotional state, overcoming the state of experiencing failure, without rehabilitating the “I,” it is impossible to correct behavior.
First step. When working with this category of schoolchildren, teachers need to achieve harmonization emotional sphere teenagers through the organization of various events and psychological events, where the student will receive a positive emotional experience, the teenager will have new friends, new interests, new opportunities:
School-wide events such as “Minute of Fame”, “Star Factory”, etc., in which these teenagers could express themselves and receive emotional reinforcement.
“Dating board” or “Our discoveries.” In each class, a board is organized on which information about the teenager is posted (photos, his creativity, his dreams, his circled hand, his wishes to classmates, a description of his preferences). The information must be emotionally positive. There may be room for feedback from classmates and teachers. All children in the class “pass” through the “Dating Board”.
“Star Day”, “Name Day”. Every day, a child (or several, according to the name) becomes the star of the day (this can be symbolically designated somehow). On this day, everyone should interview him, sign autographs, admire him, praise him, etc.
Organization of an “Exhibition of Achievements”, when each teenager is involved in some interesting activity rich in positive experience, and then an exhibition of his achievements is organized in the classroom (school).
Organizing games that encourage responsiveness negative emotions.
Such events allow a teenager to feel interesting, needed, worthy, and loved. All this helps to strengthen the emotional resource.
Second step - rehabilitation "I"
This step is implemented by the teacher through various activities that make it possible to actualize the images of “I”, reorient them, develop self-interest, identify with positive images, and form adequate self-esteem.
Events:
Organization of clubs or studios in which different children will participate. The psychological club operates in a thematically oriented format, and its goal is the positivity of the “I”. Each meeting is dedicated to a specific topic, which is revealed through active, creative forms of work. Sample topics: “Name”, “Past. Present. Future.”, “Achievements”, “Dreams and Desires”,
Great psychological games
Individual correctional lessons.
This is all about strengthening personal resources and positivizing the image of “I”.
And only when a teenager has completed the first two steps, if he has emotional and personal resources, can he take the third step.
The third step is reorientation of behavior through various programs and trainings aimed at behavior modification.
Methods of prevention and psychocorrection of aggressive behavior
Tactics of prohibitions and punishments. It is indicated only in the diagnosis of delinquent and criminal types of behavioral deviation, and its use in other types is scientifically unfounded and meaningless. Fear of punishment is not able to change addictive, pathocharacterological or psychopathological aggressive behavior.
Social skills training. They resort to it in case of a voluntary desire to get rid of aggressive patterns of behavior and learn restraint. According to R. Baron and D. Richardson, social skills training in aggressive behavior consists of the following procedures:
modeling, which involves demonstrating examples of adequate behavior to people who do not have basic social skills;
role-playing games that invite you to imagine yourself in a situation where the implementation of basic skills is required, which makes it possible to test in practice the models of behavior that the subjects learned during the modeling process;
establishing feedback - encouraging positive behavior (“positive reinforcement”);
transferring skills from a training situation to a real life setting.
Methods psychological counseling or psychotherapy for aggressive behavior are significantly less effective compared to psychocorrective measures.
The characterization of a difficult student requires from the teacher compiling it not only psychological knowledge, but also the ability to analyze the situation with different sides. Such a document is intended to give the most full information about the student’s personality and help plan development assistance for the child himself.
In what cases is a character reference for a difficult teenager required?
Characteristics of a difficult student are usually drawn up as planned (when moving to the next level of education, when transferring to another educational institution, visiting the military registration and enlistment office) or at the request (demand) of other authorities: law enforcement agencies, social services, other services for working with minors.
In this case, the document gives the requesting authority information about the child and the opportunity to draw conclusions: what is the reason for the student’s problematic behavior, absenteeism or poor performance. The information obtained is usually used when planning appropriate assistance - holding parents accountable, correctional and preventive measures with a child medical treatment etc.
Characteristics of a difficult student: plan
Any characteristic is an official document, so it must be correctly drawn up. Information should be presented in chunks, with each paragraph describing one aspect of the child's development. The document must be certified by persons from among the teachers who have the most extensive experience in communicating with the child (class teacher, educational psychologist, teacher-speech pathologist) and the leader (director or his deputy). If the description is not printed on the institution’s letterhead, then at the top, before the “header,” all the details of the school are indicated.
A profile for a student (a difficult teenager or an exemplary excellent student) is also compiled according to a certain algorithm, which includes the following information:
- general information about the student (name, age, where he lives and in what conditions, health status);
- (social well-being, status, material standard of living);
- pedagogical information: academic performance, behavior in lessons, cognitive interest, attitude to social activities;
- psychosocial development of the child (development mental functions, personality traits, sociometric status in the group, social influence on development, tendency to deviant behavior: offenses, self-destructive acts);
- extracurricular interests and inclinations.
Student Social Information
Characterizing a difficult student involves revealing the reasons for his poor academic performance or difficult to educate. The social situation of development plays a big role in such negative aspects. This:
- family influence (incomplete and large families, parental addictions, criminal records, violence and conflicts in the family);
- low material well-being in the family;
- the presence of seriously ill close relatives who are in direct contact with the child;
- difficult life circumstances (for example, relocation from “hot spots”).
Characteristics of a difficult student primary school should also include information about the child’s attendance at kindergartens, correctional groups(was he registered with defectologists), to what extent the development of basic physical and mental functions corresponds to the norm. Thus, they are excluded from the reasons for academic failure organic features development and a conclusion is made about pedagogical neglect, which will become the subject of correction in the future.
deviant teenager
In the language of psychologists, “difficult teenager” is a fairly broad designation. Experts distinguish deviant adolescents (whose personality and social development situation lead them to deviant behavior) and pedagogically neglected children who have not developed an interest in learning, do not have the skill of learning activities, and their academic performance suffers. In order for a characteristic to give an idea of a particular child, these psychological aspects should be analyzed in it:
- development of motivation to learn, cognitive functions (thinking, speech, attention, memory);
- ordinary emotional state child;
- personality traits, character;
- physical and psychological traces of child abuse;
- presence of cases of deviant behavior ( bad habits, offenses);
- communication with peers in class, company of friends);
- presence of interests and useful activities.
An example of a characteristic for a difficult student
Vasilisa Vasilyeva started studying at... (school) 2 years ago. Before that, she was a student ... (school), from where she transferred due to a conflict situation in the class. In this educational institution, Vasilisa showed herself to be a struggling student with reduced motivation for the educational process.
Vasilisa lives in an incomplete home. Her father is in prison; her mother, Vasilyeva V.V., is unemployed and has alcohol addiction. She is rarely involved in raising the child; most of the time the girl is left to her own devices. The family's material well-being is low: Vasilisa does not have all the necessary items of seasonal clothing (in winter she wears autumn boots), and sometimes asks her classmates for money for lunch. From previous educational institution the girl left because she created a conflict situation in the team - she stole money from a classmate.
During lessons, Vasilisa behaves passively, does not delve into the learning process, and does not complete homework. Academic performance is low, there are no favorite subjects. Often skips classes, sometimes for a good reason (sick, has chronic bronchitis).
By nature, Vasilisa is a closed, uncommunicative, distrustful girl. He behaves distantly with classmates and tries to avoid them. He reacts to comments coldly, without interest, but not aggressively.
With Vasilisa, it is planned to conduct correctional classes with a psychologist, as well as to communicate to social services information about the child’s family situation as unfavorable for full development.
At the end there is a date and signatures.
