Scientific journal
European Journal of Natural History
ISSN 2073-4972

ACTION OF FAMILY ON EMERGENCE OF PHYCHOSOMATIC VIOLATIONS OF CHILDREN

Zhakanova T.A. 1 Alibaeva R.N. 1 Ernazarova S.T. 1
1 Kazakh National Medical University named after S.D. Asfedniyarova

The medicine science proved for a long time that diseases in a human body is not accident or not infections, not indoxication,and not an inflectious disease. That is became known that under each illness there are mental, phychovulnerable factors. Unsatisfied need of the person, in the period of big difficulties and experience as it proved that mentality and a body is closely connected among themselves, also became the proof that harms to weak bodies of an organism. That is the mentality and a body of the person do not live separately therefore many the case which irritated, gave a look an organism, created certain diseases. This case happens not only an adults, these diseases meet and on small children.

In many families not found enough time for children and kindness is not shown. Even there are parents who consider that food and clothes are enough for education. There are parents who consider correct to grow children without paying attention to their inner world why it sad, roughly talking, forbidding and take in a high security. That is different a case in a family, continuous quarrel of parents not to turn enough time to them, not to notice their desire, not to do or establish too confidential service, to cause that children could not make, set freely the unattainable purposes, won’t praise for awards, not to notice, punish for inutile mistakes, that is because of phychological compulsions of children, children always feel a dissatisfication, uncertainty, chagrin, even fear. Infinite proceeding the concern of the fear, unsatisfied requiring, harms to an organism of children and creates different diseases.

In education in a family there are pleasant and unpleasant obstacles for character styles for development of children. This is general good breeding relation, negative and emotional relations of family members, obstacles or not emotional proximity etc.

In general, it is possible to distribute three types of education in family: destructive, constructive and type which contains both types-mixed type. Destructive part of family. The family relations differ that there is no politeness and patience. In a family often quarrels. In such family parents generally show to children negative emotions, and the type of parents in education differs that there is no decency.

Constructive type of education in family. In general, this type is full opposite previous. Parents try to keep the pleasant, sure atmosphere. And quarrels are usually turned into a joke. Adults in a family, they hold the strong feelings, especially, teach children that they are good, that they love them and that they necessary for them. And still, in empirical studying of J. Baldwin, education of parents divide into two types: democratic and observing.

Democratic style is defined by the following parametres : high relations between parents and children, participation of children in solutions of family problems, the parental help in due time to look with trust at actions of the child, limited subjective thoughts in studying of the child.

Observing style is a lot of restrictions on behavior of the child. Each action, aspiration, desire of the child is under strict supervision and is estimated by seniors, about the reasons of restrictions for child won’t tell nothing clearly.

The mixed style of education It is peculiar to children emotional sensitivity and trust. In their thoughts the universality and reflections are not noticed.

Lets look at communication between parental education and features of the child.

Too controllable (hyper patronage). The child is under supervision of parents and other people. They pay attention to maximum on satisfaction of need of the child. This type of education can be described as excessive care of parents. Such parents are not allow to disturb nobody on the relations between children.

Prevailed hyper patronage. The child has no rights to choice. The child passive, dependent, with difficulty gets used to environment. After these in children will appear phychogenic diseases.

Poorly controllable(giperprotention). Actions of the child are not supervised. And on the hand parents try to limit children from adults, teachers, from organizations of education of children. In that case in family the physical needs of the child are not satisfied in the necessary level. Child has no toys, books, his own study. Spiritual needs are not noticed in any way. Nobody helps to do homework. Parents do not interested their child, with whom he spends time, what is he doing. Most of all such relations will result in negative character.

Prevailed hypopatronage. Interest to education is poorly noticeable, but parents do not demand any rules of good breeding. Children feel it. Such type is described like in the purpose not to show a shortcoming of parents, the child renders the help to people around. In such artificial removal of time the child does not feel heat of soul. From it at the child there will be psychological wounds.

High moral responsibility. Approach low attention to needs of the child and high insistence. Here, because of certain reasons the child demands from his own children that things which his parents did not reach. In many cases the care of others is provided to the child to look after and feed, that is to help younger and needing the help. The child for some time already will understand big responsibility in himself. And still, the child psychological cannot take out such responsibility, despite age. To look for the younger brother, to help the grandmother, every day to return with five at school, because of these requirements at the child can be psychogenic violations, and can ache with phobia diseases.

Emotional discharges. Brought up in such look children won’t brag for its good actions. Parents often punish them, beat the child. Won’t satisfy them with the necessary things. First of all there is an emotional discharge.

Opposite education. Belong to the child differently for example having told «it badly to steal, only bad children do like this», so sometimes parents, it is not known from where taken a beautiful toy or money without having asked «where took?», tell to the child who asks back «it bought ourselves, this is our toy». That is personal mental difficulties of family members bring to that there are different types of education of the child. In this case for the child will appear unpleasant psychological case, as an opposite direction and conditions which complicate to get used, to establish neurotic qualities.

Violations of internal family relation, especially, between children and mother, lead to psychological diseases in the future.

References

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The work is submitted to the International Scientific Conference «Innovative trends in teacher education», India, Goa, February, 15–26, 2014, came to the editorial office оn 06.03.2014.