I am I only by you and with you.
I recognize myself just because
Because you resist my
Consciousness as a visible and tangible I
as another.
L.Φoerbah
Emotional prizarzane between the child and the mother, which is established after birth is the beginning of co-packed life. Birth detachment, destruction of unconscious bliss iztravane forced from the womb, filled with anxiety, and with it - the beginning of a new form of life, of existence - Sabina in which the fate of the child is inextricably linked to the fate of the mother.
Emotional prizarzane is not only a form of togetherness, which opens at a certain time horizon of jointness, but the basis for many of the later forms of reciprocity between self and other.
Joy is related to relationships that are filled with certainty and sincerity in which the self love which finds its significance.
In ovshtuvaneto the other joy can be looted when the Ego:
ü Become insensitive to the onrushing joy when a place of fear, alchnossta, envy, anxiety.
ü Trying to keep forcibly removing the joy of freedom of other
ü refuse to accept joy
ü indulge in fantasies and empty dreaming
ü filled with boldness to achieve the objectives
ü A rich and beautiful forms of togetherness
ü shared ideas, values, dreams, emotions are extracted from indifference
ü Podtitva to search for ideas
ü induces openness to experiences and challenges
ü led to consider the situation from different points
ü prompts searches nosochi to overcome the banal and boredom
ü induces self-surmounting
ü prompted to overcome the fear of rejection and fear of samoizmenie
Types of Emotional Prizarzane
The image that the ego has for himself and for others, reflects directly on the form of attachment, which could be very stable over time.
Emotional prizarzane between self and other can unite around two forms:
v sincere emotional connection
v insincere emotional connection
Sincere emotional connection is ukorenena in love and respect. The presence of the other is giving. Emotional connection found samotsennostta of Me and You. Provides an opportunity for samoutvarzhavane and self-surmounting.
Emotional connection is open to challenge. Figure the other is a source of security, not fear.
Insincere emotional connection is ukorenena fear and neuvezhenieto - the other is not self-centered. I am weak, you are strong. Under other detects the weakness of self. Powerless is based on the fear that I could be robbed.
Impotence can occur in:
§ Regression: self recognizes its weakness - respect to the other results in obedience.
§ resignation: the self is at peace with his fate and leave the other.
§ Depression: self reconciles with his fate and is separated from himself - moving away from the other is achieved by moving away from him.
понеделник, 22 септември 2014 г.
Autism and child development-Part One
Autism belongs to the group of generalized developmental disorders characterized by qualitative abnormalities in social relationships and ways of communication. This group observed organic, stereotypes complex of interests and activities.
Type 1 Children autizam- generalized disorder of development that is determined by the presence of abnormal and / or impaired development that occurred before three years of age and manifested by an abnormal type of operation in three areas: social relationships, communication and behavior, which is povtavyashto is limited and stereotypes. In addition to these specific signs, children with autism often suffer from Ted other nonspecific problems such as phobias, sleep disturbances and nutrition, short bursts of anger / directed towards himself / aggression. Quite frequent self-harm (eg, biting of hands), especially when there is a combination with severe mental retardation. Most children with autism lack spontaneity, initiative and creativity in organizing leisure. There are tradnosti in applying the general concepts and decision-making in the work (even when the tasks are in their ability). Specific manifestation of deficits characteristic of autism change as the child grows, but continues into adulthood with very similar combination of problems in socialization, communication and style interests.
It occurs 3-4 times more frequently in momcheteta than girls.
2 Atypical autizam- Type generalized disorder of development that differs from infantile autism or age of onset of the first symptoms, or that fulfills all three sets of diagnostic criteria. Diagnosed only when abnormal or impaired development occurs after three years and insufficient demonstration violations in one or two of the three areas of psychopathology required for the diagnosis of autism / social interaction, communication and restricted stereotype behavior / although characteristic abnormalities in the other areas. Atypicallity This occurs most often in children with severe mental retardation in children with severe specific developmental disorder of receptive language.
Type 1 Children autizam- generalized disorder of development that is determined by the presence of abnormal and / or impaired development that occurred before three years of age and manifested by an abnormal type of operation in three areas: social relationships, communication and behavior, which is povtavyashto is limited and stereotypes. In addition to these specific signs, children with autism often suffer from Ted other nonspecific problems such as phobias, sleep disturbances and nutrition, short bursts of anger / directed towards himself / aggression. Quite frequent self-harm (eg, biting of hands), especially when there is a combination with severe mental retardation. Most children with autism lack spontaneity, initiative and creativity in organizing leisure. There are tradnosti in applying the general concepts and decision-making in the work (even when the tasks are in their ability). Specific manifestation of deficits characteristic of autism change as the child grows, but continues into adulthood with very similar combination of problems in socialization, communication and style interests.
It occurs 3-4 times more frequently in momcheteta than girls.
2 Atypical autizam- Type generalized disorder of development that differs from infantile autism or age of onset of the first symptoms, or that fulfills all three sets of diagnostic criteria. Diagnosed only when abnormal or impaired development occurs after three years and insufficient demonstration violations in one or two of the three areas of psychopathology required for the diagnosis of autism / social interaction, communication and restricted stereotype behavior / although characteristic abnormalities in the other areas. Atypicallity This occurs most often in children with severe mental retardation in children with severe specific developmental disorder of receptive language.
autism and child development-Part Four
Behavioral deficits are as follows:
· Autistic child there is little or no perceived language- neither speech, nor can it be expressed. They may be dumb or if present speech she eholalichna in the sense that the child repeat like a parrot what others or what they heard on TV. Receptive speech is also impaired because the child is able to respond only to simple commands / "sit", "eat", "shut the door", etc. / But not abstract speech as metoimeniya / mine, yours, his, hers, etc. / or words for time / first, last, etc. /. Inability of the child to express or understand the language is the most common complaint they have parents. These problems can be indifitsirat in the second year of life.
· The child behaves as if there is visible sensory / perceptual deficit, ie behaves as if it were blind, deaf, but careful examination revealed intact sensory modalities. Parents complain that their children have extreme difficulties with attention. Usually they do not maintain eye contact with their parents and do not pay proper head in the direction of people talking.
· Autistic children usually do not build close relationships with their parents. This is evident even during the first few months of life when parents complain that their child likes to nuzzle and can effectively resist physical contact stiffness back or seeking to escape from the arms of their parents.
· Autistic children do not play with toys as their peers. They are not interested and do not spend time playing with them. If you still play with toys, it is often as strange Sensory turn the truck and spin the wheels, wear a piece of rope twisted obsessively bear doll to make it smell or suck. Inability to play with toys can be registered in the second year of life.
· Playing with friends can be missing or severely restricted. It is possible that the child shows no interest or ability to play games, largely unaware of the presence of other children, unless it is involved in a game like "davam- take '' this feature is also a very very distinct in the second year of life.
· Autistic children often delayed or even fail ordinary self-help skills. They have trouble learning to dress themselves, use the toilet and eat unaided. Similarly have large deficits in recognizing common dangers i8 should be monitored closely, not posradat when crossing the street in heavy traffic or playing with electrical appliances, etc.
Behavioral excesses:
· Autistic children exhibit a significant amount of temper tantrums and aggression. Aggression can sometimes be directed at them samite- they bite, hit his head against the wall, to prick face. Another time aggression directed towards others. Most parents complain that their children are almost unmanageable, have a low tolerance for frustration and react to even minor discomfort with anger.
· Autistic child there is little or no perceived language- neither speech, nor can it be expressed. They may be dumb or if present speech she eholalichna in the sense that the child repeat like a parrot what others or what they heard on TV. Receptive speech is also impaired because the child is able to respond only to simple commands / "sit", "eat", "shut the door", etc. / But not abstract speech as metoimeniya / mine, yours, his, hers, etc. / or words for time / first, last, etc. /. Inability of the child to express or understand the language is the most common complaint they have parents. These problems can be indifitsirat in the second year of life.
· The child behaves as if there is visible sensory / perceptual deficit, ie behaves as if it were blind, deaf, but careful examination revealed intact sensory modalities. Parents complain that their children have extreme difficulties with attention. Usually they do not maintain eye contact with their parents and do not pay proper head in the direction of people talking.
· Autistic children usually do not build close relationships with their parents. This is evident even during the first few months of life when parents complain that their child likes to nuzzle and can effectively resist physical contact stiffness back or seeking to escape from the arms of their parents.
· Autistic children do not play with toys as their peers. They are not interested and do not spend time playing with them. If you still play with toys, it is often as strange Sensory turn the truck and spin the wheels, wear a piece of rope twisted obsessively bear doll to make it smell or suck. Inability to play with toys can be registered in the second year of life.
· Playing with friends can be missing or severely restricted. It is possible that the child shows no interest or ability to play games, largely unaware of the presence of other children, unless it is involved in a game like "davam- take '' this feature is also a very very distinct in the second year of life.
· Autistic children often delayed or even fail ordinary self-help skills. They have trouble learning to dress themselves, use the toilet and eat unaided. Similarly have large deficits in recognizing common dangers i8 should be monitored closely, not posradat when crossing the street in heavy traffic or playing with electrical appliances, etc.
Behavioral excesses:
· Autistic children exhibit a significant amount of temper tantrums and aggression. Aggression can sometimes be directed at them samite- they bite, hit his head against the wall, to prick face. Another time aggression directed towards others. Most parents complain that their children are almost unmanageable, have a low tolerance for frustration and react to even minor discomfort with anger.
Features of mental development of children up to one year Part One Features of mental development of children up to one year
Birth is a huge stress for both mother and child. It must adapt to the new environment. Largely continues newborn intrauterine development in external form and his contact with his obkrazhenie- physical and social, is not yet complete. The baby was born with congenital reflexes like blinking, sneezing, swallowing, breathing, sucking. It gradually began to fix the light reacts differently to different colors and different tastes, hear and react to certain smells. Signs of sensations of touch, heat and cold, but due to lack of experience can not fix all these sensations. It attracts objects with bright colors. A toy interest, but does not stay for long. First place prehensile dvizheniya- began to hold a toy with both hands paw her thus starts to know the objects of the environment. Initially, the child does not distinguish between what is itself, and what is beyond. In the first months the baby is not different people, but gradually began to show increasing attention to the outside world. Perceived his mother as part of themselves and it is the basis of his impressions and experiences. The mother is the person who most actively involved in raising the child. It satisfies all its needs and desires, which brings the child pleasure, comfort. But it is not always the only factor to satisfy the security is sometimes involved in hard causing concern situations, and in this perspective is becoming the child in an external object. You could say that it is the first 'I' 'child first' other '' first person that it will gradually begin to perceive as different from him.
For example, the first child smiles at familiar people, especially his mother, and in the appearance of strangers, becomes restless and starts to cry. This is a sign that individuals are known to be different from others. Perceptions gradually become more sustainable. Child recognize objects, people. It actively seeks, embraces head and looks at the speech, music.
The first emotional reactions of the child can be said that busy "all mental stage '' as develop and remain a place of any other element, hence the total and their absolute nature. Emotional speech baby is much poorer than ours and often and less understandable, but sigarnost not less eloquent.
It begins with negative emotions, indicating that the child's life is not very pleasant. These emotions are expressed by muscle tension, sad facial expression, crying.
From this initial despair that will trigger grief purely psychological sadness about the fifth month, features two large emotional totalities: fear and anxiety, on the one hand and aggression on the other. Jealousy appears at the end of the first year.
The child no hereditary and congenital fears. They acquire a conditioned reflex / as fear of dogs sudden onset / in imitation / example of fear of insects in a child whose mother takes such fear / by induction / 'will hurt' '/. Therefore, even if the baby will have panic attacks, it will be Stahovs till, but the latter will umonozhat with his experiences and increase freedom of action.
For example, the first child smiles at familiar people, especially his mother, and in the appearance of strangers, becomes restless and starts to cry. This is a sign that individuals are known to be different from others. Perceptions gradually become more sustainable. Child recognize objects, people. It actively seeks, embraces head and looks at the speech, music.
The first emotional reactions of the child can be said that busy "all mental stage '' as develop and remain a place of any other element, hence the total and their absolute nature. Emotional speech baby is much poorer than ours and often and less understandable, but sigarnost not less eloquent.
It begins with negative emotions, indicating that the child's life is not very pleasant. These emotions are expressed by muscle tension, sad facial expression, crying.
From this initial despair that will trigger grief purely psychological sadness about the fifth month, features two large emotional totalities: fear and anxiety, on the one hand and aggression on the other. Jealousy appears at the end of the first year.
The child no hereditary and congenital fears. They acquire a conditioned reflex / as fear of dogs sudden onset / in imitation / example of fear of insects in a child whose mother takes such fear / by induction / 'will hurt' '/. Therefore, even if the baby will have panic attacks, it will be Stahovs till, but the latter will umonozhat with his experiences and increase freedom of action.
counseling
characteristics of mental develop children up to one year Part Two
For many adult education is that to frighten children to create in them a solid network of fears that keep them on track. But it affects the baby still very indirectly.
Only the second month pleasure appears as well limited emotional reaction expressed by limb movements, smiles, happy expression succinct cries gakane when bathing. These emotions are the result of obgrizhdane, petting and playing with him older. Laughter comes about six months, usually in tickling games or alternately. The child recognizes the adult reactions of fear, anger, happiness, sadness, surprise.
About eight months appears a special kind of joy, such as pride, joy in terms of their achievements. At this age already visible manifestations of tenderness and affection, the object of which is the mother and relatives around people. Ogrona imitation plays a role: the child loves the way you like.
During this period, the child begins to utter short syllables and says his first word. Very often the word 'Dad' 'appears before' mom '', perhaps because it is easier to pronounce or more frequently absent father, or that it is acrobatic play games.
About one month of age differentiated mobility occurs only in the mouth. The most lightest touch causes sucking and search lips. The same can be said for the eyes, able to remain still and fixed objects present in the visual field. Hands do not function at all. They are usually closed and did not try to catch, but are activated when they are touched.
Around the fourth month head start to keep straight when the child behaves seated. It becomes mobile and begins to address the source of the familiar sound. This mobility encourages visual mobility. Approaching object seen by the child unlocks massive movements of the head and hands. Around the fifth month will catch it between your fingers and hand, and to shestiya- with opposing thumb.
From now become the mastery of sitting down and "the age of the chair" between the seventh and eighth month, the child learns to stand up and walk.
Nine months may well keep sitting balance and can be rotated and bent without danger of falling. Began to develop fine motor skills: the child can only eat the cookie, to keep the nipple, to catch the crumb between thumb and forefinger. The pointer becomes more active and acts as a tool for research. The language also play this role and gaining greater agility. Although at this age and the eleventh month, she still brings it to his mouth, though studies suggest that the fingers are starting to emerge over the mouth.
It goes without saying that this intensive motor development is not separated from the dissenting both sensory and intellectual development.
It is in the context of physical activity, Piaget / Swiss psychologist / reveals the emergence of intelligence about eight months. Occurrence can be schematized as follows: at the beginning the infant's only unconditional reflexes that operate independently. Rather they complement acquired from accidental movements that are repeated / smechene as thumb /. Approximately in the middle of the fifth month, the movements caused random reactions were repeated once. Action already has focus. It does not perform for itself, but for the purpose external result. Of the eighth month on observed coordinate actions to achieve pre-set goal.
At the end of the first year will show the latest processing: when you accidentally get a new result, it is not repeated stereotypes. The child tries to play with variations to change it slightly. Try it and explore variations of the result. There is an active experimentation.
For many adult education is that to frighten children to create in them a solid network of fears that keep them on track. But it affects the baby still very indirectly.
Only the second month pleasure appears as well limited emotional reaction expressed by limb movements, smiles, happy expression succinct cries gakane when bathing. These emotions are the result of obgrizhdane, petting and playing with him older. Laughter comes about six months, usually in tickling games or alternately. The child recognizes the adult reactions of fear, anger, happiness, sadness, surprise.
About eight months appears a special kind of joy, such as pride, joy in terms of their achievements. At this age already visible manifestations of tenderness and affection, the object of which is the mother and relatives around people. Ogrona imitation plays a role: the child loves the way you like.
During this period, the child begins to utter short syllables and says his first word. Very often the word 'Dad' 'appears before' mom '', perhaps because it is easier to pronounce or more frequently absent father, or that it is acrobatic play games.
About one month of age differentiated mobility occurs only in the mouth. The most lightest touch causes sucking and search lips. The same can be said for the eyes, able to remain still and fixed objects present in the visual field. Hands do not function at all. They are usually closed and did not try to catch, but are activated when they are touched.
Around the fourth month head start to keep straight when the child behaves seated. It becomes mobile and begins to address the source of the familiar sound. This mobility encourages visual mobility. Approaching object seen by the child unlocks massive movements of the head and hands. Around the fifth month will catch it between your fingers and hand, and to shestiya- with opposing thumb.
From now become the mastery of sitting down and "the age of the chair" between the seventh and eighth month, the child learns to stand up and walk.
Nine months may well keep sitting balance and can be rotated and bent without danger of falling. Began to develop fine motor skills: the child can only eat the cookie, to keep the nipple, to catch the crumb between thumb and forefinger. The pointer becomes more active and acts as a tool for research. The language also play this role and gaining greater agility. Although at this age and the eleventh month, she still brings it to his mouth, though studies suggest that the fingers are starting to emerge over the mouth.
It goes without saying that this intensive motor development is not separated from the dissenting both sensory and intellectual development.
It is in the context of physical activity, Piaget / Swiss psychologist / reveals the emergence of intelligence about eight months. Occurrence can be schematized as follows: at the beginning the infant's only unconditional reflexes that operate independently. Rather they complement acquired from accidental movements that are repeated / smechene as thumb /. Approximately in the middle of the fifth month, the movements caused random reactions were repeated once. Action already has focus. It does not perform for itself, but for the purpose external result. Of the eighth month on observed coordinate actions to achieve pre-set goal.
At the end of the first year will show the latest processing: when you accidentally get a new result, it is not repeated stereotypes. The child tries to play with variations to change it slightly. Try it and explore variations of the result. There is an active experimentation.
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