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How do you know if your child has behavior problems
Behavioral Disorder Symptoms, Causes and Effects
Behavioral disorders, also known as disruptive behavioral disorders, are the most common reasons that parents are told to take their kids for mental health assessments and treatment. Behavioral disorders are also common in adults. If left untreated in childhood, these disorders can negatively affect a person’s ability to hold a job and maintain relationships.
What Are the Types of Behavioral Disorders?
According to BehaviorDisorder.org, behavioral disorders may be broken down into a few types, which include:
Disruptive behavioral disorders
Pervasive developmental disorders
Attention Deficit Hyperactivity Disorder (ADHD)
According to Centers for Disease Control and Prevention, ADHD is a condition that impairs an individual’s ability to properly focus and to control impulsive behaviors, or it may make the person overactive.
ADHD is more common in boys than it is in girls. According to the Wexner Medical Center at Ohio State University, males are two to three times more likely than females to get ADHD.
Emotional Behavioral Disorder
An emotional behavioral disorder affects a person’s ability to be happy, control their emotions and pay attention in school. According to Gallaudet University, symptoms of an emotional behavioral disorder include:
Inappropriate actions or emotions under normal circumstances
Learning difficulties that are not caused by another health factor
Difficulty with interpersonal relationships, including relationships with teachers and peers
A general feeling of unhappiness or depression
Feelings of fear and anxiety related to personal or school matters
Oppositional Defiant Disorder (ODD)
ODD is a behavioral disorder characterized by hostile, irritable and uncooperative attitudes in children, according to Children’s Mental Health Ontario. Children with ODD may be spiteful or annoying on purpose, and they generally direct their negative actions at authority figures.
Anxiety is a normal emotion, and all people feel anxiety at some point in their lives. However, for some people, anxiety may get to a point where it interferes with their daily lives, causing insomnia and negatively affecting performance at work or school, according to the Mayo Clinic. Anxiety disorders involve more than regular anxiety. They are serious mental health conditions that require treatment. Examples of these types of mental conditions include:
Post-traumatic stress disorder
Generalized anxiety disorder
Obsessive-Compulsive Disorder (OCD)
OCD is characterized by fears and irrational thoughts that lead to obsessions, which, in turn, cause compulsions, according to the Mayo Clinic. If you have OCD, you engage in compulsive, repetitive behavior despite realizing the negative consequences of — or even the unreasonable nature of — your actions. Performing these repetitive acts does nothing more than relieve stress temporarily.
If you or a loved one is experiencing any of these behavioral disorders, it is important to get help as soon as possible, because these conditions can affect quality of life to such a degree that they may lead to self-harm. Please call for assistance.
What Causes a Behavioral Disorder?
A behavioral disorder can have a variety of causes. According to the University of North Carolina at Chapel Hill, the abnormal behavior that is usually associated with these disorders can be traced back to biological, family and school-related factors.
Some biological causes may include:
Physical illness or disability
Other factors related to an individual’s home life may contribute to behaviors associated with a behavioral disorder:
Divorce or other emotional upset at home
Coercion from parents
Unhealthy or inconsistent discipline style
Poor attitude toward education or schooling
What Are the Signs of a Behavioral Disorder?
Someone who has a behavioral disorder may act out or display emotional upset in different ways, which will also vary from person to person.
Emotional Symptoms of Behavioral Disorders
According to Boston Children’s Hospital, some of the emotional symptoms of behavioral disorders include:
Easily getting annoyed or nervous
Often appearing angry
Putting blame on others
Refusing to follow rules or questioning authority
Arguing and throwing temper tantrums
Having difficulty in handling frustration
Physical Symptoms of Behavioral Disorders
Unlike other types of health issues, a behavioral disorder will have mostly emotional symptoms, with physical symptoms such as a fever, rash, or headache being absent. However, sometimes people suffering from a behavioral disorder will develop a substance abuse problem, which could show physical symptoms such as burnt fingertips, shaking or bloodshot eyes.
Short-Term and Long-Term Effects of a Behavioral Disorder
If left untreated, a behavioral disorder may have negative short-term and long-term effects on an individual’s personal and professional life. People may get into trouble for acting out, such as face suspension or expulsion for fighting, bullying or arguing with authority figures. Adults may eventually lose their jobs. Marriages can fall apart due to prolonged strained relationships, while children may have to switch schools and then eventually run out of options.
According to HealthyChildren.org, the most serious actions a person with a behavioral disorder may engage in include starting fights, abusing animals and threatening to use a weapon on others.
The earlier a behavioral disorder is diagnosed and properly treated, the more likely it is that a child or adult suffering from it will be able to control their behavior. Contact us at for assistance in finding treatment options.
Is There a Test or Self-Assessment I Can Do?
Mental health professionals and treatment centers can evaluate people to determine if they a behavioral disorder. Tests called functional behavioral assessments offer problem-solving help to address behavioral problems in students. According to Center for Effective Collaboration and Practice, these assessments are based on many techniques and strategies for identifying problem behaviors. Individualized educational program teams use these assessments to choose interventions that address specific behavioral problems. These teams are involved in the education of students, and they may include parents and teachers.
Medication: Behavior-Modifying Drug Options
A person may receive prescription medications to help manage a behavioral disorder. Though medication will not cure the disorder, it is effective in assisting with treatment to control and modify behaviors.
Behavioral Drugs: Possible Options
Many drugs are available for behavioral problems, and the type of drug that will be prescribed depends on the specific condition being treated. The Positive Environments Network of Trainers of the California Department of Education lists Ritalin and Dexedrine as short-acting medications for the treatment of ADHD. They may help a child focus better, reduce impulsive behavior and reduce motor restlessness.
Ritalin is also included in a group of medications known as long-acting stimulants. Other types of medications in this group include Concerta, Methylin ER, Methylin CD, Focalin, and Metadate ER. These medications may also be effective against ADHD. Concerta may prevent drug abuse, as can Vyanase and Daytrana. Some professionals recommend Wellbutrin as a primary ADHD treatment.
People with an anxiety disorder, OCD or ADHD may benefit from antidepressants, including Paxil, Tofranil, Anafranil, Prozac, Luvox, Celexa, Zoloft and Norpramin. Other medications that may help include Daytrana, Biphetamine, Dexedrine, Adderall XR and Strattera. These medications are aimed at decreasing impulsivity, reducing hyperactivity, decreasing obsessive-compulsive actions and reducing feelings of depression.
Medication Side Effects
Medications for behavioral disorders may have side effects. They can increase emotional issues, increase suicidal thoughts and aggravate seizure conditions. Some of the possible side effects include:
Abnormal heart rhythms
Behavior Drug Addiction, Dependence and Withdrawal
An individual may become addicted to the medication taken to treat a behavioral disorder. As a result, the person may need professional help with weaning off that medication. You may experience withdrawal symptoms if you abuse certain medications.
If you suspect that you, your child or someone else you know has become dependent on prescription medication, contact us at for immediate assistance.
Children are more likely than adults to accidentally overdose on medication, including behavioral medications. A person who is depressed because of a behavioral disorder may attempt an overdose on purpose. People who are depressed or have suicidal thoughts have a high risk for overdose, according to the National Coalition Against Prescription Drug Abuse.
Depression and Behavioral Disorders
According to the Cleveland Clinic, a behavioral disorder may trigger depression. The opposite is also possible, with depression being a trigger for a behavioral disorder, which can also lead to substance abuse.
Dual Diagnosis: Addiction and Behavioral Disorders
It is not uncommon for people with a behavioral disorder to also have an addiction to drugs or alcohol. According to Psychology Today, an individual who has a panic disorder may also be addicted to alcohol.
Children with ADHD may be at a higher risk for developing a substance abuse or alcohol dependence issue if the condition carries over into adulthood, according to WebMD.
Getting Help for a Behavioral Disorder
Because of the severity of these mental health issues, getting help for a behavioral disorder is crucial. Cognitive behavioral therapy along with medication is an effective way to treat disorders such as ODD. The sooner you get help, the easier it will be to restore your life to normal.
Does My Child Have an Emotional or Behavioral Disorder?
What To Look For
Among all the dilemmas facing a parent of a child with emotional or behavioral problems, the first question — whether the child’s behavior is sufficiently different to require a comprehensive evaluation by professionals — may be the most troublesome of all. Even when a child exhibits negative behaviors, members of a family may not all agree on whether the behaviors are serious.
For instance, children who have frequent temper outbursts or who destroy toys may appear to have a serious problem to some parents, while others see the same behavior as asserting independence or showing leadership skills.
Every child faces emotional difficulties from time to time, as do adults. Feelings of sadness, loss, or emotional extremes are part of growing up. Conflicts between parents and children are also inevitable as children struggle from the “terrible twos” through adolescence to develop their own identities. These are normal changes in behavior due to growth and development. Such problems can be more common in times of change for the family, such as the death of a grandparent or family member, a new child, or a move. Generally, these kinds of problems tend to fade on their own or with limited visits to a counselor or other mental health professional as children adjust to the changes in their lives.
At times, however, some children may develop inappropriate emotional and behavioral responses to situations in their lives that persist over time. The realization that a child’s behavior requires professional attention can be painful or frightening to parents who have tried to support their child, or it may be accepted and internalized as a personal failure by the parent.
Sometimes parents fear that their child may be inappropriately labeled. They have concerns that the array of medicines and therapies suggested are not always agreed upon by all professionals. Still others become alarmed after obtaining an evaluation for their child only to discover that the evaluator believed emotional disturbances originate in family dynamics and that “parenting skills” classes were the best way to address the problem.
While many parents will concede that they may need to learn new behavior management or communication techniques in order to provide a consistent and rewarding environment for their child, many also express deep anger about the blame that continues to be placed on families with children who behave differently.
Where To Start
Before seeking a formal mental health evaluation, parents may have tried to help their child by talking to friends, relatives, or the child’s school. They may try to discover whether others see the same problems and to learn what others suggest. Parents may feel that they also need help in learning better ways of supporting the child through difficult times and may seek classes to help them sharpen behavior management or conflict resolution skills. Modifications in a child’s routine at home or school may help to establish whether some "fine tuning” will improve performance or self-esteem.
If the problems a child is experiencing are seen as fairly severe and are unresponsive to interventions at school, in the community, or at home, a diagnostic evaluation by a competent mental health professional is probably in order. Evaluations provide information that, when combined with what parents know, may lead to a diagnosis of a mental health, emotional, or a behavioral disorder.
So what is that magical moment when parents should recognize their child’s behavior has surpassed the boundary of what all children do and has become sufficiently alarming to warrant a formal evaluation? There probably isn’t one. It is often a gradual awareness that a child’s emotional or behavioral development just isn’t where it should be that sends most parents on a quest for answers.
Perhaps the most important question of all for parents of school-age children to consider is, “How much distress is your child’s problem causing you, the child, or other members of the family?” If a child’s aggressive or argumentative behaviors, or sad or withdrawn behaviors are seen as a problem for a child, the school, or members of his or her family, then the child’s behaviors are a problem that should be looked at, regardless of their severity.
While there is no substitute for parental knowledge, certain guidelines are available to help families make the decision to seek an evaluation. In Help for Your Child: A Parent’s Guide to Mental Health Services, Sharon Brehm suggests three criteria to help in deciding whether a child’s behavior is normal or a sign that the youngster needs help:
Duration of a troublesome behavior. Does it just go on and on with no sign that the child is going to outgrow it and progress to a new stage?
Intensity of a behavior. While temper tantrums are normal in almost all children, some tantrums could be so extreme that they are frightening to parents and suggest that some specific intervention might be necessary. Parents should pay particular attention to their child’s feelings of despair or hopelessness; lack of interest in family, friends, school or other activities once considered enjoyable; or behaviors that are dangerous to the child or to others.
Age of the child. Some behavior might be quite normal for a two-year-old, but observation of other children that age may lead to the conclusion that the behavior in question is not quite right for a five-year-old. Not all children reach the same emotional milestones at the same age, but extreme deviations from age-appropriate behaviors may well be cause for concern.
Attempts at self-injury or threats of suicide, violent behaviors, or severe withdrawal that creates an inability to carry on normal routines must be regarded as emergencies for which parents should seek immediate attention, through a mental health or medical clinic, mental health hotline, or crisis center.
Parents will also want to consider whether their child’s behavior could be influenced by other factors, such as:
a specific physical condition (allergies, hearing problems, change in medication, etc.) that could be affecting the behavior;
school problems (relationships or learning problems) that are creating additional stress;
experimenting with drug use or alcohol for an adolescent or older teen; or
changes in the family (divorce, new child, death) that may cause concern for the child.
Special consideration needs to be given to identifying behaviors of concern in very young children. Their well-being is so connected with that of the family, that services must be developed with and directed to the family as a unit. The goal in evaluating and providing services to a young child should include helping families to articulate their own stresses and strengths. It is in the context of family that a child first explores his or her world, and learns to adapt to the varied demands of families and the world at large.
Historically, many professionals have been cautious to have a child “labeled and judged” at an early age because children are in a developmental period. On the other hand, the earlier that parents and professionals can intervene in the life of a young child with delays in emotional and behavioral development, the better it is for both the child and the family.
Early evaluation and intervention requires that parents be involved in both giving and receiving information about their child’s development. Interviews with families and observations of their child to assess how well he or she communicates, plays, relates to peers and adults, and is able to self-regulate behavior is useful in deciding whether the child has a developmental problem that needs attention.
Most often, the first indications that an infant may be experiencing significant problems will be delays in normal development. An infant who is unresponsive to his or her environment (doesn’t show emotion such as pleasure or fear that is developmentally appropriate, doesn’t look at or reach for objects, or doesn’t respond to environmental changes such as sound or light), who is over responsive (easily startled, cries), or who shows weight loss or inadequate weight gain that is not explainable by a physical problem (failure to thrive), should have a thorough evaluation.
If parents have questions about their child’s development, they should call their child’s pediatrician or family physician. Many doctors who include young children in their practice will have materials available for parents on normal childhood development.
Toddlers may have a tremendous range of behaviors that would be considered developmentally appropriate. However, any significant delays (six months or more) in language development, motor skills, or cognitive development should be brought to the attention of the child’s pediatrician.
Children who become engrossed in self-stimulating behavior to the exclusion of normal activities or who are self-abusive (head banging, biting, hitting), who do not form affectionate relationships with care providers, such as regular babysitters or relatives they see often, or who repeatedly hit, bite, kick or attempt to injure others should be seen by their pediatrician or family physician and, if indicated, by a competent mental health professional.
Especially with a first child, parents may feel uneasy, uncomfortable, or even foolish about seeking an evaluation for their very young child. While sorting out problems from developmental stages can be quite tricky with infants and toddlers, early identification and intervention can significantly reduce the effects of abnormal psychosocial development. Careful observation of infants and toddlers as they interact with caregivers, their family, or their environment is one of the most useful tools that families or physicians have, since many mental health problems cannot be diagnosed in any other way.
The Individuals with Disabilities Education Act of 2004 (IDEA) requires states to provide services for children from ages 3 through 21 who have disabilities. The section of the law that covers children birth through 2 is called Part C and recognizes the importance of families in meeting the needs of their young children. It requires that each state plan to provide early intervention services in collaboration with the main service providers for young children: human services, health, and education.
As of this writing, all states are receiving funds to provide services to infants and toddlers. Parents who have questions related to preschool or early intervention programs should call their local school district offices or their state Department of Education or Department of Health or Human Services for guidance.
Evaluation of a child’s mental or emotional status is the key to developing appropriate school or mental health services. For children who are from diverse cultures, parents will want to know how, or if, those differences will affect evaluation results.
Tests, by their very nature, have been developed to determine differences between one child and another. If everyone taking a test scored the same, then the test would be of no use. What’s important, though, is that tests are used only in those areas they were designed to measure — such as depression or anxiety.
If the professional who is responsible for evaluation is not of the same cultural background as the child, parents should feel free to ask what his or her experiences have been in cross-cultural assessment or treatment. Professionals who are sensitive to issues of bias related to language, socioeconomic status, or culture in formal evaluation tools should willingly share such information with parents.
One way of minimizing the effects of cultural bias in obtaining an appropriate diagnosis is to use a multidisciplinary approach to evaluation involving persons from different backgrounds (teacher, therapist, parent, and social worker) in completing the evaluation. Several questions to consider are:
Do the data and conclusions from various professionals agree?
Did the professionals use family information about the child’s functioning at home and in the community to aid in making a diagnosis?
Does the family believe the evaluation is accurate?
When a multidisciplinary approach is not practical or available, the person providing the evaluation should give the battery of tests following the procedures to reduce the effects of bias when making a determination that a child needs mental health services.
If children from specific ethnic or cultural groups appear to be overrepresented in a school or treatment program that has been selected or recommended for a child, parents should carefully examine the procedures for determining their child’s placement.
If parents decide that the placement decision was not influenced by racial or cultural bias, that perspective can increase confidence in the program selected for their child.
Seeking a Diagnostic Evaluation From a Medical Professional
Once parents have decided that their child or adolescent has behaviors that deserve at least a look by a medical professional, the question then becomes where to turn for a diagnostic evaluation.
A family doctor can rule out physical health issues, perform a basic mental health screening, and refer families to an appropriate child or adolescent psychologist, or psychiatrist. Also, many hospitals and most community mental health centers offer comprehensive diagnostic and evaluation programs for children and adolescents.
School districts also do mental health screenings during kindergarten roundup, and the results from that screening might help you decide to move forward with contacting your child’s pediatrician or another medical provider for a diagnostic evaluation.
Evaluations can be costly, but there are some supports available for families. Check with your insurance company to see if they will cover all or a portion of the costs of an evaluation, or Medical Assistance (Medicaid) may cover costs for eligible families.
Under the Affordable Care Act, marketplace health plans must cover preventative services for children at no charge, which includes behavioral assessments. For children eligible for Medicaid (Medical Assistance in Minnesota), the Early and Periodic Screening, Diagnosis and Treatment (EPSDT) Program provides preventive health care, including screening (evaluation), diagnosis, and appropriate mental health services.
Under EPSDT, a screening is a comprehensive health evaluation, including the status of a child’s emotional health. A child is entitled to periodic screenings, or an inter-periodic screening (between normal screening times), whenever a physical or emotional problem is suspected, and to receive health services to address such problems from any Medicaid provider (public or private). Check with your state Medicaid office to get current information about the services under the EPSDT program.
Other parents, particularly those in rural areas, may want to first approach their county’s public health nurse, or family and human services agency. Either may be able to direct them to an evaluation program available in their area.
Community mental health centers are also a good source of help, and can be less expensive than seeking out a private doctor or mental health professional. Parents will want to ask for professional staff with experience in evaluating the mental health needs of children. If in doubt, ask for the credentials and expertise of the professional who is assigned to work with the child. Credentials should be offered and displayed in the professional’s workplace.
School-Linked Mental Health Services
Children and youth in Minnesota may have access to mental health supports at school through school-linked mental health services. It is not a requirement in Minnesota for schools to provide these services, but a grant program from the Children’s Mental Health Division at the Minnesota Department of Human Services has given some schools the opportunity to partner with community-based mental health providers so that students can have access to services at school. This partnership offers easier access for early intervention and treatment to prevent more serious mental illness, and offers students support in a natural, non-stigmatizing setting.
School-linked mental health services
Seeking a Free Comprehensive Special Education Evaluation for Services at School
There are federal and state laws that require certain services in school for children who have disabilities. The Individuals with Disabilities Education Act of 2004 (IDEA) is the federal law that addresses early intervention services for young children, as well as for school-age children who have disabilities. If your child needs more supports or services to help them be a successful learner, consider requesting an evaluation for special education from your school administrator.
The process of evaluation starts with Child Find, a process that requires schools to identify, locate, and evaluate students with disabilities who may need special education services and supports. An evaluation for special education is not the same as a diagnostic evaluation. A comprehensive special education evaluation determines if the student is in need of special education services (specially designed instruction and related services, and any necessary accommodations) due to their disability.
If the child is determined to meet the criteria as a child with a disability under IDEA, the school will put together a team, which includes the parent, to develop and write an Individualized Education Plan (IEP). This is a legal agreement between the school district and the child and their parent(s) for the provision of special education services.
If the child is not determined to meet the criteria as a child with a disability under IDEA, parents may want to consider a 504 Plan. Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that says it is not legal to discriminate against people with disabilities in any program receiving federal funds.
In school, Section 504 can help children and youth who have a mental health or emotional disorder but are not eligible for special education. Schools must first determine whether the child’s impairment substantially limits their ability to learn, and then provide accommodations for that child. Accommodations can include such things as giving extra time to complete work, using headphones or going to a quiet place to help screen out noise. Section 504 helps children to succeed in the activities that are available to all students.
Problematic behavior is formed in a child already at the age of five
Elena Mikhailovna, one can hardly find people who would not throw tantrums in childhood, would not quietly steal someone else's car or doll home, would not beat offenders. Where is the line between pranks and potentially dangerous behavior?
Elena Shpagina: She is aware, in understanding her behavior. Jean Piaget, a well-known Swiss psychologist who dealt with child development, has a description of studies of the moral judgments of children about the heroes of the story: one boy accidentally broke fifteen cups because he was distracted, and the other boy only one, but when he climbed for jam after his mother left kitchens… Who is more to blame? The scientist asked these questions to children and realized that moral consciousness is being formed in children from the age of 4 and most of them by the age of 6-7 understand that breaking even 15 cups by accident is not as shameful as stealing jam without asking.
The main concept of the personality of a criminal, which is currently accepted in legal psychology, is based on the peculiarities of a person's legal consciousness and worldview, when he believes that it is possible or permissible to commit this or that act. And this is not directly related, for example, to mental health. You can live your whole life with a psychiatric diagnosis and not commit a single crime and be the nicest person. This is formed by education, in the process of socialization (mastering the norms of life in society). The first institution of socialization is the family. It lays down the rules of relationships with other people: the family environment approves and encourages some behavior, but often the child simply copies from the people around him. Therefore, an example, a role model is so important.
Punishments and prohibitions should be based on explanations of cause-and-effect relationships of the child's actions. So that the child consciously next time does not repeat such mistakes. But adults should understand that the ability for conscious behavior and volitional control of their behavior in a child comes only at about 12-14 years old. Prior to this, we form various norms in the child: moral, ethical, legal. It is very important not to ignore the pranks of children, to analyze cases, to discuss these issues, to form the ability to diplomacy, and not to solve problems by force.
There is a hooligan in the class who tyrannizes everyone. What about other students and their parents? Why can't this be isolated, transferred to a special school, to individual training, finally?
Elena Shpagina: "A bully, a little despot and a tyrant" is also someone's child. Most often, this is a child who finds himself in a difficult life situation, when parents drink, are addicted to drugs, and are in prison. It happens that such a child is an orphan and is under the care of a grandmother who cannot cope with him. That is, there is simply no one to educate him, and the environment in which he lives dictates his own rules of behavior to him. Often such children fall under the influence of the "street". Of course, prosperous families, parents want to protect themselves from such a bully in the classroom, isolate him from the society of "good children" and send him to a special institution where he will be re-educated.
Let's see where? In a psycho-neurological dispensary? He must have a serious diagnosis established by a doctor. Parents or guardians should take care of his health. And he only has a grandmother with her unidentified health diagnoses.
Some categorical parents say that he belongs in prison! On what basis? Criminal liability comes from the age of sixteen, and for many crimes from the age of fourteen. Including hooliganism, but only in parts 2 and 3 of Art. Article 213 of the Criminal Code of the Russian Federation. This is hooliganism committed with aggravating circumstances. A trial must take place, guilt has been proven, but we will again get a new member of society who has embarked on a criminal path. Until the age of fourteen, his parents or guardians are responsible for his offenses. And again we have a grandmother... In order for a child to end up in an institution for orphans, parents or guardians must be deprived of parental rights. There must be very strong justifications for this ...
What to do with such a bully?
Elena Shpagina: You need to work with a child, accompany him growing up. He does not have parents, the guardian cannot cope, then other public institutions should be included. After all, society is interested that the "pranks" of such children do not develop into sustainable criminal behavior in the future. You can try to start working with such a child as a parent community, connect the "school reconciliation service", for example. Only in socially acceptable ways, in the legal field. After all, if you arrange a "showdown" with such a child from a position of strength, firstly, you can get punished, and secondly, you will demonstrate illegal behavior patterns to your own child.
Here we need to act jointly, comprehensively, together with other interested parties. If all this happens at school, then the first instance is, of course, the school. The school has a class teacher, a social teacher, and a school psychologist. These are specially trained people who can professionally correct the situation. There are psychological and pedagogical technologies for working with deviant children, they are applied. For example, our Department of Legal Psychology at MSUPU develops and supports school reconciliation services, the use of a restorative approach and mediation in resolving school conflicts.
Teach your children not to be indifferent to violence against others and against themselves, teach them to defend themselves, but in socially acceptable ways. The offender must see that neither the guys in the class nor the adults support him. The activity of such children needs to be directed in a positive direction, it’s just that their own parents did not do much with them.
How can parents know if their child is the victim of bullying?
Elena Shpagina: The victim's behavior is very dangerous. Pay attention to a sudden change in your child's behavior.
If you answered "yes" to these statements, most likely it is:
- the child is in a depressed mood,
- the child avoids classmates,
- avoids mass events at school,
- often is sick and does not come to school for other reasons,
- reacts negatively to the signal of a new message,
- the child takes time off from lessons, referring to poor health,
- inflicts cuts, burns on himself.
Start a delicate conversation. If you have established relationships, then the child will tell, although it will be difficult for him. Do not panic, do not aggravate the situation, do not injure the child with your violent reaction. But don't leave everything to chance. Be there, show your child that you love him, understand his problems. What seems trifling to you from the height of the past years, in childhood, and especially in adolescence, is perceived very brightly, painfully. Disadaptation in solving such problems can lead to irreparable consequences.
It is impossible to give universal advice here, each case will require its own approach. Start by contacting a psychologist. Now this profession is widespread, there are free psychological assistance centers, school psychological service. At our university, for example, there is a Scientific and Practical Center for Emergency Psychological Assistance, which operates a helpline. The Moscow Psychological Service for Assistance to the Population has a very large experience, there are branches in all districts, this can be found on the website. Our graduates also work there.
6 signs your child may be having problems at school
When children are small and start going to school, they may have problems of all kinds, but most of them resolve themselves in a few weeks. At School Childhood is fun, children learn by playing and teachers maintain a close personal relationship with their parents. But just because preschools are doing well, even in the early years of elementary school, doesn't mean they won't. problems at school later.
Years pass things become more complicated (many times more than expected), tasks multiply and children begin to understand that relationships with peers they have nuances. They also begin to feel how their behavior affects others and suffer the consequences of what others do. Children also become aware of their abilities, their limitations and their talents, not only academically but also personally. These are all uncontrollable ingredients in a cocktail that, when shaken, can lead to different results. And even if it seems that the child is a good student and a good student, the cocktail can explode.
1 How to know when your child may have problems at school
1.1 He does not want to talk about his studies
1.2 Changing attitudes towards school
1.3 Spending a lot of time doing homework
1.4 Bad behavior
1.5 Sleep problems
1.6 Eating problems
When a child or teenager begins to experience difficulty with homework, help should be offered as soon as possible. The more time passes, the more you will lose and the more difficult it will be for you to catch up. In addition, it is important to identify what the source of 's problems is and assess whether their poor performance and poor attitudes have been influenced by peer relationships.
These include Signs your child is having trouble at school and needs help .
He does not want to talk about his studies
Even if your child does not talk much about school, it is normal that he tells you different things, that he tells you about his classmates, what they are studying, about games at recess and etc. However, if one day you notice that the child stops talking about school and/or withdraws into the group when you try to strike up a conversation, you should suspect that this is some kind of problem.
Changing attitudes towards school
Children may like different subjects more or less, but there is always one they like more, or at least school attendance has an incentive to see classmates, talk, play and laugh together. Whatever your child's attitude, if you notice a sudden change in attitude towards school you should suspect that something is going on.
In many cases, just watching him show boredom and disinterest in the subjects being studied is already a good sign that something has happened. In general, the manifestation of boredom is the first sign that they do not understand what is happening in the classroom, that they do not understand the subject.
Spending a lot of time doing homework
A child spending a lot of time doing homework is indeed a serious warning sign. that he might have problems at school. These may be academic problems, so you may need reinforcement. But also emotionally, because if the child has personal problems with classmates or teachers, it will be difficult for him to focus on the task.
Another reason your child may take a long time to complete homework is because they are in class. unfocused I'm doing well not attending (which will make homework difficult) or don't use class time for work. Seeking help in such cases can be critical to a child's progress in the school system.
If a child misbehaves at school and/or at home, this may be a way divert attention from your problems scientists or a way to get attention because you have some kind of emotional problem. Punishments and reprimands only exacerbate the problem and complicate it.
Children and youth should also learn social skills to express their feelings.