SOCIAL WORK WITH CHILDREN WHO HAVE EMOTIONAL AND BEHAVIOUR PROBLEMS

Trajkova N.V.¹, Trajkov P.I.²

¹Доктор психологических наук, доцент,

Международный Славянский университет им. Державина Николе - Битола, Македония;

²Доктор социологических наук, доцент,

Университет Св. Кирилла и Мефодия, факультет философии, Скопье, Македония

СОЦИАЛЬНАЯ РАБОТА С ДЕТЬМИ С ЭМОЦИОНАЛЬНЫМИ ПРОБЛЕМАМИ И ПРОБЛЕМАМИ ПОВЕДЕНИЯ

Аннотация

Эксперты,  и те, кто работает с детьми, а также специалисты и родители, часто задают вопрос; Как мы можем оценить, что нормальное поведение,а что нарушение в поведении ребенка?

С целью ответить на часть вопроса, в этой статье мы постараемся представить основные критерии для оценки поведения детей и способы классификации проблем и нарушения в детском возрасте, с уделением особого внимания  на наиболее распространенные  проблемы в период развития агрессивности и гиперактивности у детей.

Цель труда заключается в указании требуемых характеристик для всех тех, кто работает с агрессивными и гиперактивными детьми и предлагают основные правила, которые должны соблюдаться все, а особенно специалисты, работающие с детьми имеющих  эти проблеми.

Ключевые слова: эмоциональные проблемы, проблемы с поведением, агрессия, гиперактивность.

Trajkova N.V.¹, Trajkov P.I.²

¹Doctor of Psychological Sciences, Associate professor ,

International Slavic University "G.R. Derzavin", Sv. Nikole- Bitola, R. Macedonia;

²Doctor of Social Sciences, Associate professor,

University of St. Ciril and Methodius, Faculty  of Philosophy, Skopje, R. Macedonia

SOCIAL WORK WITH CHILDREN WHO HAVE EMOTIONAL AND BEHAVIOUR PROBLEMS

Abstract

The experts, those ones who communicate with children, as well as no experts or parents, very often ask the following question: How can we evaluate – what is normal behavior, and what is disorder in a child’s behavior? In order to answer this question in this research, we will try to explain the basic criteria of evaluation of children’s behavior as well as the way of classification of the problems and disorders in the period of childhood. We’ll make a special review of the most common problems in the period of childhood: aggressiveness and hyperactivity of children.

The purpose of this scientific paper is to indicate to the essential characteristics of all of those people who communicate with aggressive and hyperactive children and also to propose some basic rules which must be respected by everyone, especially by professionals in their work with above mentioned children.

Keyword: Emotional problems, behavior problems, aggressiveness, hyperactivity.

Introduction 

The estimation of the dimension normal-pathological is still one of the conflict questions in the area of psychopathology of the adults, especially in the psychopathology of the childhood and youth. The limits are very flexible and can be stretched. Especially with the cases of advanced pathology like psychosis, it’s really hard to recognize and determent the “moment”, that certain place of crossover where the disturbance in the quantity of some characteristics of the structure, dynamics of the personality and behavior of a child start. This child is experiencing a crossover in quality, which is becoming something importantly new and different. This is even harder when this request is given to an earlier age of development: because the Me and Above=Me is not yet formed, the defense mechanisms, the relatively long-lasting contradictions between the primary and secondary process and other parent dependencies are not yet developed. (Kondić, 1998,2002).

Because of those reasons today, when child behavior is analyzed there is less talk about “pathology” and the pathological” and more about the difficulties, problems in adaptation and reactions of the child. In order to answer such a complex question several factors that are responsible for estimating the child’s behavior are needed. Among them there are several of greater importance :The degree of the child’s development and its age, according to which, we estimate the child’s reaction and behavior; The environment in which the child is living, the degree of dependence of its parents and the risk factors in the environment and the norms of conduct in that environment.

Because of this there are many criteria for estimation and many classifications of problems and disturbances that are encountered at children’s age

Criteria for estimating the so called “normal” against the so called “pathological”

The criteria for estimation about the place of the dimension- normal-problematic are different when an adult and a child are estimated. For the adults the estimation is based on three criteria: the existence of the symptoms, the aches and damage of some functions. These criteria are invalid for children and have very relative meaning, depending of several development and situation factors that have been discussed earlier. For estimating the quality of functioning of the psychical part of the child, in the modern clinical practice, two criteria are used :

• Child’s general dominant tendency in its development to move progressively ahead in achieving the full development and maturation in every field of a personality and socialization on a society level (Freud, A., 1965).
• Individual opportunities of the child, which it can use in solving its inner conflicts, or better said, solving its problem with fear (Trajkov,2005).

Classification of the child’s behavior

        In the literature, there is classification of a child’s behavior that is based on the relationships of the child towards the society:

• If the behavior of the child is satisfactory and socially acceptable, if there are no problems for the individual nor the community- we are talking about normal behavior.
• If the behavior doesn’t satisfy the needs of the child, isn’t socially accepted, an inner dissatisfaction is evolving which can lead to disruptions.
• If the behavior is satisfying the child, but it isn’t socially accepted and presents a problem to the community- we are talking about delinquent behavior.
• If the behavior is not satisfying the child nor the community we are talking about disruptions (Hercegonja-Kocjian, 1995).

Its important to highlight that during the estimation of the child’s behavior, the child’s former experiences are always estimated, and it’s the same with family situation, the effect of major traumatic events (experienced violence and injuries, family lost)

According to this:

• The child’s expression of emotions: fear, anger, sadness, can be normal, and also can show disturbances depending on the intensity and form of expression.
• The changes in behavior like: problems in communications, aggression, stubbornness, resistance, can also be normal, or show disturbances, depending on child’s stage of development.
• Psychosomatic problems as: headaches, stomachaches, can mean disturbances depending on certain traumatic experience of the child.
• Problems in the physical functioning such as: sleeping, feeding, speaking, etc. can be disturbances, depending their manifestation form, cause and lasting.
• Socially unacceptable behaviors such as: stealing, lying etc. can be disturbances depending on the norms in the growing environment of the child.
• Changes in thinking, emotional reactions, affects, will, motivation, are almost always disturbances.

The most optimal way of estimating the behavior of the child is close collaboration between the family and those who work with the child (professionals and non professionals)

Hyperactive and aggressive children

Hyperactive children have difficulties in adapting, especially in new and unfamiliar situations, they can handle stress and other difficulties less successful than other children. That is noticed by increase of hyperactivity symptoms and aggressiveness. Although commonly hyperactive and aggressive children look alike, although one child can be hyperactive and aggressive at the same time, still there is a difference between these two terms. There are many definitions for hyperactivity and aggressiveness, which in general brings up similar characteristics.

Hyperactivity is determined as too much motor activity, inadequate development, which means the attention is easily changed and cannot be retained for a longer period of time, hastiness, unpredictable and uncontrollable reactions (Grudelj,1995).

Aggressiveness is the need of placing personal interest and ideas in front of others, like a need of domination in a social group, like open demonstration of emotions with an active and energized attitude.

The author is stating the need of making a difference between over aggressiveness and normal aggressiveness. Normal aggressiveness has no hostile meaning and is usual in different stages of development.

In the books there are definitions in which a difference has been made between over aggressive behavior, which can be positive if its aimed toward self evolvement and the aggressive motive in whose basis lies the tendency to attack (verbally or physically someone or something) or cause damage.

All of this possible reactions can be met in a child, especially in separate stages, but still which conduct is more established will remain as a way of conduct further in life, mainly depends on the fact how much the environment is supporting, canalizing or punishing the certain kind of child’s behavior.

Among the reasons for hyperactivity, one mild disruption is highlighted: minimal brain malfunction, caused before or during the birth of the child, which except for the syndrome of hyperactivity causes no other difficulties. With proper care and guidance, hyperactive children can become capable and successful adults.

These children seek attention, peace and patience from their parents and environment more than other children.

Unlike with the hyperactive, the reasons for the aggressiveness should be searched in the child’s environment and way it has been treated. There are dilemmas about the origin of the aggressiveness some authors think it’s the genetic factor that, despite the environment, has a role in the appearance of the aggressiveness. Still there are thoughts prevailing that in the essence of the aggressive behavior there are several groups of factors:

• Temporary situations which bring up or support aggression, which is especially aimed at the situation in the family, family disputes, violence, aggressive behavior of family members: physical abuse, rejection of the child, emotional tension in the family.
• Former experience based on learning: in which the child learns that with aggressive behavior it can accomplish its goal, this becomes a model for its behavior.

        The emotionally neglected child, which wants to turn the attention towards itself in order to be noticed and respected.

Frustration of the child (unable to satisfy some of its needs)

• Identification with the aggressiveness of the group with which it achieves success.
• Defense when it feels unsafe, identification with adults who are aggressive or other aggressive children.

        The most common reactions of the adults, especially parents, towards hyperactive and aggressive children are: harshness, physical punishments, which as a consequence produces increased hyperactivity and aggressiveness.

asic rules for persons who work with children (professionals and non professionals):

Working with hyperactive and aggressive children assumes several conditions. The most important condition is the continuity of the place and people who are educating the child- the place needs to be peaceful, with as less possible sound and visual content which takes away the child’s attention. The person who works with children must be patient, calm, the child must love and trust her, and the person must believe in the possibilities of the child and the success of their work together. The timing of these activities needs to be set for each child separately. The long and intensive work with these children can be unsuccessful because they have decreased size and lasting of their attention. The child mustn’t be burdened with assignments that are too hard, because it can lose its motivation and will for further collaboration.

In order these children to be properly developed; the teachers must respect certain basic rules in their education, such as:

• Collaboration: Following the child in certain stages, collaborating with its family.
• The age of the child and the characteristics of its behavior in that age; Characteristics and values of the environment the child comes from.
• The degree of the bio- psychical development of the child, which isn’t always in co ordinance with the age.

How to help the hyperactive and aggressive children

Among most approaches to the work with these children, the most significant ones are:

• Assertive communication (clear, honest and immediate and precise communication).
• Development of the socially-emotional skills of the children

Those are skills that allow successful social relations.

Among them, the more significant are:

Social communication: self-introduction, active listening, apologizing, and expressing gratitude.

Collaboration: opportunities for communication with different individuals, the social community, techniques for making contacts, nurturing good relations with the group.

Honesty and trust: learning and implying to the moral values, building trust, constancy with the decisions, respecting other people’s opinion, expression of needs, respecting other people’s rights, requesting for respect of its own rights.

Empathy and care for others: understanding the problems of other people by noticing, experiencing, sympathy with the emotional state of others.

Reaction to frustration: awareness of the problems which create frustrations, immediate and delayed reaction, readiness to compromise, solving problems with the “no winner” method.

Recognition and expression of emotions: recognition of own emotions, recognition of emotions that are endangering others, verbal messages, non-verbal messages.

Optimism: positive thinking, a need to look at the bright side of the event, to expect a good outcome from a bad situation, to expect positive results from the development of different situations.

Using the free time: structuring and using the free time for personal development and communication in the social community, involvement in different sport, recreational and socially- humanitarian activities.

Conclusion

The social work with children of aggressive and hyperactive behavior requires the professionals to have additional knowledge which will help them recognize the child’s problem and find the right approach to solve it. In this work with problematic child, the social worker has to include the parents whose support is very important to have success in the whole treatment.

References

1. Kondić, K. Psychodynamic Developmental Psychology // Plato,Beograd.1998.
2. Kondić,K. How is the child's development going - every day is a step forward . In foster care // FAMILIA,Beograd,2002.
3. Trajkov,I. Approachs in to work with children with emotional problems //Collection: Social inclusion of children and youngers. DATA- PONS,Скопје,2005.P127-139.
4. Grudelj,Z. Hyperactive and aggressive children // DSP,Zagreb,1995.
5. Hercegonja - Kocjian, D. How to recognize what is normal and what is the deviation in the behavior of traumatized // Zagreb, 1995.
6. Edwards,R,T.,Ceilleachair,A.Parenting programme for parents of children at risk of developing conduct disorder:cost effectivness analysis.BMJ,334(7595) 682,2007.