influence from the outside is aimed at maintaining, understanding and developing their
personality – only then they will become open to it [29, p. 46; 30, p. 318].
Under the influence of the outlook of the surrounding people and in the course of
the formation of one's own mature attitude towards the external environment, aesthetic,
intellectual feelings are developed. The ability to assess one's acts is formed: whether
they are moral or immoral; whether they meet or don't meet the norms of society;
choosing some goals, values, attitudes, moral qualities that a person considers
obligatory for all, including themselves. Positive assessment is a source of satisfaction
– it becomes a significant social reinforcement – and negative assessment brings
frustration [31, p. 347]. If the child is not taught to cope with stressful situations, they
may later, when experiencing negative emotions, exhibit an inclination for destructive
actions.
As a result of the parents' emotional alienation from their child and the deprivation
of parental affection and care, the child develops in their mind, at the subconscious
level, anxiety, restlessness, uncertainty about their being, a sense that the environment
is hostile, even aggressive [32, p. 136]. It is these qualities that, in the future, may lead
to the person's distorted perception of interpersonal relations, legal norms and norms
of morality, as well as impair the development of a full-fledged law-conscious member
of social relations.
On November 20, 1959, the UN General Assembly adopted the Declaration of the
Rights of the Child, the norms of which regulate the legal status of children all over the
world. The Declaration is based on ten principles; the main of them guarantee the
child's social protection, proper conditions, and opportunities for full mental, physical,
moral and spiritual development. The child should be the first to receive protection and
assistance; they must be protected from all forms of neglect towards them, let alone
cruelty and exploitation [33, p. 53; 34; 224].
When describing violent actions against the child, it is better to use the concept of
"child abuse," suggested by O. V. Gryshchevych, referring to any form of physical,
psychological, sexual or economic violence against the child within or outside their
family, which violate the rights and freedoms of the child, damage their physical or
mental health. Child abuse also includes the inaction of parents (adoptive parents),
custodians (caregivers), and other persons who substitute them, if such inaction
impedes optimal child development, is harmful to their physical and mental health
(neglect of the child's basic needs, lack of conditions for normal living, lack of care for
their health and development, etc.) [35, p. 131; 36, p. 205; 37].
It should be kept well in mind that any kind of violence against the child may later
give rise to new violence on the part of the child towards other people (murder, rape)
or oneself (suicide). Abuse in childhood produces socially maladjusted individuals who
do not wish to work, create families, be good parents. By contrast, their maladjustment
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