Article anxiety in primary school age. The study of anxiety factors in children of primary school age

Primary school age is the age from the time you enter school to the end of elementary school.

The entry of a child into school means for him a transition to a new way of life, a new leading activity; this decisively affects the formation of the whole personality of the child. Teaching becomes the leading activity. The child has new relationships with the people around him, new responsibilities appear. The child takes his place in society. Along with new responsibilities, the student receives new rights.

The position of a schoolchild obliges him to more responsible activities, instills a sense of duty and responsibility, the ability to act consciously and in an organized manner, develops his strong-willed personality traits. The high ideological and scientific level of acquired knowledge at school allows children to achieve the intellectual development possible at this age, forms in them a full-fledged cognitive attitude to reality.

The admission of a child to school becomes the reason for increasing his responsibility, changing his social status, self-image, which, according to A.M. Parishioners, in some cases leads to an increase in the level of anxiety 34.

So K. Horney notes that the emergence and consolidation of anxiety are associated with the dissatisfaction of the leading age-related needs of the child, which become hypertrophied 44, p.137.

The change in social relations due to school entry presents significant difficulties for the child and can cause the development of anxiety,

I.V. Molochkova notes that school anxiety is a relatively mild form of manifestation of a child's emotional distress. School anxiety is characterized by excitement, increased anxiety in educational situations, in the classroom, the expectation of a bad attitude towards oneself, a negative assessment from teachers and peers. Younger students with increased school anxiety feel their own inadequacy, inferiority, they are not sure about the correctness of their behavior, their decisions. Teachers and parents usually note such features of high-anxiety schoolchildren: they are “afraid of everything”, “very vulnerable”, “suspicious”, “highly sensitive”, “take everything too seriously”, etc. 29, p.52.

Anxiety colors the attitude towards oneself, other people and reality in gloomy tones. Such a student is not only unsure of himself, but also distrustful of everyone and everyone. For himself, an anxious child does not expect anything good, others are perceived by him as threatening, conflicting, unable to provide support. And all this with a heightened and sick sense of dignity. Now the child refracts everything through the prism of anxiety, suspiciousness.

At primary school age, the development of children is influenced by the relationship with the teacher. A teacher for children has authority sometimes even more than parents. Anxiety in a younger student can be caused by the peculiarities of the interaction between the teacher and the child, the prevalence of an authoritarian style of communication, or the inconsistency of requirements and assessments. In both the first and second cases, the child is in constant tension because of the fear of not fulfilling the demands of adults, of not “pleasing” them, of starting a strict framework.

Speaking of rigid limits, we mean the limits set by the teacher. These include restrictions on spontaneous activity in games (in particular, in mobile games) in activities, on walks, etc.; limiting children's spontaneity in the classroom, for example, tearing children away; suppression of children's initiative. Interruption of emotional manifestations of children can also be attributed to limitations.

Authoritarian educators set rigid limits, the pace of the lesson and the demands they have are excessively high. Learning from such teachers, children are in constant tension for a long time, they are afraid not to be in time or to do something wrong8. The disciplinary measures applied by such a teacher also contribute to the formation of anxiety, they blame, shout, scold, punish.

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

School fears not only deprive the child of psychological comfort, the joy of learning, but also contribute to the development of childhood neuroses.

Among the causes of childhood anxiety, according to E. Savina, the most significant are the improper 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 material love

Anxiety in younger students may be due to a symbiotic relationship with the mother, when the mother feels like one with the child, trying to protect him from the difficulties and troubles of life. It "binds" to itself, protecting from imaginary, non-existent dangers. As a result, being left without a mother, a younger student feels anxiety, fear, worries, and anxiety. Anxiety prevents the development of activity and independence, passivity and dependence develop.

The formation of anxiety in a child is facilitated by excessive demands from adults, with which the child is unable to cope or copes with difficulty. The child is afraid not to cope with duties, to do something wrong.

Anxiety and fear are typical for children who are brought up in a family where parents cultivate the “correctness” of behavior: tight control, a strict system of norms and rules, deviation from which entails censure and punishment. In such families, anxiety is a consequence of fear of deviation from the norms and rules established by adults 37, p.13

Conducted by B.M. parishioners 34 study allows us to present the following scheme of the origin and consolidation of anxiety at different age stages. At primary school age, this is a situation in the family, relationships with close adults provoke the child to experience constant psychological microtraumas and give rise to a state of affective tension and anxiety that are reactive in nature. The child constantly feels insecure, lack of support in a close environment and therefore helplessness. Such children are vulnerable, react sharply to the attitude of others around them. All this, as well as the fact that they remember predominantly negative events, leads to the accumulation of negative emotional experience, which constantly increases according to the law of a “vicious psychological circle” and finds its expression in a relatively stable experience of anxiety 34.

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 (V.G. Belov, R.G. Korotenkova, M.A. Guryeva, A.V. Pavlovskaya). 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. .

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 the teachers and parents raising him follow the necessary recommendations.

Thus, the anxiety of younger schoolchildren is a consequence of the frustration of the need for reliability, protection from the immediate environment and reflects the dissatisfaction of this particular need. During these periods, anxiety is not yet a personal formation itself, it is a function of unfavorable relationships with close adults. Anxiety among younger students is often associated with educational activities, children are afraid to make a mistake, get a bad mark, they are afraid of conflicts with their peers.

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Introduction

Anxiety is one of the most common phenomena of mental development encountered in school practice. In recent years, this problem has been given considerable attention, since the degree of manifestation of anxiety depends on the success of a student in school, the characteristics of his relationship with peers, and the effectiveness of adaptation to new conditions. 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.

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."

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 a person, as well as at developing methods for analyzing anxiety as a result of the interaction of a person 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 leading 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 least prone 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 identify 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 internal conflict of the child, 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 “respond” to his problems in other ways, 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 the 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 you to avoid anxiety or reduce 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 whom the child has a negative attitude towards.

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 effect 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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Introduction

school age anxiety

The relevance of research. Currently, the number of anxious children, characterized by increased anxiety, insecurity, and emotional instability, has increased.

The current situation of children in our society is characterized by social deprivation, i. deprivation, restriction, insufficiency of certain conditions necessary for the survival and development of each child.

The Ministry of Education of the Russian Federation notes that the number of children of the “risk group” has increased, every third student has deviations in the neuropsychic system.

The psychological self-awareness of children entering school is characterized by a lack of love, warm, reliable relationships in the family, and emotional attachment. There are signs of trouble, tension in contacts, fears, anxiety, regressive tendencies.

The emergence and consolidation of anxiety is associated with dissatisfaction with the age needs of the child. Anxiety becomes a stable personality formation in adolescence. Prior to that, it is a derivative of a wide range of disorders. Consolidation and intensification of anxiety occurs according to the mechanism of a “vicious psychological circle”, leading to the accumulation and deepening of negative emotional experience, which, in turn, generating negative prognostic assessments and determining in many respects the modality of actual experiences, contributes to an increase and persistence of anxiety.

Anxiety has a pronounced age specificity, found in its sources, content, forms of manifestation of compensation and protection. For each age period, there are certain areas, objects of reality that cause increased anxiety for most children, regardless of the presence of a real threat or anxiety as a stable education. These “age peaks of anxiety” are the result of the most significant sociogenic needs.

In the “age-related peaks of anxiety”, anxiety appears as non-constructive, which 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. Therefore, knowledge of the causes of increased anxiety will lead to the creation and timely implementation of correctional and developmental work, helping to reduce anxiety and form adequate behavior in children of primary school age.

The purpose of the study is the features of anxiety in children of primary school age.

The object of the study is the manifestation of anxiety in children of primary school age.

The subject of the study is the causes of anxiety in children of primary school age.

Research hypothesis -

To achieve this goal and test the proposed research hypothesis, the following tasks were identified:

1. Analyze and systematize theoretical sources on the problem under consideration.

2. To investigate the features of anxiety in children of primary school age and to establish the causes of increased anxiety.

Research base: 4th grade (8 people) of the Center for Curative Pedagogy and Differentiated Education No. 10 of the city of Krasnoyarsk.

Psychological and pedagogicalcharacteristicanxiety.Definitionconcepts"anxiety".Domesticandforeignviewson thegivenissues

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

The word "disturbing" has been noted in dictionaries since 1771. There are many versions explaining the origin of this term. The author of one of them believes that the word "alarm" means a three-time repeated signal of danger from the enemy.

In the psychological dictionary, the following definition of anxiety is given: it is "an individual psychological feature consisting in an increased tendency to experience anxiety in a variety of life situations, including those that do not predispose to this."

Anxiety must be distinguished from anxiety. If anxiety is episodic manifestations of anxiety, agitation of a child, then anxiety is a stable condition.

For example, it happens that a child is worried before speaking at a holiday or answering at the blackboard. But this anxiety is not always manifested, sometimes in the same situations he remains calm. These are manifestations of anxiety. If the state of anxiety is repeated often and in a variety of situations (when answering at the blackboard, communicating with unfamiliar adults, etc.), then we should talk about anxiety.

Anxiety is not associated with any particular situation and is almost always manifested. This state accompanies a person in any kind of activity. When a person is afraid of something specific, we are talking about the manifestation of fear. For example, fear of the dark, fear of heights, fear of enclosed space.

K. Izard explains the difference between the terms "fear" and "anxiety" in this way: anxiety is a combination of some emotions, and fear is only one of them.

Anxiety is a state of expedient preparatory increase in sensory attention and motor tension in a situation of possible danger, providing an appropriate response to fear. A personality trait, manifested in a mild and frequent manifestation of anxiety. The tendency of the individual to experience anxiety, characterized by a low threshold for the manifestation of anxiety; one of the main parameters of individual differences.

In general, anxiety is a subjective manifestation of a person's troubles. Anxiety occurs with a favorable background of the properties of the nervous and endocrine systems, but it is formed in vivo, primarily due to violations of the forms of intrapersonal and interpersonal communication.

Anxiety - negative emotional experiences caused by the expectation of something dangerous, having a diffuse character, not associated with specific events. An emotional state that occurs in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events. Unlike fear as a reaction to a specific threat, it is a generalized, diffuse or pointless fear. It is usually associated with the expectation of failures in social interaction and is often due to the unawareness of the source of danger.

In the presence of anxiety at the physiological level, an increase in breathing, an increase in heart rate, an increase in blood flow, an increase in blood pressure, an increase in general excitability, and a decrease in the threshold of perception are recorded.

Functionally, anxiety not only warns of a possible danger, but also encourages the search for and concretization of this danger, to an active study of reality with the aim (setting) to determine the threatening object. It can manifest itself as a feeling of helplessness, self-doubt, powerlessness in front of external factors, an exaggeration of their power and threatening nature. Behavioral manifestations of anxiety consist in the general disorganization of activity, violating its direction and productivity.

Anxiety as a mechanism for the development of neuroses - neurotic anxiety - is formed on the basis of internal contradictions in the development and structure of the psyche - for example, from an overestimated level of claims, insufficient moral validity of motives, and so on; it can lead to an inadequate belief that there is a threat to one's own actions.

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

According to the definition of R. S. Nemov, “anxiety is a constantly or situationally manifested property of a person to come into a state of increased anxiety, experience fear and anxiety in specific social situations”

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

According to the definition of S. S. Stepanov, "anxiety is an experience of emotional distress associated with a premonition of danger or failure."

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 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 a person, as well as at developing methods for analyzing anxiety as a result of the interaction of a person and his environment.

Anxiety - as a personality trait is associated with genetically determined properties of the functioning human brain, which cause a constantly increased sense of emotional arousal, emotions of anxiety.

In a study of the level of aspirations in adolescents, M.Z. Neimark found a negative emotional state in the form of anxiety, fear, aggression, which was caused by the dissatisfaction of their claims to success. Also, emotional distress such as anxiety was observed in children with high self-esteem. They claimed to be the “best” students, or to occupy the highest position in the team, that is, they had high claims in certain areas, although they did not have real opportunities to realize their claims.

Domestic psychologists believe that inadequately high self-esteem in children develops as a result of improper upbringing, inflated assessments by adults of the success of the child, praise, exaggeration of his achievements, and not as a manifestation of an innate desire for superiority.

The high assessment of others and the self-esteem based on it suits the child quite well. The collision with difficulties and new requirements reveals its inconsistency. However, the child strives with all his might to maintain his high self-esteem, as it provides him with self-respect, a good attitude towards himself. However, the child does not always succeed. Claiming a high level of achievement in learning, he may not have sufficient knowledge, skills to achieve them, negative qualities or character traits may not allow him to take the desired position among his peers in the class. Thus, the contradictions between high claims and real possibilities can lead to a difficult emotional state.

From the dissatisfaction of needs, the child develops defense mechanisms that do not allow recognition of failure, insecurity and loss of self-esteem into consciousness. He tries to find the reasons for his failures in other people: parents, teachers, comrades. He tries not to admit even to himself that the reason for failure is in himself, comes into conflict with everyone who points out his shortcomings, shows irritability, resentment, aggressiveness.

M.S. Neimark calls this “the affect of inadequacy” - “... an acute emotional desire to protect oneself from one’s own weakness, by any means to prevent self-doubt, repulsion of the truth, anger and irritation against everything and everyone.” This condition can become chronic and last for months or years. A strong need for self-affirmation leads to the fact that the interests of these children are directed only at themselves.

Such a state cannot but cause anxiety in the child. Initially, anxiety is justified, it is caused by real difficulties for the child, but constantly as the inadequacy of the child’s attitude towards himself, his abilities, people is fixed, inadequacy will become a stable feature of his attitude to the world, and then distrust, suspicion and other similar features that real anxiety will become anxiety, when the child will expect trouble in any cases that are objectively negative for him.

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 primordial 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 saw 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.

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:

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

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

3. Neurotic need to limit one's life to narrow limits, to go unnoticed.

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

5. Neurotic need to exploit others, to get the best from them.

6. The need for social recognition or prestige.

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

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

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

10. Neurotic need for love.

11. Neurotic need for superiority, perfection, inaccessibility.

K. Horney believes that by satisfying these needs, a person seeks to get rid of anxiety, but neurotic needs are insatiable, they cannot be satisfied, and, therefore, there are no ways to get rid of anxiety.

To a large extent, K. Horney is close to S. Sullivan. He is known as the creator of "interpersonal theory". Personality cannot be isolated from other people, interpersonal situations. From the first day of birth, a child enters into a relationship with people and, first of all, with his mother. All further development and behavior of the individual is due to interpersonal relationships. Sullivan believes that a person has an initial anxiety, anxiety, which is a product of interpersonal (interpersonal) relationships.

Sullivan considers the body as an energy system of tension, which can fluctuate between certain limits - a state of rest, relaxation (euphoria) 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.

E. Fromm approaches the understanding of anxiety differently. Unlike Horney and Sullivan, Fromm approaches the problem of mental discomfort from the standpoint of the historical development of society.

E. Fromm believes that in the era of medieval society with its mode of production and class structure, a person was not free, but he was not isolated and alone, did not feel in such danger and did not experience such anxieties as under capitalism, because he did not was “alienated” from things, from nature, from people. Man was connected to the world by primary ties, which Fromm calls "natural social ties" that exist in primitive society. With the growth of capitalism, the primary bonds are broken, a free individual appears, cut off from nature, from people, as a result of which he experiences a deep sense of insecurity, impotence, doubt, loneliness and anxiety. In order to get rid of the anxiety generated by “negative freedom”, a person seeks to get rid of this very freedom. He sees the only way out in flight from freedom, that is, flight from himself, in an effort to forget himself and thereby suppress the state of anxiety in himself. Fromm, Horney and Sullivan try to show different mechanisms of anxiety relief.

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, since the loss of one's "I" is the most painful condition. 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 causes 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 identify in their works:

1. 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.

2. Anxiety due to loss of love (mother's love, peer affection).

3. Anxiety can be caused by guilt, which usually manifests itself no earlier than 4 years. In older children, the feeling of guilt is characterized by feelings of self-humiliation, vexation with oneself, experiencing oneself as unworthy.

4. 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.

5. 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 (loss of parental love, and so on) and the authors do not make a clear distinction between these concepts.

6. Anxiety is inherent in every person to one degree 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 (methods) are used.

7. In the emergence 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 (stimuli) that cause a feeling of anxiety that a person faces. interacting with the 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.

Classificationspeciesanxiety

There are two main types of anxiety. The first of these is the so-called situational anxiety, i.e. generated by some specific situation that objectively causes concern. 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 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. It is characterized by a state of unconscious fear, an indefinite sense 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 reasonsappearanceanddevelopmentanxietyatchildren

Among the causes of childhood anxiety, in the first place, according to E. Savina, is the wrong upbringing and unfavorable relations between the child and his parents, especially with 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 material love (“If I do badly, they will not love me”). Dissatisfaction with the child's 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. It "binds" to itself, protecting 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, doing the wrong thing, often parents cultivate the “correctness” of behavior: the attitude towards the child may include includes strict control, a strict system of norms and rules, deviation from which entails censure and punishment. In these cases, the child's anxiety can be generated by the fear of deviating from the norms and rules set by adults ("If I do not do what my mother said, she will not love me", "If I do not do the right thing, they will punish me").

The anxiety of the child can also be caused by the peculiarities of the interaction of the teacher (educator) with the child, the prevalence of an authoritarian style of communication or the inconsistency of requirements and assessments. Both in the first and in the second cases, the child is in constant tension because of the fear of not fulfilling the demands of adults, of not “pleasing” them, of starting a strict framework.

Speaking of rigid limits, we mean the limits set by the teacher. These include restrictions on spontaneous activity in games (in particular, in mobile games), in activities, on walks, etc.; limiting children's spontaneity in the classroom, for example, cutting off children ("Nina Petrovna, but I have ... Quiet! I see everything! I'll go to everyone myself!"); suppression of children's initiative (“put it down right now, I didn’t say to take the papers in your hands!”, “Shut up immediately, I say!”). Interruption of emotional manifestations of children can also be attributed to limitations. So, if in the process of activity a child has emotions, they need to be thrown out, which can be prevented by an authoritarian teacher (“who is it funny there, Petrov ?! It’s me who will laugh when I look at your drawings”, “Why are you crying? Tortured everyone with my tears!").

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

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

The teacher (educator) also needs to know the situations that can cause children's anxiety, primarily the situation of rejection by peers; the child believes that the fact that they do not love him is his fault, he is bad (“they love good ones”) to deserve love, the child will strive 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 heightened responsibility. When an anxious child gets into it, his anxiety is due to the fear of not meeting the hope, expectations of an adult and being rejected by him. 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 cause 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 a systematic fear of engaging in activities that cause anxiety, as well as the silence of the child instead of answering questions from unfamiliar adults or those to whom the child has a negative attitude.

In general, anxiety is a manifestation of the dysfunction of the individual. In a number of cases, it is literally nurtured in the anxious and suspicious psychological atmosphere of the family, in which the parents themselves are prone to constant fears and anxiety. The child is infected by their moods and adopts an unhealthy form of reaction to the outside world.

However, such an unpleasant individual feature sometimes manifests itself in children whose parents are not subject to suspiciousness and are generally optimistic. Such parents, as a rule, know well what they want to achieve from their children. They pay special attention to the discipline and cognitive achievements of the child. Therefore, he is constantly faced with a variety of tasks that they must solve in order to justify the high expectations of their parents. It is not always possible for a child to cope with all the tasks, and this causes dissatisfaction with the elders. As a result, the child finds himself in a situation of constant intense expectation: whether he managed to please his parents or made some kind of omission, which will be followed by disapproval and censure. The situation can be exacerbated by inconsistent parental requirements. If a child does not know for sure how one or another of his steps will be evaluated, but in principle foresees possible discontent, then his whole existence is colored with intense alertness and anxiety.

Also, to the emergence and development of anxiety and fear, they are able to intensively influence the developing imagination of children of a fairy-tale type. At 2 years old, this is a Wolf - a click with teeth that can hurt, bite, eat like a little red riding hood. At the turn of 2-3 years, children are afraid of Barmaley. At 3 years old for boys and at 4 years old for girls, the “monopoly on fear” belongs to the images of Baba Yaga and Kashchei the Immortal. All these characters can just acquaint children with the negative, negative sides of human relationships, with cruelty and deceit, callousness and greed, as well as danger in general. At the same time, the life-affirming mood of fairy tales, in which good triumphs over evil, life over death, makes it possible to show the child how to overcome the difficulties and dangers that arise.

Anxiety has a pronounced age specificity, which is found in its sources, content, forms of manifestation and prohibition.

For each age period, there are certain areas, objects of reality that cause increased anxiety for most children, regardless of the presence of a real threat or anxiety as a stable education.

These "age anxiety" are the result of the most significant social needs. In young children, anxiety is generated by separation from the mother. At the age of 6-7 years, the main role is played by adaptation to school, in younger adolescence - communication with adults (parents and teachers), in early youth - attitude towards the future and problems associated with gender relations.

Peculiaritiesbehaviordisturbingchildren

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 impossible tasks for them, demanding that the children are not able to perform, and in case of failure, they are usually punished and humiliated (“You can’t 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 have difficulty.

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 (they bite their nails, suck their fingers, pull out their hair). Manipulation with their own body reduces their emotional stress, calms them down.

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, sit neatly on a chair, try not to make unnecessary movements, not make noise, prefer 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 doesn’t want to play with the guys - she’s afraid that they will break her toys.” “Alyosha constantly clings to her mother’s skirt - you can’t pull it off”). Thus, 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.

statingexperimentandhisanalysis.Organization,methodsandmethodsresearch

The study was conducted on the basis of the center of curative pedagogy and differentiated education No. 10 of the city of Krasnoyarsk, grade 4.

Methods were used:

Anxiety test (V. Amen)

Purpose: To determine the level of anxiety of the child.

Experimental material: 14 drawings (8.5x11 cm) are made in two versions: for a girl (a girl is shown in the figure) and for a boy (a boy is shown in the figure). Each drawing represents some typical situation for a child's life. The face of the child is not drawn in the figure, only the outline of the head is given. Each drawing is provided with two additional drawings of a child's head, exactly corresponding in size to the contour of the face in the drawing. One of the additional drawings depicts a smiling face of a child, the other shows a sad face. Conducting the study: The drawings are shown to the child in a strictly listed order, one after the other. The interview takes place in a separate room. Having presented the drawing to the child, the researcher gives instructions. Instruction.

1. Playing with younger children. “What do you think the child’s face will be: happy or sad? He (she) plays with the kids

2. Child and mother with a baby. “What do you think, what kind of face will this child have: sad or cheerful? He (she) walks with his mother and baby"

3. Object of aggression. “What kind of face do you think this child will have: cheerful or sad?”

4. Dressing. “What do you think, what kind of face will this child have, sad or cheerful? He/she is dressing

5. Playing with older children. “What kind of face do you think this child will have: cheerful or sad? He (she) plays with older children

6. Putting to bed alone. “What do you think, what kind of face will this child have: sad or cheerful? He (she) goes to sleep

7. Washing. “What kind of face do you think this child will have: cheerful or sad? He/she is in the bathroom

8. Reprimand. “What kind of face do you think this child will have: sad or cheerful?”

9. Ignoring. “What kind of face do you think this bank will have: happy or sad?”

10. Aggressive attack "Do you think this child will have a sad or cheerful face?"

11. Picking up toys. “What kind of face do you think this child will have: cheerful or sad? He (she) puts away toys

12. Insulation. “What kind of face do you think this child will have: sad or cheerful?”

13. Child with parents. “What kind of face do you think this child will have: cheerful or sad? He (she) with his mom and dad

14. Eating alone. “What do you think, what kind of face will this child have: sad or cheerful? He (she) eats.

In order to avoid imposing choices on the child, the name of the person alternates in the instructions. Additional questions are not asked to the child. (Attachment 1)

Diagnosticlevelschooltreimportance

Purpose: The method is aimed at identifying the level of school anxiety in primary and secondary school students.

Instructions: Each question must be answered unequivocally "Yes" or "No". When answering a question, the child must write down its number and the answer "+" if he agrees with it, or "-" if he does not agree.

Content characteristics of each factor. General anxiety at school is the general emotional state of the child associated with various forms of his inclusion in the life of the school. Experiences of social stress - the emotional state of the child, against which his social contacts develop (primarily with peers). Frustration of the need to achieve success is an unfavorable mental background that does not allow the child to develop his needs for success, achieving a high result, etc.

Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities.

Fear of a situation of knowledge verification - a negative attitude and anxiety in situations of verification (especially in public) of knowledge, achievements, and opportunities.

Fear of not meeting the expectations of others - focus on the significance of others in assessing their results, actions, and thoughts, anxiety about the assessments given to others, the expectation of negative assessments. Low physiological resistance to stress - features of the psychophysiological organization that reduce the child's adaptability to situations of a stressful nature, increase the likelihood of an inadequate, destructive response to an alarming environmental factor. Problems and fears in relations with teachers are a general negative emotional background of relations with adults at school, which reduces the success of a child's education. (Annex 2)

1. Questionnaire J. Taylor (personality scale of manifestation of anxiety).

Purpose: to identify the level of personal anxiety of the subject.

Material: questionnaire form containing 50 statements.

Instruction. You are asked to answer a questionnaire that contains statements about certain personality traits. There can be no good or bad answers here, so feel free to express your opinion, don't waste time thinking.

Let's get the first answer that comes to mind. If you agree with this statement in relation to you, write "Yes" next to its number, if you do not agree - "No", if you cannot clearly define - "I don't know".

Psychological portrait of highly anxious individuals:

They are characterized by a tendency in a wide range of situations to perceive any manifestation of the qualities of their personality, any interest in them as a possible threat to their prestige, self-esteem. They tend to perceive complicated situations as threatening, catastrophic. According to the perception, the strength of the emotional reaction is also manifested.

Such people are quick-tempered, irritable and are in constant readiness for conflict and readiness for protection, even if this is objectively not necessary. As a rule, they are characterized by an inadequate response to comments, advice and requests. Especially great is the possibility of nervous breakdowns, affective reactions in situations where we are talking about their competence in certain issues, their prestige, self-esteem, their attitude. Excessive emphasis on the results of their activities or methods of behavior, both for the better and for the worse, a categorical tone towards them or a tone expressing doubt - all this inevitably leads to disruptions, conflicts, to the creation of various kinds of psychological barriers that impede effective interaction with such people.

It is dangerous to make categorically high demands on highly anxious people, even in situations where they are objectively feasible for them, an inadequate response to such demands can delay, or even postpone for a long time, the achievement of the desired result.

Psychological portrait of low-anxiety individuals:

Characteristically pronounced calmness. They are not always inclined to perceive a threat to their prestige, self-esteem in the widest range of situations, even when it really exists. The emergence of a state of anxiety in them can be observed only in especially important and personally significant situations (exams, stressful situations, a real threat to marital status, etc.). Personally, such people are calm, they believe that they personally have no reason and reason to worry about their lives, reputation, behavior and activities. The likelihood of conflicts, breakdowns, affective outbursts is extremely small.

Research results

Research methodology "Anxiety test (V. Amen)"

5 people out of 8 have a high level of anxiety.

Research methodology "Diagnosis of the level of school anxiety"

As a result of the study, we received:

General anxiety at school: 4 people out of 8 have a high level, 3 people out of 8 have an average level, and 1 person out of 8 have a low level.

· Experiencing social stress: 6 people out of 8 have a high level, 2 people out of 8 have an average level.

· Frustration of the need to achieve success: 2 people out of 8 have a high level, 6 people out of 8 have an average level.

· Fear of self-expression: 4 out of 8 people have a high level, 3 people have an average level, 1 person has a low level.

Fear of a knowledge test situation: 4 out of 8 people have a high level, 3 people have an average level, 1 person has a low level

· Fear of not meeting the expectations of others: 6 people out of 8 have a high level, 1 person has an average level, 1 person has a low level.

Low physiological resistance to stress: 2 out of 8 people have a high level, 4 people have an average level, and 2 people have a low level.

· Problems and fears in relations with teachers: 5 people out of 8 have a high level, 2 people have an average level, 1 person has a low level.

Methodologyresearch"QuestionnaireJ.Taylor"

As a result of the study, we received: 6 people have an average level with a tendency to high, 2 people have an average level of anxiety.

Research methods - drawing tests "Man" and "Non-existent animal".

As a result of the study, we received:

Christina K.: lack of communication, demonstrativeness, low self-esteem, rationalistic, non-creative approach to the task, introversion.

Victoria K.: sometimes negativism, high activity, extroversion, sociability, sometimes the need for support, a rationalistic, non-creative approach to the task, demonstrativeness, anxiety, sometimes suspicion, alertness.

Ulyana M.: lack of communication, demonstrativeness, low self-esteem, sometimes the need for support, anxiety, sometimes suspicion, alertness.

Alexander Sh.: uncertainty, anxiety, impulsiveness, sometimes social fears, demonstrativeness, introversion, defensive aggression, need for support, a feeling of insufficient skill in social relations.

Anna S.: introversion, immersion in one's inner world, a tendency to defensive fantasizing, demonstrativeness, negativism, a negative attitude towards examination, daydreaming, romanticism, a tendency to compensatory fantasizing.

Aleksey I.: creative orientation, high activity, impulsiveness, sometimes asociality, fears, extrovertedness, sociability, demonstrativeness, increased anxiety.

Vladislav V.: increased anxiety, demonstrativeness, extroversion, sociability, sometimes the need for support, conflict, tension in contacts, emotional disturbance.

Victor S.: negativism, depressive background of mood is possible, alertness, suspicion, sometimes dissatisfaction with one's appearance, extroversion, sometimes the need for support, demonstrativeness, increased anxiety, manifestation of aggression, poverty of imagination, sometimes suspicion, alertness, sometimes internal conflict, conflicting desires , a feeling of lack of skill in social relations, fear of attack and a tendency to defensive aggression.

It is very useful for such a child to attend group psycho-corrective classes - after consultation with a psychologist. The topic of childhood anxiety is well developed in psychology, and usually the effect of such activities is tangible.

One of the main ways to help is the desensitization method. The child is consistently placed in situations that cause him anxiety. Starting with those that only slightly excite him, and ending with those that cause great anxiety and even fear.

If this method is applied to adults, then it must be supplemented with relaxation, relaxation. For young children, this is not so easy, so relaxation is replaced by sucking candy.

Dramatization games are used in work with children (in a "scary school", for example). Plots are selected depending on what situations disturb the child the most. Techniques for drawing fears, stories about their fears are used. In such classes, the goal is not to completely rid the child of anxiety. But they will help him more freely and openly express his feelings, increase self-confidence. Gradually, he will learn to control his emotions more.

You can try to do one of the exercises with your child at home. Anxious children are often prevented from coping with some task by fear. "I can't do it," "I can't do it," they say to themselves. If the child refuses to take on the case for these reasons, ask him to imagine a baby who knows and can do much less than he does. For example, he does not know how to count, does not know letters, etc. Then let him imagine another child who will surely cope with the task. It will be easy for him to be convinced that he has gone far from incompetence and can, if he tries, approach full skill. Ask him to say "I can't..." and explain to himself why this task is difficult for him. "I can ..." - to note what is already within his power. "I will be able to ..." - how he will cope with the task, if he makes every effort. Emphasize that everyone does not know how to do something, cannot do something, but everyone, if he wants, will achieve his goal.

Conclusion

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.

conflicting demands on him coming from different sources (or even from the same source: it happens that parents contradict themselves, either allowing or 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.

Article anxiety in primary school age. The study of anxiety factors in children of primary school age

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Introduction

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

1.1 Features of the manifestation of anxiety

1.2 Anxiety in primary school age

1.3 Corrective work with anxious children

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