Features of providing psychological assistance to children affected by violence. Presentation, violence Psychological assistance to victims of violence presentation

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Presentation on the topic: Psychological abuse

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Psychological violence Psychological (emotional) violence is periodic, long-term or constant mental influence (of parents, guardians, other adults) on a person (child), leading to the formation of pathological character traits or inhibiting the development of personality.

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In conditions educational environment(schools), we can distinguish such signs as signs of P.N. as: threats against the student; deliberate isolation of the student; imposing excessive demands on the student that are not age appropriate; insult and humiliation of dignity; systematic unfounded criticism of the child, leading him out of emotional balance; constant negative characteristics of the student; demonstratively negative attitude to the student. Psychological violence can manifest itself in the form of ridicule, giving names, comments and biased assessments, humiliation in the presence of other children or adults, and refusal to communicate with the victim of violence.

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having physical disabilities, behavioral characteristics - withdrawn children or children with impulsive behavior; physical appearance; undeveloped social skills; fear of school; lack of experience in living in a group; illnesses - epilepsy, tics and hyperkinesis, stuttering, enuresis (urinary incontinence), encopresis (fecal incontinence) ), speech disorders - dyslalia (tongue-tied), dysgraphia (impaired written speech), dyslexia (impaired reading), dyscalculia (impaired ability to count), etc.; low intelligence and learning difficulties.

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Children raised in conditions of maternal deprivation (that is, who did not receive sufficient love and care in infancy, with unformed attachment to their parents - shelter children and “social orphans”) may be prone to more violence than children raised in normal families. Single-parent families (there is an opinion that a girl in such a family will reliably more often apply emotional abuse than a boy). For example, families in which the mother has a negative attitude towards life. Mothers who do not trust the child's world and school usually do not want to cooperate with the school. In this regard, the manifestation of violence in a child by the mother is not condemned or corrected. In such cases, mothers tend to justify violence as a natural reaction to communication with “enemies.” Powerful and authoritarian families. Upbringing in conditions of dominant hyperprotection is characterized by unconditional submission to the will of the parents, therefore children in such families are often suppressed, and school serves as a channel where they splash out internally suppressed anger and fear.

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Families that are characterized by conflict family relationships. In families where adults often quarrel and swear, aggressively asserting themselves in the presence of a child, the so-called “learning model” works. Children learn and then use it in everyday life as a way to cope with situations. Thus, one behavior pattern can be passed down from generation to generation as a family curse. The very frustrating and anxious atmosphere of the family forces the child to defend himself and behave aggressively. In such families there is practically no mutual support and close relationships. Children from violent families evaluate violent situations differently than other children. In addition, low academic performance is also a risk factor for violence. Research has shown that good grades in courses are directly linked to higher self-esteem. For boys, school performance is not as significant and has a lesser impact on self-esteem. For them, success in sports, extracurricular activities, hikes and other activities is more important. Underachieving girls are at greater risk of aggression toward peers than underperforming boys.

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historical prerequisites: mechanical transfer to our time of pedagogical systems of education, traditional for past years; psychological instability of teachers, poor microclimate in the teaching staff; professional failure, expressed in the inability or unwillingness of the teacher to respect the personality and problems of the child, provoking non-standard behavior.

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In a large school community, greater anonymity also predisposes to violence, i.e., there is a lower likelihood of identifying an act of violence and limiting it, due to the fact that it is difficult for a teacher to “reach” everyone, delve into their problems, etc. Lack of diversity of choice educational institutions. Due to their characteristics, not every child is suitable for a large, noisy school. Some children feel and behave better in small classes, being in a calm group. Overload curriculum. A noisy atmosphere can negatively affect emotionally labile and hyperactive children with unstable nervous system, turn them on and excite them.

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Poor microclimate in the teaching staff. Violence in a teacher’s behavior is determined, in principle, by the same factors as in children. In teaching teams with an authoritarian leadership style, the relationships are the same as between students and teachers. Teachers’ irritability and dissatisfaction can spill over and turn into aggression towards children (professional burnout can be taken out on students). Impunity for persons who display P.N. (this can be facilitated by an indifferent and indifferent attitude, because if students, parents, and school management also relate to the teacher’s arbitrariness, then the rapist feels unpunished)

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The immediate consequences include physical injuries, damage, and acute mental reactions in response to any aggression. These reactions can manifest themselves in the form of excitement, a desire to run somewhere, hide, or in the form of deep inhibition, external indifference, but in both cases the child is gripped by fear, anxiety, and anger. Among the long-term consequences are various diseases, personal and emotional disorders of physical and mental development, as well as severe social consequences.

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Long-term psychological abuse affects the child’s self. Self-esteem drops, he feels bullied. Such a child subsequently tries to avoid relationships with other people. It often happens the other way around - other children avoid making friends with victims of violence because they are afraid that they themselves will become victims. As a result of this, the formation friendly relations can become a problem for the victim, and rejection at school often extends to other areas social relations. The role of the victim is the cause of low status in the group, problems in learning and behavior. Such a child has a higher risk of developing neuropsychic and behavioral disorders. Prolonged stress creates a feeling of hopelessness and desperation, which, in turn, is fertile ground for thoughts of suicide.

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organizing assistance to children who have suffered from psychological violence; identification of factors that provoke abuse and conditions that reduce the possibility of aggressive behavior; creation of a prevention system - measures to reduce the likelihood of manifestations of P.N. V educational institutions(testing of teachers, children to identify risk groups; work with risk groups;); a system of measures to strengthen the mental health of teachers, Formation of a system of measures aimed at legal protection and understanding of their rights by students and teachers

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diagnostics of the psycho-emotional environment and motivational and educational work with the administration; advisory and educational work with teaching staff and parents; advisory and correctional work with children; information and educational work with children; activities aimed at uniting the school community and diagnosing the state of the problem aimed at educating parents, teachers, and students.

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1. Methodology “Psychological diagnostics of the safety of the school educational environment” by I.A. Baeva. 2. Methodology for examining the educational environment, proposed by N.V. Kalinina3. Methodology for diagnosing the level of emotional burnout V.V. Boyko (as one of the manifestations of a violation of the psychological health of teachers). 4. M. Luscher color test to determine the current psycho-emotional state of the client.5. A method for diagnosing a child’s ideas about violence “Unfinished sentences.” 6. Methodology “Anxiety Scale” by A.M. Parishioners, which allows you to determine the level of personal anxiety in children. 7. Leary’s method for diagnosing interpersonal relationships. 8. Methodology “Analysis of family relationships” by E.G. Eidemiller, V.V. Justitskis (ASV). Also used various methods, such as: MM PI-II, Freiburg FPI and MV TI. Method MMPI II, method SMIL 566, test EP I by G. Eysenck, MPV by L. Szondi and 16 PF by R. Kettel.

Violence deforms the child’s psyche and can cause pathological disorders. Children who have suffered from violence and abuse may develop socially dangerous forms of behavior: violent, suicidal and addictive (substance addiction, Internet addiction, gaming addiction).

Recognizing physical signs of violence - bruises, abrasions, wounds, marks from blows with a belt, bites, burning with hot objects, cigarettes, located on the face, body, limbs; burns from hot liquids to the hands and feet in the form of a glove or sock (from immersion in hot water), as well as on the buttocks; damage and fractures of bones, swelling and tenderness of joints; knocked out and loose teeth, tears or cuts in the mouth, on the lips; areas of baldness, bruises on the head; damage to internal organs.

The non-accidental nature of injuries is indicated by: multiplicity of injuries, varying degrees of age (fresh and healing), specific nature (fingerprints, objects); discrepancy between the nature of the damage and the explanations given by adults; presence of other signs of abuse (developmental delay, sanitary and hygienic neglect); the appearance of injuries after weekends and holidays.

Peculiarities of children's behavior: Age up to 3 years: fear of parents or adults: rare manifestations of joy, tearfulness; reaction of fear to the crying of other children; poorly developed communication skills; extremes in behavior from aggressiveness to complete indifference. Ages from 3 to 7 years: ingratiating behavior, excessive compliance; passive response to pain; negativism, aggressiveness; cruelty to animals; deceit, theft; speech development delay.

Junior school age: desire to hide the cause of damage and injury; fear of going home after school; loneliness, lack of friends; poor academic performance, inability to concentrate; aggressiveness. Adolescence: running away from home; consumption of alcohol, drugs; suicide attempts; criminal or antisocial behavior.

If there is a suspicion of violence or abuse, professionals working with children and adolescents should: 1. Try to talk to the child “in the language of acceptance” and listen carefully to him. Believe the child if he opens up to you and provide him with support. Be attentive to your child, try to find out the reasons for his emotional and behavioral characteristics.

“Language of acceptance” Evaluation of an action, not a person Praise Compliment Sweet words Support Expression of interest Comparison with oneself Approval Positive bodily contact Smile and eye contact Friendly intonations Emotional connection Expression of one’s feelings Reflection of the child’s feelings “Language of non-acceptance” Refusal to explain Negative assessment of personality Comparison is not better side Indication of non-compliance with parental expectations Ignoring commands Emphasizing failure Insulting Threat Punishment “Hard” facial expressions Threatening poses Negative intonations

2. Be sure to talk with parents or persons replacing them. Features of the behavior of adults who commit violence: contradictory, confusing explanations of the causes of injuries in children; accusation of injury to the child himself; late application or lack of application for medical care; lack of emotional support and affection in dealing with the child; unprovoked aggression towards staff; paying more attention to one’s own problems than to the child’s existing injuries.

3. Contact a trauma center or other medical facility to register the injuries received. 4. Involve the police or members of the investigative committee in solving the problem. 5. Contact the guardianship and trusteeship authorities at the child’s place of residence.

How to start a conversation with a child? 1. Before asking a child about the violence that occurred, it is necessary to establish contact with him. Create trusting relationship. The child will be more frank and provide more details if he trusts his interlocutor. It will be easier for the child to tell if he perceives the specialist as a kind, caring and attentive interlocutor.

2. For young children, you can offer a game during which they ask general issues about family, friends, etc. It is advisable to talk with older children about neutral topics: school, hobbies, free time, family. It is difficult for a child to express in words everything that happened to him, but he can show this in his behavior, for example, he will express everything in a less traumatic way in the game.

What needs to be taken into account in a conversation with a child: 1. First of all, it is important to assess your own attitude towards this issue. An adult who has similar problems of his own may find it difficult to establish trusting contact with a child.

2. Pay attention to the child’s speech. Often the language in which a victim of violence describes what happened shocks adults and goes beyond the bounds of decency. It is important to accept the child’s language and use the same words and names when talking to him. When talking with a child, you cannot give two contradictory instructions at the same time: talk about everything that happened; don't say indecent words.

3. It is necessary to collect information about the child, his family, interests, and the situation of violence. However, during a conversation with a child, you should use only the information that the child himself provides, and in no case put pressure on him with hints that the specialist “knows everything anyway.”

7. An adult’s speech, the tone of his voice should be calm, friendly and businesslike. Increased and continuous eye contact is not recommended; it can frighten the child. In addition, it is important to be sensitive to the distance between the adult and the child that is acceptable for the child.

10. You cannot make promises and tell your child “everything will be fine”, because memories of violence and, possibly, trial, are unlikely to be pleasant to the child. 11. If the specialist in some way resembles a rapist, this can significantly complicate the conversation.

Further psychological support for child victims of violence Psychological work is aimed at overcoming the child’s alienation by establishing trusting contact and neutralizing the affective state, forming a positive “I-concept” of the child, the ability to self-acceptance, and developing the ability to make independent decisions. Psychotherapy can be carried out in individual and group form using a variety of methods: art therapy, play therapy, sand therapy and other types of activities natural for children.

Children are the most victimized category and often become victims in various situations. They may be victims of domestic and/or school violence, become victims of street violence, or find themselves abandoned or homeless. M.D. Asanova identifies four main types of child abuse.

• physical violence is a type of attitude towards a child when he is deliberately placed in a physically vulnerable position, when he is deliberately inflicted with bodily harm or does not prevent the possibility of its infliction;
• sexy violence is the involvement of functionally immature children and adolescents in sexual acts that they commit without fully understanding them, to which they are unable to consent, or that violate social taboos of family roles;
• psychological Violence is an act committed against a child that inhibits or harms the development of his potential abilities. Psychological abuse includes chronic patterns of behavior such as humiliation, insult, bullying and ridicule of the child.
• neglect- chronic failure of a parent or caregiver to provide the minor child's basic needs for food, clothing, shelter, medical care, education, protection and supervision. If physically neglected, a child may be left without age-appropriate necessary nutrition, may be dressed inappropriately for the weather. With emotional abandonment, parents are indifferent to the child’s needs, ignore him, and there is no tactile contact. Neglect can manifest itself in the neglect of the child’s health and the lack of necessary treatment. Neglect of a child's education can be expressed in the fact that the child is often late for school, skips classes, is left to look after younger children, and so on.

Ruth Soonets (2000) considers child abuse to include over-parenting, along with abuse and neglect. By violent actions she means: emotional, physical, psychological, sexual violence.

Among the factors that provoke domestic violence against children are::

1. Socio-economic - low income, unemployment, underemployment factor and/or big family, belonging to a minority group, and so on;
2. Factors determined by the family structure and communication model - having many children, being raised by a single parent, being raised by adoptive parents, the presence of a stepfather/stepmother, conflict/problematic relationships between spouses, intergenerational transmission;
3. Risk factors caused by the personality of the parent - low level social skills, mental disorders, presence of somatic illness, parental alcoholism/drug addiction;
4. Risk factors associated with the characteristics of the child - the child’s unwantedness by parents or his birth after the death of another child, the presence of congenital mental / physical disorders in the child, behavioral characteristics (for example, anger, impulsiveness), personality characteristics (autization), habits, features of his appearance.

At school, negative factors that cause violence can be: a poor microclimate in the teaching staff, the indifferent attitude of teachers to what is happening in the classroom, and so on. School violence has direct and indirect effects on children. On the one hand, aggression directed at a child leads to a feeling of persecution, hopelessness, despair, decreased self-esteem, and a violation of identity. On the other hand, the position of the humiliated reduces social status child in the group, other children stop being friends with him, which also affects his self-esteem and intensifies his already difficult experiences. Rejection can extend to other areas: the child may develop problems with learning and behavior.

One of the most dangerous forms of child abuse in terms of its consequences is sexual abuse. According to the Center for Social and Forensic Psychiatry named after. Serbsky, 7-8 thousand cases of sexual abuse of children are registered in Russia every year. Most often, children aged 3-7 years become victims of violence. Signs of violence may include:

• bodily symptoms: oral, anal, vaginal symptoms;
• changes in the child’s behavior: age-inappropriate awareness in the field of sexual relations, interest and games of sexual content, seductive behavior, sexual use of younger children;
• changes in emotional state: isolation, disgust, shame, cruelty, alienation from relatives;
• changes in the child’s personality: humility, inability to protect oneself, taking on a parental role in the family, decreased self-esteem;
• the appearance of neurotic and psychosomatic symptoms: fear of being alone with a certain person, fear of undressing (for example, during a medical examination), headaches, pain in the stomach, heart.

One of the worst forms of sexual violence is incest. Incest (incest) is a sexual relationship between close blood relatives (parents and children, brothers and sisters). Families in which incest occurs are characterized by dysfunction: communication ties are weak, boundaries in relationships are violated, mothers often lose power so much that they cannot prevent incest, typically unquestioning submission of younger ones to older ones, high emotional stress. Around a child who has crossed the sexual barrier, on the one hand, an intimate vacuum is formed, and the secrecy of what is happening to him is maintained. On the other hand, the position of such a child may become privileged; the girl may enjoy the protection of her father, receive gifts, and her family status may become higher than that of her mother. In a family with many children, incestuous relationships can continue with all children simultaneously/sequentially or affect only one of the children. At the same time, secrecy is maintained in such a way that each of the children may not know that his brothers/sisters are also victims. Secrecy in such families is maintained by isolating the victim, threatening, deceiving or bribing the child.

Psychological work with children who have been subjected to violence is very difficult. It requires sensitivity, slowness and accuracy from the psychologist. Children who have experienced violence need special attention, understanding and support from a psychologist. Their strong feelings of guilt prevent them from discussing their problem directly: they believe that they somehow provoked the attack against themselves (especially in the case of sexual violence). Shame about themselves prevents children from opening up. Therefore, when working with children, it is important to avoid closed or directing questions.

The general goal in working with children who have experienced violence (as well as with adults) is to reduce and eliminate traumatic experiences, overcome feelings of inferiority, guilt and shame. When working with a child, it is important to support his ability to differentiate interactions with people around him and promote his personal development.

When talking with a child, it is important, first of all, to assess your attitude towards violence. An adult who has his own problems in this area may face significant difficulties and find it more difficult to gain the child's trust.

Great care should be taken when using group work methods, especially in initial stages after what happened. It is best to conduct counseling in a playroom or relaxation room rather than in a classroom. It is better to meet with your child in the same space, rather than in different places. The counseling process is more successful if the child can control the distance between himself and the adult. In the optimal option, the psychologist is positioned opposite the child (or at an angle), and there is a coffee table nearby so that the child can hide, using it as a barrier. Before working with a child, it is necessary to collect information about the child himself, his family, interests, and the situation of violence.

When establishing a contract with a child for psychological work with him, it is important to take into account the phenomenon of resistance. Children who are victims of violence experience severe fear when meeting any stranger, as well as when visiting a new place. Often they do not know where and why their parents are taking them. This may influence the child’s development of negative expectations from the meeting. Your child may have the following questions:

• Who is a psychologist, why go there?
• What will my friends think if they find out about this?
• Will it hurt me?
• How long will I stay there?
• Will I be able to leave there if I don’t like it?
• What should I say about my family, should I really say something bad?
• Will this adult tell others what I told him?

In a counseling situation, the child may worry about his or her autonomy and may refuse to speak or do anything. Children of victims of violence may become angry with the psychologist and be afraid to tell what happened to them. Resistance can manifest itself in: avoiding eye contact, being late, hostility, hiding (behind furniture), and so on.

The interest, friendliness, sincerity and warmth that comes from the psychologist helps overcome the child’s resistance. Only in this case (perhaps not immediately) will the child feel heard and be able to trust. It is important that the child feels comfortable in the specialist’s office; this is achieved by constancy of the place and time of consultation, security (no one enters the office during work, there are no phone calls, consultations begin on time). Violation of these simple rules destroys the safety of his presence for the child and ultimately destroys the psychological work itself.

Sometimes, at the beginning of working with children, it is important to diagnose the situation of violence and determine the phenomenology of the child’s experience. The examination is usually carried out in the form of a game or game tasks. The following task options are possible:

• Playing with dolls: for children from 2 to 7 years old;
• Drawing: for children from 5 years old;
• Storytelling: for children school age having sufficient verbal abilities and a good vocabulary.

Playing with dolls. Children who have not experienced violence reproduce in play daily life. Children who have experienced violence (especially sexual violence) often undress dolls, look at them, put them in bed together, and play out the corresponding roles.

Drawing. Children's drawings serve as potential indicators of violence. To diagnose the characteristics of a child’s contact with the environment, you can use drawings on the topic: draw a picture about your family, draw a picture about yourself, spontaneous drawing.

Drawings by children who have experienced violence are characterized by: blackened drawings, excessive shading (especially in the mouth or genital area), aggressive and frightening objects (for example, knives), drawn facial expressions (tears, furrowed eyebrows), excessively highlighted and abundantly drawn hair or their complete absence (indicates anxiety, confusion, inadequacy), the absence of hands in the drawing (loss of control over events, feelings of guilt), the absence of the lower body in the drawing, highlighted phallic symbols, and so on.

Storytelling. Storytelling can be: using standard pictures, using specially designed tests. During the child’s story, it is important to pay attention to his comments on the depicted persons, reactions of fear, and excitement. Memories of abuse may arise during the story, depending on how often the child was abused, how long it has been since the last incident, and how traumatized the child was.

When working with child victims of violence, various psychotherapeutic approaches can be used. However, the most suitable type of psychological work for children under 12 years of age is play therapy. Play is the only activity of a child that takes place at all times and among all peoples. Children do not need to be taught to play: they play spontaneously, willingly, with pleasure, without pursuing any goals. S. Freud wrote that “in play, every child is like a writer: he creates his own world, or, in other words, he arranges this world the way he likes best... The child takes the game very seriously and generously invests his emotions in it "[cit. according to 45: p.19]. According to J. Piaget, play is a bridge between concrete experience and abstract thinking, and it is the symbolic function of play that is especially important. In the game, the child demonstrates at the sensory-motor level, with the help of specific objects that are a symbol of something else, something that he has ever directly or indirectly experienced. Play gives concrete form and expression to the child’s inner world. The main function of play when working with a child is to transform something into controllable situations.

Currently, there are different forms of play therapy, including directive play therapy, non-directive play therapy, Gestalt play therapy, and psychoanalytic play therapy.

When using directive play therapy, the psychologist uses play as a means of interpretation by observing gameplay and the plot. At certain moments during the conversation, the psychologist helps the child become aware of his thoughts and feelings, as well as how the game situation is related to real life, in particular to the violence he has suffered. The psychologist directs the child’s activities in such a way as to “act out” the traumatic situation, the thoughts and feelings accompanying it, and new, more constructive ways of getting out of it.

Non-directive play psychotherapy. This approach is based on the idea of ​​K. Rogers that every person has a subconscious desire for independence, personal growth and maturity, therefore it is important to accept the child as he is, and not as adults would like him to be. The psychologist allows the child to feel that he is free to express his feelings and thoughts, reflects his reactions on the verbal and non-verbal levels.

Play therapy within the framework of the Gestalt approach aimed at exploring the unmet needs of the child. What feelings and reactions the child’s desires evoke in others (direct statements about needs) determines the way he deals with his needs: he can notice them, ignore them, get scared, and be ashamed. In contact with a psychologist, a child can better recognize his needs, learn to talk about them, develop adequate boundaries, and restore the ability to creatively adapt.

In a psychoanalytic approach gaming technique is considered as a means of analyzing the unconscious: it is assumed that, like the behavior of adults, children's play is guided by hidden motivations and free associations. Psychoanalytic play therapy allows you to penetrate the unconscious, reveal the past and strengthen the child’s “ego”.

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Children are the same, or rather, equal. They are equal and the same - before the good and the bad. At first, children are like blotters: they absorb everything that is written correctly or ugly by their parents. Albert Likhanov

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Violence is coercion, captivity, a shy, offensive, illegal, willful action. Family violence refers to systematic aggressive and hostile actions against family members, which can result in harm, injury, humiliation or sometimes death to the target of the violence. Violence also occurs among teenagers.

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The following types of violence against children are distinguished: neglect of the basic interests and needs of the child; 2) physical violence; 3) psychological (emotional) violence; 4) sexual violence and molestation; 5) economic

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Insufficient provision of necessary medical care when sick. Insufficient satisfaction of his needs for food, physical and psychological safety, love, knowledge. - Causing intentional harm to a child. - Lack of proper care and supervision. - Exposure to emotionally traumatic factors associated with family conflicts. - Exploitation through backbreaking labor. - Alcoholism of parents, drug use. Neglect of the child's basic interests and needs

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Psychological violence: insults; blackmail, acts of violence against children or other persons to establish control over a partner; threats of violence against oneself, the victim or others; intimidation through violence towards pets or destruction of property; the pursuit; control over the victim's activities; control over the victim’s social circle; control over the victim’s access to various resources; emotional abuse; forcing the victim to perform humiliating actions; control over the victim’s daily routine, etc.

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Psychological violence is the most common and is present in almost all families. The result of this type of violence can be exacerbation of chronic diseases, post-traumatic stress, depression, constant feelings of fear, and suicide attempts. Experts believe that the psychological consequences of domestic violence are much more serious than worries about aggression from the outside, for example, an attack by a hooligan on the street.

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Economic violence: refusal to support children, concealing income, spending family money, making most financial decisions on their own - this can manifest itself, for example, in the fact that when buying food, the needs of children or a wife are not taken into account, and as a result, children may not receive what they need age nutrition; the wife, when making purchases, must report with checks, etc.

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Sexual is the involvement of a child, with or without his consent, in sexual activities with adults. A child’s consent to sexual contact does not give grounds to consider it non-violent, since the child does not have free will and cannot foresee all the negative consequences for himself. Sometimes sexual violence is viewed as a type of physical violence. Incest – sexual relations between blood relatives.

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Physical is the intentional harm to health, the infliction of physical pain, deprivation of freedom, housing, food, clothing and other normal living conditions, as well as the evasion of parents from caring for the care, health, and safety of children.

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How does violence manifest itself? 1. Intimidation and threats – instilling fear by shouting, gestures, facial expressions; threats of physical punishment by the police, a special school, or God; violence against animals; threats to abandon the child or take him away, deprive him of money, etc. 2. Isolation - constant control over what the woman or child is doing, with whom they are friends, meeting, talking; ban on communicating with loved ones, attending entertainment events, etc. 3. Physical punishment - beating, slapping, torture, hair pulling, pinching, etc. 4. Emotional (mental) violence - not only intimidation, threats, isolation, but also humiliation of feelings self-esteem and honor, verbal insults, rudeness; instilling the idea that a child is the worst, and a woman is a bad mother or wife, humiliation in the presence of other people; constant criticism of a child or woman, etc.

Domestic violence: types, forms, consequences VIOLENCE is one of the most acute and widespread social problems. VIOLENT ACTIONS are committed specifically and aimed at achieving a specific goal; cause harm (physical, moral, material) to another person; the rights and freedoms of this person are violated; make it impossible for victims of violence to effectively defend themselves (the one who commits violence, in most cases has an advantage) Scientific research has established that: violence in one form or another is committed in every fourth Ukrainian family; Every year, about 2 million children under the age of 14 are beaten by their parents; for 10% of these children the outcome is death, and for 2 thousand suicide; more than 50 thousand children leave home during the year, fleeing their own parents, and 25 thousand minors are wanted. in 2008, 1,914 children died and 2,330 were maimed from child abuse; about 10 thousand parents are deprived of parental rights by the courts and more than 2.5 thousand children are taken from their parents without such deprivation, since the child’s presence in the family poses a threat to his life and health. In 80% of cases, children end up in shelters and orphanages due to parents’ failure to fulfill their direct upbringing responsibilities, which creates a real threat to their life and health. The main reason for child abuse is internal aggressiveness, an emotional state that arises as a reaction to the experience of the insurmountability of some barriers or the inaccessibility of something desired. Types of violence against children in the family: physical violence; neglect; psychological abuse; sexual violence. PHYSICAL VIOLENCE Physical violence Physical violence is the deliberate infliction of injury and/or damage to a child that causes serious (requiring medical attention) impairment of physical and mental health, and developmental delays. PHYSICAL VIOLENCE As well as involving a child in the use of alcohol, drugs, toxic substances. Physical violence against a child can be committed by parents, persons in their stead, or other adults. Most often this happens in families where: they are convinced that physical punishment is the method of choice for raising children; parents (or one of them) are alcoholics, drug addicts, substance abusers; parents (or one of them) have mental illness; the emotional and psychological climate is disturbed (frequent quarrels, scandals, lack of respect for each other); parents are under stress due to the death of loved ones, illness, job loss, economic crisis, etc. ; parents make excessive demands on children that are inappropriate for their age and level of development; children have characteristics: a history of prematurity, the presence of somatic or mental illnesses; they are hyperactive and restless. Physical violence manifests itself as: blows to the face; shaking, tremors; slaps, strangulations, kicks; confinement in a locked room where they are held by force; beating with a belt, ropes; mutilation with heavy objects, even with a knife. PSYCHOLOGICAL VIOLENCE PSYCHOLOGICAL (EMOTIONAL) VIOLENCE - constant or periodic verbal abuse of a child, threats from parents, guardians, teachers, humiliation of his human dignity, accusing him of something for which he is not guilty, demonstration of dislike, hatred towards the child, constant lies, deception child. Psychological violence includes: threats against a child, manifested in verbal form without the use of physical force; insult and humiliation of his dignity; open rejection and constant criticism; depriving the child of the necessary stimulation, ignoring his basic needs in a safe environment, parental love; placing excessive demands on a child that are not consistent with his age or capabilities; a single gross mental impact that caused mental trauma in the child; deliberate isolation of the child, depriving him of social contacts; involving a child or encouraging him to engage in antisocial or destructive behavior (alcoholism, drug addiction, etc.). FEATURES OF CHILDREN EXPOSED TO PSYCHOLOGICAL (EMOTIONAL) VIOLENCE: mental retardation; inability to concentrate, poor academic performance; low self-esteem; emotional disturbances in the form of aggression, anger (often directed against oneself), depressed state; excessive need for attention; depression, suicide attempts; inability to communicate with peers (ingratiating behavior, excessive compliance or aggressiveness); lies, theft, deviant (or “deviant”, antisocial) behavior; neuropsychic and psychosomatic diseases: neuroses, enuresis, tics, sleep disorders, appetite disorders, obesity, skin diseases, asthma, etc.). Features of the behavior of adults who commit emotional abuse: do not console the child when he needs it; publicly insult, scold, humiliate, ridicule a child; they compare him with other children not in his favor, they are constantly hypercritical of him; they blame him for all their failures, make a “scapegoat” out of the child, etc. Neglect Neglect of the basic needs of a child (moral cruelty) is the lack of basic care on the part of parents or persons in their stead, as well as the dishonest fulfillment of responsibilities for raising a child, as a result of which his health and development are impaired. Most often, parents or those replacing them neglect the basic needs of children: alcoholics, drug addicts; persons with mental disorders; young parents who lack parenting experience and skills; with a low socioeconomic standard of living; having chronic diseases, disabilities, mental retardation; survivors of childhood abuse; socially isolated. Consequences of child abuse in the family; leaving for religious sects; associations in informal groups with a criminal and fascist orientation; aggressive, criminal behavior of children; children who run away from home die from hunger and cold, become victims of other children who also escaped from domestic violence, etc. SEXUAL VIOLENCE Sexual violence (seduction) is the use of a child by an adult or another child to satisfy sexual needs or gain profit, bringing a child into prostitution , porn business. Sexual violence most often occurs in families where: a patriarchal-authoritarian structure; poor relationship between the child and parents, especially with the mother; conflictual relationships between parents; the child's mother is overly busy at work; the child lived for a long time without his own father; instead of the natural father - the stepfather or the mother's partner; the mother has a chronic illness or disability and spends a long time in the hospital; parents (or one of them) are alcoholics, drug addicts, substance abusers; parents (or one of them) have mental illness; mother was sexually abused as a child, etc. DOMESTIC VIOLENCE is a cycle of physical, verbal, spiritual and economic abuse that is repeated with increasing frequency for the purpose of control, intimidation, and instilling fear. Economic violence: refusal to support children, concealing income, spending family money, making most financial decisions on their own - this can manifest itself, for example, in the fact that the needs of children or a wife are not taken into account when purchasing food, and as a result, children may not receive what they need for their needs. age nutrition; the wife, when making purchases, must report with checks, etc. How does violence manifest itself? Intimidation and threats – instilling fear by shouting, gestures, facial expressions; threats of physical punishment by the police, a special school, or God; violence against animals; threats to abandon the child or take him away, deprive him of money, etc. 2. Isolation - constant control over what a woman or child is doing, with whom they are friends, meeting, talking; ban on communicating with loved ones, attending entertainment events, etc. 3. Physical punishment - beating, slapping, torture, hair pulling, pinching, etc. 4. Emotional (mental) violence - not only intimidation, threats, isolation, but also humiliation of self-esteem and honor, verbal insults, rudeness; instilling the idea that a child is the worst, and a woman is a bad mother or wife, humiliation in the presence of other people; constant criticism of a child or woman, etc. Causes of violence: - financial difficulties; presence of an unemployed person in the family; unresolved housing problem; alcoholism and drunkenness among family members; presence of drug addicts in the family; single-parent family; stepfather or stepmother in the family; a child with a disability or health problems; unwanted child; difficult child; removal of many moral prohibitions; family conflicts; self-affirmation at the expense of the weak; a cult of cruelty propagated in society. Consequences of family violence: the child learns violence; the child becomes anxious; the child is not sure that his family loves him; Where to go for help? Department for Family and Youth Affairs. Address: 70 Lenin Ave. tel. 54-17-92 2. Children's Service of the Ilyichevsk District Administration. Address: 193 Metallurgov Ave. Tel.: 47-30-53 3. Internal Affairs bodies. Tel 102 4. Centers social services for families, children and youth. 5. - Mariupol city center of social services for families, children and youth. Address: blvd. Khmelnitsky, 24-A. Tel.: 33-52-25 6. - Ilyichevsk regional center of social services for families, children and youth. Address: st. Karpinsky, 56. Tel.: 4731-03 7. - Primorsky regional center of social services for families, children and youth. Address: Stroiteley Ave., 85-A. Tel.: 54-37-83. 8. - Ordzhonikidze regional center of social services for families, children and youth. Address: per. Rizhsky, 40. Tel.: 24-71-51 9. - Zhovtnevy district center of social services for families, children and youth. Address: blvd. Khmelnitsky, 24-A. Tel.: 54-38-54 10. 5) Tel. Trust: 24-99-99/ 23-99-99 1.