Behavioral problems
Behavioral abnormalities is a term that arose from the Anglo-Saxon conduct disorder and describes unspecific deviations in social behavior . Sometimes the term is used synonymously with the conduct disorder . The term is criticized by Steinhausen as a vague collective term that does not in itself represent a psychiatric diagnosis.
In recent times, the less stigmatizing terms problem behavior or challenging behavior are increasingly used to describe. The terms play especially in the educational science , the psychology and special education an important role because of behavioral problems or problem behavior, a considerable distress and disruption can go out in group processes or learning group processes. The term difficult to educate is also considered imprecise and biased .
Attempted definition
The definition of problematic behavior is difficult because there are smooth transitions to the normal range of behavior. Werner Leitner suggests:
"Problem behavior" can be described as behavior:
- which has a burdensome and unsettling effect on the behaving person himself or his environment and fellow world over a longer period of time
- which does not appear to be adapted to the situation in terms of selection and intensity
- that hinders development opportunities instead of promoting them
Possible causes
In curative education in particular , possible reasons for problem behavior are summarized in so-called "contexts":
- Context of the companion - possible parts of the companion
- Individual context - historical and current living conditions
- Social context - interpersonal area
- Factual context - dealing with things and things
- Social context - social share
- Unknown context - limited understanding of reasons for problem behavior
Options for dealing with people with problem behavior can be derived from the contexts.
Another system names the following possible causes:
- normal, temporary phases of development ( defiant reactions )
- organic brain disorders
- traumatic experiences ( abuse , mistreatment , loss)
- faulty upbringing
- social neglect
Conclusion
In addition to the cause-oriented understanding, a "resource-oriented" understanding also plays an increasingly important role. In it, people with problem behavior are not only viewed in terms of their difficult behavior, but also individual skills (resources) are sought and used for understanding and dealing with them.
Finally, so-called “de-escalation strategies” can be compiled for dealing with people with problem behavior, which can be helpful in an acute situation.
A diagnosis can only be made by psychologists , child and adolescent psychiatrists or child and adolescent psychotherapists . Overall, clinical-psychological diagnostics are the gold standard for clarification and should comprehensively include all relevant development areas and perception functions or perception processing functions. Sometimes a neurologist also needs to be consulted.
literature
- Nicole Berger, Wolfgang Schneider: Behavioral disorders and learning difficulties in school: Possibilities for prevention and intervention. UTB, Stuttgart 2011.
- Joachim Bröcher: Didactic variations in school refusal and behavior problems. Volume 1: Relationship recordings. Volume 2: Life explorations. Volume 3: Change Processes. Publishing house BoD, Norderstedt 2006.
- Joachim Bröcher: Living Environment and Didactics. Lessons with young people with behavioral problems based on their (everyday) aesthetic productions . University Press Winter, Heidelberg 1997.
- Joachim Bröcher: Teaching with passion. Instructions for dealing with learning blocks, resistant behavior and institutional structures. University Press Winter, Heidelberg 2001.
- Erhard Fischer: Behavioral problems as an expression of subjective experience and well-being. Aspects of understanding and helping . In: Zeitschrift für Heilpädagogik , Volume 47, No. 2/1996, pp. 59–67.
- Erhard Fischer: Perceiving - making sense - acting - understanding: 'challenging' behavior in people with (severe) disabilities . In: Sybille Kannewischer, Michael Wagner, Christoph Winkler, Wolfgang Dworschak (ed.): Behavior as a subjective, meaningful form of expression . Klinkhardt, Bad Heilbrunn 2004, pp. 127–145.
- Hannelore Grimm: disorders of language development . Hogrefe Verlag, Göttingen 1999.
- Helga D. Herzfeld: Diagnosis of behavioral problems in preschool age . 1996.
- Sandra Majer: Behavioral problems and concentration disorders in elementary school age. Subjective theories from teachers . Publishing house Dr. Kovac, Hamburg 2008.
- Norbert Myschker: Behavioral disorders in children and adolescents . 3. Edition. Kohlhammer, 1999.
- Cora Neuhaus, Corona Schmid: Only one phase? Behavioral problems in children . 2001.
- Klaus Utz: Kindergarten today special - behavioral problems in children . 2000.
- Bernd Ahrbeck, Marc Willmann (Ed.), Pedagogy for behavioral disorders. A manual. 1st edition. Verlag W. Kohlhammer, Stuttgart 2010, ISBN 978-3-17-020424-9 .