Strong nervous system. Why do nervous disorders occur and how to prevent them. Balance of the nervous system
"Clinical Psychology", Karvasarsky
The question of the existence of individual-typological properties of the nervous system was first posed by Pavlov in physiology. Observing the behavior of dogs that survived the flooding during the flood, I noticed that some animals retained the previously developed conditioned reflexes, while others collapsed, and the animals developed neurosis. Pavlov decided that the first group of animals has a strong NS, and the second - a weak one. For the weak type, as Pavlov wrote, "both individual and social life with its most severe crises is directly unbearable." Psychologists and clinicians today disagree with Pavlov's conclusions, see the text below
As a result of his research, Pavlov discovered such properties of NS as the mobility of nervous processes and their balance, that is, the balance of excitation and inhibition.
Currently, the most studied are such properties of NS as: strength, mobility and lability.
The strength of the nervous system
Defined by Pavlov as the ability to tolerate superstrong stimuli and understood as endurance of the nervous system. Subsequently, a feedback relationship was established between the strength of the nervous system and sensitivity, that is, individuals with a strong nervous system are characterized by a low level of sensitivity of analyzers, and, conversely, high sensitivity is characteristic of a weak nervous system. The strength of the nervous system began to be determined by the level of EEG activation and considered as the activation of the nervous system, while sensitivity is a secondary characteristic that depends on the level of activation of the nervous system at rest.
How does the strength of the nervous system affect behavior, human activity?
Representatives of the strong and weak types of the nervous system differ in terms of endurance and sensitivity. A person with a strong nervous system is characterized by high working capacity, low susceptibility to fatigue, the ability to remember and take care of performing several types of tasks at the same time for a long period of time, that is, to distribute one's attention well. In situations of intense activity, increased responsibility, an improvement in performance is observed. Moreover, in the conditions of ordinary, daily activities, they develop a state of monotony, boredom, which reduces work efficiency, therefore, they achieve their best results, as a rule, in conditions of increased motivation.
The behavior of a person with a weak nervous system is characterized in a completely different way. It is characterized by rapid fatigue, the need for additional rest breaks, a sharp decline in work productivity amid distractions and interference, and the inability to distribute attention among several things at the same time. In situations of intense activity, work efficiency decreases, anxiety and uncertainty arise. This is especially evident in situations of public communication. A weak nervous system is characterized by high resistance to monotony, therefore, representatives of the weak type achieve better results in conditions of daily, habitual activity.
Nervous system mobility
This property was first identified by Pavlov in 1932. Later it turned out to be very ambiguous and was divided into two independent properties: mobility and lability of the nervous system (Teplov).
The mobility of the nervous system is understood as the ease of altering the signal value of stimuli (positive to negative and vice versa). This is based on the presence of trace processes and their duration. In the experiment, when determining mobility, the subject is presented with randomly alternating stimuli positive (requiring a response), negative (inhibitory, requiring to slow down the response) and neutral. The speed of the reaction depends on how long traces from the previous reaction persist and influence subsequent reactions. Thus, the more stimuli a person can process accurately under these conditions, the higher the mobility of his nervous system. The vital manifestations of the mobility of the nervous system are the ease of engaging in work after a break or at the beginning of activity (adaptability), the ease of altering stereotypes, such a person easily switches from one way of performing an activity to another, diversifies the techniques and methods of work, and this applies to both motor and intellectual activity, ease in establishing contacts with different people is noted. The inert are characterized by opposite manifestations.
Lability of the nervous system
The speed of the onset and disappearance of the nervous process. At the heart of this speed characteristic of the activity of the nervous system is the assimilation of the rhythm of the impulses coming to the tissues. The higher the frequency this or that system is able to reproduce in its response, the higher its lability (Vvedensky). Lability indicators are CFFS (critical frequency of flicker fusion), as well as EEG indicators (latency and duration of L-rhythm depression after stimulus presentation). One of the most important manifestations of life is the speed of information processing, the lability of the emotional sphere. Lability has a positive effect on educational success and the success of intellectual activity.
Can we consider some typological features as "good", facilitating adaptation, and others as "bad", making it difficult, as Pavlov did in his time?
Modern data obtained by psychophysiologists, psychologists and clinicians indicate that each of the properties of the nervous system has both negative and positive aspects. So, for example, the positive side of the weak nervous system is its high sensitivity, high resistance to monotony, a higher manifestation of speed qualities. The positive side of the inertia of nervous processes is the establishment of more durable conditioned-reflex connections, better voluntary memory, greater depth of penetration into the material under study, greater patience with the difficulties experienced. Thus, typological features determine not so much the degree of adaptation of a person to the environment, but rather different ways of adaptation. This is especially evident in the formation of an individual style of activity.
Activity style
An activity style is a system of techniques for performing an activity. The manifestation of the style of activity is diverse - these are the methods of organizing mental activity, and practical methods of action, and the characteristics of reactions and mental processes. “... under the individual style one should understand the entire system of distinctive features of the activity of a given person, conditioned by the peculiarities of his personality” (Klimov). An individual style is developed throughout life and performs a compensatory adaptive function. So, representatives of a weak type of the nervous system compensate for rapid fatigability with frequent breaks for rest, preliminary planning and regularity of activity, distraction of attention - with enhanced control and verification of work after they have been completed. Preliminary thorough preparation makes it possible to reduce the neuropsychic stress that occurs at crucial moments of activity.
Typological properties of the nervous system are the basis for the formation of temperament, human abilities, affect the development of a number of personality traits (for example, strong-willed), they must be taken into account in professional selection and career guidance.
The strength of the nervous system characterizes its endurance, efficiency, noise immunity to stimuli.Strong nervous system characterized by
high efficiency (that is, during hard work they work for a long time and successfully, but not during monotonous work).
Nerve cells for a long time perceive and transmit impulses without going into an inhibitory state, "not getting tired".
Weak nervous system
characterized by
low working capacity (with a long, strenuous task, they are quickly depleted; usually this quality manifests itself especially clearly in one type of activity: mental or physical).
Nerve cells quickly go into an inhibitory state, especially with superstrong stimuli.
Attention
Maintain concentration easily; if they are distracted, then in order to diversify the activity that has become boring.
Weak nervous system
Even weak stimuli distract from the actions you are taking.
3. Memory
Strong nervous system
Good natural memory, the type of memory is usually clearly expressed (visual, auditory, motor).
Weak nervous system
Usually there is no clearly expressed type of memory, therefore the process of assimilation and reproduction of information is mediated by semantic supports, analogies, etc.
Strong nervous system
They are guided by the fact of execution, and not by thoroughness. They tend to make decisions quickly, without much thought (therefore, they jump from stage to stage, work without a pre-made plan).
Weak nervous system
They prefer to work in detail, completing the task step by step. Perform actions sequentially.
Implementation of activities
Strong nervous system
The situation when they are limited in time; assessment situation (exam, test, etc.), a situation requiring a quick response, increase the level of performance.
Weak nervous system
Weak nervous system
They prefer a written form of the answer, they easily structure it (they can use diagrams, tables, graphs). When speaking orally, they can follow the reaction of others too closely, they need support.
Independent work
Strong nervous system
Often they perform independent tasks not according to clear instructions, but on their own initiative, focusing on the situation of free choice. They actively develop their own ideas.
Weak nervous system
Through careful preparation, they are able to penetrate deeper connections and relationships of the subject. They master the educational material deeper and more thoroughly.
The mobility of the nervous system is determined by the speed characteristics of the main nervous processes - excitation and inhibition.
Special techniques for working with "inert" and "mobile" students
When working with inert students the teacher needs:
1) not require them to be immediately involved in activities, since their activity in performing a new type of task increases gradually;
gradually offer different tasks, do not rush to complete them, since they cannot actively work with various tasks, and some generally refuse to complete them;
do not ask at the beginning of the lesson, since inert students can hardly be distracted from previous situations (for example, from the things they were busy with during recess);
avoid situations when from an inert one you need to get a quick verbal answer to an unexpected question; it is necessary to give him time to think and prepare;
Certain difficulties in educational activities are experienced by “ mobile "pupils, what due to the rapid extinction of activity, loss of interest in the activity being performed (especially if it is monotonous), and frequent distraction from work. These students, more than inert ones, need constant guidance and supervision from the teacher. They need help to learn how to arbitrarily regulate their activities, to properly organize it. Healthy specially train students with a mobile nervous system to be restrained, to teach them to listen to the teacher's instructions before starting work.
How can you help these children get involved in work? One of the most effective ways can be this: at first, the child's workload is reduced. For example, as the psychologist L.S. Slavina recommends, the teacher suggests that the first grader write only half a line instead of 3 - 4 lines, or read not all the material, but only a small part of it. A child who did not want to get to work, when it was necessary to complete the entire task, willingly began to write or read. After the intended part was completed and the teacher assessed the work, he either offered the child the next part of the assignment, or limited himself to what was done.
Compiled by:
V. I. Navalikhina - teacher-psychologist
D.V. Kuprienko
Additional education teacher
Municipal budgetary educational institution
"SECONDARY EDUCATIONAL SCHOOL №92 WITH IN-DEPTH STUDY OF INDIVIDUAL SUBJECTS",
School structural unit No. 92 ("CENTER FOR ASSISTANCE AND STRENGTHENING OF STUDENTS 'HEALTH")
"Taking into account the type of the nervous system when organizing GPs"
A strong nervous system is characterized by greater endurance, i.e. long-term work without noticeable fatigue, without reducing the effect. True, the experiments carried out many times, in which the possibility of achieving significant success in the work of adolescents with a strong and weak nervous system was revealed, showed that in the groups of "successful" there were approximately the same number of persons with a strong and weak nervous system. But in the groups of "unsuccessful" subjects with a weak type of nervous system there were six times more. This means that you can work well regardless of the strength or weakness of the nervous system.
A weak nervous system does not interfere with the achievement of high labor productivity. But from the representatives of this group, great volitional efforts are required to master the profession and successfully fulfill their duties.
In a calm environment, persons with a weak nervous system perform much more control and preventive actions than their "stronger" comrades. They have a more pronounced state of anxiety. In a more difficult situation (when, for example, a car does not start in front of comrades, although it was just working normally), the weak show a significant decrease in orienting and executive actions. In the strong, the number of indicative acts increases somewhat, while the number of control and preventive actions decreases, but not to the same extent as in the weak.
Thus, in the event of a malfunction, the tactics of behavior in strong and weak people are not the same. For the first, tactics are fast and relaxed, for the second, it is slow, but more correct. The strong act quickly, despite an unclear diagnosis, while the weak act much more slowly, but more accurately clarify the diagnosis. But only if they are not limited in time. (Here and below, we are talking only about the extreme expressions of this or that quality, but, of course, there are a number of intermediate stages where these or those deviations are much less pronounced.)
When performing various types of practical work, "strong" willingly work in a team, "weak" prefer individual forms of work. The "strong" ones with great satisfaction carry out new, unfamiliar work. The "weak" prefer to do what they know well, to which they are accustomed. They love monotonous work with a constant rhythm, for example, assembly on a conveyor belt.
In living, mobile, impulsive individuals, positive motivation predominates (impulsivity is a feature of behavior, an immediate reaction to an external stimulus, an action without prior deliberation). They are confident in their abilities, are not afraid to take risks, are sociable, like to work in large groups. In case of failures, they do not get upset, but are again taken for failed or new, often more difficult work.
They do not like to plan in advance, and control the results in the course of actions. Hearing the question, they immediately begin to answer. They willingly perform the same work only if something new is included in the labor process each time. In most cases, their excitation processes prevail over inhibitory processes.
Most often, they have a strong nervous system - a high level of claims (the level of success that a person claims to be).
Most children in life and work, in everyday behavior are always active, joyful, cheerful, hardy. But sometimes there are also passive children, withdrawn, poorly withstanding more or less prolonged stress. They usually are distinguished by high impressionability and sensitivity even to mild irritants. These traits in the behavior of individual children are primarily explained by the characteristics of their nervous system. Such children are, according to I.P. Pavlov, representatives of the so-called weak nervous type... It is important to remember this in order not to confuse what is a consequence of living conditions and upbringing, with what is a manifestation of the characteristics of the nervous system itself.
Temperament traits of impressionable children - children with a weak nervous system:
How do children of this type behave? From an early age, they are extremely sensitive and receptive: they can quickly and easily notice minor changes in people's moods, as well as the faintest rustles, sounds, shades. They even see things that go unnoticed for many: a slight shadow of annoyance or a spark of joy on their face, imperceptible movements, minor changes in costume or gait.
These children are very worried when they read books and watch films. Events so capture them that tears appear in their eyes, although they try to distract themselves from exciting events. Memories of them cause inexplicable mental pain.
Hypersensitivity, nervousness are also manifested when they have to decide or do something on their own, especially in an unfamiliar and unusual environment. To everything new, impressionable children react with a large, even excessive, waste of energy, often being anxious at the same time. Some trifle, but the child already has a tense face, a deep sigh. For example, a father instructed his son to pay off a taxi driver, and he experiences this as the most important event in his life.
Features of children with a weak nervous system are also manifested in educational and physical work. Such pupils are easier to teach to be thorough in everyday affairs than children of strong types, especially sanguine and choleric people. They work better in monotonous conditions, quickly and easily get used to the daily routine and work, since monotonous activity cannot cause very great excitement, which can lead to overuse of forces and inhibition of the nervous system. Therefore, both parents and teachers have to reckon with the lack of endurance and easy fatigue of impressionable children.
Prolonged strenuous work, whether physical or mental, is exhausting for them. If in the first lessons they work well, then later they get worse. Children of the weak type get tired especially quickly in new conditions. It is especially difficult for them to study in the first and fifth grades. They work best at home, when no one is interfering, or in a secluded corner of the library.
In a noisy, tense environment, simple things seem to be difficult for children with a weak nervous system, and easy tasks are difficult. During exams and other exciting events, they are either passive, lethargic, or irritable, loud, and if some misfortune happens, then they are completely exhausted, sick.
In contrast to students of strong types, children of a weak nervous type show rapid inhibition, stiffness, if they have to act depending on the situation. When they are asked an unexpected question and they find it difficult to immediately answer, they usually have a confused look, a tense face, they do not know what to do with themselves. In the classroom, after a question asked, they timidly raise their hand, and when they hear their name, they shudder and, slowly getting up, answer.
During the exams, “they are so worried that it is fraught with loss of appetite, insomnia and nightmares. Then even a feasible task seems overwhelming to them, and a solved problem is unsolved. Successful completion of exams calms sensitive children, they say: “Why was it necessary to worry so? This will not happen anymore. " But "this" is repeated over and over again - these are the characteristics of children with a weak nervous system.
An impressionable child may be offended by a trifle: cry if, before his appearance, they finished a conversation or, say, did not pass a joke at which everyone was laughing (and not at all at him).
We have dwelt on some of the temperament features of impressionable children. It must be said that each of them may have other features: one is fast, the other is slow, one is balanced, the other is unbalanced. This once again testifies to the fact that in human society there are no unchanging, "pure" nervous types. The child's behavior is formed gradually, under the influence of social influences, personal experience and upbringing.
Features of raising impressionable children - children with a weak nervous system:
A careful approach to impressionable children is needed. Here, mistakes in upbringing can lead not only to such negative traits as fearfulness, irritability, but also to illness, to a nervous breakdown.
1. First of all, for children with a weak nervous system, it is downright vital thoughtful daily routine at school and at home. The regime, as you know, is associated with great stability and rhythm in the way of life, which is very important for the economical expenditure of nervous energy, which is what the faint-hearted children need. It is important to prepare lessons at a certain time, help with housework, relax and play sports.
2. So, the regime strengthens the nervous system. But is it necessary to put children in the changing, new conditions? It is necessary, but only taking into account their characteristics and condition. Changing the regime is appropriate when children are not greatly tired of anything: for example, during the holidays. When students are resting, their daily routines naturally break down. It is important to see something new every day: to go hiking, to the forest, to the river. It invigorates and gives strength. But in all cases, one should avoid such drastic changes in the child's life, which can lead to nervous overstrain, to a breakdown. All kinds of storming is especially harmful both in study and in work.
3. Systematic studies. If students of strong types, without much damage to the nervous system (albeit with damage to knowledge), can “catch up with their comrades” in a few days and sleepless nights, then impressionable children cannot. On this path, headaches, weakening of the body and even serious breakdowns are inevitable.
Observing the same gradualness, impressionable children master an extremely difficult task. Some even manage to become enduring athletes. What's the secret? In training, it is more convenient for weak children to start with lighter exercises, and then move on to more difficult ones. And after going out on the ice, do as many circles as you need - first five, and now eight, nine and even ten.
4. It is important that all impressions and difficulties are feasible for the child and did not lead to overwork. Parents need to become thoughtful educators if they want good for their receptive child.
5. For children, especially harmful, but for impressionable downright alcohol and cigarettes are harmful... The guys and the bases of that are excited every minute by something new. And if we add artificial stimulants to this, then they can easily become overworked, not to mention a nervous breakdown from the poison of alcohol and cigarettes. To refuse any excesses - the child should not have an excess of all exciting, even chocolate, coffee, cocoa.
6. Thoughtfulness and exactingness in the family and at school, they bring up confidence, courage, and activity in sensitive children. It is important to trust them with social assignments, sometimes very responsible ones, allowing them to get carried away with an active life.
7. Impressionable children are more susceptible to suggestion than others. Therefore it is important protect them from negative suggestions... Beware of general remarks such as: "You can't do anything," "You can't do anything," "You tremble forever." Of course, you need to make comments, but in a more tactful form and most importantly in all cases, encourage the child, instill confidence in his abilities. For example: “Today you are something timid. Earlier you didn’t have it ”,“ Yes, now you are doing something badly. Last time I tried - and everything turned out well ”,“ You, Seryozha, deeply understand the heroes of the books, learn to understand the people around you just as well ”.
8. Try also wean impressionable children and from negative self-hypnosis, to which they are especially prone: "I cannot", "I am afraid." At the same time, they often really do not perform even a feasible task. By instilling vigor, confidence, strength (“I can”, “I'm not afraid”, “Don't be afraid”), the child will be able to achieve a lot.
9. More impressionable children than others have to learn to overcome fear, fearfulness and fear. At the same time, a sense of collectivism and responsibility for a common cause plays an important role.
10. Indecisive children often lack self-confidence, they constantly think that they will not cope with the task. In contrast, sanguine and choleric people easily take on unfamiliar work. Therefore, before entrusting a new business to a child of a weak nervous type, educators should prepare him good... Such children are able to speak in public if they have a firm knowledge of the text of the speech. Only then can they be compelled to boldly get down to business when they have thoroughly repeated the necessary teaching material.
11. It is important for impressionable children to maintain well-being... In a cheerful mood, they can easily overcome shyness, fearfulness, uncertainty, fatigue, easily get used to the conditions that previously embarrassed them; it is good to complete tasks that seemed impossible to them. However, this does not mean that children, even impressionable ones, should be protected in every possible way from weakening negative feelings: grief, sadness, tears. In life, for sure, there will always be reasons that cause them. That's why it is important to teach the child to painlessly endure transitional states- from sadness to joy, from despondency to joy. Konstantin E. Tsiolkovsky is right when he asserts that a person's strength is also determined by how much he can withstand large fluctuations of opposite feelings. The wider the amplitude of vibrations of feelings, the stronger the person.
These are some of the features of educational work with impressionable children. There are no completely special means of approaching them, as well as to children of other temperaments. However, for different types of temperaments, certain pedagogical techniques and methods are taken in different doses and in different combinations. For example, various methods of fostering courage are needed in relation to all children, but especially to impressionable ones, since they easily show stiffness and fearfulness.
With the correct pedagogical approach, not a single child's temperament can be an obstacle to the formation of any moral qualities and abilities. Impressionable children, like others, have strong personality traits.
Based on materials from the Primary School magazine, 1979.
Tags: raising very impressionable, sensitive children, raising a child with a weak nervous system, a weak nervous system in a child - what to do?
Did you like it? Press the button:
