Бола шахсида салбий ўзгаришларни келтириб чиқарувчи ташқи таъсирларнинг психологик-педагогик асослари

Адабиётлар рўйхати 
1.Ш.Мирзиёев “Эркин ва фаровон, демократик Ўзбекистон давлатини 
биргаликда барпо этамиз”.Тошкент-“Ўзбекистон” 2016.19 б

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Бола шахсида салбий ўзгаришларни келтириб чиқарувчи ташқи таъсирларнинг психологик-педагогик асослари 
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2.Каримова Г.Бердаев “Муроса қилиш одоби ёки конфиклар ёки уларни 
бартараф қилиш мумкинми” 2003йил. 
3. Исломов Д “ Бақорчилар боласи” 1-сони 1999йил. 
4. Отажонов М “ Деленквент ҳулқ” 2003-йил. 
 
INTRODUCING WITH SEL-DESTRUCTIVE BEHAVIOR: WHAT IT IS 
AND CAN WE CONTROL IT? 
 
Atakhujaeva Shahlo Anvarovna 
The muster student of the ChSPI, The faculty of Pedagogics,
The department pedagogics and psychology
 
Abstract
This article is about self-destructive behavior and controlling the pupils with the 
self-destructive behavior. In our pedagogical life we meet some pupils with bad 
behavior. In this position every teacher has problems to find the contact with these 
pupils. The article can help solve our problems.
Key words: definition, mental health, formulate, behavior, semantic
confusion, taxonomirs, risk. 
 
It is rather hard to formulate a clear cut definition on concept regarding human 
behavior and disorders of mental health. The study of self-destructive behavior has been 
hampered by semantic confusion, protean concepts and contradictory taxonomies. In a 
very broad sense self-destructive behavior can be defined to consist either in taking or 
in considering to take a life threatening risk, that need not necessarily aim at or lead to 
self-destruction. Thus, it has nowadays become increasingly common to speak 
separately of indirect self-destruction and on the other hand direct self-destruction in a 
narrower sense, the latter includes three phenomena: suicidal thoughts, suicidal attempts 
and suicides. Indirect self-destructive behavior may be defined as a behavior 
characterized by taking a life threatening risk without the intention of dying, mostly 
repeatedly and often unconsciously, in such a way that the consequences are likely to be 
destructive to the individual before long (Lounqvist, 1978). 
Self-destructive behavior was first studied in 1895 by Freud and Ferenczi when 
they first recognized how traumatic experiences affected the development of children. 
Freud and Ferenczi noticed that children who were raised in an unhealthy environment 
were more often the ones to act out and take part in self-destructive behavior. Freud 
concluded that self-destructive behavior is influenced by one's ego or superego and 
aggression. Depending on how strongly influenced one is, it will increase the intensity 
of one’s destructive behavior. Guilt is a leading factor for one's superego. For instance, 
growing up with alcoholic parents can increase one’s self-destructive behavior because 
they feel guilty that they didn't provide them with the help they needed. Since they 
failed to help their parents overcome these obstacles, they feel as if their parents failed 
because of them. Then, they use harming themselves as a coping mechanism to their 
guilt and failure. 

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