d - norms for girls,

m - norms for boys.

4 . Based on the scale score obtained, a conclusion is made about the level of anxiety of the subject.

Characteristics of anxiety levels

Risk group

2.5 Determination of the predominant type of temperament in students of the experimental class .(4)

Identification of the predominant type of temperament was carried out with the help of the teacher of the experimental class, who was asked to evaluate his students according to the scheme for observing the properties of temperament:

When you need to act fast:

A) easy to get started

B) acts with passion;

C) acts calmly, without unnecessary words;

D) acts insecurely, timidly;

2. How does the student react to the teacher's remarks:

A) says that he will not do it again, but after a while he does the same thing again;

B) is indignant that he is being reprimanded;

C) listens and reacts calmly;

D) is silent, but offended;

3. When discussing with comrades issues that concern him very much, he says:

A) quickly, with fervor, but listens to the statements of others;

B) quickly, with passion, but does not listen to others;

C) slowly, calmly, but surely;

D) with great excitement and doubt;

4. In a situation where you need to take a test, but it has not yet been completed or done, as it turns out with an error:

A) easily reacts to the situation;

B) in a hurry to finish the work, indignant about mistakes;

C) decides calmly until the teacher comes up to him and takes the work, says little about mistakes;

D) submits work without talking, but expresses uncertainty, doubts about the correctness of the decision;

5. When solving a difficult task (or task), if it does not work right away:

A) quits, then again continues to solve;

B) decides stubbornly and persistently, but from time to time sharply expresses his indignation;

B) calmly

D) shows confusion, uncertainty;

6. In a situation where a student is in a hurry to go home, and the teacher or class asset invites him to stay at school after school to complete a specific task:

A) quickly agrees;

B) is indignant;

C) stays without saying a word;

D) shows confusion;

7. In an unfamiliar environment:

A) shows maximum activity, easily and quickly receives the necessary information for orientation, quickly makes decisions;

B) is active in one direction, because of this, does not receive the necessary information, but makes decisions quickly;

C) calmly looks at what is happening around, is not in a hurry with a decision;

D) timidly gets acquainted with the situation, makes decisions uncertainly.

The teacher in a special table opposite the student's FI put down the corresponding letter in the numbered cells.

sample table,

№ evaluated trait

1

2

3

4

5

6

7

Processing and interpretation.

The letter that prevails in number for each student is revealed.

The type of temperament is established: a-sanguine, b-choleric, c-phlegmatic, d-melancholic.

2.4 Tracing the relationship between the level of personal anxiety and the prevailing temperament.

Comparing the results of the first three methods, the level of personal anxiety was determined for each student.

The data obtained were compared with the predominant type of temperament. The results of this work are shown in Table 1.

Table 1.

Type of

temperament.

Short.

Average.

High.

Sanguine.

3 students

1 student

---

Choleric.

---

3 students

---

Phlegmatic person.

6 students

5 students

---

Melancholic.

---

2 students

6 students

From the data in the table it can be seen that the predominant type of temperament affects the level of anxiety. So, only children with a melancholic type of temperament have a high level of anxiety. Which is due to the weakness of their nervous system.

The average level of anxiety is inherent in choleric people. This may be due to an imbalance in the nervous system.

Sanguine people are generally characterized by a low level of personal anxiety. The combination of a strong nervous system, poise and mobility of nervous processes does not allow you to dwell on disturbing factors for a long time.

Most students with a predominantly phlegmatic temperament have a low level of anxiety, as they have a strong nervous system, balance of nervous processes. They react very slowly and calmly to events. But some phlegmatic students were found to have an average level of personal anxiety. This may be due to weak mobility of nervous processes and introversion.

Thus, the results of the study confirmed the proposed hypothesis.

To reduce the level of anxiety in children, it is advisable to carry out work on the psychological education of parents, which includes three blocks. The first involves consideration of questions about the role of relationships in the family and the consolidation of anxiety. The second block is the influence of the emotional well-being of adults on the emotional well-being of children. The third is the importance of developing in children a sense of self-confidence.

The main task of this work is to help parents understand that they have a decisive role in the prevention of anxiety and its overcoming. (one)

It is necessary to conduct psychological education of teachers. This work focuses on explaining the impact that anxiety as a stable personality trait can have on the development of the child, the success of his activities, and his future. The attention of teachers should be paid to the formation of the correct attitude of students to mistakes, since it is precisely the “orientation to error”, which is often reinforced by the attitude of teachers to mistakes as an unacceptable, punishable phenomenon, is one of the forms of anxiety.

It is also necessary to carry out direct work with children, focused on developing and strengthening self-confidence, their own criteria for success, the ability to behave in difficult situations, situations of failure. When carrying out psychoprophylactic work, it is necessary to focus on optimizing those areas with which “age-related anxiety peaks” are associated for each period; in psycho-correction, work should be focused on “vulnerability zones” characteristic of a particular child.

It is useful for maintaining the emotional health of students to conduct trainings on emotional stability, measures for psychological relief, and so on.

Conclusion.

In this work, issues related to the psychological phenomenon of anxiety, which has a strong influence on personal development, were considered. This is especially important at primary school age, since it is during this period that the most important psychological qualities are laid down and developed.

The causes and manifestations of anxiety as a personality trait in children of primary school age were studied.

A number of methods have been carried out, the results of which confirmed the correctness of the assumption about the relationship between the predominant type of temperament and the level of personal anxiety. These data will make it possible to more purposefully carry out work on the prevention and prevention of an increase in the level of personal anxiety.

List of literature:

Arakelov N, Shishkova N. Anxiety: methods of its diagnosis and correction / Vestnik MU, ser. Psychology. - 1998, No. 1.

Balabanova L.M. Forensic pathopsychology. D., 1998.

Bozhovich L.I. Personality and its formation in childhood.-M.: 1995.

Gamezo M.V., Gerasimova V.S., Orlova L.M. Senior preschooler and junior schoolchild: psychodiagnostics and correction of development. - M .: Publishing house "Institute of Practical Psychology"; Voronezh: NPO "MODEK", 1998.

Diagnostics of emotional and moral development. Ed. and comp. I.B. Dermanova. - SPb., 2002. S.60-64.

Izard K.E. Psychology of emotions / Perev. from English. - St. Petersburg: Publishing house "Piter", 1999. - 464 p.

Ilyin E.P. Emotions and feelings. - St. Petersburg: Publishing house "Piter", 2007. -784 p.

Cordwell M. Psychology. A - Z: dictionary reference. / Per. from English. K.S.

Kostyak T.V. Anxious child: primary school age.-M.: Publishing center "Academy", 2008.-96 p.

Kochubey B., Novikova E. Faces and masks of anxiety. // Education of the student. 1990, no. 6, p. 34-41.

Makshantseva L.V. Anxiety and the possibility of its reduction in children / Psychological science and education. - 1988, No. 2.

Nemov R.S. Psychology: Proc. Allowance for students of higher education. ped. textbook institutions: In 3 books. - book. 3: Psychodiagnostics. Introduction to scientific - psychological research with elements of mathematical statistics - 3rd ed. – M.: Humanit. Center VLADOS, 1998. - 632 p.

Parishioners A.M. Psychology of anxiety: preschool and school age. - St. Petersburg: Peter, 2007.-192p.

Parishioners A.M. Anxiety in children and adolescents: psychological nature and age dynamics.- M.: MPSI; Voronezh: NPO "MODEK" Publishing House, 2000.-304 P.

Family psychology andfamily therapy: scientific and practical journal. - M.,2009 N 1

Horney K. New ways in psychoanalysis. Per. from English. A. Bokovikova. - M.: Academic Project, 2007. (Chapter 12 Anxiety)

Emotions play an important role in children's lives: they help to perceive reality and respond to it. Manifested in behavior, they inform the adult that the child likes, angers or upsets him. This is especially true in infancy when verbal communication is not available. As the child grows, his emotional world becomes richer and more diverse. From the basic ones (fear, joy, etc.), he moves on to a more complex range of feelings: happy and angry, delighted and surprised, jealous and sad. The outward manifestation of emotions also changes. This is no longer a baby who cries both from fear and from hunger.

At primary school age, the child learns the language of feelings - the forms of expression of the finest shades of experiences accepted in society with the help of glances, smiles, gestures, postures, movements, voice intonations, etc.

On the other hand, the child masters the ability to restrain violent and harsh expressions of feelings. An eight-year-old child, unlike a two-year-old, may no longer show fear or tears. He learns not only to a large extent to control the expression of his feelings, to clothe them in a culturally accepted form, but also to consciously use them, informing others about his experiences, influencing them.

But younger students are still spontaneous and impulsive. The emotions that they experience are easily read on the face, in the posture, gesture, in all behavior. For a practical psychologist, the behavior of a child, the expression of his feelings is an important indicator in understanding the inner world of a small person, indicating his mental state, well-being, and possible development prospects. Information about the degree of emotional well-being of the child gives the psychologist an emotional background. The emotional background can be positive or negative.

The negative background of the child is characterized by depression, bad mood, confusion. The child almost does not smile or does it ingratiatingly, the head and shoulders are lowered, the facial expression is sad or indifferent. In such cases, there are problems in communication and establishing contact. The child often cries, is easily offended, sometimes for no apparent reason. He spends a lot of time alone, not interested in anything. During the examination, such a child is depressed, not proactive, hardly comes into contact.

One of the reasons for such an emotional state of the child may be the manifestation of an increased level of anxiety.

Anxiety in psychology is understood as a person's tendency to experience anxiety, i.e. an emotional state that occurs in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events. Anxious people live, feeling constant unreasonable fear. They often ask themselves the question: “What if something happens?” Increased anxiety can disorganize any activity (especially significant), which, in turn, leads to low self-esteem, self-doubt (“I couldn’t do anything!”). Thus, this emotional state can act as one of the mechanisms for the development of neurosis, as it contributes to the deepening of personal contradictions (for example, between a high level of claims and low self-esteem).

Everything that is characteristic of anxious adults can be attributed to anxious children. Usually these are very insecure children, with unstable self-esteem. Their constant feeling of fear of the unknown leads to the fact that they rarely take the initiative. Being obedient, they prefer not to attract the attention of others, they behave approximately both at home and in kindergarten, they try to strictly fulfill the requirements of parents and teachers - they do not violate discipline. Such children are called modest, shy. However, their exemplification, accuracy, discipline are protective - the child does everything to avoid failure.

What is the etiology of anxiety? It is known that a prerequisite for the occurrence of anxiety is increased sensitivity (sensitivity). However, not every child with hypersensitivity becomes anxious. Much depends on the way parents communicate with the child. Sometimes they can contribute to the development of an anxious personality. For example, there is a high probability of raising an anxious child by parents who bring up the type of hyperprotection (excessive care, petty control, a large number of restrictions and prohibitions, constant pulling).

In this case, the adult's communication with the child is authoritarian in nature, the child loses confidence in himself and in his own abilities, he is constantly afraid of a negative assessment, begins to worry that he is doing something wrong, i.e. experiences a feeling of anxiety, which can be fixed and develop into a stable personality formation - anxiety.

Education by the type of overprotection can be combined with symbiotic, i.e. the extremely close relationship of the child with one of the parents, usually the mother. In this case, the communication of an adult with a child can be both authoritarian and democratic (an adult does not dictate his requirements to the child, but consults with him, is interested in his opinion). Parents with certain characterological features tend to establish such relationships with the child - anxious, suspicious, unsure of themselves. Having established close emotional contact with the child, such a parent infects his son or daughter with his fears, i.e. contributes to anxiety.

For example, there is a relationship between the number of fears in children and parents, especially mothers. In most cases, the fears experienced by children were inherent in mothers in childhood or are manifesting now. A mother in a state of anxiety involuntarily tries to protect the child's psyche from events that in one way or another remind her of her fears. Also, the mother's concern for the child, which consists of premonitions, fears and anxieties, serves as a channel for transmitting anxiety.

Factors such as excessive demands on the part of parents and caregivers can contribute to an increase in anxiety in a child, as they cause a situation of chronic failure. Faced with constant discrepancies between their real capabilities and the high level of achievement that adults expect from him, the child experiences anxiety, which easily develops into anxiety. Another factor contributing to the formation of anxiety is frequent reproaches that cause feelings of guilt (“You behaved so badly that your mother had a headache”, “Because of your behavior, my mother and I often quarrel”). In this case, the child is constantly afraid of being guilty before the parents. Often the cause of a large number of fears in children is the restraint of parents in expressing feelings in the presence of numerous warnings, dangers and anxieties. Excessive severity of parents also contributes to the emergence of fears. However, this happens only in relation to parents of the same sex as the child, i.e., the more the mother forbids the daughter or the father forbids the son, the more likely they are to have fears. Often, without hesitation, parents inspire fear in children with their never-realized threats like: “Uncle will take you in a bag”, “I will leave you”, etc.

In addition to these factors, fears also arise as a result of fixing strong fears in the emotional memory when meeting with everything that personifies danger or poses a direct threat to life, including an attack, an accident, an operation, or a serious illness.

If anxiety intensifies in a child, fears appear - an indispensable companion of anxiety, then neurotic traits may develop. Self-doubt, as a character trait, is a self-destructive attitude towards oneself, one's strengths and capabilities. Anxiety as a character trait is a pessimistic attitude towards life when it is presented as full of threats and dangers.

Uncertainty gives rise to anxiety and indecision, and they, in turn, form the corresponding character.

Thus, a diffident, prone to doubt and hesitation, a timid, anxious child is indecisive, dependent, often infantile, highly suggestible.

An insecure, anxious person is always suspicious, and suspiciousness breeds distrust of others. Such a child is afraid of others, waiting for attacks, ridicule, resentment. He does not cope with the task in the game, with the case.

This contributes to the formation of psychological defense reactions in the form of aggression directed at others. So, one of the most famous methods, which anxious children often choose, is based on a simple conclusion: “in order to be afraid of nothing, you need to make sure that they are afraid of me.” The mask of aggression carefully hides anxiety not only from others, but also from the child himself. However, deep down they still have the same anxiety, confusion and uncertainty, lack of solid support. Also, the reaction of psychological defense is expressed in refusing to communicate and avoiding persons from whom the “threat” comes. Such a child is lonely, closed, inactive.

It is also possible that the child finds psychological protection by “going into the fantasy world”. In fantasies, the child resolves his insoluble conflicts, in dreams he finds satisfaction of his unfulfilled needs.

Fantasy is one of the wonderful qualities inherent in children. Normal fantasies (constructive fantasies) are characterized by their constant connection with reality. On the one hand, the real events of the child's life give impetus to his imagination (fantasies, as it were, continue life); on the other hand - the fantasies themselves influence reality - the child feels the desire to make his dreams come true. The fantasies of anxious children lack these properties. The dream does not continue life, but rather opposes itself to life. The same separation from reality is in the very content of disturbing fantasies, which have nothing to do with the actual possibilities with the actual possibilities and abilities, the prospects for the development of the child. Such children do not dream at all about what they really have a soul for, in what they could actually prove themselves. Anxiety as a certain emotional infusion with a predominance of feelings of anxiety and fear of doing something wrong, not meeting generally accepted requirements and norms develops closer to 7 and especially 8 years with a large number of insoluble fears coming from an earlier age. The main source of anxiety for younger students is the family. In the future, already for adolescents, this role of the family is significantly reduced; but the role of the school doubles.

It is noted that the intensity of anxiety experience, the level of anxiety in boys and girls are different. At primary school age, boys are more anxious than girls. This is due to the situations with which they associate their anxiety, how they explain it, what they fear. And the older the children, the more noticeable this difference. Girls are more likely to associate their anxiety with other people. The people with whom girls can associate their anxiety include not only friends, relatives, teachers. Girls are afraid of the so-called "dangerous people" - drunkards, hooligans, etc. Boys, on the other hand, are afraid of physical injury, accidents, as well as punishments that can be expected from parents or outside the family: teachers, school principals, etc.

The negative consequences of anxiety are expressed in the fact that, without affecting intellectual development in general, a high degree of anxiety can adversely affect the formation of divergent (i.e. creative, creative) thinking, for which such personality traits as the absence of fear of the new, unknown are natural .

However, in children of primary school age, anxiety is not yet a stable character trait and is relatively reversible when appropriate psychological and pedagogical measures are taken, and a child’s anxiety can be significantly reduced if teachers and parents educating him follow the necessary recommendations.

In the psychological literature, one can find different definitions of the concept of "anxiety", although most studies agree in recognizing the need to consider it differentially - as a situational phenomenon and as a personal characteristic, taking into account the transitional state and its dynamics.

So A. M. Parishioners points out that anxiety is an experience of emotional discomfort associated with the expectation of trouble, with a premonition of imminent danger. Anxiety is distinguished as an emotional state and as a stable property, personality trait or temperament.

E. G. Silyaeva, Associate Professor of the Department of Psychology at the Oryol State Pedagogical University, believes that anxiety is defined as a stable negative experience of anxiety and expectation of trouble from others.

Anxiety, from the point of view of V.V. Davydova, is an individual psychological feature, consisting in an increased tendency to experience anxiety in a variety of life situations, including those whose social characteristics do not predispose to this.

A. V. Petrovsky interprets a similar definition, “anxiety is an individual’s tendency to experience anxiety, characterized by a low threshold for the occurrence of an anxiety reaction; one of the main parameters of individual differences.

Anxiety, according to A. L. Wenger, is a personality trait, consisting in a particularly easy occurrence of a state of anxiety.

Anxiety is usually increased in neuropsychiatric and severe somatic diseases, as well as in healthy people experiencing the consequences of a psychotrauma. In general, anxiety is a subjective manifestation of a person's troubles. Modern research on anxiety is aimed at distinguishing between situational anxiety associated with a specific external situation and personal anxiety, which is a stable property of the individual, as well as at developing methods for analyzing anxiety as a result of the interaction of the individual and his environment.

Thus, the concept of "anxiety" psychologists designate a person's state, which is characterized by an increased tendency to experiences, fears and anxiety, which has a negative emotional connotation.

There are two main types of anxiety. The first of these is the so-called situational anxiety, that is, generated by some specific situation, which objectively causes anxiety. This condition can occur in any person in anticipation of possible troubles and life complications. This condition is not only quite normal, but also plays a positive role. It acts as a kind of mobilizing mechanism that allows a person to seriously and responsibly approach the solution of emerging problems. Abnormal is rather a decrease in situational anxiety, when a person in the face of serious circumstances demonstrates carelessness and irresponsibility, which most often indicates an infantile life position, insufficient formulation of self-consciousness.

Another type is the so-called personal anxiety. It can be considered as a personality trait that manifests itself in a constant tendency to experience anxiety in a variety of life situations, including those that objectively do not have this, characterized by a state of unconscious fear, an indefinite feeling of threat, a readiness to perceive any event as unfavorable and dangerous. . A child subject to this condition is constantly in a wary and depressed mood, he has difficulty in contacting the outside world, which he perceives as frightening and hostile. Consolidated in the process of character formation to the formation of low self-esteem and gloomy pessimism.

The cause of anxiety is always an internal conflict, the inconsistency of the child's aspirations, when one of his desires contradicts another, one need interferes with another. The contradictory internal state of the child can be caused by: conflicting demands on him, coming from different sources (or even from the same source: it happens that parents contradict themselves, now allowing, then rudely forbidding the same thing); inadequate requirements that do not correspond to the capabilities and aspirations of the child; negative demands that put the child in a humiliated, dependent position. In all three cases, there is a feeling of "loss of support"; loss of strong guidelines in life, uncertainty in the world around.

The basis of the internal conflict of the child may be an external conflict - between parents. However, mixing internal and external conflicts is completely unacceptable; contradictions in the child's environment do not always become his internal contradictions. Not every child becomes anxious if his mother and grandmother do not like each other and bring him up differently.

Only when the child takes to heart both sides of the conflicting world, when they become part of his emotional life, are all the conditions for the emergence of anxiety.

Anxiety in younger students is very often due to a lack of emotional and social stimuli. Of course, this can happen to a person at any age. But studies have shown that in childhood, when the foundation of the human personality is laid, the consequences of anxiety can be significant and dangerous. Anxiety always threatens those where the child is a burden to the family, where he does not feel love, where they do not show interest in him. It also threatens those where education in the family is excessively rational, bookish, cold, without feeling and sympathy.

Anxiety penetrates the soul of a child only when the conflict permeates his whole life, preventing the realization of his most important needs.

These essential needs include: the need for physical existence (food, water, freedom from physical threat, etc.); the need for closeness, attachment to a person or group of people; the need for independence, for independence, for the recognition of the right to one's own "I"; the need for self-realization, for revealing one's abilities, one's hidden powers, the need for the meaning of life and purpose.

One of the most common causes of anxiety is excessive demands on the child, an inflexible, dogmatic system of education that does not take into account the child's own activity, his interests, abilities and inclinations. The most common system of education - "you must be an excellent student." Expressed manifestations of anxiety are observed in well-performing children, who are distinguished by conscientiousness, exactingness towards themselves, combined with an orientation towards grades, and not towards the process of cognition. It happens,

that parents focus on high, inaccessible achievements in sports, art, impose on him (if it is a boy) the image of a real man, strong, bold, dexterous, undefeated, not matching to which (and it is impossible to match this image) hurts boyish pride . The same area includes the imposition of interests alien to the child (but highly valued by parents), such as tourism, swimming. None of these activities are bad in and of themselves. However, the choice of a hobby should belong to the child himself. The forced participation of the child in matters that are not of interest to the student puts him in a situation of inevitable failure.

Consequences of anxiety.

The state of pure or, as psychologists say, "free floating", anxiety is extremely difficult to endure. Uncertainty, vagueness of the source of the threat makes the search for a way out of the situation very difficult and complicated. When I get angry, I can fight. When I feel sad, I can seek solace. But in a state of anxiety, I can neither defend nor fight, because I do not know what to fight and defend against.

As soon as anxiety arises, a number of mechanisms turn on in the child’s soul that “process” this state into something else, albeit also unpleasant, but not so unbearable. Such a child may outwardly give the impression of calm and even self-confident, but it is necessary to learn to recognize anxiety and "under the mask".

The internal task facing an emotionally unstable child is to find an island of safety in the sea of ​​anxiety and try to strengthen it as best as possible, to close it from all sides from the raging waves of the surrounding world. At the initial stage, a feeling of fear is formed: the child is afraid to remain in the dark, or be late for school, or answer at the blackboard.

Fear is the first derivative of anxiety. Its advantage is that it has a border, which means that there is always some free space outside these borders.

Anxious children are distinguished by frequent manifestations of anxiety and anxiety, as well as a large number of fears, and fears and anxiety arise in those situations in which the child, it would seem, is not in danger. Anxious children are especially sensitive. So, the child may be worried: while he is in the garden, suddenly something will happen to his mother.

Anxious children are often characterized by low self-esteem, in connection with which they have an expectation of trouble from others. This is typical for those children whose parents set unbearable tasks for them, demanding this, which the children are not able to fulfill, and in case of failure, they are usually punished, humiliated (“You don’t know how to do anything! You can’t do anything! ").

Anxious children are very sensitive to their failures, react sharply to them, tend to refuse those activities, such as painting, in which they experience difficulties.

As we know, children 7-11 years old, unlike adults, are constantly on the move. For them, movement is as strong a need as the need for food, parental love. Therefore, their desire to move must be treated as one of the physiological functions of the body. Sometimes the demands of parents to sit practically still are so excessive that the child is practically deprived of freedom of movement.

In these children, you can notice a noticeable difference in behavior in and out of class. Outside of classes, these are lively, sociable and direct children, in the classroom they are clamped and tense. They answer the questions of the teacher in a quiet and deaf voice, they may even begin to stutter.

Their speech can be either very fast, hasty, or slow, difficult. As a rule, prolonged excitement occurs: the child pulls clothes with his hands, manipulates something.

Anxious children are prone to bad habits of a neurotic nature, and bite their nails, suck their fingers, pull out their hair, engage in masturbation. Manipulation with their own body reduces their emotional stress, soothe them.

Drawing helps to recognize anxious children. Their drawings are distinguished by an abundance of shading, strong pressure, as well as small image sizes. Often these children get stuck on details, especially small ones.

Anxious children have a serious, restrained expression, lowered eyes, sits neatly on a chair, tries not to make unnecessary movements, not to make noise, prefers not to attract the attention of others. Such children are called modest, shy. Parents of peers usually set them as an example to their tomboys: “Look how well Sasha behaves. He doesn't go for walks. He folds his toys neatly every day. He obeys his mother." And, oddly enough, this whole list of virtues is true - these children behave "correctly."

But some parents worry about the behavior of their children. “Lyuba is very nervous. A little bit in tears. And she does not want to play with the guys - she is afraid that they will break her toys. “Alyosha constantly clings to her mother’s skirt - you can’t pull it off. Thus, the anxiety of younger schoolchildren can be caused both by external conflicts emanating from parents, and internal ones - from the child himself. The behavior of anxious children is characterized by frequent manifestations of anxiety and anxiety, such children live in constant tension, all the time, feeling threatened, feeling that they can face failure at any moment.

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Introduction

Anxiety is one of the most common phenomena of mental development encountered in school practice. In recent years, considerable attention has been paid to this problem, since the success of a student's education at school, the features of his relationship with peers, and the effectiveness of adaptation to new conditions depend on the degree of manifestation of anxiety. Many prominent psychologists analyze anxiety from the point of view of their specific views, without setting the goal of a comprehensive consideration of the problem as a whole in relation to school practice.

Numerous studies devoted to the problem of educational anxiety consider the causes of its occurrence, as well as ways to prevent and correct it. Despite the fact that a significant number of works in psychology are devoted to anxiety, this problem does not lose its relevance, since anxiety is a serious risk factor for the development of psychosomatic abnormalities and often causes stress conditions.

Anxiety may be associated with the causes of school neuroses, the child's inability to adapt to a new situation, difficulties in intellectual activity, decreased mental performance, difficulties in communication and establishing interpersonal relationships with people around them.

The state of anxiety and anxiety can be caused by the social environment - the situation in the family, school.

We consider anxiety from two positions: on the one hand, it is the subjective ill-being of the individual, manifested in neurotic states, somatic diseases, which negatively affects its interaction with others and attitude towards itself. Anxiety, according to the definition of G. Parens, is a child's feeling of helplessness in front of some phenomenon that he perceives as dangerous. In our case, this is the situation of schooling and relationships in the family. The negative function of anxiety in this case will have a diffuse, permanent traumatic character for the child's psyche. On the other hand, anxiety also has a positive function, which can be defined as a “state of anxiety” that occurs in every person in certain situations.

So, when studying at school, an anxiety state is a necessary component for successful learning: when performing a task, the child is worried about the success of its result, when answering at the blackboard, the student may experience a certain amount of anxiety, when performing various assignments, the state of anxiety helps to achieve success, etc. .d.

The state of anxiety has a positive effect on the personal qualities of the child: he worries about what assessment he will receive from others, the desire for leadership is also accompanied by a certain anxiety that will ensure the achievement of the goal.

Adaptation of a child to a new social environment is necessarily accompanied by a state of anxiety, which occurs in a child only in certain situations and can both negatively and positively affect the development of his personal qualities.

Thus, speaking about the positive or negative function of anxiety, we can regard it as an adequate or inadequate state.

Currently, a number of authors write about the tendency of an increase in the number of anxious children, characterized by increased anxiety, uncertainty, and emotional instability. These facts indicate the need for preventive measures that prevent the formation of negative character traits in children, the development of psychosomatic diseases, learning neuroses, a decrease in self-esteem, and the emergence of learning difficulties.

Children of primary school age require special attention, as they may experience difficulties at school, which naturally causes an inadequate level of anxiety.

Purpose of the study: to characterize the features of the manifestation of anxiety in primary school age and methods of psychological and pedagogical correction.

Object of study: emotional sphere of children of primary school age.

Subject of study: manifestation of anxiety in younger students.

Research hypothesis: At primary school age, the manifestation of anxiety has its own characteristics. Purposeful work to overcome anxiety contributes to the effective correction of negative manifestations of anxiety.

Methodological basis for studying the characteristics of anxiety in children there were conceptual approaches, principles developed in psychology and correctional psychology in the study of anxiety as an emotional state that is created in a certain situation containing the danger of frustration of an actualized need. We also took into account the concept of A.M. parishioners; the author believes that the problem of anxiety as a relatively stable personality formation rarely manifests itself in its pure form and is included in the context of a wide range of social issues. The solution of particular issues was based on consideration of the characteristics of children of primary school age.

Scientific novelty and theoretical significance of the study. An integrated approach has been developed, focused on the formation of an adequate level of anxiety in younger students. Based on the study of students, data were obtained on changes in the level of anxiety among students in grades 1-2 during the school year, and the prevailing types of anxiety were identified. Experimental data are systematized, revealing the features of the manifestation of anxiety in children of primary school age.

The practical significance of the work. The results of the study will supplement the psychological and pedagogical characteristics of children and help shape their emotional and volitional sphere, in particular, to overcome the state of anxiety, as one of the components that create difficulties in learning. The system of diagnostic methods can be used by qualified teachers and psychologists in order to identify the features of the manifestation of anxiety in younger students

Experimental research base: students of the third grades of school №116g. Ufa, in the amount of 20 people.

1. Research of the problem of anxiety in the psychological and pedagogical literature

1.1 Features of the manifestation of anxiety

In the psychological literature, one can find different definitions of the concept of anxiety, although most researchers agree that it is necessary to consider it differently - as a situational phenomenon and as a personal characteristic, taking into account the transitional state and its dynamics.

So, A.M. Parishioners indicate that anxiety is “an experience of emotional discomfort associated with the expectation of trouble, with a premonition of impending danger.”

Distinguish between anxiety as an emotional state and as a stable property, personality trait or temperament.

By definition, R.S. Nemova: "Anxiety is a constantly or situationally manifested property of a person to come in a state of increased anxiety, experience fear and anxiety in specific social situations."

By definition, A.V. Petrovsky: “Anxiety is an individual's tendency to experience anxiety, characterized by a low threshold for the occurrence of an anxiety reaction; one of the main parameters of individual differences. Anxiety is usually increased in neuropsychiatric and severe somatic diseases, as well as in healthy people experiencing the consequences of psychotrauma, in many groups of people with a deviant subjective manifestation of personality ill-being.

Modern research on anxiety is aimed at distinguishing between situational anxiety associated with a specific external situation and personal anxiety, which is a stable property of the personality, as well as at developing methods for analyzing anxiety as a result of the interaction of the individual and his environment.

G.G. Arakelov, N.E. Lysenko, E.E. Schott, in turn, note that anxiety is an ambiguous psychological term that describes both a certain state of individuals at a limited point in time and a stable property of any person. An analysis of the literature of recent years allows us to consider anxiety from different points of view, allowing the assertion that increased anxiety arises and is realized as a result of a complex interaction of cognitive, affective and behavioral reactions provoked when a person is exposed to various stresses.

T.V. Dragunova, L.S. Slavina, E.S. Maxlak, M.S. Neimark show that affect becomes an obstacle to the correct formation of personality, so it is very important to overcome it.

The works of these authors indicate that it is very difficult to overcome the affect of inadequacy. The main task is to really bring the child's needs and abilities into line, or help him raise his real possibilities to the level of self-esteem, or lower his self-esteem. But the most realistic way is to switch the interests and claims of the child to the area where the child can succeed and assert himself.

Thus, a study by Slavina devoted to the study of children with affective behavior showed that complex emotional experiences in children are associated with the affect of inadequacy.

In addition, studies by domestic psychologists show that negative experiences that lead to difficulties in the behavior of children are not the result of innate aggressive or sexual instincts that “wait for release” and dominate a person all his life.

These studies can be considered as a theoretical basis for understanding anxiety, as a result of real anxiety that occurs in certain unfavorable conditions in a child's life, as formations that arise in the process of his activity and communication. In other words, it is a social phenomenon, not a biological one.

The problem of anxiety has another aspect - psychophysiological.

The second direction in the study of anxiety goes along the line of studying those physiological and psychological characteristics of the individual that determine the degree of this condition.

Domestic psychologists who have studied the state of stress have introduced various interpretations into its definition.

So, V.V. Suvorova studied stress obtained in the laboratory. She defines stress as a condition that occurs in extreme conditions that are very difficult and unpleasant for a person.

V.S. Merlin defines stress as psychological rather than nervous tension that occurs in an "extremely difficult situation."

It is important that, firstly, both under stress and frustration, the authors note the subject's emotional distress, which is expressed in anxiety, anxiety, confusion, fear, uncertainty. But this anxiety is always justified, connected with real difficulties. So I.V. Imedadze directly connects the state of anxiety with a premonition of frustration. In her opinion, anxiety arises when a situation is anticipated that contains the danger of frustration of an actualized need.

Thus, stress and frustration, in any sense, include anxiety.

An approach to explaining the tendency to anxiety in terms of the physiological characteristics of the properties of the nervous system, we find in domestic psychologists. So, in the laboratory of Pavlov IP, it was found that, most likely, a nervous breakdown under the influence of external stimuli occurs in a weak type, then in an excitable type, and animals with a strong balanced type with good mobility are the least susceptible to breakdowns.

Data from B.M. Teplova also point to the connection between the state of anxiety and the strength of the nervous system. His assumptions about the inverse correlation of the strength and sensitivity of the nervous system found experimental confirmation in the studies of V.D. Fiction.

He makes the assumption of a higher level of anxiety with a weak type of nervous system.

Finally, we should dwell on the work of V.S. Merlin, who studied the issue of the symptom complex of anxiety. The test of anxiety V.V. Belous carried out in two ways - physiological and psychological.

Of particular interest is the study by V.A. Bakeev, conducted under the guidance of A.V. Petrovsky, where anxiety was considered in connection with the study of the psychological mechanisms of suggestibility. The level of anxiety in the subjects was measured by the same methods used by V.V. Belous.

The understanding of anxiety was introduced into psychology by psychoanalysts and psychiatrists. Many representatives of psychoanalysis considered anxiety as an innate property of the personality, as a condition originally inherent in a person.

The founder of psychoanalysis, Z. Freud, argued that a person has several innate drives - instincts that are the driving force behind a person's behavior and determine his mood. Z. Freud believed that the clash of biological drives with social prohibitions gives rise to neuroses and anxiety. The original instincts as a person grows up receive new forms of manifestation. However, in new forms, they run into the prohibitions of civilization, and a person is forced to mask and suppress his desires. The drama of the individual's mental life begins at birth and continues throughout life. Freud sees a natural way out of this situation in the sublimation of "libidinal energy", that is, in the direction of energy for other life goals: production and creative. Successful sublimation frees a person from anxiety.

In individual psychology, A. Adler offers a new look at the origin of neuroses. According to Adler, neurosis is based on such mechanisms as fear, fear of life, fear of difficulties, as well as the desire for a certain position in a group of people that the individual, due to any individual characteristics or social conditions, could not achieve, that is, it is clearly visible that at the heart of neurosis are situations in which a person, due to certain circumstances, to one degree or another experiences a feeling of anxiety.

The feeling of inferiority can arise from a subjective feeling of physical weakness or any shortcomings of the body, or from those mental properties and qualities of a person that interfere with satisfying the need for communication. The need for communication is at the same time the need to belong to a group. The feeling of inferiority, incapacity for something gives a person certain suffering, and he tries to get rid of it either by compensation, or by capitulation, renunciation of desires. In the first case, the individual directs all his energy to overcome his inferiority. Those who did not understand their difficulties and whose energy was directed towards themselves fail.

Striving for superiority, the individual develops a "way of life", a line of life and behavior. Already by the age of 4-5, a child may have a feeling of failure, unfitness, dissatisfaction, inferiority, which can lead to the fact that in the future a person will be defeated.

The problem of anxiety has become the subject of a special study among neo-Freudians and, above all, K. Horney.

In Horney's theory, the main sources of personal anxiety and anxiety are not rooted in the conflict between biological drives and social inhibitions, but are the result of wrong human relationships.

In The Neurotic Personality of Our Time, Horney lists 11 neurotic needs:

Neurotic need for affection and approval, desire to please others, to be pleasant.

Neurotic need for a "partner" who fulfills all desires, expectations, fear of being alone.

The neurotic need to limit one's life to narrow limits, to go unnoticed.

Neurotic need for power over others through the mind, foresight.

Neurotic need to exploit others, to get the best out of them.

The need for social recognition or prestige.

The need for personal adoration. An inflated self-image.

Neurotic claims to personal achievement, the need to excel others.

Neurotic need for self-satisfaction and independence, the need not to need anyone.

Neurotic need for love.

Neurotic need for superiority, perfection, inaccessibility.

Sullivan considers the body as an energy system of tension, which can fluctuate between certain limits - a state of rest, relaxation and the highest degree of tension. The sources of stress are the needs of the body and anxiety. Anxiety is caused by real or imaginary threats to human security.

Sullivan, like Horney, considers anxiety not only as one of the main personality traits, but also as a factor determining its development. Having arisen at an early age, as a result of contact with an unfavorable social environment, anxiety is constantly and invariably present throughout a person’s life. Getting rid of feelings of anxiety for the individual becomes a "central need" and the determining force of his behavior. A person develops various "dynamisms", which are a way of getting rid of fear and anxiety.

Fromm believes that all these mechanisms, including “escape into oneself”, only cover up the feeling of anxiety, but do not completely relieve the individual of it. On the contrary, the feeling of isolation intensifies, because the loss of one's "I" is the most painful state. Mental mechanisms of escape from freedom are irrational, according to Fromm, they are not a reaction to environmental conditions, therefore, they are not able to eliminate the causes of suffering and anxiety.

Thus, we can conclude that anxiety is based on a fear reaction, and fear is an innate reaction to certain situations related to maintaining the integrity of the body.

The authors do not distinguish between worry and anxiety. Both appear as an expectation of trouble, which one day will cause fear in the child. Anxiety or anxiety is the expectation of something that might cause fear. With anxiety, a child can avoid fear.

Analyzing and systematizing the considered theories, we can identify several sources of anxiety, which the authors highlight in their works:

Anxiety due to potential physical harm. This type of anxiety arises as a result of the association of certain stimuli that threaten pain, danger, physical distress.

Anxiety due to loss of love.

Anxiety can be caused by feelings of guilt, which usually do not manifest until the age of 4 years. In older children, the feeling of guilt is characterized by feelings of self-humiliation, vexation with oneself, experiencing oneself as unworthy.

Anxiety due to inability to master the environment. It occurs if a person feels that he cannot cope with the problems that the environment puts forward. Anxiety is associated with feelings of inferiority, but is not identical to it.

Anxiety can also arise in a state of frustration. Frustration is defined as an experience that occurs when there is an obstacle to achieving a desired goal or a strong need. There is no complete independence between situations that cause frustration and those that lead to a state of anxiety, and the authors do not make a clear distinction between these concepts.

Anxiety is common to everyone in one way or another. Minor anxiety acts as a mobilizer to achieve the goal. A strong sense of anxiety can be "emotionally crippling" and lead to despair. Anxiety for a person represents problems that need to be dealt with. For this purpose, various protective mechanisms are used.

In the occurrence of anxiety, great importance is attached to family education, the role of the mother, the relationship of the child with the mother. The period of childhood is predetermining the subsequent development of the personality.

Thus, Musser, Korner and Kagan, on the one hand, consider anxiety as an innate reaction to the danger inherent in each individual, on the other hand, they make the degree of a person’s anxiety dependent on the degree of intensity of the circumstances that cause a feeling of anxiety that a person encounters when interacting with environment.

K. Rogers considers emotional well-being differently.

He defines personality as a product of the development of human experience or as a result of the assimilation of social forms of consciousness and behavior.

As a result of interaction with the environment, the child develops an idea of ​​himself, self-esteem. Estimates are introduced into the individual's idea of ​​himself not only as a result of direct experience of contact with the environment, but can also be borrowed from other people and perceived as if the individual had developed them himself.

1.2 Anxiety in primary school age

The school is one of the first to open the world of social and social life to the child. In parallel with the family, he takes on one of the main roles in the upbringing of the child.

Thus, the school becomes one of the determining factors in the formation of the child's personality. Many of his main properties and personal qualities are formed during this period of life, and how they are laid down largely depends on all his subsequent development.

It is known that the change of social relations presents significant difficulties for the child. Anxiety, emotional tension are mainly associated with the absence of people close to the child, with a change in the environment, familiar conditions and the rhythm of life.

The expectation of impending danger is combined with a sense of the unknown: the child, as a rule, is not able to explain what, in essence, he is afraid of. Unlike the emotion of fear, which is similar to it, anxiety does not have a specific source. It is diffuse and behavioral can manifest itself in the general disorganization of activity, violating its direction and productivity.

Two large groups of signs of anxiety can be distinguished: the first is physiological signs that occur at the level of somatic symptoms and sensations; the second - the reactions occurring in the mental sphere. The complexity of describing these manifestations lies in the fact that all of them individually and even in a certain combination can accompany not only anxiety, but also other states, experiences, such as despair, anger, and even joyful excitement.

The psychological and behavioral responses to anxiety are even more varied, bizarre, and unexpected. Anxiety, as a rule, entails difficulty in making decisions, impaired coordination of movements. Sometimes the tension of anxious expectation is so great that a person involuntarily inflicts pain on himself.

Usually, anxiety is a transient state, it weakens as soon as a person actually encounters the expected situation and begins to navigate and act. However, it also happens that the expectation that gives rise to anxiety is delayed, and then it already makes sense to talk about anxiety.

Anxiety, as a stable state, prevents clarity of thought, communication efficiency, enterprise, creates difficulties in meeting new people. In general, anxiety is a subjective indicator of a person's troubles. But in order for it to form, a person must accumulate a baggage of unsuccessful, inadequate ways to overcome the state of anxiety. That is why, in order to prevent the anxiety-neurotic type of personality development, it is necessary to help children find effective ways by which they could learn to cope with excitement, insecurity and other manifestations of emotional instability.

In general, the cause of anxiety can be anything that violates the child's sense of confidence, reliability in his relationship with his parents. As a result of anxiety and anxiety, a personality torn apart by conflicts grows. In order to fear fear, anxiety, feelings of helplessness and isolation, the individual develops the definition of "neurotic" needs, which she calls neurotic personality traits learned as a result of vicious experience.

The child, experiencing a hostile and indifferent attitude towards himself, seized with anxiety, develops his own system of behavior and attitudes towards other people. He becomes angry, aggressive, withdrawn, or tries to gain power over others to compensate for the lack of love. However, this behavior does not lead to success, on the contrary, it further aggravates the conflict and increases helplessness and fear.

The transformation of anxiety from mother to infant is put forward by Sullivan as a postulate, but it remains unclear to him through what channels this connection is carried out. Sullivan, pointing out the basic interpersonal need - the need for tenderness, which is already inherent in an infant capable of empathy in interpersonal situations, shows the genesis of this need, passing through each age period. So, an infant has a need for mother's tenderness, in childhood - a need for an adult who could be an accomplice in his games, in adolescence - a need for communication with peers, in adolescence - a need for love. The subject has a constant desire to communicate with people and the need for interpersonal reliability. If a child encounters unfriendliness, inattention, alienation of close people to whom he aspires, then this causes him anxiety and interferes with normal development. The child develops destructive behavior and attitude towards people. He becomes either embittered, aggressive, or timid, afraid to do what he wants, foreseeing failure, and disobedient. This phenomenon Sullivan calls "hostile transformation", its source is the anxiety caused by trouble in communication.

Each period of development is characterized by its predominant sources of anxiety. Thus, for a two-year-old child, separation from his mother is a source of anxiety; for six-year-old children, the absence of adequate patterns of identification with parents. In adolescence - fear of being rejected by peers. Anxiety pushes the child to such behavior that can save him from trouble and fear.

With the development of the child's imagination, anxiety begins to focus on imaginary dangers. And later, when an understanding of the meaning of competition and success develops, to be ridiculous and rejected. With age, the child undergoes some restructuring in relation to the objects of concern. So, anxiety gradually decreases in response to known and unknown stimuli, but by the age of 10-11, anxiety increases, associated with the possibility of being rejected by peers. Much of what is disturbing in these years remains in one form or another in adults.

The sensitivity of the object to events that may cause anxiety depends, first of all, on the understanding of the danger, and also to a large extent, on the person’s past associations, on his actual or imagined inability to cope with the situation, on the significance that he himself attaches to what happened.

Thus, in order to free the child from anxiety, anxiety and fears, it is necessary, first of all, to fix attention not on the specific symptoms of anxiety, but on the reasons underlying them - circumstances and conditions, since this condition in a child often arises from a feeling uncertainty, from demands that are beyond his strength, from threats, cruel punishments, unstable discipline.

It is possible to completely remove the state of anxiety only by eliminating all the difficulties of cognition, which is unrealistic, and not necessary.

Destructive anxiety causes a state of panic, despondency. The child begins to doubt his abilities and strengths. But anxiety disorganizes not only learning activities, it begins to destroy personal structures. Of course, anxiety is not the only cause of behavioral disturbances. There are other mechanisms of deviation in the development of the child's personality. However, counseling psychologists argue that most of the problems that parents turn to them about, most of the obvious violations that impede the normal course of education and upbringing, are basically related to the child's anxiety.

B. Kochubey, E. Novikova consider anxiety in connection with gender and age characteristics.

It is believed that in preschool and primary school age boys are more anxious than girls. They are more likely to have tics, stuttering, enuresis. At this age, they are more sensitive to the action of adverse psychological factors, which facilitates the formation of various types of neuroses.

It turned out that girls' anxiety differed in content from boys' anxiety, and the older the children, the greater this difference. Girls' anxiety is more often associated with other people; they are worried about the attitude of others, the possibility of a quarrel or separation from them.

What worries the boys the most can be summed up in one word: violence. Boys are afraid of physical injuries, accidents, as well as punishments, the source of which is parents or authorities outside the family: teachers, school principals.

The age of a person reflects not only the level of his physiological maturity, but also the nature of the connection with the surrounding reality, the features of the inner level, the specifics of the experience. School time is the most important stage in a person's life, during which his psychological appearance fundamentally changes. The nature of anxiety experiences is changing. The intensity of anxiety from the first to the tenth grade more than doubles. According to many psychologists, the level of anxiety begins to rise sharply after 11 years, reaching a climax by the age of 20, and by the age of 30 it gradually decreases.

The older the child becomes, the more concrete and realistic his anxieties become. If young children are worried about supernatural monsters breaking through the threshold of the subconscious to them, then teenagers are worried about the situation associated with violence, expectation, ridicule.

The cause of anxiety is always the child's internal conflict, his disagreement with himself, the inconsistency of his aspirations, when one of his strong desires contradicts another, one need interferes with another. The most common causes of such an internal conflict are: quarrels between people who are equally close to the child, when he is forced to take the side of one of them against the other; the incompatibility of different systems of requirements for the child, when, for example, what parents allow and encourage is not approved at school, and vice versa; contradictions between inflated claims, often inspired by parents, on the one hand, and the real possibilities of the child, on the other, the dissatisfaction of basic needs, such as the need for love and independence.

Thus, conflicting internal states of the child's soul can be caused by:

conflicting requirements for it coming from different sources;

inadequate requirements that do not correspond to the capabilities and aspirations of the child;

negative demands that put the child in a humiliated dependent position.

In all three cases, there is a feeling of "loss of support", loss of strong guidelines in life, uncertainty in the world around.

Anxiety does not always appear in an explicit form, since it is a rather painful condition. And as soon as it arises, a whole set of mechanisms turns on in the child’s soul that “process” this state into something else, albeit also unpleasant, but not so unbearable. This can unrecognizably change the entire external and internal picture of anxiety.

The simplest of psychological mechanisms works almost instantly: it is better to be afraid of something than not knowing something. So, there are children's fears. Fear is the "first derivative" of anxiety. Its advantage is in its certainty, in that it always leaves some free space. If, for example, I am afraid of dogs, I can walk where there are no dogs and feel safe. In cases of pronounced fear, its object may have nothing to do with the true cause of the anxiety that gave rise to this fear. A child may be terribly afraid of school, but this is based on a family conflict that he deeply experiences. Although fear, compared to anxiety, gives a somewhat greater sense of security, it is still a state in which it is very difficult to live. Therefore, as a rule, the processing of anxious experiences at the stage of fear does not end. The older the children, the less often the manifestation of fear, and the more often - other, hidden forms of manifestation of anxiety.

However, it must be borne in mind that an anxious child simply did not find another way to deal with anxiety. For all the inadequacy and absurdity of such methods, they must be respected, not ridiculed, but helped the child by other methods to “respond” to his problems, you cannot destroy the “safety island” without giving anything in return.

The refuge of many children, their salvation from anxiety, is the world of fantasy. In fantasies the child resolves his insoluble conflicts, in dreams his unsatisfied needs are satisfied. In itself, fantasy is a wonderful quality inherent in children. Allowing a person to go beyond reality in his thoughts, to build his inner world, not constrained by conditional frameworks, to creatively approach the solution of various issues. However, fantasies should not be completely divorced from reality, there should be a constant mutual connection between them.

The fantasies of anxious children, as a rule, lack this property. The dream does not continue life, but rather opposes itself to it. In my life I don't know how to run - in my dreams I win a prize at regional competitions; I am not sociable, I have few friends - in my dreams I am the leader of a huge company and perform heroic deeds that cause admiration from everyone. The fact that such children and adolescents, in fact, could achieve the object of their dreams, they are not strangely interested, even if it costs little effort. The same fate awaits their real dignity and victory. In general, they try not to think about what is really there, since everything real for them is filled with anxiety. As a matter of fact, the real and the actual, they change places: they live precisely in the sphere of their dreams, and everything outside this sphere is perceived as a heavy dream.

However, such a retreat into one's own illusory world is not reliable enough - sooner or later the demand of the big world will break into the child's world and there will be a need for more effective methods of protection against anxiety.

Anxious children often come to a simple conclusion - in order not to be afraid of anything, you need to make sure that they are afraid of me. As Eric Berne puts it, they are trying to convey their anxiety to others. Therefore, aggressive behavior is often a form of hiding personal anxiety.

Anxiety can be very difficult to discern behind aggressiveness. Self-confident, aggressive, at every opportunity, humiliating others, do not look disturbing at all. His speech and manner are careless, his clothes have a shade of shamelessness and excessive "decomplexing". And yet, often in the depths of their souls, anxiety is hidden in such children. And behavior and appearance are just ways to get rid of a feeling of self-doubt, from the consciousness of one's inability to live as one would like.

Another common outcome of anxious experiences is passive behavior, lethargy, apathy, lack of initiative. The conflict between conflicting aspirations was resolved by giving up any aspirations.

Anxious children are distinguished by frequent manifestations of anxiety and anxiety, as well as a large number of fears, and fears and anxiety arise in those situations in which the child, it would seem, is not in danger. Anxious children are particularly sensitive, suspicious and impressionable. Also, children are often characterized by low self-esteem, in connection with which they have an expectation of trouble from others. This is typical for those children whose parents set unbearable tasks for them, demanding that the children are not able to perform.

Anxious children are very sensitive to their failures, react sharply to them, tend to refuse the activity in which they experience difficulties.

In these children, you can notice a noticeable difference in behavior in and out of class. Outside of classes, these are lively, sociable and direct children, in the classroom they are clamped and tense. Teachers answer questions in a low and deaf voice, they may even begin to stutter. Their speech can be either very fast, hasty, or slow, difficult. As a rule, motor excitation occurs: the child pulls clothes with his hands, manipulates something.

Anxious children are prone to bad habits of a neurotic nature: they bite their nails, suck their fingers, pull out their hair. Manipulations with their own body reduce their emotional stress, calm them down.

Among the causes of childhood anxiety, in the first place are the wrong upbringing and unfavorable relations of the child with parents, especially with the mother. So, rejection, rejection by the mother of the child causes him anxiety because of the impossibility of satisfying the need for love, affection and protection. In this case, fear arises: the child feels the conditionality of maternal love. The dissatisfaction of the need for love will encourage him to seek its satisfaction by any means.

Children's anxiety can also be a consequence of the symbiotic relationship between the child and the mother, when the mother feels herself one with the child, trying to protect him from the difficulties and troubles of life. She “binds” the child to herself, protecting her from imaginary, non-existent dangers. As a result, the child experiences anxiety when left without a mother, is easily lost, worried and afraid. Instead of activity and independence, passivity and dependence develop.

In cases where upbringing is based on excessive demands that the child is unable to cope with or copes with difficulty, anxiety can be caused by the fear of not coping, of doing the wrong thing. Often, parents cultivate the "correctness" of behavior: the attitude towards the child may include strict control, a strict system of norms and rules, deviation from which entails censure and punishment. In these cases, the child's anxiety may be generated by the fear of deviating from the norms and rules established by adults.

The anxiety of a child can also be caused by the peculiarities of the interaction between an adult and a child: the prevalence of an authoritarian style of communication or inconsistency in requirements and assessments. And in the first and second cases, the child is in constant tension because of the fear of not fulfilling the requirements of adults, not “pleasing” them, transgressing the strict limits.

Speaking of rigid limits, we mean the restrictions set by the teacher. These include restrictions on spontaneous activity in games, activities, etc.; limiting child inconsistency in class, such as cutting children off. Interruption of emotional manifestations of children can also be attributed to limitations. So, if in the process of activity the child has emotions, they must be thrown out, which can be prevented by an authoritarian teacher.

The disciplinary measures applied by such a teacher most often come down to censure, shouting, negative assessments, punishments.

An inconsistent teacher causes anxiety in the child by not giving him the opportunity to predict his own behavior. The constant variability of the teacher's requirements, the dependence of his behavior on mood, emotional lability entail confusion in the child, the inability to decide how he should act in this or that case.

The teacher also needs to know situations that can cause children's anxiety, especially the situation of rejection by a significant adult or by peers; the child believes that it is his fault that he is not loved, he is bad. The child will strive to earn love with the help of positive results, success in activities. If this desire is not justified, then the anxiety of the child increases.

The next situation is the situation of rivalry, competition. It will cause especially strong anxiety in children whose upbringing takes place in conditions of hypersocialization. In this case, children, getting into a situation of rivalry, will strive to be the first, to achieve the highest results at any cost.

Another situation is the situation of increased responsibility. When an anxious child gets into it, his anxiety is due to the fear of not living up to the hopes, expectations of an adult, and whether to be rejected.

In such situations, anxious children differ, as a rule, in an inadequate reaction. In case of their foresight, expectation or frequent repetitions of the same situation that causes anxiety, the child develops a stereotype of behavior, a certain pattern that allows avoiding anxiety or reducing it as much as possible. These patterns include systematic refusal to answer in class, refusal to participate in activities that cause anxiety, and the child's silence instead of answering questions from unfamiliar adults or those to whom the child has a negative attitude.

We can agree with the conclusion of A.M. Prikozhan, that anxiety in childhood is a stable personality formation that persists for a fairly long period of time. It has its own motivating force and stable forms of implementation in behavior with a predominance in the last compensatory and protective manifestations. Like any complex psychological formation, anxiety is characterized by a complex structure, including cognitive, emotional and operational aspects with the dominance of the emotional ... is a derivative of a wide range of family disorders.

Thus, in understanding the nature of anxiety, different authors can trace two approaches - an understanding of anxiety as an inherent property of a person and an understanding of anxiety as a reaction to an external world hostile to a person, that is, the removal of anxiety from the social conditions of life

1.3 Corrective work with anxious children

School anxiety has a relationship with the structural characteristics of the intellect. So, in the first grade, the least anxious are schoolchildren in whom verbal intelligence dominates, the most anxious are schoolchildren with an equal ratio of verbal and non-verbal coefficients. By the third grade, as a rule, the level of school anxiety drops significantly, but at the same time, verbal students begin to experience significant fear in a situation of knowledge testing. This effect was not observed in other categories of students.

Most often, anxiety develops when the child is in a state of internal conflict. It can be called:

1. negative demands placed on the child, which can humiliate or put them in a dependent position;

3. conflicting demands placed on the child by parents and/or school

In our opinion, it is advisable to carry out correctional work with anxious children in three main directions: first, to increase the child's self-esteem; secondly, to teach the child how to relieve muscle and emotional stress; and thirdly, but the development of self-control skills in situations that traumatize the child.

Work in all three areas can be carried out either in parallel, or, depending on the priority chosen by the adult, gradually and sequentially.

1. INCREASING THE CHILD'S SELF-ASSESSMENT

Quite often, anxious children have low self-esteem, which is expressed in the painful perception of criticism from others, blaming themselves for many failures, and being afraid to take on a new difficult task.

Such children, as a rule, are more likely than others to be manipulated by adults and peers. In addition to growing up in their own eyes, anxious children sometimes like to criticize others. In order to help children in this category build self-esteem, Virginia Quinn suggests giving them support, showing genuine concern for them, and as often as possible giving positive feedback to their actions and deeds.

If in preschool and primary school age the child does not experience such support from adults, then in adolescence his problems increase, “a sharp feeling of personal discomfort develops.” An anxious child, becoming an adult, can retain the habit of choosing only simple tasks to complete, since it is in In this case, he can be sure that he will successfully cope with the problem.

To help your child improve their self-esteem, the following methods can be used.

First of all, it is necessary to call the child by name as often as possible and praise him in the presence of other children and adults. In kindergarten or in the classroom, for this purpose, it is possible to celebrate the achievements of the child on specially designed stands, to award the child with diplomas, tokens. In addition, you can encourage such children by entrusting them with the implementation of prestigious assignments in this team.

A negative influence on the formation of adequate self-esteem is exerted by a technique that some teachers use in their work: comparing the results of completing the task of some children with others. In the case of interaction with other categories of children, this method can play a positive role, but when communicating with an anxious child, it is simply unacceptable. If the teacher still wants to make a comparison, then it is better to compare the results of this child with his own results, which he achieved yesterday, a week or a month ago.

When working with children suffering from low self-esteem, it is advisable to avoid such tasks that are completed in a certain time fixed by the teacher. It is advisable to ask such children not at the beginning and not at the end of the lesson, but in the middle. Do not rush and push them with the answer. If the adult has already asked the question, he should give the child the necessary length of time to answer, being careful not to repeat his question twice or even three times. Otherwise, the child will not answer soon, since he will perceive each repetition of the question as a new stimulus.

If an adult addresses an anxious child, he should try to establish eye contact, such direct eye-to-eye communication instills a sense of trust in the child's soul.

In order for an anxious child not to consider himself worse than other children, it is advisable to have conversations with the children's team in the kindergarten group or in the classroom, during which all children talk about their difficulties they experience in certain situations. Such conversations help the child realize that peers have problems similar to their own. In addition, such discussions contribute to the expansion of the child's behavioral repertoire.

Work on improving self-esteem is only one of the directions in working with an anxious child. Obviously, quick results of such work cannot be expected, so adults should be patient.

2. TEACHING A CHILD TO RELEASE MUSCLE AND EMOTIONAL STRESS

As our observations have shown, the emotional tension of anxious children most often manifests itself in muscle clamps in the face and neck. In addition, they tend to clamp the abdominal muscles. To help children reduce tension - both muscular and emotional - you can teach them to do relaxation exercises.

Below are stress relief games and exercises. Similar exercises are given in the books of Chistyakova M.I., K. Fopel, Kryazheva N.L. and etc.

In addition to relaxation games, when working with anxious children, it is also necessary to use games based on bodily contact with the child. Very useful are games with sand, clay, water, various painting techniques.

The use of massage elements and even simple rubbing of the body also help relieve muscle tension. In this case, it is not necessary to resort to the help of medical specialists. Mom can apply the simplest elements of massage herself or just hug the child. In the section "Games that are played ..." there are a number of such games that can replace massage.

Violet Oaklander recommends that when working with anxious children, arrange impromptu masquerades, shows, just paint faces with mom's old lipsticks. Participation in such performances, in her opinion, helps children relax.

3. WORKING WITH SKILLS OF CONTROL OF YOURSELF IN SITUATIONS INJURING THE CHILD

The next step in working with an anxious child is to develop self-control in traumatic and unfamiliar situations for the child. Even if the work to increase the child's self-esteem and to teach him ways to reduce muscle and emotional tension has already been carried out, there is no guarantee that the child will behave adequately when he finds himself in a real life or unforeseen situation. At any moment, such a child can become confused and forget everything he has been taught. That is why we consider the development of behavioral skills in specific situations a necessary part of working with anxious children. This work consists in playing out situations that have already occurred, as well as possible ones in the future.

The role-playing game provides adults with the widest opportunities for working in this direction.

Playing the role of weak, cowardly characters, the child is better aware and concretizes his fear. And using the technique of bringing this role to the point of absurdity, an adult helps the child see his fear from the other side, treat it as less significant.

Playing the roles of strong heroes, the child acquires a sense of confidence that he is able to cope with difficulties.

At the same time, it is very important not only to develop the game situation, but also to discuss with the child how he can use the experience gained in the game in resolving life situations. In Neuro-Linguistic Programming, this stage of work is called "adjusting for the future."

It is advisable to choose “difficult” cases from the life of each child as plots for role-playing games. So, if the child is afraid to answer at the blackboard, then it is this situation that should be played with him, drawing the child's attention to what is happening to him at any given moment, and how unpleasant experiences and sensations can be avoided). And if a child attending kindergarten experiences anxiety when entering a medical office, it is advisable to play “doctor” with him.

In working with young children - younger and middle preschool age - the use of games with dolls is most effective. The choice of dolls is based on the individual preferences of each child. He himself must choose the "bold" and "cowardly" dolls. The roles should be distributed as follows: the child speaks for the “cowardly” doll, and the adult speaks for the “brave” one. Then you need to switch roles. This will allow the child to look at the situation from different points of view, and having experienced the “unpleasant” plot again, get rid of the negative experiences that haunt him. Moreover, if the child is anxious when communicating with an adult, you can compose a dialogue in which the adult's puppet will play the role of the child, and the child's puppet will be responsible for the adult.

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Primary school age covers the period of life from 6 to 11 years and is determined by the most important circumstance in a child's life - his admission to school.

With the advent of school, the emotional sphere of the child changes. On the one hand, younger schoolchildren, especially first-graders, to a large extent retain the property characteristic of preschoolers to react violently to individual events and situations that affect them. Children are sensitive to the influences of the surrounding conditions of life, impressionable and emotionally responsive. They perceive, first of all, those objects or properties of objects that cause a direct emotional response, an emotional attitude. Visual, bright, lively is perceived best of all.

On the other hand, going to school gives rise to new, specific emotional experiences, as the freedom of preschool age is replaced by dependence and submission to the new rules of life. The situation of school life introduces the child into a strictly normalized world of relationships, requiring him to be organized, responsible, disciplined, and perform well. Toughening the living conditions, the new social situation in each child who enters school increases mental tension. This affects both the health of younger students and their behavior.

Entering school is such an event in the life of a child, in which two defining motives of his behavior necessarily come into conflict: the motive of desire (“I want”) and the motive of duty (“must”). If the motive of desire always comes from the child himself, then the motive of obligation is more often initiated by adults.

The inability of the child to meet the new norms and requirements of adults inevitably makes him doubt and worry. A child who enters school becomes extremely dependent on the opinions, assessments and attitudes of the people around him. Awareness of critical remarks addressed to him affects his well-being and leads to a change in self-esteem.

If before school some individual characteristics of the child could not interfere with his natural development, were accepted and taken into account by adults, then at school there is a standardization of living conditions, as a result of which emotional and behavioral deviations of personality traits become especially noticeable. First of all, hyperexcitability, hypersensitivity, poor self-control, misunderstanding of the norms and rules of adults reveal themselves.

The dependence of the younger student is growing more and more not only on the opinions of adults (parents and teachers), but also on the opinions of their peers. This leads to the fact that he begins to experience fears of a special kind: that he will be considered ridiculous, a coward, a deceiver, or weak-willed. As noted

A.I. Zakharov, if fears due to the instinct of self-preservation predominate in preschool age, then social fears prevail as a threat to the well-being of the individual in the context of his relations with other people in the younger school age.

Thus, the main points in the development of feelings at school age is that feelings become more and more conscious and motivated; there is an evolution of the content of feelings, due to both a change in the lifestyle and the nature of the student's activity; the form of manifestations of emotions and feelings, their expression in behavior, in the inner life of the student changes; the importance of the emerging system of feelings and experiences in the development of the student's personality increases. And it is at this age that anxiety begins to appear.

Persistent anxiety and intense constant fears of children are among the most frequent reasons for parents to turn to a psychologist. At the same time, in recent years, compared with the previous period, the number of such applications has increased significantly. Special experimental studies also testify to the increase in anxiety and fears in children. According to many years of research conducted both in our country and abroad, the number of anxious people - regardless of gender, age, regional and other characteristics - is usually close to 15%.

Changes in social relationships present significant difficulties for the child. Anxiety, emotional tension are mainly associated with the absence of people close to the child, with a change in the environment, familiar conditions and the rhythm of life.

Such a mental state of anxiety is usually defined as a generalized feeling of a non-specific, indefinite threat. The expectation of impending danger is combined with a sense of the unknown: the child, as a rule, is not able to explain what, in essence, he is afraid of.

Anxiety can be divided into 2 forms: personal and situational.

Personal anxiety is understood as a stable individual characteristic that reflects the subject's predisposition to anxiety and suggests that he has a tendency to perceive a fairly wide "fan" of situations as threatening, responding to each of them with a certain reaction. As a predisposition, personal anxiety is activated by the perception of certain stimuli, regarded by a person as dangerous to self-esteem, self-esteem.

Situational or reactive anxiety as a condition is characterized by subjectively experienced emotions: tension, anxiety, concern, nervousness. This state occurs as an emotional reaction to a stressful situation and can vary in intensity and dynamism over time.

Individuals classified as highly anxious tend to perceive a threat to their self-esteem and life in a wide range of situations and respond with a very pronounced state of anxiety.

Two large groups of signs of anxiety can be distinguished: the first is physiological signs that occur at the level of somatic symptoms and sensations; the second - the reactions occurring in the mental sphere.

Most often, somatic signs are manifested in an increase in the frequency of breathing and heartbeat, an increase in general arousal, and a decrease in sensitivity thresholds. They also include: a lump in the throat, a feeling of heaviness or pain in the head, a feeling of heat, weakness in the legs, trembling hands, pain in the abdomen, cold and wet palms, an unexpected and out of place desire to go to the toilet, a feeling of own awkwardness, sloppiness , clumsiness, itching and more. These sensations explain to us why the student, going to the blackboard, carefully rubs his nose, pulls the suit, why the chalk trembles in his hand and falls to the floor, why during the control someone runs the whole five into his hair, someone cannot clear his throat, and someone insistently asks to leave. Often this irritates adults, who sometimes see malicious intent even in such natural and innocent manifestations.

The psychological and behavioral responses to anxiety are even more varied, bizarre, and unexpected. Anxiety, as a rule, entails difficulty in making decisions, impaired coordination of movements. Sometimes the tension of anxious expectation is so great that a person involuntarily inflicts pain on himself. Hence unexpected blows, falls. Mild manifestations of anxiety as a feeling of anxiety, uncertainty about the correctness of one's behavior, are an integral part of the emotional life of any person. Children, as insufficiently prepared to overcome the anxious situations of the subject, often resort to lies, fantasies, become inattentive, absent-minded, shy.

Anxiety disorganizes not only learning activities, it begins to destroy personal structures. Of course, anxiety is not the only cause of behavioral disturbances. There are other mechanisms of deviation in the development of the child's personality. However, counseling psychologists argue that most of the problems that parents turn to them about, most of the obvious violations that impede the normal course of education and upbringing, are basically related to the child's anxiety.

Anxious children are distinguished by frequent manifestations of anxiety and anxiety, as well as a large number of fears, and fears and anxiety arise in those situations in which the child, it would seem, is not in danger. Anxious children are particularly sensitive, suspicious and impressionable. Also, children are often characterized by low self-esteem, in connection with which they have an expectation of trouble from others. This is typical for those children whose parents set unbearable tasks for them, demanding that the children are not able to perform. Anxious children are very sensitive to their failures, react sharply to them, tend to refuse the activity in which they experience difficulties. In such children, there can be a noticeable difference in behavior in the classroom and outside the classroom. Outside of classes, these are lively, sociable and direct children, in the classroom they are clamped and tense. Teachers answer questions in a low and deaf voice, they may even begin to stutter. Their speech can be either very fast, hasty, or slow, difficult. As a rule, motor excitation occurs: the child pulls clothes with his hands, manipulates something. Anxious children are prone to bad habits of a neurotic nature: they bite their nails, suck their fingers, pull out their hair. Manipulations with their own body reduce their emotional stress, calm them down.

The causes of childhood anxiety are improper upbringing and unfavorable relations between the child and his parents, especially his mother. So, rejection, rejection by the mother of the child causes him anxiety because of the impossibility of satisfying the need for love, affection and protection. In this case, fear arises: the child feels the conditionality of maternal love. The dissatisfaction of the need for love will encourage him to seek its satisfaction by any means.

Children's anxiety can also be a consequence of the symbiotic relationship between the child and the mother, when the mother feels herself one with the child, trying to protect him from the difficulties and troubles of life. As a result, the child experiences anxiety when left without a mother, is easily lost, worried and afraid. Instead of activity and independence, passivity and dependence develop.

In cases where upbringing is based on excessive demands that the child is unable to cope with or copes with difficulty, anxiety can be caused by the fear of not coping, of doing the wrong thing.

The child's anxiety can be generated by the fear of deviating from the norms and rules established by adults.

The anxiety of a child can also be caused by the peculiarities of the interaction between an adult and a child: the prevalence of an authoritarian style of communication or inconsistency in requirements and assessments. And in the first and second cases, the child is in constant tension because of the fear of not fulfilling the requirements of adults, not “pleasing” them, transgressing the strict limits. Speaking of rigid limits, we mean the restrictions set by the teacher.

These include: restrictions on spontaneous activity in games (in particular, in mobile games), in activities; limiting child inconsistency in class, such as cutting children off; interruption of the emotional manifestations of children. So, if in the process of activity the child has emotions, they must be thrown out, which can be prevented by an authoritarian teacher. The rigid framework set by an authoritarian teacher often implies a high pace of the lesson, which keeps the child in constant tension for a long time, and gives rise to the fear of not being in time or doing it wrong.

Anxiety arises in a situation of rivalry, competition. It will cause especially strong anxiety in children whose upbringing takes place in conditions of hypersocialization. In this case, children, getting into a situation of rivalry, will strive to be the first, to achieve the highest results at any cost.

Anxiety arises in a situation of increased responsibility. When an anxious child gets into it, his anxiety is due to the fear of not living up to the hopes, expectations of an adult, and whether to be rejected. In such situations, anxious children differ, as a rule, in an inadequate reaction. In case of their foresight, expectation or frequent repetitions of the same situation that causes anxiety, the child develops a stereotype of behavior, a certain pattern that allows avoiding anxiety or reducing it as much as possible. Such patterns include systematic refusal to answer in class, refusal to participate in activities that cause anxiety, and the child's silence instead of answering questions from unfamiliar adults or those to whom the child has a negative attitude.

We can agree with the conclusion of A.M. Parishioners, that anxiety in childhood is a stable personality formation that persists for a fairly long period of time. It has its own motivating force and stable forms of implementation in behavior with a predominance in the last compensatory and protective manifestations. Like any complex psychological formation, anxiety is characterized by a complex structure, including cognitive, emotional and operational aspects. With the dominance of the emotional is a derivative of a wide range of family disorders.

Thus, anxious children of primary school age are characterized by frequent manifestations of anxiety and anxiety, as well as a large amount of fear, and fears and anxiety arise in those situations in which the child, as a rule, is not in danger. They are also especially sensitive, suspicious and impressionable. Such children are often characterized by low self-esteem, in connection with which they have an expectation of trouble from others. Anxious children are very sensitive to their failures, react sharply to them, tend to refuse such activities in which they experience difficulties. Increased anxiety prevents the child from communicating, interacting in the child-child system; the child is an adult, the formation of educational activities, in particular, the constant feeling of anxiety does not allow the formation of control and evaluation activities, and control and evaluation actions are one of the main components of educational activity. And also increased anxiety contributes to the blocking of the psychosomatic systems of the body, does not allow effective work in the classroom.