Presentation of psychological assistance to children victims of violence. Presentation on the topic: Psychological violence. Group rules

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Presentation on the topic: Psychological abuse

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

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In the conditions of the educational environment (school), such signs can be distinguished by the characteristics of P.N. how: threats against the student; deliberate isolation of the student; presentation of excessive demands on the student that do not correspond to age; insult and humiliation of dignity; systematic unfounded criticism of the child, leading him out of mental balance; constant negative characteristics of the student; demonstratively negative attitude towards the student. Psychological violence can manifest itself in the form of ridicule, assignment of nicknames, remarks 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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with physical disabilities behavioral features - withdrawn children or children with impulsive behavior; physical features undeveloped social skills; fear of school; lack of experience of life in a team; diseases - epilepsy, tics and hyperkinesis, stuttering, enuresis (urinary incontinence), encopresis (fecal incontinence ), speech disorders - dyslalia (tongue-tied), dysgraphia (impaired writing), dyslexia (impaired reading), dyscalculia (impaired counting ability), etc.; low intelligence and learning difficulties.

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Children raised in conditions of maternal deprivation (that is, who did not receive enough love, care in infancy, with unformed attachment to their parents - foster children and "social orphans") may be prone to more violence than children raised in normal families. Incomplete families (there is an opinion that a girl in such a family will reliably more often apply emotional violence to others than a boy). For example, families in which the mother has a negative attitude towards life. Mothers who do not trust the world of the child and the school usually do not want to cooperate with the school. In this regard, the manifestation of violence in the 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 under conditions of dominant hyperprotection is characterized by unconditional submission to the will of the parents, therefore, children in such families are often crushed, and the school serves as a channel where they pour out internally suppressed anger and fear.

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Families with conflicting 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 further apply it in everyday life as a way to cope with the situation. Thus, one pattern of behavior can be passed down from generation to generation as a family curse. The frustrating and anxious atmosphere of the family itself forces the child to defend himself and behave aggressively. In such families, there is practically no mutual support and close relationships. Children from abusive families view 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 subjects are directly related to higher self-esteem. For boys, school performance is less significant and affects self-esteem to a lesser extent. For them, success in sports, extracurricular activities, hiking and other activities is more important. Unsuccessful girls are at greater risk of being aggressive towards peers than boys with poor academic performance.

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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 inconsistency, expressed in the teacher's inability or unwillingness to respect the personality and problems of the child, provoking non-standard behavior.

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In a large school collective, greater anonymity also predisposes to violence, that is, less likelihood of detecting an act of violence and its limitation, due to the fact that it is difficult for a teacher to “reach” everyone, delve into his problems, etc. Lack of variety in the choice of educational institutions. Due to its peculiarities, not every child is suitable for a large noisy school. Some children feel and behave better in small classes when they are in a relaxed environment. A noisy atmosphere can negatively affect emotionally labile and hyperactive children with an unstable nervous system, turn on and excite them.

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Poor microclimate in the teaching staff. Violence in teacher behavior is due, in principle, to the same factors as in children. Teaching groups with an authoritarian leadership style have the same relationship as between students and teachers. Irritability, dissatisfaction of teachers can spill out and turn into aggression towards children (professional burnout can take its toll on students). (this can be facilitated by an indifferent and indifferent attitude, because if pupils, parents, and school leaders also refer to teacher arbitrariness, then the rapist feels unpunished)

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The immediate consequences include physical trauma, injury, 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 lethargy, external indifference, but in both cases the child is seized by fear, anxiety, and anger. Among the long-term consequences, various diseases, personal and emotional disorders of physical and mental development, as well as severe social consequences are distinguished.

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Long-term psychological abuse affects the child's self. Self-esteem falls, he feels hounded. Such a child further 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, the formation of friendships can become a problem for the victim, and rejection in school is often extrapolated to other areas of 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 feelings of hopelessness and hopelessness, which, in turn, is fertile ground for thoughts of suicide.

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organization of assistance to children who have suffered from psychological violence; identifying factors that provoke abuse and conditions that reduce the possibility of aggressive behavior; creating a system of prevention - measures to reduce the likelihood of P.N. in educational institutions (testing teachers, children to identify risk groups; work with risk groups;); a system of measures to improve 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; counseling and correctional work with children; information and educational work with children; activities aimed at uniting the school community; diagnostics of the state of the problem, aimed at educating parents, teachers, students.

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1. Methodology "Psychological diagnostics of the safety of the educational environment of the school" I.А. Baeva. 2. The methodology for the examination of the educational environment, proposed by N.V. Kalinina 3. 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. Color test M. Luscher to determine the current psycho-emotional state of the client. 5. Methodology for diagnosing a child's perception of violence "Unfinished sentences". 6. Methodology "Scale of anxiety" A.М. Parishioners, which allows you to determine the level of personal anxiety in children. 7. Methodology for the diagnosis of interpersonal relationships Leary. 8. Methodology "Analysis of family relationships" E.G. Eidemiller, V.V. Yustickis (ASV). Various methods are also used, such as: MM PI-II, Freiburg FRI and MV TI. Method MMPI II, method SMIL 566, test EP I G. Eysenck, MPV L. Sondi and 16 PF R. Cattel.

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"Peculiarities of providing psychological assistance in the framework of accompanying children who have suffered from sexual violence" Voronezh Department of Education, Science and Youth Policy of the Voronezh Region GBU HE "Center for Psychological and Pedagogical Support and Development of Children"

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According to the estimates of the Center for Social and Forensic Psychiatry. Serbian annually in Russia 7-8 thousand cases of sexual abuse of children are registered. The most common victims of violence are children aged 3-7 years.

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Sexually abusive treatment of children is any activity of a sexual nature shown towards a child that goes beyond the norms of communication with him. Sexual abuse of children is not necessarily coercion by threat or force to perform sexual acts, but the very fact of sexual acts with them.

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Types of sexual abuse Sexual abuse involving physical contact Sexual abuse not involving physical contact

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Art. 64 of the Family Code of the Russian Federation (protection of the rights and interests of children is assigned to their parents); Art. 56 of the Family Code of the Russian Federation provides for the right of the minor himself to protection; Art. 56 of the Family Code of the Russian Federation, clause 3, officials and other citizens who become aware of the threat to the life or health of the child, about the violation of his rights and legitimate interests, are obliged to report this to the guardianship and guardianship authority at the place of actual location of the child. Upon receipt of such information, the guardianship and trusteeship body is obliged to take the necessary measures to protect the rights and legitimate interests of the child. Legal Aspects of Assistance to Children Victims of Violence

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1. establishing contact; 2. active listening; 3. providing psychological support; 4. clarification of the request for assistance; 5. passing all or the main stages of the conversation (depending on the appeal); 6. fixing the case of child abuse; 7. Completing the Child Abuse Data Collection Form; 8. transfer of information to the guardianship and trusteeship authority. Algorithm of actions when reporting violence:

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1.the dynamics of the state; 2. the degree of resolution of the problem / request; 3. completeness of working off the appeal; 4. the effectiveness of the measures taken to protect the rights of the child (ensuring the safety of the child; searching for interested adults; transferring information to the guardianship and guardianship authority; establishing control over the situation). It is very important to define:

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Basic principles of counseling for child victims of sexual abuse 1. Sensitivity. 2. Lack of haste. 3. Accuracy. 4. Special attention, understanding, support. The overall goal in counseling children who have experienced violence is to reduce and eliminate traumatic experiences, to overcome feelings of inadequacy, guilt and shame.

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maintain the ability to differentiate interaction with people around; assess their attitudes towards violence; provide an opportunity for the child to control the distance between himself and the consultant; when establishing a psychological contract, take into account the phenomenon of resistance. Important:

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1. Who is a psychologist, why go to him? 2. What will my friends think if they find out about this? 3. Will I be comfortable? 4. How long will they talk to me? 5. Can I end the conversation if I don't like it? 6. What should I say about my family, should I really say something bad? 7. Will this psychologist tell others what I have told him? Questions that a child victim of violence may have:

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1. concern for their autonomy; 2. refusal to say or do something; 3. feeling angry with the psychologist; 4. a feeling of fear to talk about what happened; 5. resistance, which manifests itself: in silence, unwillingness to talk to the end about what happened, and so on. Problems arising in the counseling process

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1. sincere interest; 2. friendliness; 3. cordiality and "warmth" that comes from the psychologist. Overcoming a child's resistance can be helped by:

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1. focusing on trauma; 2. assessing the level of risk factors; 3. the relationship of the child with the abuser. When providing assistance, it is important to rely on the principles:

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The main goal of helping a child who has suffered from domestic violence is to reduce and overcome the consequences of traumatic experiences. The share of trauma in the occurrence of PTSD is approximately 50%, the remaining 50% are determined by the child's life after trauma and, above all, by the effectiveness of the assistance provided to him.

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Features of counseling a child who has suffered from violence: 1. Assessment of the degree of safety of the situation in which the child is. 2. Formulation of questions. 3. Taking into account the level of personal development of the child. 4. Using the technique of active listening. 5. Providing support for the child. 6. Explaining the further development of events to the child.

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Ineffective (may be harmful): 1. ask if the child has provoked the abuser's actions; 2. Asking questions that reinforce feelings of guilt; 3. ask why the child did not offer enough resistance or did not call for help; 4. talk about what you would do in a similar situation; 5. give advice and impose your own decisions; 6. to say “calm down, do not worry ...”, that is, to deny the feelings of the child; 7. to be cold and detached, not to show empathy; 8. say “I understand you ...”; 9. too deeply emotionally involved in the situation, which makes it difficult or impossible to provide assistance; 10. even if the child lied, accept his information and later discuss what reasons prompted him to do so.

Children are the most victimized category and often become victims in various situations. They may be victims of domestic and / or school violence, victims of violence in the street, neglected 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 bodily harm is deliberately inflicted on him or the possibility of his infliction is not prevented;
sexual violence is the involvement of functionally immature children and adolescents in sexual acts that they do without fully understanding them, for which they are not able to consent or that violate the 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, abuse, bullying, and ridicule of a child.
neglect- Chronic inability of a parent or caregiver to meet the minor's basic needs for food, clothing, shelter, medical care, education, protection and supervision. In case of physical neglect, the child may be left without adequate nutrition appropriate for his age, may not be dressed for the weather. With emotional abandonment - parents are indifferent to the needs of the child, ignore him, there is no tactile contact. Neglect can manifest itself in the neglect of the child's health, in the absence of the treatment he needs. Neglect of a child's education can be expressed in the fact that the child is often late for school, misses lessons, remains to look after younger children, and so on.

Ruth Soonets (2000) refers to child abuse, along with violent behavior and neglect, over-custody. By violent actions she understands: emotional, physical, psychological, sexual violence.

Among the factors provoking domestic violence against children, one can single out:

Socio-economic - low income, unemployment, the factor of incomplete and / or large families, belonging to a group minority, and so on;
Factors caused by the structure of the family and the model of communication - many children, being raised by a single parent, being raised by foster parents, the presence of a stepfather / stepmother, conflicting / problematic relationships between spouses, intergenerational transmission;
Risk factors caused by the personality of the parent - low level of social skills, mental disorders, the presence of a physical illness, alcohol / drug addiction of the parent;
Risk factors associated with the characteristics of the child are the unwillingness of the child by the parents or his birth after the death of another child, the presence of congenital mental / physical disorders, behavioral characteristics (for example, anger, impulsivity), personality traits (autism), habits, features of his appearance in the child.

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

Sexual abuse is one of the most dangerous forms of violence against children in terms of its consequences. According to the estimates of the Center for Social and Forensic Psychiatry. Serbian annually in Russia 7-8 thousand cases of sexual abuse of children are registered. The most common victims of violence are children aged 3-7 years. Signs of violence can include:

bodily symptoms: oral, anal, vaginal symptoms;
changes in the child's behavior: not age-appropriate awareness in the field of sexual relations, interest and play of sexual content, seductive behavior, sexual use of younger children;
changes in the 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 physical examination), headaches, pain in the stomach, heart.

One of the worst forms of sexual violence is incest. Incest (incest) - sexual intercourse between close blood relatives (parents and children, brothers and sisters). For families in which incest occurs, dysfunction is characteristic: communication connections are weak, boundaries in relationships are violated, mothers often lose power so much that they cannot discourage incest, typically unquestioning submission of the younger to their elders, high emotional stress. On the one hand, an intimate vacuum is formed around a child who has stepped over the sexual barrier, and the secrecy of what is happening to him is preserved. On the other hand, the position of such a child can become privileged, the girl can enjoy the protection of her father, receive gifts, her marital status can rise above that of her mother. In a family with many children, incestuous relationships can continue with all children at the same time / 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 / her brothers / sisters are also victims. Secrecy in such families is maintained through the isolation of the victim, threats, deception or bribery of the child.

Psychological work with abused children is very difficult. It requires a psychologist to be sensitive, slow and accurate. Abused children need special attention, understanding and support from a psychologist. Their strong feelings of guilt do not allow them to discuss their problem directly: they believe that in some way they provoked an attack against themselves (especially in the case of sexual violence). Self-shame prevents children from opening up. Therefore, when working with children, it is important to avoid closed or guiding questions.

The overall goal in working with abused children (as well as with adults) is to reduce and eliminate traumatic experiences, to overcome feelings of inadequacy, guilt and shame. When working with a child, it is important to support his ability to differentiate interactions with people around him, to contribute to his personal development.

When talking with a child, it is important, first of all, to evaluate your attitude towards violence. An adult with his own problems in this area may face significant difficulties, it will be more difficult for him to inspire confidence in the child.

Group work methods should be used with great caution, especially in the initial stages after the incident. Counseling is best done in the playroom or relaxation room rather than in the classroom. It is better to meet with your child in the same space, and not in different places. The counseling process is more successful if the child can control the distance between himself and the adult. Optimally, 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 intense 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 can influence the formation of negative expectations from the meeting in the child. The 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 get out of 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 have told him?

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

The interest, friendliness, sincerity and warmth that comes from the psychologist helps to overcome the child's resistance. Only in this case (perhaps not immediately) the child will feel heard and be able to trust. It is important for the child to feel comfortable in the specialist's office, this is achieved by the constancy of the place and time of the 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 the child's presence and ultimately destroys the psychological work itself.

Sometimes, at the beginning of working with children, it is important to diagnose a situation of violence and to determine the phenomenology of the child's experience. The survey is usually carried out in the form of a game or play 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 school-age children with sufficient verbal ability and good vocabulary.

Play with dolls... Children who have not experienced violence reproduce everyday life in play. Children who have experienced violence (especially sexual abuse) often undress dolls, examine them, put them in bed together, and play the appropriate roles.

Painting... Children's drawings are potential indicators of violence. To diagnose the peculiarities of the 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.

The drawings of children who have experienced violence are characterized by: blackening of the drawing, excessive shading (especially in the mouth or genitals), aggressive and intimidating objects (for example, knives), traced facial expressions (tears, frowning eyebrows), overly 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: according to standard pictures, according to specially designed tests. During the child's story, it is important to pay attention to his comments on the faces depicted, fear reactions, excitement. Remembrance of the experience of abuse can arise during the course of the story, depending on how often the child was abused, how much time has passed since the last incident, and how traumatized he was.

Various psychotherapeutic approaches can be used in working with child victims of violence. However, the most appropriate type of psychological work for children under 12 years old 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. Z. Freud wrote that “in play, every child is like a writer: he creates his own world, or, otherwise, he arranges this world the way he likes best ... The child takes play very seriously and generously puts his emotions into it. "[Cit. 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 play, a child at the sensor-motor level demonstrates with the help of specific objects that are a symbol of something else, that he has ever experienced directly or indirectly. Play gives concrete form and expression to the child's inner world. The main function of play in working with a child is to transform something into controllable situations.

Currently, there are various forms of play therapy, including directive play therapy, non-directive play therapy, gestalt play therapy, psychoanalytic play therapy.

When using directive play therapy, the psychologist uses play as a means of interpretation, observing the play process and the plot. At certain points in the course of the conversation, the psychologist helps the child to become aware of his thoughts and feelings, as well as how the game situation is connected with real life, in particular with the experience of violence. The psychologist directs the child's activity in such a way as to "play out" the traumatic situation, the accompanying thoughts and feelings, 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, so it is important to accept the child as he is, and not as adults would like to see him. The psychologist enables the child to feel that he is free to express his feelings and thoughts, reflects his reactions on the verbal and non-verbal levels.

Gestalt play therapy aims to explore the unmet needs of the child. What feelings and reactions the child's desires evoke in others (direct statement about needs) determines the way he deals with his needs: he can notice them, ignore them, be frightened, ashamed. In contact with a psychologist, a child can better know his needs, learn to talk about them, develop adequate boundaries, and restore the ability to creatively adapt.

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

Domestic violence: types, forms, consequences VIOLENCE is one of the most acute and widespread social problems. FORCED ACTIONS are committed on purpose and are aimed at achieving a specific goal; harm (physical, moral, material) to another person; the rights and freedoms of this person are violated; make it impossible for victims to effectively defend themselves against violence (those who commit violence have advantages in most cases) Scientific research has established that: violence in one form or another is committed in every fourth Ukrainian family; about 2 million children under the age of 14 are beaten by their parents every year; 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 on the wanted list. in 2008, 1,914 children died from child abuse, 2,330 children were maimed; about 10 thousand parents are deprived of parental rights by courts and more than 2.5 thousand children are taken away from their parents without such deprivation, since the presence of a child in a family poses a threat to his life and health. In 80% of cases, children end up in orphanages and orphanages because their parents fail 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 abuse. PHYSICAL ABUSE Physical abuse Physical abuse is the deliberate injury and / or injury to a child, which causes serious (requiring medical attention) physical and mental health problems, developmental delay. PHYSICAL ABUSE As well as the involvement of a child in the use of alcohol, drugs, toxic substances. Physical abuse of a child can be committed by parents, their substitutes, or other adults. This happens most often 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 features: a history of prematurity, the presence of somatic or mental illnesses; they are hyperactive, restless. Physical violence manifests itself as: blows to the face; shaking, tremors; cracks, strangulation, 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, threat from parents, guardians, teachers, humiliation of his human dignity, accusation that he is not to blame, demonstration of dislike, hatred of the child, constant lies child. Psychological abuse 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; making excessive demands on the child that do not correspond to his age or capabilities; a single gross mental impact that caused mental trauma in the child; deliberate isolation of the child, deprivation of his social contacts; involvement of the child or encouragement to antisocial or destructive behavior (alcoholism, drug addiction, etc.). FEATURES OF CHILDREN SUBJECT 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), depression; excessive need for attention; depression, suicide attempts; inability to communicate with peers (ingratiating behavior, excessive compliance or aggressiveness); lying, theft, deviant (or "deviant", antisocial) behavior; neuropsychiatric and psychosomatic diseases: neuroses, enuresis, tics, sleep disorders, appetite disorders, obesity, skin diseases, asthma, etc.). Features of behavior of adults committing emotional abuse: do not comfort the child when he needs it; publicly insult, scold, humiliate, ridicule the child; they are compared with other children not in his favor, they are constantly super critical of him; blame him for all their failures, make a "scapegoat" out of the child, etc. Neglect Neglect of a child's basic needs (moral cruelty) is a lack of basic care on the part of parents or their substitutes, as well as an unfair fulfillment of responsibilities for the upbringing of a child, as a result of which his health and development are impaired. Most often, the basic needs of children are neglected by parents or persons replacing them: alcoholics, drug addicts; persons with mental disorders; young parents without parenting experience and skills; with a low socio-economic standard of living; having chronic diseases, disabilities, mental retardation; survivors of childhood abuse; socially isolated. Consequences of child abuse in the family; care for religious sects; uniting into informal groups with a criminal and fascist orientation; aggressive, criminal behavior of children; children who run away from home die of hunger and cold, become victims of other children who also escaped from domestic violence, etc. SEXUAL ABUSE Sexual abuse (seduction) is the use of a child by an adult or another child to satisfy a sexual need or gain self-interest, bringing a child into prostitution , the porn business. Sexual violence most often occurs in families where: patriarchal-authoritarian order; poor relationship between the child and the parents, especially with the mother; conflicting 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 a natural father - a stepfather or mother's roommate; the mother has a chronic illness or disability and stays in the hospital for a long time; parents (or one of them) are alcoholics, drug addicts, substance abusers; parents (or one of them) have mental illness; the mother was sexually abused in childhood, etc. DOMESTIC VIOLENCE is a cycle that repeats with increasing frequency: physical, verbal, spiritual and economic abuse in order to control, intimidate, instill a sense of fear. Economic violence: refusing to support children, hiding income, spending family money, making most of the financial decisions on their own - this can be manifested, for example, when the needs of children or wives are not taken into account when buying food, and as a result, children may not receive what they need. age food; the wife, when making purchases, must report by checks, etc. How is violence manifested? Intimidation and threats - instilling fear by shouting, gestures, facial expressions; threats of physical punishment by the police, special school, God; manifestation of 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, meet, talk; a ban on communicating with loved ones, attending entertainment events, etc. 3. Physical punishment - beating, slaps, torture, hair pulling, pinching, etc. 4. Emotional (mental) violence - not only intimidation, threats, isolation, but also humiliation of self-esteem and honor, verbal abuse, 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 a woman, etc. Causes of violence: - material difficulties; the presence of an unemployed person in the family; unresolved housing problem; alcoholism and drunkenness among family members; the presence of drug addicts in the family; incomplete family; stepfather or stepmother in the family; disabled child or with health problems; unwanted child; difficult child; removal of many moral prohibitions; family conflicts; self-affirmation at the expense of the weak; the cult of cruelty promoted in society. Consequences of Domestic Violence The child learns to abuse; the child becomes anxious; the child is not sure that he is loved in the family; Where to go for help? Department of Family and Youth Affairs. Address: Lenin Ave. 70. tel. 54-17-92 2. Service for Children of Ilyichevsk District Administration. Address: 193 Metallurgov Ave. Tel .: 47-30-53 3. Internal Affairs Bodies. Tel 102 4. Centers of 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 Avenue, 85-A. Tel .: 54-37-83. 8. - Ordzhonikidze district center of social services for families, children and youth. Address: per. Riga, 40. Tel .: 24-71-51 9. - Zhovtnevy regional 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.

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