Learning disabilities, dynamic disease, depression ... what happened to our children?How to know the development of children and adolescents?

In the summer of 2022, "the hard -working outpatient clinic for learning difficulties" caused hot discussions on the entire network. Although this reflects educational anxiety that permeated the between parents, in the education practice, some children did have specific learning learning on the spot. Obstacles need intervention and treatment. In recent years, in addition to learning obstacles, dynamic diseases, depression, anxiety and other "fashionable" obstacles, such as "fashionable" obstacles have been constantly refreshing the public's cognition. Many people have doubts: What happened to our children?

In the book "Analysis of Growth: Analysis of the Development Obstacles of Children and Youth", Wang Yiji, a professor of psychological and cognitive sciences at the School of Psychology and Cognitive Sciences of East China Normal University, introduced people to including depression, anxiety disorder, attention defects /Multi -dysfunction, destructiveness, and conducting obstacles are common development disorders in the four adolescent groups. Wang Yiji began to study the influence of the mother's depression on the child during his reading, and found that the mother's depression is a significant risk factor that caused the child to have various development obstacles. In the past 10 years, in the process of using big data to track the state of children's development, she has increasingly entered the research field of development obstacles. "Analysis of Growth: Analysis of the Development Disagreement of Children and Youth" belongs to the phased results of this study. As she said, the development barrier is a very complicated system, and now people know only the corner of the iceberg.

The "problem children" that need to be understood

In the process of growing up, many children will be labeled with "problem children", and in fact, they only suffer from development obstacles due to emotional regulation and cognitive processing deviation. Different from obvious identification standards such as cold diseases, the identification of development obstacles is not easy. In the interview, Wang Yi's episodes took the "Psychiatric Diagnosis and Statistics Manual" published by the American Psychiatry Society as an example. There are already five editions, and each update is incorporated into the core symptoms (or diagnostic standards), which is changing, which means that the understanding of development obstacles is continuously deepened.

"Educator": In "Analysis of Growth: Analysis of the Development of Children and Youth", "Only by understanding normal functions can we help us comprehensively and accurately identify development obstacles." What are the boundaries between normal children and development obstacles? Under what circumstances need to seek more professional help?

Wang Yiji: Although it seems normal and obstacles, it should be clear, but for researchers, it is actually difficult to divide a clear boundary. We cannot simply define some development obstacles from the perspective of symptoms and diagnostic standards. Because of individual differences between children, the same development obstacles will also have different forms of expression in different children. In the book, I mentioned the point of view of Professor Vikfield, New York University in the United States. He pointed out that the development barrier should be defined from the perspective of "harmful imbalance".

First, according to the judgment standards of social norms and expectations, the behavior of development obstacles will cause children to be harmed and lose some of the rights that should have. The opportunity to interact with companions; the second is the imbalance of the internal mechanism of children, such as the self -control disorders of children, and cannot restrain their emotional expression and inappropriate behavior well.

This point of view can be made as a principle that we judge, but because the specific standards are unknown, the operability may not be so strong.

In fact, as those who have the most contact with their children, parents and teachers are more clear about the normal state of their children. Generally, they can generally pay the earliest and earliest anomalous performance that the child really appears. For example, some children seem to always be listless, but this is normal, and they may not have a high degree of awakening. If parents and teachers do discover the abnormality of their children, they must actively communicate with their children to understand the causes of abnormal phenomena. However, it should be noted that the wind can not be interpreted, because the child's growth process is not blindly up. In the process of determining whether further diagnosis and intervention are required, there is a relatively certain principle: if the child's abnormal behavior lasts for a long time and seriously affects many aspects of life, it needs to be vigilant. "Educator": You mentioned 4 types of development obstacles that are often reflected in children and adolescents in "Analysis of the Analysis of Growth: Children and Youth Development Obstacles". one type?

Wang Yiji: Whether it is a previous foreign sample or a recent large -scale sampling survey based on the recent domestic samples, the results are very consistent. The detection rates of these four types of obstacles are high. It is difficult to solve, but it must be said that the most difficult thing should be depression.

On the one hand, the incidence of depression disorders has shown a trend of rejuvenation. In recent years, the detection rate of children's depression disorders has continued to rise. For example, in August 2022, the People's Daily Health Client and Health Times and other "2022 National Depression Blue Books", which are jointly released. The survey data shows that patients under the age of 18 account for 30%of the total number of depression. We also did a sample survey in some schools, and the numbers we saw were equally shocking. Psychological studies have shown that starting from the age of 12 to 13, adolescents have begun to enter the high incidence of depression, and adolescence is also the most common period of severe depression disorders. In addition, depression disorders have high stability and recurrence. On the other hand, as a kind of internalization problem, depression disorders are hidden and difficult to detect, but it may have a direct negative impact. The results of the study showed that the number of adolescents who committed suicide due to depression in the past half a century have increased. Although depression disorders have gradually entered the public's field of vision, the lack of relevant knowledge will still make many people feel that the child's depression emotions are only because of psychological fragility. Many children are silently suffering from pain, and they are devoured by this emotion after a long psychological struggle, and then develop into severe depression disorders.

Fortunately, although the depression disorders are highly stable, it can usually improve greatly through appropriate treatment. In addition to targeted drug treatment, there are many psychological treatment methods. For example "Treatment, etc. In addition, healthy and benign lifestyles can also play a positive role, such as exercise, healthy diet, support from family and friends. It is necessary to emphasize that if the environment cannot be effectively improved, it is not only treated with depression symptoms, and the problem cannot be completely solved from the source.

High -quality relationship is the "protective cover"

Although the definition of development obstacles in the academic community is that it has basically reached a consensus on its influencing factors.

In the book, Wang Yi episodes specifically expounded the two major causes of the development of children: the congenital differences in the physiological structure, genes, and temperament of the brain, the family environment, companion relations, campus bullying, and pressure. Among them, educators can work hard.

"Educator": At present, education in education is serious, and it can be said that there are more serious educational anxiety in the whole society. What impact can parents have an impact on their children's psychological development?

Wang Yiji: Many studies have shown that moderate education in parents will have a positive impact on their children's cognitive development and academic performance. But excessive educational anxiety may bring harm to the name of love. For example, when parents have excessive expectations that do not match their children's development status, they may unconsciously appear too harsh words and behaviors in the process of interaction with their children. Some parents often say to their children, I do n’t love you if you do n’t study well, and some parents will punish their children to allow their children to obey their instructions. In psychology, we will refer to the two as psychological control and behavioral control, and psychological control will increase the risk of externalization problems such as internalization such as depression and inverse of adolescents; behavior control will increase externalization problems (such as attacks (such as attacks Risks of others).

At the same time, parents' educational anxiety is also easily transmitted to sensitive children. Anxiety is not a simple emotional experience. It also includes a series of bad thinking formats, which may allow children to have continuous negative psychological hints. For example, every exam will feel "I definitely want to take a test". What's more serious is the landslide effect of thinking. For example, once the exam is not ideal, he will involuntarily think of a series of even worse situations, even if these do not necessarily happen: the disputes of the parents' fierce corporal punishment and the gradual upgrade of parents due to their performance ,and many more. It can be said that excessive educational anxiety of parents is likely to lead to anxiety disorders with genetic susceptible children.

"Educator": What specific causes do you think in the physiological factors and the acquired environment? What behaviors should educators pay attention to?

Wang Yiji: We now know that the germination of development disorders is often not affected by a single factor, but is driven by multiple factors. Even so, in most cases, the environmental factors are important fuses. For example, children's susceptible genes do not necessarily express it, but if the risk factors in the environment are continuously superimposed, this susceptible gene may be activated. In the end, developing obstacles. In addition, the physiological level of genes and brain development are good. For educators, they cannot be touched or seen. The environmental factors have higher controllability. Therefore It is the direction that we can focus on. Some researchers have suggested that the disease may not be the child himself, but the family system where it is located. Children may be affected by family systems that have dysfunction. This statement is a bit extreme, but it also really reflects the researchers' attention to the family environment. The most important thing in the family environment can be said to be parent -child relationship. How to build a high -quality parent -child relationship? Parents' care for their children, timely and sensitive reactions are the key to determining the quality of parent -child relationships. Parents should be in response to their children's emotional needs. Based on a full understanding, given children unlimited care and love, providing targeted children to the child with targetedness s help. A positive and harmonious parent -child relationship can lay the tone for children's growth. When they encounter some risk factors, they play a buffering and protection role.

Educators can also read some books about development obstacles, learn the necessary background knowledge, and increase their understanding of the core symptoms of various types of development obstacles. School educators can build a fair and just high -support atmosphere, keep in touch with the children, actively observe the children on weekdays, and always maintain high sensitivity to their words and deeds in their classrooms and companions. Maintain good communication between them. If necessary, this information can also provide important reference for later expert diagnosis and treatment.

I want to specially recommend educators to avoid "labeling" for children. For example, a child may be prone to small differences when class, and there are various small actions. Teachers may determine that the child is mobilized according to the general standards. Generally, there is such an impression. It will unconsciously selectively pay attention to the behavior that matches the labels of the polymids, and ignores some other behaviors, thereby further strengthening the "rationality" of the label. If the teacher also deliberately or unintentionally transmits these label information in the communication with the child, it will imply the child's implies. Some children may even express problems with problems in order to cater to these labels, and psychologically call this phenomenon as a prophecy of self -realization. Therefore, if we find some bad signs to pay attention, we must reduce presets to avoid top -down thinking patterns. Do not just pay attention to confirm the symptoms of our guess, do not let children know, avoid negative negatives to it influences.

It is gratifying that many people have learned about the existence of development obstacles, and educators have begun to understand some of the children's abnormal behaviors more rationally. I hope that there will be more empirical basis to help us get more scientific judgments, so that more children can benefit from this and get out of "growing troubles" faster.

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