Behavioral problems are extremely variable and only an umbrella term for a large number of different appearances. The causes are just as varied as the abnormalities themselves.
In some cases, physical or mental illnesses can be identified as triggers, others are genetic and for others there are no reasons at all. It is assumed that behavioral problems originate from the interaction of many causative factors, which are difficult to prove as such.
Most children have to fit into a different system for the first time in kindergarten than in their own family. Many get along well with it, quickly get to know the advantages of the kindergarten, such as community games, toboggans or special craft materials and get used quickly to the prevailing rules and circumstances.
Other children feel torn from their secure family context and find kindergarten a potentially threatening place because they are separated from their parents for several hours. If they do not learn to get used to spending time without their parents within a few weeks, it is possible that the children will suffer from loss anxiety.
Some children can not handle having to share the attention of adults. This can affect children, who receive a lot of attention as an only child, or children who are overwhelmed by the number of people and inflowing stimuli of the kindergarten. These children are therefore often scared, quavering, restless or even aggressive. At home, these behaviors are usually less pronounced, so that parents can not always understand what the educators report to them. Of course, there are also behavioral problems that occur not only in kindergarten, but, for example, any socially challenging situation. However, these usually have their cause elsewhere.
In school, the term behavioral disorder is understood to mean primarily disturbing behavior, ie the children, the so-called hyperkinetic abnormalities show and obstruct loud and inappropriate teaching. Often, additional learning difficulties occur. Antisocial disorders and anxiety disorders are among the behavioral problems, but are less obvious.
In adolescence, adolescents are again experiencing problems, having to enter the adult world and experiencing a new role conflict. Fears and self-doubt are quite normal. The hyperkinetic-disturbing, childish behavior is therefore far less common in adolescence than mental or emotional problems. Many suffer from tremendous psychological pressure, which can be reflected in conspicuous behavior. After all, at least 6% of all adolescents at least temporarily suffer from depression and suicides are the second leading cause of death in this age group. The exact causes of adolescent behavioral problems are often difficult to pinpoint, as most of them involve an interaction of family, social and other factors that burden the young person. They are usually only really noticeable when their subliminal fears and self-doubts turn into aggression against their fellow human beings. Often young people are simply lacking in orientation, the pressure to perform is too high and the future is unsafe and threatening. Conspicuous behavior is therefore a logical consequence of this conflict.
The fact that genetic factors play a role in the development of behavioral disorders is not proven, but very likely. Many families report that, for example, the father of a flashy child was also a "troublemaker" at school and his father was in front of him. Others speak of a certain "temperament" that is inherited in the family. Reliable studies are not yet available.
In addition to genes, education could (co-) justify these familial accumulations. However, if you compare children who come from similar environments and were raised similarly, some form abnormal behavior, others do not. This again speaks for a genetic influence. Similarly, there are also within families behavior-sensitive and -unauffällige children, which speaks for an environmental factor as a trigger. The truth is probably in between and needs further investigation.
Educational and educational measures are the most effective treatment for behavioral problems. Conversely, this means that the wrong education could trigger or at least modulate the disturbances. In fact, with neglect and violence, it is clear where the children have their problems from. However, most of the parents of behavior-sensitive children are affectionate and concerned about the "troublemaker, " and thus provide no reason to assume a bad upbringing.
Nevertheless, unconscious failures, such as lack of structure and communication, may encourage behavioral problems. The children feel neglected and have no orientation when there are no rules or they are not strictly adhered to. Fears and insecurities can turn into aggression and overstrain parental patience. Because many other children do not need this particular combination of rigor and understanding, most parents are unaware of it. However, if they cooperate and participate in parent training, these strategies can be implemented in education and have an enormous impact, especially on younger children.