Group correction of behavioral disorders in children of different ages

Context and relevance. Many children without pronounced cognitive or psychiatric pathologies face behavioral disorders in the family and school, which leads to maladjustment, difficulties in communication and the need to change educational institutions. Since communication skills are formed in a social environment, effective correction of such disorders is possible only in a group form, where the child can analyze his behavior and try out new forms of interaction. Purpose. The development of communicative competence of children with behavioral disorders through the expansion of the sphere of awareness of oneself and others, as well as the development of interpersonal skills in the training environment. Methods and materials. Study design: group correction in the format of communication training in open groups. Participants: Three age-diverse groups of children (6 to 9 years, 10 to 12 years, and 12 to 15 years) of 5 to 8 people each, including boys and girls. Research Base: Research Center for Psychological Protection of Family and Childhood. Methods of correction: game methods, art therapy, body-oriented therapy (removal of muscle clamps, exercises for sensitivity, dance methods), psychodrama, role-playing games and drawing techniques. Methods of assessing effectiveness: monitoring children during classes, talking with parents and filling out parental questionnaires. Results. Younger group (6-9 years): children calmly perceived the appearance of new participants; there was a positive trend in the leader's behavior (decreased aggressiveness, the development of the ability to hear others), which was confirmed by the parents. Middle group (10-12 years): beginners were accepted into the group more difficult than in other age categories; after correction, the group leader became more proactive in communicating outside the group and became the center of attention of classmates. Senior group (12-15 years): children reacted positively to the openness of the group; by the end of the classes, leadership became a change, which indicates the birth of self-confidence, reduced anxiety and increased responsibility. Overall results: According to parents, children became more calm, proactive and patient, their fears and aggressiveness decreased, school performance and interaction with teachers and peers improved. Conclusion. Group behavior correction is effective for children of different ages due to group interaction mechanisms. To achieve the result, it is necessary to combine cognitive, emotional and bodily influences, as well as take into account age characteristics when choosing methods. The process contributes to the personal growth of the child, the restructuring of his self-concept, the development of empathy and an increase in the culture of self-regulation in communication.