Prevention of speech disorders

PREVENTION OF SPEECH DISORDERS

Recently, the issues of providing specialized speech therapy assistance to preschool children have become relevant in preschool education. Statistics show that there is currently an increase in the number of children with speech defects. In this regard, there is an increasing need for speech therapists and teachers of non-special type preschool institutions to work together to prevent speech disorders in preschool children.

What are the causes of speech disorders?

Among the latter are:

deterioration of the environmental situation;
features of the region in terms of iodine and fluoride deficiency;
an increase in the number of pregnancy pathologies;
increase in the number of birth injuries;
weakening of children's health and increase in childhood morbidity;
various social reasons.

I would like to dwell separately on the social causes of speech disorders. First of all, it should be noted that the level of linguistic culture of society as a whole has decreased. Our children often hear around them not only incorrectly formatted speech, but also far from literary expressions. In some cases, the content and speech design of television programs and videotapes leaves much to be desired.

Improper speech environment and upbringing can also cause speech defects in children (type of distortion). In this state of affairs, a small child is not able to perceive the linguistic norm of his native language, the articulatory structures of the sounds of audible speech, and he develops an incorrect or inaccurate perception of speech sounds. And this, in turn, leads to the appearance of sound pronunciation defects.

Disturbances in the sound culture of speech that arose in preschool age can subsequently lead to a number of secondary speech disorders: underdevelopment of phonemic hearing, delayed formation of skills in sound, syllabic and letter analysis of words, impoverishment of the child’s vocabulary, violation of the grammatical structure of native speech. Any speech disorder to one degree or another can affect the child’s activity and behavior as a whole. Therefore, it is so important to take care of the timely development of children’s speech and pay attention to its purity and correctness.

Speech therapy work in a non-specialized preschool institution includes several areas. This includes overcoming existing speech disorders in children, and preventing possible secondary speech disorders, and prevention (propaedeutics) of speech disorders before they occur, and improving various aspects and qualities of speech in the absence of disorders, and parallel correction and additional development of other mental functions, such as auditory-speech and visual attention, visual and verbal memory, verbal and logical thinking. Often, all speech therapy work is perceived only as certain actions directly aimed at eliminating incorrect pronunciation in children. This is understandable, since violations of sound pronunciation are perceived by others first and cause the greatest concern to the child’s relatives. But with this approach to speech therapy, other areas of the speech therapist’s work are often not considered. One of the most important areas is the prevention and prevention of speech disorders in preschool children.

According to many experts, the beginning of targeted work on the formation of correct sound pronunciation from the age of three helps prevent the appearance of many speech disorders, and often identify other, more complex speech pathologies in children of this age, which contributes to their early correction.

Measures to prevent speech disorders include:

creating the necessary conditions for preserving the physical and mental health of the child;
concern for the safety of his speech organs;
creating the necessary social and living conditions for the correct speech development of the child.

What do experts recommend?

Prevention of head injuries.
Prevention of various diseases occurring with high fever.
Protection of the hearing organ from colds, from foreign bodies, from excessive noise (even during sleep), as well as timely treatment and mandatory follow-up treatment for ear diseases.
Protection of articulatory organs: prevention (and treatment) of rickets and the possible appearance of anomalies of the bone parts of the speech apparatus;
eliminating cases of thumb sucking or constantly placing your hand under your cheek during sleep (the latter can lead to the formation of a so-called crossbite);
prevention of premature tooth loss, since tooth loss in children involves significant deformation of adjacent teeth and jaws (here we do not mean age-related change of teeth);
timely surgery for cleft lip palate;
timely trimming of the short frenulum of the tongue (no later than 4-5 years, since by this time those sounds should appear in speech, the correct articulation of which is prevented by the short frenulum);
protecting the vocal apparatus from colds, dust, vocal overload (excessive screaming, excessively loud and intense speech, etc.);
protecting the child’s nervous system (excluding loud shouts, scary stories and various types of intimidation, a gentle approach to the child during any illness, etc.); This type of prevention is especially important for the prevention of all kinds of neurotic speech disorders and, first of all, stuttering.

What is the concern for the correct speech development of a child?

Providing a favorable environment as a necessary role model (in terms of the absence of speech disorders in people around the child).
Encouraging baby babbling with facial expressions of joy.
Developing an orientation towards the perception of the speech of others, for which you need to talk more with the child, starting from the first days of his life.
Slow and clear pronunciation by adults of simple words related to a specific life situation, as well as the naming of surrounding objects and actions performed, will help the child “start” the gradual mastery of speech.
A clear pronunciation by adults of words incorrectly spoken by a child, designed to unobtrusively and gradually correct his incorrect pronunciation.
Teaching a child to look at the interlocutor’s face during a conversation, since visual perception of articulation contributes to more accurate and faster assimilation;
Systematic creation of situations in which the child must express his request verbally (adults should not strive to “understand him at a glance,” and especially with just a gesture or glance); it is necessary to organize the child’s life in such a way that the environment itself causes him the need for verbal communication, including “talking” with animals, toys, etc.
Complete elimination of cases of “lisping” with a child, depriving him of the right role model.
Rhythmic, music and singing classes; the latter promotes the development of correct breathing and a fairly flexible and strong voice, and also prevents slurred speech.
Development of fine manual motor skills, which plays an extremely important role in mastering full speech.

If, despite the preventive measures taken, it so happens that during pregnancy, childbirth or the early development of the child some unfavorable factors still took place, then you do not need to think that your child will definitely develop speech disorders.

Parents need to know that the child’s brain has very high plasticity, flexibility and has a pronounced tendency to develop. Because of this, many of its damages can be smoothed out almost without a trace, leaving no noticeable marks behind. A huge and indispensable role in such compensation belongs to favorable social and living conditions in which the child grows and develops.

If the conditions leave much to be desired, then one cannot count on compensation; rather, on the contrary, existing developmental deviations can be aggravated.

Thus, if not everything went well with your pregnancy, childbirth, or the very early period of the child’s development, then you need, without panicking, to make every effort to create more favorable social and living conditions for the further development of the child.

It is very important to take timely treatment and preventive measures recommended through the children's consultation at the clinic. Currently, there are many medications that promote faster maturation of certain brain structures and normalization of the pathological processes present in them. In addition, you can consult with speech therapists on issues of speech development in children.

Prevention of speech development deviations in young children

Identification and correction of deviations in the development process is an important condition for modernizing the special education system, since it allows children with disabilities to be included in the educational space as early as possible. (N.N. Malofeev, 1997, 1999, 2003). Early correctional influence is based on the concept of the continuous emergence of new forms based on previous ones in development, taking place in real interaction with the environment in conditions of the unity of the material and mental aspects of the genesis of each phenomenon (L.S. Vygotsky).

In pre-preschool age, mastering speech as a means of communication is the central line of child development, since it changes his attitude to the environment, removing him from situational dependence (L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, A.A. Lyublinskaya, V.S. Mukhina, L.F. Obukhova, D.B. Elkonin, etc.). The speech system is formed and functions in inextricable connection with the development of the sensory, sensorimotor, intellectual, affective-volitional spheres of the child (P.K. Anokhin, L.S. Vygotsky, N.I. Zhinkin, V.P. Zinchenko, etc.). Deviations in speech acquisition make it difficult to communicate with close adults, interfere with the development of cognitive processes, and negatively affect the formation of self-awareness (R.E. Levin).

The formation of speech in young children is the subject of research by scientists in various fields of special pedagogy: N.D. Shmatko – for hearing impairment and various forms of mental dysontogenesis; I.Yu. Levchenko, O.G. Prikhodko – for movement disorders; O.S. Nikolskaya, E.R. Baenskoy, M.M. Liebling – for disorders of the emotional sphere; E.A. Strebeleva – for organic lesions of the central nervous system; Yu.A. Razenkova – with the consequences of social deprivation.

In modern speech therapy, speech deviations at an early age are traditionally referred to as “delayed speech development” (N.S. Zhukova, E.M. Mastyukova). Recently, children whose speech development allows them to be classified as a “risk group for general speech underdevelopment” (O.E. Gromova) have been identified from this category. The main signs of these speech dysontogenies are a pronounced deficiency in the child’s expressive vocabulary and the late appearance of phrases, which currently determine the main directions of differential diagnosis and corrective action (Yu.F. Garkusha, O.E. Gribova, O.E. Gromova).

Children of preschool age, whose speech condition is interpreted by neurologists and speech therapists in healthcare institutions as delayed speech development, represent a heterogeneous group in terms of the level of linguistic and cognitive development. In some children, delayed speech development is successfully compensated without outside intervention and can be considered as a temporary, reversible condition. In another group of children, similar deviations in speech ontogenesis manifest themselves mosaically in linguistic and cognitive processes, which in preschool age can provoke speech disorders of varying severity (A.N. Kornev, B.J. Mondelaers, E. Bates). The problems of determining prognostically significant signs of deviations in the formation of speech in young children and distinguishing them from delays in the rate of speech development for the purpose of timely corrective action still remain insufficiently studied in the theory and practice of speech therapy.

It is known that the development of components of speech activity is determined by the dynamic interaction of biological and social prerequisites, which determines the dynamics of changing periods of speech ontogenesis and promotes the assimilation of new means of communication (L.S. Vygotsky, R.E. Levina, M.I. Lisina). Correction of individual components of speech acquisition without taking into account the dynamics of their interaction does not contribute to the further development of speech as an integral system. Consequently, there is a need to synchronize the disturbed or insufficiently formed components of speech ontogenesis.

Thus, for speech therapy, the description of prognostically significant signs of speech dysontogenies, the study of the dynamic interaction of speech components of young children at different stages of speech acquisition, and the development of timely comprehensive speech therapy interventions remain relevant.

Purpose of the study: to develop the content and methods of complex correctional and preventive interventions at an early age based on identifying prognostically significant signs of speech development disorders.

Object of study: the process of formation of the speech system of young children with delayed speech development.

Subject of research: complex corrective and preventive intervention for deviations in speech development in the third year of life.

Research hypothesis: at an early age, the dynamic interaction of psychophysiological, linguistic and cognitive components determines each stage of speech development and the transition to the next; deviations in speech development are a consequence of dysynchrony of the components of the speech system and provoke phonetic-phonemic disorders or general underdevelopment of speech in preschool age; targeted corrective and preventive effects on psychophysiological, linguistic and cognitive components will minimize deviations in speech development in the preschool age and prevent speech disorders in preschool age; the effectiveness of the correction process depends on the timeliness of differentiation of deviations in speech acquisition and delays in speech development, on the complexity of the impact on the components of speech development and the guided participation of the family.

Research objectives:

based on the analysis of available theoretical data on the research problem, develop a dynamic model of psycho-speech development of a young child;
to develop methods for early diagnosis of the speech system of children in the third year of life, to systematize prognostically significant signs that determine the typology of deviations;
to develop and justify a methodology for complex correctional and preventive interventions for speech development disorders at an early age.

methods were used in the work :

analysis of the literature on the research topic in order to create a model demonstrating the systematic nature of the speech development of a young child;
empirical methods: analysis of medical and pedagogical documentation, questionnaires, observation using video recording, collection of follow-up data, ascertaining, formative and control experiments;
quantitative and qualitative analysis of data from ascertaining and control experiments, statistical analysis of the results of formative training.

The methodological basis of the study is: cultural-historical theory of the development of higher mental functions (L.S. Vygotsky, A.V. Zaporozhets); concept of systemic organization of speech (R.E. Levina, A.A. Leontyev, G.V. Chirkina); theory of activity (A.N. Leontiev, S.L. Rubinstein).

Scientific novelty of the research. The main components are characterized, the harmonious interaction of which determines the speech development of a young child: psychophysiological, linguistic and cognitive. The feasibility and possibility of comprehensive identification of speech development deviations in young children is substantiated. A set of prognostically significant signs of such deviations is described and the types of deviations in speech development at an early age are analyzed. The directions for differential diagnosis of deviations and delays in speech development are substantiated. A method of complex correctional and preventive intervention for deviations in speech development in the third year of life has been developed.

Theoretical significance of the study. A dynamic model of the interaction of psychophysiological, linguistic and cognitive components of emerging speech activity has been developed, which makes it possible to identify the signs of dysontogenesis. Variants of speech dysontogenies have been clarified and characterized, which make it possible to predict speech disorders of various etiologies. The results obtained during the study expand the possibilities of early differential diagnosis of deviations in speech acquisition caused by an imbalance of psychophysiological, linguistic and cognitive components of speech development, in contrast to a delay in its pace, and determine the content of correctional measures.

The practical significance of the study lies in the fact that methods of speech therapy diagnostics have been adapted and developed to determine deviations in speech development in young children. Follow-up data confirmed the effectiveness of differentiating deviations in speech development by pace, severity and structure of underdevelopment. A methodology for complex corrective and preventive intervention has been created and tested, recommended for implementation in specialized nursery groups, preschool speech therapy centers, short-stay groups, and healthcare institutions. The results of the experimental study can be used in training specialists in universities during lectures, seminars and laboratory classes, in advanced training courses for speech therapists, as well as in consulting families raising young children with speech development disorders.

The reliability and validity of the results obtained is ensured by the methodological basis of the study; its complexity, the adequacy of research methods to the goals and objectives, as well as the combination of quantitative and qualitative analysis of the data obtained; using statistical analysis methods: ranking, T - Wilcoxon test and Pearson linear correlation.

Main conclusions:

The process of speech development is determined by the stage-by-stage interaction of psychophysiological, linguistic and cognitive components, which is reflected in the model of psycho-speech development of a young child that we have developed.

A set of prognostically significant signs of speech development disorders at an early age was identified, which made it possible to identify and characterize different types of speech development disorders among children at risk, and to differentiate them from tempo variants of delay.

A method of complex correctional and preventive intervention for various deviations in the speech development of young children has been developed, scientifically substantiated and tested, the immanent components of which are the following blocks: clinical and speech therapy (correction of motor prerequisites for articulation and auditory speech gnosis), music and speech therapy (correction of intonation-rhythmic processes), social and pedagogical (development of cognitive, emotional spheres).

The effectiveness of the developed correctional and preventive intervention for speech abnormalities at an early age has been proven, allowing, in the sensitive period of mental development, depending on the structure of dysontogenesis, to eliminate the insufficient functioning of the psychophysiological and cognitive components of the speech-language system and thereby minimize the likelihood of secondary speech disorders.

We see further prospects for studying the speech processes of children at risk in monitoring the state of specific age-specific abilities of psycho-speech development of children during preschool childhood.

Normally, by the age of 4, a child should differentiate all sounds, i.e., he should have developed phonemic perception. By this time, the formation of correct sound pronunciation ends and the child speaks completely clearly. Currently, a large number of children with pronunciation disorders are being identified. There can be many reasons for this.

The child may have a shortened tongue frenulum (hyoid ligament). With this defect, the movements of the tongue are difficult, since the frenulum is too short and does not allow it to rise high (with higher sounds). Sometimes the tongue is either too large, barely fitting in the mouth and therefore clumsy, or too small and narrow, which also makes correct articulation difficult. Very often, malocclusions are accompanied by a violation of sound pronunciation.

One of the common causes of impaired sound pronunciation is improper education of a child’s speech in the family. Sometimes adults, adapting to the child’s speech, being touched by his amusing babble, “lisp” with the baby for a long period. As a result, the development of correct sound pronunciation is delayed for a long time.

A child may also have problems pronouncing sounds by imitation. As a rule, constant communication with young children who have not yet developed correct sound pronunciation is harmful for a child. Often a child imitates the distorted sound pronunciation of adult family members. Children are especially harmed by constant communication with people whose speech is unclear, too hasty, and sometimes with dialectal peculiarities.

Bilingualism in the family also has a bad effect on children's speech. When speaking different languages, a child often transfers the pronunciation features of one language to another.

Often the cause of violations of various aspects of speech, including phonetic, in children is the so-called pedagogical neglect, when adults do not pay any attention to the child’s sound pronunciation, do not correct the child’s mistakes, and do not give him a model of clear and correct pronunciation. In other words, the child’s speech is not subject to the necessary systematic influence of adults, which inhibits the normal development of pronunciation skills.

Sound pronunciation defects in children can also be caused by underdevelopment of phonemic hearing. In this case, the child has difficulties in differentiating sounds that differ from each other by subtle acoustic features, for example, voiced and voiceless consonants, soft and hard whistling and hissing consonants. As a result of such difficulties, the development of correct sound pronunciation is delayed for a long time.

At the same time, deficiencies in sound pronunciation, especially in cases where they are expressed in the replacement of sounds or in mixing them in words, can, in turn, complicate the formation of phonemic hearing and subsequently cause general underdevelopment of speech and impairments in writing and reading.

Impaired pronunciation may be a consequence of insufficient mobility of the organs of the articulatory apparatus: tongue, lips, lower jaw.

It can also be caused by the child’s inability to hold the tongue in the desired position or quickly move from one movement to another.

In addition, the unfavorable course of pregnancy, childbirth, and the effects of various unfavorable factors at an early age can also subsequently affect the speech of children.

It should be remembered that children with hearing, visual and intellectual impairments, as a rule, have some kind of speech impairment.

Knowing the causes of speech disorders and having information about normal speech development, we can conclude that preventive work should begin as early as possible. The main objectives for all age groups are: the development of articulatory and fine motor skills, auditory attention and memory.

To develop the articulatory apparatus, there are special exercises that train the muscles of the cheeks, lips, tongue, etc. The exercises are described in detail in the literature, many of them are widely known (if necessary, a speech therapist demonstrates basic exercises). To make them more attractive, you can choose pictures, poems, riddles and fairy tales. The exercises will definitely prepare the children’s speech apparatus to pronounce sounds that are more complex in articulation.

The development of accurate articulation is helped by instilling in children the habit of looking at the interlocutor while speaking and thus following the movements of the lips and tongue.

An equally important area that influences the formation of correct sound pronunciation is the formation of speech breathing. The simplest tasks include blowing on snowflakes and leaves, and the more complex ones include exercises by A.N. Strelnikova. It is important that these exercises are carried out in a well-ventilated area for 3-5 minutes.

It is useful to perform breathing exercises and games with children every day:

Blow on light balls, paper strips; play children's musical wind instruments; Blow on cotton balls, multi-colored cardboard and paper figures tied to a string; Inflate balloons, blow soap bubbles; Blow cotton or paper fluffs off the table in a certain direction (playing “Football”); Blow upwards, not allowing any fluff, cotton wool, or balloon to fall down; Performing breathing exercises not only affects the formation of correct speech breathing, but also helps prevent diseases of the ENT organs.

Very often, the cause of sound pronunciation disorders is diseases: acute and chronic rhinitis, deviated nasal septum, nasal polyps, enlarged adenoids. They complicate the process of proper speech breathing, change the intonation of the voice, and cause changes in the structure of the tongue, bite, and palate.

For example, chronic rhinitis leads to constant nasal congestion and makes breathing difficult. Over time, the child gets used to breathing through the mouth, as a result of which the size of his tongue may increase, which leads to the occurrence of interdental sigmatism.

Children need to develop auditory attention and phonemic awareness. Accurate auditory perception of sound stimulates correct pronunciation, and correct articulation in turn promotes better phonemic awareness. It is advisable to introduce preschoolers to the sounds of speech in a playful way, associating each sound with a specific image (z - the song of a mosquito, s - the song of water, g - the buzzing of a beetle, a bee, r - the operation of an airplane or car engine, w - the hiss of an angry goose, etc.). In the second younger group, the sounds a, u, i, o, e, m, p, b, f, v are clarified in games; in the middle group - n, g, d, k, g, x, s, s, s", z, z", c; in the older group - sch, g, h, sch, l, l", r, r"; in the preparatory group they are taught to isolate any necessary sound from a word and determine its place in the word (beginning, middle, end), then they begin to differentiate sounds that are similar in sound and articulation. The use of pure jokes has a great effect. Children listen to them with interest, memorize and repeat (“Sa, sa, sa is a sly fox”; “Ra, pa, ra is a high mountain”; “Ku, ku, ku is a cuckoo on a bitch”, etc.). It is important that pure words include only correctly pronounced sounds.

We should not forget (especially in younger groups) about games for the development of auditory attention based on non-speech sounds and onomatopoeia (games like “Sun and Rain”, “What am I playing?”, “Who called?”).

Training fine (fine) motor skills of the fingers has a positive effect on the development of a child’s active speech. This must be used when working with children.

Fine motor skills develop through self-care activities (buttoning and unbuttoning buttons), modeling and drawing; you can also find entire collections of finger games, special manuals (lacing) and much more.

Games to develop tactile perception:

“Smooth-rough”; “Find the same one by touch”; “Wonderful bag” (child

puts his hand into a bag with familiar objects or toys and

touch determines what it is); "Hot - cold"; "Wet - dry."

Games with water and sand. Games with stringing: “Collect beads”, “Collect a pyramid”, “Round dance of animals”, “Drying clothes”; Games with plasticine. Games with paper: “Snowflakes” (1st option - tear the paper into small pieces; 2nd option - roll paper balls); "Paper folding" Folklore finger games: “Magpie-Crow”, “Ladushki”, “This finger...”, “Tell poems with your hands”. Layout games: “Composing a whole from parts” - cut-out pictures (2-4 parts), cubes, mosaics. Such systematic work not only allows children to develop correct sound pronunciation, but, which is also very important, prevents the occurrence of speech pathology.

Stepnovskaya district hospital

Hypertension is a disease in which blood pressure (BP) increases constantly or at regular intervals. Prevention of hypertension will help to avoid the appearance of hypertension and crises, exacerbations of the disease, and will also improve the general condition.

In order to avoid serious illness, especially for older people, you need to monitor your health and promptly seek qualified medical help, take medications recommended by your doctor to prevent the disease, and also do exercises to prevent hypertension.

What is hypertension and types of its prevention

For an adult, the norm is considered to be when blood pressure is 120/80 mmHg. But there are people who feel great with low blood pressure - 100/70 mm Hg. or elevated – 140/110 mm Hg. and for them this is considered the norm. Only this is a rare exception, but for many people it is a significant pathology. The first indicator shows the number of contractions of the heart walls and is called systolic pressure. The second indicator, diastolic pressure, shows the amount of relaxation of the heart walls. Doctors advise regularly measuring blood pressure to diagnose the disease at an early stage.

The following symptoms may lead to suspicion of hypertension:

Constant headaches, namely in the temporal and occipital parts.
Red complexion.
Numbness of fingers, coldness in extremities.
Decreased memory, performance, poor attention.
Deterioration of vision, spots appear in the eyes.
Shortness of breath resulting from slight physical labor.
Dizziness and tinnitus.
Increased feeling of fear, anxiety.
Profuse sweating, chills;
Swelling of the face.

This disease is very common nowadays. It is most common in women after menopause, as well as in men over 60 years old. Hypertension used to be most common in older people, but today it affects both children and adolescents. Juvenile hypertension occurs in 18% of the world's young population. The reason for its occurrence at this age is heredity.

This disease is very dangerous because elevated blood pressure sometimes leads to death. If not treated in time, complications are possible, such as disturbances in the functioning of the brain, kidneys and heart.

Prevention of the disease is divided into primary and secondary. Primary prevention is preventing the occurrence of disease. Secondary prevention is a set of measures for people with a confirmed diagnosis. Primary and secondary prevention of hypertension is very important.

Primary prevention

It is aimed at eliminating possible risks and eliminating the causes of hypertension. Most of the time, the actual cause of the disease is unknown, so lifestyle changes will be required.

Physical exercise. They must correspond to the age and characteristics of the body. Other medical conditions must also be taken into account. Long walks in the fresh air, as well as swimming, running, and cycling will have a beneficial effect.
Reduce salt intake. It is recommended to consume no more than 6 grams of salt per day, and also take into account its content in some products, such as sausage, cheese, and canned food. It is necessary to add herbs, garlic to food, and also consume salt with a low sodium content. Be sure to add to the menu foods high in calcium, potassium and magnesium (cottage cheese, prunes, raisins, potatoes, dried apricots, beets).
Increase the amount of vegetable fats, and, on the contrary, reduce the amount of animal fats. Consume foods such as sour cream, lard, full-fat milk, butter, and sausage as little as possible. The diet should contain more lean fish, sunflower oil, fruits and vegetables. Every day you need to consume dairy products, always low-fat cottage cheese and kefir.
In order to prevent and treat hypertension, it is necessary to reduce psychological stress. It is imperative to avoid stressful situations, try to solve problems that arise calmly, so as not to harm the nervous system, and, therefore, avoid complications in the form of cardiovascular diseases. Noise stimuli in everyday life lead to an increase in blood pressure, for example, watching TV shows at high volume, as well as ambient noise in large cities (noise emitted by factory equipment, close proximity to railways, highways, airports).
Complete cessation of bad habits (alcohol, smoking).

Secondary prevention

It includes the use of drugs and non-drug treatments, and also slows the onset of attacks. Non-drug treatment is a change in the usual lifestyle, but much stricter than with previous prevention. In the secondary prevention of hypertension, lifestyle changes are not a recommendation, but a mandatory requirement for full recovery. Here, it is also mandatory to take medications that lower blood pressure.

It is necessary to adhere to diet, sleep, and exercise. Drug treatment is based on long-term systematic medications, but when taking them, it is necessary to keep in mind that it is advisable to lower blood pressure gradually, especially for older people and those who have heart disease.

A mandatory condition related to secondary prevention measures is daily blood pressure measurement.

Reminder for patients with hypertension

A short list of rules for maintaining health:

measure blood pressure daily;
Healthy food;
perform physical activity;
eliminate bad habits;
learn to behave calmly in stressful situations;
follow the doctor's recommendations.

Exercises to prevent illness

Physical therapy plays a special role in the prevention of hypertension. It strengthens the body, stabilizes the functioning of the nervous and cardiovascular systems, and improves metabolism. Properly performed exercises keep blood vessels toned.

Classes must be conducted regularly and must be age appropriate. Basically, people with high blood pressure are prohibited from the following exercises:

rhythmic, sharp exercises;
lifting weights;
exercises that involve lowering your head down;
lifting very heavy things;
conducting physical therapy at very high or, conversely, low temperatures, as well as in an unventilated room.

In conclusion, we can briefly say about the prevention of hypertension that you need to adhere to all of the above recommendations, as well as follow all the advice of your doctor. You cannot interrupt the prescribed treatment on your own, or do not finish the recommended courses of medications if your health has improved slightly. After all, by adhering to preventive measures, you can protect your life and reduce the risk of stroke.