Working with difficult teenagers

Complicated behavior of a teenager is rarely causeless and very often has an objective character. Therefore, the methods of working with difficult adolescents should, first of all, be based on the relationship of parents with children. Sometimes children in adolescence often resist the rigid framework that they have been given. Such protest reactions can be reflected in various deviations in behavior. In most cases, such reactions occur unconsciously, but most often adults think that the child does this from malicious intent and is fully aware. Working with difficult adolescents is based on building trust relationships and identifying the causes of bad behavior, if they are not related to the problems of the defeat of psychophysical development.

Educational work with difficult teenagers

Very often in parenting, parents and teachers make the same mistakes. With the complacency of adults, children become spoiled, too "false upbringing" takes place, and in case of manifestation of stubbornness the child needs to show resistance, but do not break his will and character, sometimes a possible solution comes by compromise. Also, in the conflict between two peers, teachers can not accept someone's position, it is necessary to be in the middle. When adults demand unquestioning obedience, this limits the child's ability to develop his own opinion, to become independent and very often leads to aggressive behavior or, on the contrary, to stiffness and isolation.

The work of a psychologist with difficult adolescents is an inalienable part in the process of behavior correction. But this is a complex process, as the psychologist will have to find options to interest the teenager in a new direction of his path. Usually during this period, children refuse to work, study systematically, etc.

Since in many respects the reason for the deviant behavior of a difficult teenager lies in the shortcomings of upbringing, work with parents is also a mandatory item in the process of correction.

The positive result in individual work with a difficult teenager depends largely on whether the teacher (or the parent) himself believed in the possibility of changes in the child himself, in his prospects.