Behavior

Social Development in Children

From birth, children learn to integrate into society. Initially, they act selfishly, demanding attention and compliance from their environment. Parents gradually teach them to regulate impulses, establishing routines for eating, sleeping, and hygiene. Through interactions, often involving conflicts with parents or peers, children develop positive habits and reasoning skills, transitioning from stubbornness to constructive social integration. By school age, children are expected to be socially mature, capable of self-care (e.g., dressing, organizing belongings) and appropriate interactions with peers and adults. Children raised in isolated environments, with limited peer contact, may struggle to adapt, displaying shyness, withdrawal, or aggression. Kindergartens play a crucial role in fostering socialization.

Defining Normal and Abnormal Behavior

Schools further develop cooperative behaviors, expecting harmonious relationships from mature adults. Deviations from expected norms are labeled as aggressive behavior or behavioral disorders, particularly in children and adolescents. Defining "normal" behavior requires understanding societal expectations, which vary by culture, region, and time. A healthy individual cooperates, respects social rules, helps others, and avoids excessive self-focus. Social norms evolve, with new expectations replacing older ones, often leading older generations to perceive younger ones as less disciplined, though new rules and obligations emerge.

Misconceptions About Behavior and Upbringing

Equating etiquette with upbringing is misleading. Aggressive behavior can occur in individuals from polite families, while those from challenging backgrounds may exhibit strong social cooperation. Excessive politeness in children, often due to strict rules, can mask neurosis or other mental health issues. Behavioral traits may be inherited, as reflected in sayings like “like father, like son,” but exceptions are common, with calm children born to volatile parents and vice versa.

Causes of Behavioral Disorders

Behavioral issues may arise from real or perceived causes, expressed intentionally or spontaneously. A lively child may seem rude to stricter adults, though their behavior is often normal. Children may use disruptive actions—fighting, swearing, or defiance—as subconscious protests against authority or societal expectations, especially during adolescence. Such behaviors, like early smoking or provocative appearance, often reflect rebellion rather than conscious intent.

Behavioral Disorders and Delinquency

Theft is a common behavioral disorder, often starting with taking items from parents or peers and escalating to shoplifting. Children may steal to gain acceptance, sharing stolen goods to “buy” affection, reflecting feelings of rejection by family or peers. Juvenile delinquency, including theft and fraud, is increasing globally. Minor offenses may lead to increased parental or social worker supervision, often lasting two years, with involvement from psychiatrists or other professionals. Serious offenses may require placement in educational or correctional facilities, though these measures do not always ensure successful rehabilitation, prompting ongoing exploration of new approaches.

Treatment of Behavioral Disorders

Punishment, including physical discipline, does not resolve behavioral disorders and may worsen them. Historical practices of routine beatings to “improve” children have been discredited. Behavioral disorders require psychotherapy, medication, and educational interventions, with patience to address frequent setbacks. Forceful measures may alter behavior temporarily but fail to address underlying temperament or psychological issues.