Basic requirements that a student’s characteristics must meet:
the student’s characteristics should reflect his individual psychological characteristics, manifested by him in the learning process and behavior;
divide students according to the level of predominance of certain characteristics;
show the attitude of the teacher to the student;
the student's characteristics must be drawn up according to a standard scheme;
should be easily “readable” and understandable for teachers who are not familiar with the students being characterized;
The characterization process should not be labor-intensive.
The text of the characteristic consists of four parts:
1. Personal details of the person for whom the profile is being written (placed in the center of the sheet or in a column on the right).
2. Information about activities or studies (from what year he has been working or studying, where, attitude to work, study, level of professionalism, educational achievements and mastery of skills, or knowledge of educational material).
3. Assessment of business and moral qualities: information about encouragement (discipline): relationships in the team.
4. Conclusions: an indication of where the characteristic is submitted.
Examples of Student Characteristics.
Characteristics of Pyotr Vasilievich Ivanov
19.. the year of birth
student...-A class, high school No.. city……
Ivanov Petr has been studying at school No. ... in the city ..... since the first grade. Has established himself as a (diligent, disciplined, hardworking, attentive) student. Possesses educational material in good level. Studies (to the full extent of his abilities, not to the full extent of his abilities, needs constant supervision, does not show interest in studying, studies poorly). Has voluntary (visual, auditory, mechanical, mixed) memory, (beautifully, well, quickly, slowly) works (remembers) educational material). Detects (logical, imaginative, concrete, creative) thinking. Has the ability to study (specify subjects). At work (lessons) always (attentive, active, indifferent, does homework, helps friends). Has good general development. Reads a lot.
Performing public assignments refers to (conscientiously, carefully, carelessly). Was elected to (specify public position). Actively participated (in public life schools (classroom, in the work of student government, in cultural events, in sports life). Was a participant in (school, city, regional) Olympiad/competition/tournament, awarded (diploma, certificate of honor, medal).
(Modest, cheerful, comradely, restrained, balanced, reasonable, disciplined, independent, susceptible to the influence of others). Rules of conduct (always complies, does not always comply, complies at the request of the teacher, ignores, has a violation of discipline, is prone to illegal behavior). He is respected among teachers. Has authority among his comrades. He has many friends and maintains friendly relations with many colleagues.
Parents pay proper attention to raising their son (they do not pay attention, they neglect upbringing, they are a bad influence).
_________________________________________________________
Characteristics of Irina Anatolievna Petrova
19.. year of birth,
students of ...-A class, secondary school No. .. of the city ......
Irina Petrova has proven herself to be a diligent, disciplined, hardworking student.
It has logical thinking, has the ability to study mathematics, literature, history.
Performs public assignments conscientiously. She took part in the regional Olympiad in mathematics, where she took… a place, she is fond of chess.
Reads science fiction and historical literature with interest.
IN free time writes poems, sings, bakes cakes.
Irina is respected among teachers.
He has authority among his comrades and maintains friendly relations with many students.
School Principal: (Signature)
_______________________________________________
Characteristic
per student...A class
Municipal educational institution "Secondary secondary school №…»
Ivanov Ivan Ivanovich,
… the year of birth,
Living at:...
Studies: he studies well, slightly above average, is almost not interested in studies, reads little, has no specific academic interests.
Behavior: frequent violations of discipline; conflicts with teachers arise very rarely, but with fellow students often;
Has very high physical activity, restlessness.
Social activity is of average intensity, as are organizational skills and initiative. The student occupies an intermediate position between leaders and followers.
Communication at school: in terms of popularity in the class, the middle position, but there are no enemies. He is extremely sociable, constantly tries to be in public, in the thick of things, looking for new experiences and acquaintances.
Lack of shyness. Responsive. Differs in independent judgments.
Personal characteristics: not anxious, self-confident, self-esteem is high and not inflated, ambitious, rather arouses the sympathy of the teacher who filled out the card.
Communication in the family: lives in a friendly family, relationships with parents are trusting, he is given greater independence, but they try not to weaken control over behavior. There are no conflicts in the relationship between the teacher and parents.
Head teacher, ( Classroom teacher) number (signature)
=================================
Sometimes the characteristics require filling out an individual student card.
Psychological and pedagogical card of the student
"Psychological and pedagogical map of the student" uses the method of expert assessments in graphical form (the expert is the class teacher). This map allows you to create a “graphic” characteristic of a student.
This card is recommended for filling out and drawing up for each student at the end of certain periods of study, to identify the primary tasks in the process of teaching and educating the student, as well as to help a new teacher (in case of a change in class teacher) in working with the class:
If a student is studying in an eleven-year program, then it is recommended to draw up a “Psychological and Pedagogical Student Card” in grades 4, 8 and 10.
The map looks something like this.
Characteristic
to Ivan Ivanovich Ivanov, born 01/09/2006,
student of class 2B MBOU secondary school No. 119
residing at the address: Ufa_____________
Ivanov Ivan has been studying at MBOU Secondary School No. 119 since the first grade. She has been studying in grade 2B since April 2015. Father Ivan Ivanovich works as an engineer at OAOMAU, mother __________ does not work and is raising her son.
Characterized by behavior that is inconsistent age standards and is a serious obstacle to the full inclusion of the child in educational activities. He is impulsive, overly active and restless. During lessons, ______ cannot sit quietly in one place, is easily distracted by extraneous stimuli, does not follow the work in class, often answers the teacher’s questions without thinking, shouting from his seat and without listening to the question to the end, has difficulty maintaining attention when completing assignments.. During breaks, he often disturbs others, commits dangerous and rash acts, without thinking about the consequences.
The peculiarity of ______ behavior affects his academic performance. During educational activities _______ it is difficult to cope with tasks, because He has low efficiency and has difficulty organizing and completing work. Cool work sloppy and careless, they are characterized by mistakes that are the result of inattention, failure to follow the teacher’s instructions. Reading skills are significantly lower than peers, reading technique is 48 words/min. Housework is done carefully and diligently.
Behavioral disorders affect not only school performance, but also his relationships with classmates. Due to his intolerance and easy excitability, ______ often comes into conflict with his peers. He cannot play with classmates for a long time, establish and maintain friendly relations with them. ________ is a source of constant conflict.
Parents are involved in raising and teaching ______. Parents try to keep abreast of all their son’s school affairs. They call and come to school on the first bell. _______ is always diligently and cleanly dressed school uniform, receives hot meals in the school canteen. Everything is created in the house the necessary conditions for full study and healthy rest. Parents attend and actively participate in all parent meetings and events.
Classroom teacher: ___________________
Rules for working with a hyperactive child.
* Work with your child at the beginning of the day, not in the evening.
* Reduce the child's workload.
* Divide work into shorter but more frequent periods. Use physical exercises.
* Reduce requirements for accuracy at the beginning of work to create a sense of success.
* Use tactile contact (elements of massage, touching, stroking).
* Agree with your child about certain actions in advance.
* Give short, clear and specific instructions.
* Use a flexible system of rewards and punishments.
* Encourage your child immediately, without delaying it for the future.
* Give the child the opportunity to choose.
* Stay calm. No composure - no advantage!
Maintain a positive attitude in your relationship with your child. Praise him more often, highlight his successes. This helps strengthen the child’s self-confidence and increases self-esteem.
Avoid repeating the words “no” and “can’t.”
Speak to him in a restrained, calm, soft tone.
Give your child only one task for a certain period of time so that he can complete it.
Especially encourage your child for all activities that require concentration (working with blocks, construction sets, mosaics, coloring, reading, etc.)
Maintain a clear daily routine at home (times for eating, doing homework and sleeping).
Avoid, if possible, being in crowded places with your child. Visiting large stores, markets, etc. has a negative effect on him
Characteristic
for a 7th grade student of the MCOU "Anisimovskaya Secondary School"
Ivanova Jairam Fedorovna
Ivanova Jayram was born on September 20, 1998 in the city of Uzykagash, Zhambyl district, Almaty region. Lives in Talmensky district, Anisimovo village, st. Kirova, 18. Studied at the Municipal Educational Institution “Anisimovskaya Secondary School” since September 1, 2007. In the 1st grade, she was left for repeated training and was diagnosed with mental retardation. In the 7th grade I had quarterly unsatisfactory grades in physics, computer science, technology, and physical education.Brought up in full large family mother Ivanova Svetlana Konstantinovna and stepfather Matyushko Andrey Vasilievich. Jairam has one younger sister and two younger brothers.Quickly moves from joy to sadness without apparent reason; there is an inappropriate change in mood.Jairam, probably due to frequent absences from classes and insufficient home preparation, has large gaps in knowledge in many subjects. Motivation to study is weak. Attention in class is unstable, often forgets notebooks and pens. As a rule, does not show interest in acquiring new knowledge. Slow and has difficulty concentrating in class. Makes many careless mistakes and does not notice them when checking. Not organized. Doesn't know how to distribute his work over time, wastes time.Jayram often does not do his homework, is distracted in class, violates discipline, interferes with other students' work in class, and hides his diary. Does not respond properly to teachers’ comments or responds with rudeness and abuse. Very often misses classes without good reason.During two quarters of the current school year, I missed 198 lessons.Does not show initiative in social activities. He often refuses to participate in public affairs and tries to avoid any work. Often does not fulfill his self-care responsibilities (school duty, class duty, participation in labor cleanup days) or performs them very carelessly after repeated reminders.By nature, the girl is reserved, stubborn, and prone to lies. Jairam has poor control over his feelings and easily falls into a state of confusion and depression. Has increased emotional excitability, prone to violent emotional manifestations. He almost always acts rashly and does not control himself carefully enough. Often cannot suppress unwanted emotions, and cases of foul language have been observed. Always harsh, uncontrolled both in communication with peers and with elders. In a quarrel, he insults other students, is rude, and uses physical force.Rejects any criticism. Refuses to admit his obvious mistakes and does nothing to correct them. Violates the school charter. Refuses to comply with teachers' demands. Renders Negative influence on classmates.Doesn't enjoy authority in class.Although Jairam is a difficult teenager, his mother, despite repeated invitations, did not refuse to attend school. Jairam does not want to communicate with his mother, this moment Due to a quarrel with his mother, he does not live at home. The mother can no longer influence her daughter.
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. You should be especially concerned if large sums of money, expensive items, or jewelry disappear. 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 its 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 but 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 and 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; withstands 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 become involved in sexual relations, smoking, drinking alcohol and drugs early. 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 a 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.
Except aggressive violation single type 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 an aggressive child has disturbances in the area 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. Deficiencies in cognitive processes include: inability to empathize, limited possible strategies for overcoming conflicts, focusing on the final goal instead of thinking about intermediate steps, lack of understanding of the motives that determine actions, and 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 violence at all. conflict situations. V. Heitmeyer believes that modern girls are “closing the gap” and do not always behave only correctly and “exemplarily.” Girls are involved in violent acts differently than boys: for example, as “behind-the-scenes forces” or as “spectators applauding.” Observing the behavior of schoolchildren, one can establish that predominantly girls can be mean, insidious, cunning and treacherous. They secretly make fun of 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 them. appearance and behavior. If physical aggression predominantly dominates among boys, then among 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 use physical strength if they pose a threat to reputation, manhood and lead to public humiliation. The likelihood of using force in response to an insult is especially high when it is difficult to avoid confrontation and when the behavior provoked is serious 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 a 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. The 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, in 80% of cases, the origins of a child’s aggressive behavior problems 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 influenced by endogenous and exogenous factors of various natures and can take on both normal and pathological forms of expression in adolescents with deviant behavior. The psychodiagnostic method 13TA by G. Ammon (1990) uses the idea of three forms of aggression implementation - “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 acute emotional state, overcoming the state of experiencing failure, without rehabilitation of 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, and identify with positive images, to form adequate self-esteem.
Activity:
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 devoted to a specific topic, which is revealed through active, creative forms of work. Sample Topics: “Name”, “Past. The 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.
Training social skills. 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;
establishment 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.
CHARACTERISTIC
student 7 B class MBOU secondary school No. 2
Nefedov Danil Ruslanovich
Born in 2003.
Danil has been studying at this school since the 5th grade.
Student's health and development status:
The child is physically and mentally developed and completely healthy.
There are no signs of increased nervousness; There are no outbursts of anger, aggressiveness towards peers, towards teachers, and there is also no tendency to destructive actions.
In terms of pathological desires, Danil does not smoke, does not drink alcohol, but in September 2016 he was caught trying to use toxic drugs, specifically gasoline.
The teenager is not registered at the dispensary.
Information about parents and family:
Mom - Nefedova Alina Vladimirovna, has an unfinished higher education, works as a salesman in a store.
Danil has a younger brother , Nefedov Egor Ruslanovich, born on September 1, 2016, who lives in Rzhev with his grandmother (in connection with his studies at the gymnasium).
The family belongs to the category of socially stable and wealthy ones. The child's parents are divorced. Children are raised by their mother. Native father does not provide material support, the children do not keep in touch with him.
Family type:
Mom is morally stable, masters the culture of education, the emotional atmosphere of the family is positive;
The family belongs to the category of prosperous, pedagogically competent (the parent has a culture of education); the child is under constant control by the mother, constant awareness of the interests, behavior of the child at school and outside of school).
The family is non-conflict; a prosperous emotional atmosphere reigns in the family.
The nature of the relationship between parents and child:
In the family, there is an attitude of mutual respect, a joint experience of joys and sorrows, care from the mother, interest in the successes and failures of the child, and a willingness to help in solving any situations. There is a trusting relationship between mom and Danil.
Organization of work and rest schedule:
The child helps around the house. Follows daily routine. The child’s mother regularly helps and monitors the implementation homework.
During his leisure time, the child spends time with his mother, and during the holidays he goes to visit his grandmother in the city of Rzhev.
Features of educational activities:
The student achieves “3” and “4”, but does not study at full capacity.
Attitude to teaching: neutral.
Motives for learning: cognitive interest in certain subjects (Russian language and literature, physical education), strives to earn the approval of adults, in particular from mothers and grandmothers.
Position in the class team, attitude towards the team:
Student's position in the team: accepted.
In the class he is closest to Semerenko Artur. The nature of mutual influence is observed.
Relationships with other classmates: smooth. Danil is influenced by his environment. By nature: extrovert (constantly focused on communication, easily makes contact, curious, open, full of attention to others).
Attitude towards public opinion: active-positive (strives to correct shortcomings, take into account comments).
5. Attitude to social activities and socially useful work:
He always carries out public assignments willingly and conscientiously.
Always takes an active part in the labor affairs of the class, always makes presentations at classroom hours.
In 6th grade I took part in a reading competition " Literary readings» ( school level). But he lacks confidence - he is embarrassed to speak in front of a large audience.
Danil shows interest in next activities: physical, organizational, sports.
At the beginning of the school year I attended a boxing club.
Actively visits parks and libraries with the class during the holidays.
Handles public assignments responsibly. Interested in sports. Actively participates in the social life of the school and class.
7. Features of the student’s sphere of free communication:
“Street” communication is allocated 8-9 hours during the week. Must be home before 8-9 pm.
Outside of class, he had friendly relations with Alexey (housemate, studying in the 8th grade of MBOU Secondary School No. 2). At the moment, I stopped close communication with him at the request of Daniil’s mother, since Alexey had a negative influence on Daniil.
Preferred place for street communication (yard);
8. Personal self-esteem:
Level of self-esteem: adequate (correctly evaluates one’s positive and negative qualities, personal capabilities and achievements).
9. Features of behavior:
Daniil is very responsive, helps elders and everyone around him.
Negative actions (misconduct) of the student were next character: at the beginning of the school year I was late for classes, but after talking with my mother I corrected myself.
10. What educational measures were used by whom, when, their results: Conversations with the child’s mother were regularly and continue to be conducted as necessary (for example, lateness to classes, poor performance). Results: the child responds adequately to all comments and strives to correct his shortcomings.
11. Proposed measures necessary to correct a minor:
Constant cooperation with the child’s parents in terms of organizing the child’s education and upbringing. Monitoring school attendance, academic performance, and homework completion.
School director (signature, full name, seal)______________________
Cl. manager (signature, full name)____________________
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