Why is this problem so acute in Russia? What are the plans of the foundation and you personally for the near future?
Psychologies:
People with autism may seem reluctant to communicate. Is this true?
Svyatoslav Dovbnya:
They are people first and people with autism second. And they have the same needs as the rest of us, including the need for communication - one of the basic ones for any person. Another thing is that it is more difficult for them to turn to others, establish contacts, and maintain relationships.
Tatiana Morozova:
Imagine how it feels ordinary person, finding yourself among people of a foreign culture speaking an unfamiliar language. Likewise, people with autism do not understand our language, but this does not mean that people are unpleasant to them. They just don't have adequate ways to communicate with us.
Their behavior looks strange, sometimes even frightening.
T.M.:
This is due to the fact that we, in turn, do not understand the “language” in which such a child speaks to us. In most cases his behavior is the only way express your needs: for example, the desire to attract attention to yourself or, conversely, to get away from it, the desire to get something or stop doing something. It can also be a manifestation of sensory needs: for example, if a child suffers from noise, he may slap his ears; if he is too anxious, he can calm himself down in the usual way - spinning around, arranging objects in rows, looking at his fingers...
S.D.:
These “messages” are different for different children. But they always mean something. Our task is to understand the characteristics of this particular child and find ways of communicating with us that are suitable for him: for some it is speech, for others it is gestures, cards or devices like iPad. If they are found accurately, aggressive behavior– in relation to others or to oneself – decreases by more than 65%.
Their difficulties are obvious. Do people with autism have strengths?
T.M.:
Yes, for example visual memory. They are focused on the visual channel of perception. The child may not speak, but remember the routes or spelling of words exactly. This is important to consider when developing his communication skills.
S.D.:
Such a trait as their love of repetition and rituals also has its own strong point. A strict routine and keeping a diary help them in learning. Their perseverance, tendency to monotonous, monotonous work, great responsibility, attention to detail - for a number of professions this is a definite plus.
What would you say to the parents of such children?
T.M.:
First of all, you must not forget about common sense. Since autism is not a disease, any promise of a cure cannot be taken for granted. It is also very important for parents not to lose faith in success. Children have different abilities, some develop faster, others much slower. But if the assistance program is chosen correctly, there will be positive changes.
S.D.:
It is very important that parents do not forget about themselves. Otherwise, you will give up and there will be no strength or desire to develop the child. Time for rest, friends, guests, theaters, family dinners, travel - we must try with all our might to preserve this.
Find out more
autismspeaks.org and autism.org.uk are the world's most authoritative sites on autism. Information in English.
Opening the Doors of Hope by Temple Grandin, Margaret M. Scariano. In a book that became a bestseller, University of Colorado (USA) professor Temple Grandin tells how she, despite being diagnosed with autism, managed to find her calling and live active life(Terevinf, 2012).
April 2 is World Autism Awareness Day ( World Autism Awareness Day). Experts from the Naked Heart Foundation, pediatric neurologist Svyatoslav Dovbnya and clinical psychologist Tatyana Morozova told a Philanthropist correspondent about what myths exist about autism, why children with autism need to go to school, and where they can work when they grow up.
About Natalia Vodianova’s sister and “Naked Hearts”
Reference
Experts from the Naked Heart Foundation, a child neurologist and clinical psychologist, are leading Russian experts on child development and mental health, visiting professors at the Department of Neurology at the University of New Mexico (USA). Tatyana and Svyatoslav are participants in a number of international projects dedicated to the development of services to help vulnerable families and children in Russia and former countries Soviet Union; co-founders of the St. Petersburg Institute of Early Intervention; certified teachers of the Mellow Parenting program (Mature Parenting), UK; authors curricula and numerous publications; consultants for the project for the development of early intervention services implemented by the Government Nizhny Novgorod Region and KPMG.
Tell us about your collaboration with the Naked Heart Foundation.
We first became acquainted with the foundation five years ago. We liked that this serious, interesting initiative appeared in the country. It was important for us that people don’t just buy buses and toys, but change the content of helping children. For Russia this is still a rarity; we still have a lot of “one-off” charity: I made and screwed on a sign “donated by such and such a businessman.”
Natalia Vodianova invited us as experts to the “Every Child Deserves a Family” program. Natasha does not hide that the topic of autism is important to her personally. Natasha's sister has a severe disability, and her family knows firsthand how difficult it is to live without support.
The fund was created in Nizhny Novgorod The Naked Heart Family Support Center, and Svyatoslav and I helped train the specialists of this center.
Many children receive help at the Naked Hearts support center, but nothing can replace the experience and opportunities that the school provides. We invited our colleagues to get acquainted with the experience of school No. 46 in St. Petersburg, which for several years has been building programs to help children with the most severe autistic disorders. Our Nizhny Novgorod colleagues liked the idea: previously they had seen such advanced work programs only in European countries.
Then we invited the leadership of the Nizhny Novgorod Department of Education to St. Petersburg. They saw with their own eyes that children with severe forms of autism, with behavioral disorders, with severe learning problems, many of whom do not use speech, can learn new things, and at school, and not at home.
The Department of Education has decided to open classes for children with severe autistic characteristics and behavioral difficulties special schools. This decision was also supported by the parent organization Veras, with which the foundation cooperates.
Often existing methods education is not suitable for such children. Slava and I had great experience cooperation with Western universities (we are visiting professors at one of the American universities), and we decided not to reinvent the wheel, but to take advantage of the experience of our colleagues. They began to train teachers to work with children with whom no one had previously been able to work. Employees of the Naked Hearts and Veras Family Support Center also help teachers of Nizhny Novgorod schools in teaching children - they regularly meet with teachers, discuss difficult cases, and share their knowledge.
About why children with autism need to go to school and whether they are all geniuses
Where did children with autism study before the advent of special classes and is it true that they are all geniuses, as in the movie “Rain Man”?
Tatiana: There have always been parents who wanted the best for their special child. Not everyone sent their children to orphanages.
We must understand that people with autism are all very different. If autistic disorders were not very severe, the child had intact intelligence and no serious behavioral difficulties, he studied in schools. But those who do not speak or who are difficult to seat at their desks were thrown out of school life. Homeschooling is better than nothing; but it’s bad that with this option, a mother or grandmother must completely sacrifice their career and, in general, their entire life outside the home.
Svyatoslav: And there is little chance that after home schooling a child will be able to somehow use his knowledge in the outside world. After all, children learn not only from the teacher, but also from their peers, and life is not only about formal knowledge in physics.
As for genius. When people hear the word “autism,” they most often think of people with phenomenal abilities and at the same time “weird.” Like in Rain Man. Indeed, there are such children, and they have always ended up in gymnasiums and schools for gifted children (if they did not have severe disorders behavior). But, unfortunately, there are not many geniuses among people with autism.
Tatiana: Our project was created specifically for children with severe forms of autism and behavioral and communication disorders. We do not claim absolute know-how. It’s good when the country is developing different models: And homeschooling, and inclusive education, and special schools.
Now our task is to continue supporting teachers. We are glad that the project is alive and well, that students, despite the difficulties, are not sent to home schooling. IN next year new classes will open. This is very important, because there are a lot of children with autism, according to the latest statistics - 1 child for every 68 children. This is the most common developmental disorder.
Tell us how children with autism change when they go to school?
Tatiana: Let's take for example one of the classes where there are four boys. When they were not yet in school and just attending the Naked Heart Family Support Center, the problem was simply getting them to sit at their desks. One was lying under the table, another was jumping around the classroom, the third was drumming on his ears. At first glance, they seemed to understand little at all, and it was unclear what they could do in group classes.
Now these guys are sitting at their desks, doing their teachers’ tasks. It turned out that some of them are able to read, but not by syllables, as we read, but by reading words as a whole (this is called “global reading”). Children can write and count. Everyone has special interests. Yes, the work in the classroom is structured in an unusual way, for example, there are two adults - a teacher and a teacher's assistant, a tutor. But the guys are doing it! With breaks for sensory unloading, but fully. Moreover, they show abilities that neither we nor their parents knew about. Now the learning technology is adjusted to them, and these abilities can be revealed.
The teachers are very passionate about the process - they talk about the children as if they were family.
About how people with autism live when they grow up
Nowadays there is a lot of talk in the media about children with autism. And much less often - about adults. What fate awaits them in Russia? What is the Western experience?
Svyatoslav: In the West, many people with autism are employed. Some people have a job almost the same as you and I, only more structured and not requiring communication with a wide range of people. Some people participate in programs through what is called “supported employment,” where a special assistant accompanies a person to the workplace.
Tatiana: By the way, similar programs exist in Pskov. These are workshops where people not only with autism work, but also with other disabilities.
I really like the British practice - they employ people with autism in post offices. Now the post office is used much less, and working there has become unprestigious. And employees with autism are not afraid of monotonous, painstaking work; moreover, they do it well.
As employers told me, there are many people with autism among IT specialists. Perhaps someone does not advertise the diagnosis, and someone does not know at all what is wrong with their “strange” colleague, but the fact remains a fact.
In St. Petersburg there is Educational center“Anton is right here,” which was opened by director Lyubov Arkus. This is a day center where about forty people study every day - independently or with tutors. Visit creative activities: they draw, work with clay, create cartoons. They are very different. Someone graduated from university, but does not have the opportunity to work; some never went to school. There are three times more people who want to attend the center than those who are already studying.
All over the world, the state helps to develop many programs for children with autism, but children grow up quickly... We need support services, employment centers, and leisure clubs. How else can you help an adult? He has already learned letters and numbers, but life goes on.
About state support and charitable funds
Should programs to support people with autism be government or charitable? How is it built in the West? How are we?
Svyatoslav: In Russia, to be honest, the situation is difficult. Almost everything good in our field exists in spite of the system, not because of it. Although, we must pay tribute to our government, there are more positive changes now than in the 2000s. So, August ( 2013. - Ed.) The education law for other categories of children may not be very good, but it gives children with autism the right to a tutor.
Tatiana: Fifty years ago, in the United States and European countries there were no programs to support children with severe forms of autism. All today's services appeared thanks to parents who fought for their rights and encouraged the state.
In this regard, we are not unique. All charitable initiatives in Russia are initiated either by foundations or active parents. But developing serious, intensive programs without government support is unrealistic. Otherwise, it will help a very narrow circle of people.
Mixed financing is found in the West. Through research programs and university support programs, through private donations. Nevertheless, the state always has the largest contribution to the matter. And this is not only altruism and humanity. Keeping people with autism (and not only autism, but also other forms of disability) in boarding schools is much more expensive than supporting their life in society.
About the connection between autism and vaccinations and other myths
What are some exciting new studies on autism that have come out lately?
Tatiana: Over the past twenty years, there has been a lot of research in the West on the connection between autism and mental retardation. It was previously thought that up to 70% of people with autism have mental retardation. Now the statistics are different. This happens because other methods of working with them have appeared, for example, they are widely used additional ways communication - a person who does not speak can communicate using cards, photographs, written words, objects.
We all use additional communication when we are in a foreign country - we choose food on the menu, we navigate by street signs. But 15-20 years ago, when Slava and I were just starting to work on the problem of autism, most experts argued that “all this additional communication will lead to the person never speaking.” Research data suggests that this assumption is completely wrong. Alternative communication does not in any way impede the development of speech and even helps in its development, and can also significantly reduce the manifestations of negative behavior. A person does not have to fight and bite to express his desires. Advances in the science of behavior and sensory processing have greatly aided the development of methods for teaching and helping people with autism.
What other myths exist around the problem of autism?
Tatiana: For example, that autism is a disease and it can be cured. This is very confusing for parents. In fact, autism is not a disease, it is a condition, a developmental disorder, with which a person is born and lives throughout his life. These difficulties cannot be cured. magic pill or an injection.
Until recently, it was written in textbooks that autism does not exist, that it is a form of schizophrenia. This opinion, to our horror, still occurs today. There are also new myths. The most common one is that autism occurs as a reaction to vaccinations. This myth exists not only in Russia. Every year, studies are conducted that Not prove that autism is associated with vaccinations, if only because there are countries where there are no mandatory vaccination. There are no vaccinations, but there are children with autism.
There was a monstrous myth, also international, that autism occurs in a child due to cold, indifferent attitude to his mother. They even came up with a term - “refrigerator women”, who supposedly “freeze” the child in the womb. This idea was completely refuted 50 years ago, and in the 1970s the World Psychoanalytic Society apologized to the maligned parents.
The origin of the myths is clear - no one in the world has yet found a clear reason for the existence of autism. And this gives rise to speculation.
Svyatoslav: It appears that this disorder is of such a complex nature in terms of the number of genes involved that modern science it simply does not allow us to find out the reasons yet. One thing is clear - autism is associated with genetics and the functioning of the human brain.
From experience, the less official health care participates in programs to help people with autism, the more charlatans profit from them.
What plans do the foundation and you personally have for the near future?
Svyatoslav: The Naked Heart Foundation has a lot of plans. We are only involved in some of his projects. This further development sites for teacher training. We will continue to invite American colleagues to St. Petersburg school No. 46 in order to provide teachers with a serious scientific and methodological base, in addition to practical knowledge. We will also continue the development of the Nizhny Novgorod school project.
Tatiana: The foundation has now announced a competition for programs summer holiday for children this is also very important. In addition, Naked Hearts has been funding a legal group at the Moscow Center for Curative Pedagogy for several years now, which helps families and organizations defend the rights of children with mental disabilities. Another apartment has opened in Nizhny Novgorod for supported accommodation of young people and adults with developmental disabilities. Preparations are underway for the forum “Every child deserves a family.” The program for the construction of children's playgrounds - "Play with Meaning" - continues.
Now the state has joined the Naked Heart Foundation’s initiatives, and there is a chance that no economic shocks will prevent us from helping children with autism.
From December 1 to 3, museums and other public spaces in Moscow host Inclusion Days dedicated to International Day disabled people, which falls on this Sunday. Many programs are designed for children and adults with special needs mental development, which are finally being talked about more. The Naked Heart Foundation for helping such people invited professor to Russia psychological research in education and psychiatry from the University of California at Los Angeles, Connie Casari, who spoke about the difficulties of inclusive education and the problem of quackery among false doctors. And clinical psychologist Tatyana Morozova and child neurologist Svyatoslav Dovbnya helped to understand the situation with inclusion and help for people with special needs in Russia.
Why are there so many pseudoscientific methods of help in the field of mental disorders?
CONNIE KAZARI: These disorders seem very mysterious because often we do not know the cause of their occurrence. This gives rise to a large number of alternative methods. Parents who want to help their child are, in principle, very receptive to anything that promises to improve his condition. Unfortunately, many people take advantage of this. Some because of their unprofessionalism, others out of a desire to make money. Besides, everything alternative methods seem much simpler and faster than programs that have proven their usefulness in many years of research.
There are specialists who, for example, promise to cure autism. Recently a wealthy family came to see me with a two-year-old child. A certain company promised that if he studied its method 70 hours a week, that is, ten hours a day, for two years, he would completely get rid of autism. They had to pay a million dollars in a year. And they were not presented with any evidence that this method was tested and effective. This is absurd!
The most important thing is the effectiveness and proof of each approach in serious scientific research. When faced with a problem, most often people do not know where to turn for help. As a result, they waste time and money, but nothing positive effect don't get it.
Why is this problem so acute in Russia?
TATYANA MOROZOVA AND SVYATOSLAV DOVBNYA: The Russian trade union community does not have the opportunity to learn about advanced effective methods. The education system for specialists in “helping professions” - teachers, psychologists, speech therapists, social workers - has many shortcomings. Students have virtually no opportunities to practice and develop skills, as well as under the supervision of experts. Most often, they simply listen to lectures and believe what they hear. This interferes with the development of clinical thinking.
Specialists are not involved enough in international conferences, cannot assess the effectiveness of technologies developed in Russia. Many also do not speak foreign languages. We are just beginning to develop many areas of work and specialties - applied behavior analysis, occupational therapy, physical therapy, complementary and alternative communication. These areas are incredibly important for efficient work with children and adults with developmental disabilities and their families.
What ineffective methods are common in Russia?
Connie Casari: In Russia there are still some government agencies practice holding as a method of helping people with autism. Many years ago there was an idea that if you forcibly restrained a child who did not want to communicate for hours, something would change in his brain. Since then, no research has emerged that proves this is effective. Moreover, none of the major scientific institutions The American or European autism community does not recommend this method. But here I see large number people who use it. This surprises me and really worries me.
What is the situation with inclusion in Russian education?
TATYANA MOROZOVA AND SVYATOSLAV DOVBNYA: Over the past five years, successful examples of inclusive education have appeared in Russia. This requires serious work not only with the child himself and his family, but also with all participants in the process - teachers, educators and all school employees, including canteen workers and security guards. And of course, with other students and their parents. If such work is carried out competently, the results are as positive as possible. This is not an easy process that requires new knowledge, patience and respect. If we talk about obstacles, they are mainly associated with a lack of knowledge, experience, reluctance to change anything, as well as misconceptions and prejudices.
Where to look for information about effective techniques
TATYANA MOROZOVA AND SVYATOSLAV DOVBNYA: There is a lot of useful information on the Naked Heart Foundation website in the Resource Center section, as well as on the channel fund on YouTube. There you can find lectures by leading Russian and international experts, recordings of webinars and other important materials. For additional information, you can also visit the website of the “Vykhod” foundation, which deals with the problems of people with autism.
CONNIE KAZARI: Information about effective methods appears in scientific publications, these articles are organized in dedicated research databases such as Medline and Cochrane.
How to check the methods suggested by your doctor
CONNIE KAZARI: We must teach our loved ones to adequately evaluate specialists and ask them the right questions. You need to ask questions about the program: what is it aimed at, what results should be in three months, what results have other children had, what is planned to be done if the child does not make progress, will the program cause harm? Charlatans, as a rule, are not ready for such questions. It is also necessary to ask what research the program is based on, whether clinical trials have been conducted.
Clinical psychologist Tatyana Morozova and pediatric neurologist Svyatoslav Dovbnya told DP about the meaning of attachment for a child and how it affects his entire life.
Clinical psychologist Tatyana Morozova and child neurologist Svyatoslav Dovbnya have been working together for more than 15 years, which gives them the opportunity to see the needs of families with young children from both medical and psychological point vision. As consultants and trainers, they take part in various international projects aimed at creating family assistance services in Russia and neighboring countries. They are developers of educational programs on early intervention and infant mental health issues. Members of the World Association Mental Health Infants (WAIMH), International Society for Early Intervention (ISEI), European Society of Child and Adolescent Psychiatry (ESCAP).
"DP": In the 60s, it was believed all over the world that a child needs from his mother good care and taking care of his health. We now know that a good, close relationship with a significant adult is extremely important for an infant. Why?
Tatiana Morozova: The early relationship between mother and baby is main basis for the development of the child. Many difficulties in behavior and social adaptation in children are associated with disturbances in early childhood relationships between the child and the mother and other close adults. According to the theory of attachment, formulated in the 60-70s by the English psychiatrist and psychoanalyst John Bowlby, the basis for the formation of early relationships is not only the satisfaction of the need for food, but also a feeling of security, warmth and comfort.
Mom doesn’t do anything special to form an attachment. When a child has some kind of need, he gives a signal - he cries, screams, looks towards an adult - an adult who is somewhere nearby hears the signal and satisfies this need. And it’s simple things like these that shape a person’s future “I” as a person whose wishes can be respected.
Svyatoslav Dovbnya: These relationships lay the foundation for all subsequent physical and mental development of the child. The human brain is mainly formed in the first years of life - billions of connections are created between nerve cells, then this process slows down sharply, and unused neural connections die off. Research shows that quantity and structure neural connections, as well as activity various departments brain depend on the experience of relationships with a loved one.
"DP": What if a child is neglected at this age?
Svyatoslav Dovbnya: If they didn’t always come to me when I cried, I had to lie wet for a long time, scream loudly, smile into the void, then I kindergarten I will scream to achieve something, protest, break, hit, bite.
For example, two year old child While sitting at the table, I dropped a cup of ice cream on the floor. I can say: “It’s okay, let’s clean it up, be more careful next time,” or humiliate him by calling him a “slut,” show emotional violence: “I’ll never buy you ice cream again,” or I can slap him on the head. And such things, repeated many times in a child’s life, make him a different person.
Negative experiences in early relationships can shape psychopathological reactions in the future. If I don’t think that the people around me are good, that they value my desires, then I can sacrifice people’s desires for the sake of my own desires, hit, steal.
There are cases when people from financially secure families, who had every opportunity to study, turned out to be unlucky and fell into criminal relationships and addictions. Perhaps the reason for this was the difficulties that arose in early relationships with loved ones.
"DP": Nowadays they often use the services of nannies...
Tatiana Morozova: The priority of raising a child in the first year of life belongs to mom and dad. Those women who quickly go to work underestimate the role of early relationships. It would be very good if the child spent at least the first few months of his life with his mother. If it is vital for a mother to go to work, then it is worth doing this gradually, starting with less than a week. The father or other relatives can take care of the child during the mother's absence. However, there are situations when the mother simply does not have such close people, and then she has to use the services of a nanny. It is very important that the mother can trust the person who takes care of the child, and that the nanny is a kind and sympathetic woman. It is not so important what kind of education she has, what is important is the ability to understand the needs of the baby and respond to them.
"DP": If possible, is it better not to send your child to kindergarten until he is 2-3 years old?
Tatiana Morozova: For children in their first and second lives, adults are more important than peers. Kids show interest in their peers, but it takes time to learn to play and make friends. Some children, after one and a half years, are quite emotionally mature and are able to withstand separation from their parents, remaining in kindergarten or nursery during the day. However, most children are not ready for this until they are 2-3 years old. As a result of stress arising from separation from parents, immunity decreases, and children become more susceptible to all sorts of diseases.
The question of kindergarten is a very important question. It is best if mother and baby have the opportunity to prepare for this important event, for example, attend groups for several months early development(early socialization), where children communicate and study in the presence of mothers. Such groups are now popular in many cities.
Svyatoslav Dovbnya: The first two years of life are the time when the organic and neurochemical foundations of impulse control are being laid and the ability to rational thinking, the ability to experience or not experience sympathy and empathy for other people.
Research shows that psychological trauma or stress associated with interpersonal relationships affect primarily those parts of the brain that are responsible for social adaptation, control of mood, emotions, ability to be responsible. These are the traits that define a person's personality.
"DP": In our country, women are poorly informed about affection. And in Western countries?
Tatiana Morozova: In all civilized countries, a child under one year of age is given massage only by the mother, who is trained in this, since this can disrupt the interaction between mother and baby. Especially if the mother has postpartum depression, when the woman feels like a failure. According to statistics, approximately one in ten women are like this. It has been proven that children of such mothers develop slightly worse, get sick more often, and such children are more likely to have behavioral problems. This problem is so important that, for example, in the UK, visiting nurses, when visiting newborns, look not only for the child, but also for the mother for postpartum depression.
Often, minimal child distress can arise as a symptom of difficulties in early relationships, but our pediatricians know little about this. Mom's anxiety for one reason or another - uncertainty about own strength, pressure from a nurse, pediatrician, mother-in-law - and the child, not feeling safe, can give out various symptoms troubles - sleep worse, eat worse, worry more, etc. Therefore, mother cannot be frightened, but on the contrary, she must be supported.
There are professional misconceptions that suggest that a mother should be a child’s teacher from an early age so that he or she develops better.
Svyatoslav Dovbnya: Research shows that, for example, premature babies whose mothers simply stroke them, talk to them, smile, gain weight faster, their recovery period is shorter and their structure is better organized. white matter, which is responsible for connections between the external hemispheres and the speed of information transfer.
Tatiana Morozova: So if everything is fine with attachment, then the child can successfully learn and study foreign language etc., if it’s bad, then the result may be difficulties concentrating, communicating with peers, impulsiveness, aggression or fears... and learning will be difficult.
"DP": What other myths exist in the field of raising children?
Tatiana Morozova: For example, there is a misconception that you cannot babysit with a child, as this supposedly slows down his development. In all languages of the world, when a normal person communicates with a small child, the timbre and frequency of the voice changes. This helps to establish contact with the child. It is clear that there is no need to babysit with a teenager.
"DP": What else is important for parents to know?
Tatiana Morozova: A big problem in our country is physical punishment of children. Many families believe that doing "reasonably" is a good way to raise a child. It is clear that corporal punishment occurs in Western countries, but this is not considered an acceptable educational measure; it is criminally punishable.
A slap on the butt will interrupt the sensations and stop the child from trying to get into the socket, but will never teach anything. It will not help the child master cause-and-effect relationships, but will most likely teach that if I am dissatisfied with something, I can hit him.
Svyatoslav Dovbnya: It is considered quite normal for children to be intimidated by a policeman, Baba Yaga... Yes, it can stop, but it will only teach that parents can lie.
Tatiana Morozova: There has been a paradigm shift in psychology and pedagogy. Previously it was believed that the most effective method education is punishment and deprivation, now it is considered to be the most effective method - encouragement. And this is reflected in how we understand the needs of our children.
The task of the first year is to make the child feel important, worthy of care, and trusting his parents, so that later he can trust the world in general. When, in order to prove your own worth, you don’t have to enter into conflicting relationships, you don’t have to humiliate yourself in front of others. This healthy self-confidence will go with a person further in life, which will affect his ability to establish relationships with others, and ultimately his success and self-realization.
