CHILDREN WITH BEHAVIOURAL PROBLEMS AND DISORDERS IN THE CONTEXT OF THE FAMILY AND SCHOOL ENVIRONMENT

A necessary precondition for meaningful and successful intervention in children with symptoms of behavioural problems in the context of ADHD or the so-called behavioural disorders, is, beyond any doubt, recognition and definition of the causes of such behavioural manifestations. The diagnostic process, practised in various facilities, is not always consistent and individual outputs are not standardized. The objective of the paper is to describe the causes of problematic behaviour in children assigned to an institutional education facility and to compare them with a group of children attending specialized school for pupils with behavioural problems. By means of qualitative research, we focused on the personalities of these children, their satisfaction with the school and the success rate, as well as the prognosis of further development. A particular element here is details of the child's home environment, and the related protective and risk factors playing a key role in the interventional approaches.