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

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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.

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.

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 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 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.

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:

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 highlight 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

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.

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.

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.

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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.

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 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.

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

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

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

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

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

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

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

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

The need for social recognition or prestige.

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

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

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

Neurotic need for love.

Neurotic need for superiority, perfection, inaccessibility.

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

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

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

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

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

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

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

Anxiety due to loss of love.

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

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

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

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

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

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

K. Rogers considers emotional well-being differently.

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

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

1.2 Anxiety in primary school age

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

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

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.

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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The manifestation of anxiety in primary school age.

Content.

Introduction

Natural Causes of Anxiety

Conclusion.

2.3. Determination of the level of personal anxiety. The Children’s Form of Manifest Anxiety Scale (CMAS) (Adapted by A.M. Parishioners.)

2.4 Determination of the predominant type of temperament in students of the experimental class.2.5 Tracking the relationship between the level of personal anxiety and the prevailing temperament.

Conclusion

Bibliography

Introduction

Currently, there is an increase in the number of children characterized by increased anxiety, insecurity, emotional instability, which are the main signs of anxiety.

Anxiety, as noted by many psychologists, is the main cause of a number of psychological problems, including many developmental disorders in children. An increased level of anxiety is considered as an indicator of a “preneurotic state”, which can lead to a violation in the emotional sphere of the personality, to a violation in behavior, for example, to delinquency and to addictive behavior in adolescents. Therefore, it is very important to identify children for whom anxiety has become a personality trait in advance in order to prevent an increase in its level.

A large number of studies have been devoted to the problem of anxiety, in various fields of scientific activity: in psychology, pedagogy, biochemistry, physiology, philosophy, sociology.

Anxiety in children is studied mainly within the framework of any one age. One of the modern researchers of anxiety in children of primary school age is A.M. Prikhozhan. It is at primary school age that situational anxiety can turn into a stable personality trait.

Anxiety is an experience of emotional discomfort associated with the expectation of trouble, with a premonition of imminent danger. (Parishioners A.M. 13)

Purpose of the study : to study the causes and features of the manifestation and diagnosis of personal anxiety in children of primary school age.

Subject of study: personal anxiety

Object of experimental research : manifestations of anxiety as a stable personality trait of a junior schoolchild..

Research hypothesis: The level of anxiety is due to the predominant type of temperament.

Research objectives:

To study the psychological and pedagogical literature on the research problem.

To diagnose the level of personal anxiety of students of the 2nd grade of a comprehensive school.

Determine the prevailing temperament of the students of the experimental class.

To trace the relationship between the level of personal anxiety and the prevailing temperament of students in the experimental class.

Research methods:

Theoretical analysis of scientific literature.

Questioning.

Testing

Method of peer review.

Research base:

Moscow secondary school No. 593.

Theoretical substantiation of the phenomenon of personal anxiety in childhood.

The concept of anxiety in the psychological literature.

It is believed that for the first time in psychology the concept of anxiety was introduced by Z. Freud in his work “Inhibition. Symptom. Anxiety." (1926) He defined anxiety as an unpleasant experience that signals an anticipated danger.

In modern psychology, the word anxiety is usually used to denote the equivalent of the English word anxiety, which in the traditional translation into Russian has two meanings:

1) a special emotional state that occurs in a person at certain moments; 2) a tendency to worry as an individual psychological trait. (17)

Most of the researchers adhere to the distinction between situational anxiety and anxiety as a personality trait.

So C. D. Spielberger, exploring anxiety as a personal property and anxiety as a state, divided these two definitions into “reactive” and “active”, “situational” and “personal” anxiety.

According to Yu. L. Khanin,states of anxiety or situational anxiety, arise "as a person's reaction to various, most often socio-psychological stressors(expectation of a negative assessment or aggressive reaction, perception of an unfavorable attitude towards oneself, threats to one's self-esteem, prestige). Against,personal anxiety as a trait, property, disposition gives an idea of individual differences in exposure to various stressors. (Izard K.E. 6)

A.M. Parishioner, in his definition of anxiety, says that "Anxiety is distinguished as an emotional state and as a stable property, personality trait or temperament." (Parishioners A.M.13)

According to R.S. Nemov: "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." (Nemov R.S.12)

In domestic literature, situational anxiety is commonly referred to as "anxiety", and personal anxiety as "anxiety".

Anxiety is a psychological condition that is accompanied by subjective feelings of tension, anxiety, gloomy forebodings, and activation of the autonomic nervous system. (Backbone T.V.9)

Anxiety is a reaction to a threat to the life and well-being of any person; it has real grounds arising from a person’s experience, therefore it is an adequate state in a stressful situation.

Personal anxiety is a stable trait, an individual psychological feature, which manifests itself in a person's tendency to often and intensely experience a state of anxiety. (Backbone T.V.9)

Anxiety is associated with the experience of a neutral situation as threatening and the desire to avoid an imaginary threat. This is the expectation of the bad in a situation that is objectively not dangerous for a person and contains the possibility of both a favorable and an unfavorable outcome. Therefore, anxiety is anxiety inappropriate to a given situation.

Anxiety is a personal formation closely related to the “I-concept” of a person, with “I involvement”, excessive introspection that interferes with activity, attention to one's experiences (I. Sarason, S Sarason). According to L. I. Bozhovich, anxiety refers to the affective-need sphere. It has its own motivating force. Its structure, like any complex psychological formation, includes a cognitive, emotional and behavioral, operational aspect. ( Cordwell M.8.)

A distinctive feature is the dominance of the emotional aspect and the severity of compensatory and protective manifestations in the operational component.

(Bozhovich L.I.3)

Anxiety can have not only a negative, but also a positive impact on the activity and development of the individual. The positive value is that it allows a person to better understand the emotional state of other people, intuitively feel their mood and predict the way they will behave in a certain situation. It sharpens the reaction of a person, increases his observation, contributes to the formation of the necessary knowledge and skills, helping to adapt to the changing conditions of life. The average level of anxiety provides the necessary level of readiness to respond to a variety of stimuli. Too high disorganizes human activity and often indicates the presence of neurotic disorders.

Anxiety and the associated experience of emotional distress, anticipation of a threat indicates that the child’s important age-related needs are not satisfied. (K. Horney, 16) and acceptance in the peer group. School is not the main factor in the emergence and development of anxiety. It is a derivative of a wide range of family relationships.

Anxiety as a stable property of a person develops according to the principle of a vicious psychological circle in which it is consolidated and strengthened. This leads to the accumulation and deepening of negative emotional experience, which contributes to the increase and persistence of anxiety.

Anxiety becomes a stable personal education in primary school.

The study of natural causes of anxiety was and is being carried out by such scientists as B.M. Teplov, V.D. Nebylitsin, E.P. Ilyin, N.N. Danilova, Ya. Reikovsky, V.S. merlin,N. D. Levittov and others)

The emergence of anxiety as a stable personality trait is influenced by the innate individual characteristics of children associated with the dynamics of the nervous system.N. D. Levitov (1969) points out that an anxious state is an indicator of the weakness of the nervous system, the chaotic nature of nervous processes.

The individual characteristics of the child's higher nervous activity are based on the properties of the nervous processes of excitation and inhibition and their various combinations, such as strength, mobility, and balance of nervous processes. Data from B.M. Teplova 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. They came to the conclusion that people with a weak type of nervous system have a higher level of anxiety. (Parishioners A.M.14)

V. S. Merlin and his students consider anxiety to be a property of temperament (“psychodynamic anxiety”). They recognize natural prerequisites as the main factors - properties of the nervous and endocrine systems. In their studies, statistically significant correlations were obtained between anxiety indicators and the main properties of the nervous system (weakness, inertia). (Izard K.E.6)

Features of the work of the nervous system are manifested in the psychological sphere of the child in the form of certain psychodynamic qualities that characterize the speed and flexibility of switching from one stimulus to another, the form and threshold of emotional response to various situations, the direction of reactions in difficult situations, the degree of openness to new experience, etc. (Horney K. 16)

The rate of switching from one stimulus to another can be high or low. With a high switching speed (plasticity, rigidity), children quickly change their ways of thinking in the process of interacting with the subject environment. Low switching speed (rigidity), especially in the emotional sphere, leads to anxiety. This is due to the fact that the child is focused on negative experiences, immersed in gloomy thoughts, and remembers insults for a long time.

The degree of anxiety is also related to the speed of decision-making in a situation containing alternatives.

Impulsive children complete tasks quickly but make many mistakes. They are less capable of analysis than reflective children, they are more sensitive to a possible discrepancy between the result obtained and the expected one, which leads to an increase in anxiety.

Reflective children tend to spend a lot of time thinking about a task before they make a decision. They spend a lot of time thinking and collecting as much material as possible, as a result they are more successful in completing the task. But it is more difficult for them to complete tasks with a lack of time, so they do not cope well with tests, experience difficulties in a situation of public assessment, which leads to an increase in the level of anxiety. Also, anxiety in reflexive children can be caused by the fact that their reflexivity can turn into self-digging, looking for shortcomings in themselves. The tendency to think about current events and people's behavior can cause an increase in anxiety in such students, because they painfully perceive their failure, do not distinguish between grades and grades, and are often constrained and tense in communication.

In an impulsive and plastic child, anxious reactions arise faster and are more pronounced, but it is easier to calm him down, to distract him from disturbing thoughts. Reflexive and rigid children experience troubles more deeply, do not tolerate injustice. Therefore, under unfavorable conditions, they may develop constant anxiety rather than plastic ones. (Backbone T.V.9)

Anxiety is associated with the degree of a person's openness to the world (extroversion, introversion), which is innate, and his sociability, which develops in the process of interaction with people. An important role in the formation of this quality is played by the individuality of parents, their educational strategies and the attitude of significant adults towards the child.

Extroverted children have a pronounced focus on communication, so they are especially sensitive to the alienation of their parents and their prohibitions on communication with peers. These circumstances can provoke the emergence of anxiety, since the student cannot explain to himself why the parents do not approve of the natural, from his point of view, desire to communicate with friends.

Introverted children are more closed, they are wary of adults, it is more difficult for them to make contacts with their peers. If a closed, unsociable child is brought up in a family in which both parents are pronounced extroverts, he inevitably has difficulties in communication, as adults try to artificially expand the circle of his social contacts, which leads to even greater isolation in himself, which in turn leads to the emergence of uncertainty, and, consequently, increased anxiety, as the child begins to assume that he is not able to meet the expectations of his parents.

Children with introverted orientation may also have increased anxiety in introverted parents. Adults who are distrustful of others support the child's isolation, which can become disturbing, since the lack of social experience leads to many mistakes and misunderstandings when trying to establish relationships with others. (Parishioners A.M. 14)

Differences in the emotional sphere of children are also manifested in the threshold of emotional response (high and low) and the form of manifestation of emotions (open and closed). Younger students who openly express their emotions are dynamic, mobile, and easily make contact. The emotions they experience are easily guessed by facial expressions and behavior. Children with a closed form of manifestation of emotions are restrained, emotionally cold, calm. Their true feelings are hard to guess. A child with a high threshold of emotions reacts only to situations, it is difficult to make him laugh or upset, and with a low threshold of emotions, he reacts to any little thing. The lower the threshold of emotional response and the less emotions are expressed in behavior, the less resistant it is to stress. It is difficult for him to communicate with others, since any remark causes him strong, but imperceptible experiences for others. Such children keep their true feelings to themselves, so they are more likely to experience anxiety.

The development of anxiety is influenced by such a feature of the emotional sphere of the child as neurosis (emotional stability or instability). The level of neuroticism is related to the strength of the reaction of the autonomic nervous system to various influences. Emotionally unstable children with a high level of neuroticism react faster, more intensely and longer to troubles, even after the negative factor has ceased to act. Emotionally unstable children have a constantly changing mood, their reactions in a stressful situation often do not correspond to the strength of the stimulus. Such children are highly susceptible to emotional overload, which leads to increased anxiety.

An important role in the development of anxiety is played by preferences for a certain type of attributing the causality of events and responsibility - the locus of control. It can be external and internal. People with an external locus of control believe that everything in their life depends on luck, and people with an internal locus believe that all events are under their control. Internals are more active in resisting adversity and coping with anxiety. Externals, on the contrary, are more prone to negative influences, more often experience tension, are more prone to experiencing anxiety, as they rely on chance, relieve themselves of responsibility for the course of events in their lives, so they are not ready for many stressful situations. (Parishioners A.M.13)

In addition to the listed factors in the occurrence of anxiety, according to M. Rutter, a biological factor of increased vulnerability genetically transmitted by parents can play a certain role. But the author clarifies that if we are talking about “social behavior, then the role of the genetic component here is rather insignificant.” (Balabanova L.M.2)

Attempts have also been made to identify the role of the heritability of anxiety as a personality trait. R Cattell and I Scheier proved that one of the factors included in anxiety is significantly dependent on heredity. (Ilyin E.P.7)

Anxiety in younger students manifests itself at the psychological and physiological level.

At the psychological level, it is felt as tension, preoccupation, anxiety, nervousness, experienced in the form of feelings of uncertainty, helplessness, impotence, insecurity, loneliness of impending failure, inability to make a decision, etc.

At the physiological level, anxiety reactions are manifested in an increase in heart rate, increased breathing, an increase in the minute volume of blood circulation, an increase in general excitability, a decrease in sensitivity thresholds, sleep disturbance, the appearance of headaches and stomach pains, nervous disorders, etc. (Parishioners A.M 14)

Personal anxiety can take many forms. The form of anxiety is understood as a special combination of the nature of experience, awareness, its verbal and non-verbal expression in the characteristics of behavior, communication and activity.

In Russian psychology, two main forms of anxiety are distinguished: open (consciously experienced and manifested in behavior and activity in the form of a state of anxiety) and latent (not realized, manifested either in excessive calmness or indirectly through specific behaviors).

There are three variants of open anxiety: acute, unregulated anxiety, regulated and compensated anxiety, cultivated anxiety.

Acute, unregulated anxiety outwardly manifests itself as a symptom of anxiety that the child cannot cope with on his own.

Main behavioral symptoms:

tension, stiffness, or increased fussiness;

slurred speech;

tearfulness;

constant work corrections, apologies and excuses;

senseless obsessive movements (the child constantly twists something in his hands, pulls his hair, gnaws his pen, nails, etc.).

The work of RAM is deteriorating, which is manifested in the difficulty of remembering and remembering information. (So in the lesson, the student can forget the learned material, and immediately remember it after the lesson.)

Physiological manifestations include redness, blanching of the face, excessive sweating, trembling in the hands, shuddering at unexpected handling.

Regulated and compensated anxiety is characterized by the fact that children themselves develop effective ways to cope with it. Younger students are trying to either reduce the level of anxiety, or use it to stimulate their own activities, increase activity.

Cultivated anxiety, unlike the two previous forms, is experienced by the child not as a painful condition, but as a value, because allows you to achieve what you want. Anxiety can be accepted by the child himself as a factor ensuring his organization and responsibility (worried about the upcoming test, the younger student carefully collects the portfolio, checks if he has forgotten something necessary), or deliberately exacerbates the symptoms of anxiety (“The teacher will give me a higher mark, if he sees how worried I am.")

A kind of cultivated anxiety is "magical" anxiety, which is especially common among younger students. In this case, the child, as it were, “conjures evil forces”, constantly replaying the situations disturbing him in his mind, however, he is not freed from fear of them, but strengthens it even more.

Hidden anxiety is manifested in the fact that the child tries to hide his emotional state both from others and from himself, as a result, the perception of both real threats and his own experiences is disturbed. This form of anxiety is also called "inadequate calm." Such children do not have external signs of anxiety, on the contrary, they have an increased, excessive calmness.

Another manifestation of hidden anxiety is "avoidance of the situation", but it is quite rare. (Kostyak T.V.9)

Anxiety can "mask" - manifest itself in the form of other psychological conditions. "Masks" of anxiety help to experience this state in a milder version. Aggressiveness, dependence, apathy, excessive daydreaming, etc., are most often used as such “masks”.

To cope with anxiety, an anxious child often behaves aggressively. However, when committing an aggressive act, he is afraid of his "courage", in some younger students, manifestations of aggression cause a feeling of guilt, which does not slow down aggressive actions, but, on the contrary, strengthens them.

Another form of manifestation of anxiety is passive behavior, lethargy, lack of interest in activities and pronounced emotional reactions to ongoing events. This behavior is often the result of the child's failure to cope with anxiety through other means, such as fantasizing.

At primary school age, fantasizing, the child mentally moves from reality to the real world, without being disappointed in reality. If a student tries to replace reality with a dream, then everything is not going well in his life. Fearing conflict situations, an anxious child can plunge into a fantasy world, get used to loneliness and find peace in it, getting rid of anxieties. Another negative feature

Excessive fantasizing is that the child can transfer some elements of fantasy to the real world. So some children "revive" their favorite toys, replace friends with them, treat them as real beings.

Anxious children are quite difficult to distract from fantasizing, return to reality.

In physically weakened, often ill schoolchildren, anxiety can manifest itself in the form of “care” for illness, which is associated with the debilitating effect of anxiety on the body. Frequently repeated anxious experiences in this case lead to a real deterioration in health. (Kochubey B., Novikova E.10)

The school situation clearly reveals differences in the behavior of anxious and non-anxious children. Highly anxious students emotionally react more acutely to failure, such as a low grade, work less effectively in stressful situations, or in conditions of time pressure. Anxious guys most often refuse to perform tasks that are difficult, from their point of view. Some of these children develop an over-responsible attitude towards school: they strive to be the first in everything because of the fear of failure, which they try to prevent by any means. Anxious students have difficulty accepting many school norms because they are not sure that they can comply with them.

Anxious younger students tend to be unable to take into account the conditions. They often expect success when it is unlikely, and are not sure of it when the probability is high enough. They are guided not by real conditions, but by some kind of internal premonitions. They are characterized by the inability to assess their actions, to find the optimal zone of task difficulty for themselves, to determine the probability of the desired outcome of the event. Many anxious younger students take an infantile position in relation to the teacher. They perceive the mark, first of all, as an expression of the teacher's attitude towards themselves.

An anxious child is prone to overgeneralization and exaggeration ("No one will ever love me."; "If my mother finds out, she will kill me.").

Anxious children develop inadequate self-esteem. Low self-esteem predisposes to negative affectivity, i.e. tendencies to negative emotions. The child is focused on negative moments, ignores the positive aspects of ongoing events, such a child remembers mostly negative emotional experiences, which leads to an increase in the level of anxiety. (Parishioners A.M. 14)

Conclusion:

Anxiety is a property of a person, expressed in the experience of emotional discomfort that occurs when a threat or danger is anticipated.

The main cause of anxiety is the dissatisfaction of the leading needs of age. For a younger student, this is the approval of a new social role - a student, receiving high marks from adults, and acceptance in a peer group.

Anxiety as a stable property of a person develops according to the principle of a vicious psychological circle in which it is consolidated and strengthened. Negative emotional experience accumulates and deepens, which contributes to the increase and maintenance of anxiety.

In elementary school, situational anxiety under the influence of various social factors can develop into a stable personality trait. Children with a weak type of nervous system are more susceptible to the negative effects of the environment. Therefore, the level of personal anxiety is determined by the type of temperament.

The study of the influence of temperament on the manifestations of anxiety in children of primary school age.

2.1 Determining the level of anxiety in children of the experimental class. Sears Method (Expert Rating). (15)

The study was conducted in a comprehensive Moscow school No. 593. The subjects were 26 students of the 2nd grade.

The level of anxiety in children was determined using the Siris method (expert rating).

The teacher of the experimental class acted as an expert.

The expert was asked to rate each child according to the following characteristics on the Sears scale:

Often tense, constrained.

Often bites nails. Sucks thumb.

Easily frightened.

Oversensitive.

Crying.

Often aggressive.

Touchy.

Impatient, cannot wait.

Easily blushes, turns pale.

Has difficulty concentrating.

Fussy, a lot of unnecessary gestures.

Hands sweat.

With direct communication, it is difficult to get involved in the work.

Answering questions too loudly or too quietly.

The data were entered into a special form. Opposite the child's FI, "+" marked the presence of the trait being assessed, "-" its absence.

Form example.

Last name Student first name

№ evaluated trait

During processing, the number of "+" was counted.

Interpretation:

1-4 signs - low anxiety;

5-6 signs - severe anxiety;

7 or more signs - high anxiety.

2.2 Diagnosis of anxiety by the graphical method "Cactus" (18)

The technique is designed to work with children older than 3 years.
Target : study of the emotional and personal sphere of the child.
Each child was given a sheet of A4 paper, a simple pencil (colored pencils were also used).
Instruction: "On a piece of paper, draw a cactus, draw it the way you imagine it." Questions and additional explanations are not allowed.

After completing the drawing, the child was asked questions as a supplement, the answers to which helped clarify the interpretation:
1. Is this cactus domestic or wild?
2. Is this cactus prickly? Can he be touched?
3. Does the cactus like it when it is looked after, watered, fertilized?
4. Does the cactus grow alone or with some plant in the neighborhood? If it grows with a neighbor, then what kind of plant is it?
5. When the cactus grows up, how will it change (needles, volume, processes)?

Data processing .
When processing the results, the data corresponding to all graphical methods are taken into account, namely:

 attitude

 picture size

 line characteristics

 pressure force on the pencil
In addition, specific indicators characteristic of this particular technique are taken into account:

 characteristic of the "image of a cactus" (wild, domestic, feminine, etc.)

 characteristic of the manner of drawing (drawn, schematic, etc.)

 characteristics of needles (size, location, number)

Interpretation of results : according to the results of the processed data on the drawing, it is possible to diagnose the personality traits of the child being tested:

Aggressiveness - the presence of needles, especially a large number of them. Strongly protruding, long, closely spaced needles reflect a high degree of aggressiveness.

Impulsivity - jerky lines, strong pressure.

Egocentrism, the desire for leadership - a large figure located in the center of the sheet.

Self-doubt, addiction - a small picture located at the bottom of the sheet.

Demonstrativeness, openness - the presence of protruding processes in the cactus, pretentiousness of forms.

Stealth, caution - the location of zigzags along the contour or inside the cactus.

Optimism - the image of "joyful" cacti, the use of bright colors in the version with colored pencils.

Anxiety - the predominance of internal shading, broken lines, the use of dark colors in the version with colored pencils.

Femininity - the presence of soft lines and shapes, jewelry, flowers.

Extroversion - the presence in the picture of other cacti or flowers.

Introversion - the figure shows only one cactus.

The desire for home protection, a sense of family community - the presence of a flower pot in the picture, the image of a home cactus.

Lack of desire for home protection, a feeling of loneliness - the image of a wild, desert cactus.

2.3. Determination of the level of personal anxiety. The Children’s Form of Manifest Anxiety Scale (CMAS) (Adapted by A.M. Parishioners.) (5)

The scale was developed by American psychologistsA . Castaneda , AT. R . McCandless , D . S . Palermo in 1956 based on the Overt Anxiety Scale (Manifest Anxiety Scale ) J.Taylor ( J . A . Taylor , 1953), intended for adults. For the children's version of the scale, 42 items were selected, rated as the most indicative in terms of the manifestation of chronic anxiety reactions in children. The specificity of the children's variant also lies in the fact that only affirmative answers testify to the presence of a symptom. In addition, the children's version is supplemented with 11 points of the control scale, which reveals the subject's tendency to give socially approved answers. Indicators of this trend are identified using both positive and negative responses. Thus, the methodology contains 53 questions.

In Russia, the adaptation of the children's version of the scale was carried out and publishedA.M. Parishioners .

The technique is designed to work with 8-12 years.

Target : detectionanxiety as a relatively sustainable education.

Materials: a form containing 53 statements with which you must agree or disagree.

Test instructions:

Suggestions are printed on the following pages. Each of them has two possible answers:right andwrong . The sentences describe events, cases, experiences. Read each sentence carefully and decide whether you can relate it to yourself, whether it correctly describes you, your behavior, qualities. If yes, put a tick in the True column, if not, in the False column. Do not think over the answer for a long time. If you can't decide whether what is said in the sentence is true or false, choose what happens, as you think, more often. You cannot give two answers to one sentence at once (that is, underline both options). Do not skip offers, answer everything in a row.

Sample form .

Surname____________________________

Name_________________________________

Class________________________________

You never brag.

You are afraid that something might happen to you.

It's hard for you to sleep at night.

You worry a lot about grades.

You are never late.

You often feel insecure about yourself.

You always speak the truth.

You feel like no one understands you.

You are afraid that they will tell you: “You are doing everything badly.”

You are afraid of the dark.

You find it difficult to concentrate on your studies.

Sometimes you get angry.

Your stomach often hurts.

You get scared when you're alone in a dark room before going to bed.

You often do things that shouldn't be done.

You often have a headache.

You're worried that something will happen to your parents.

You sometimes don't keep your promises.

You are often tired.

You are often rude to parents and other adults.

You often have nightmares.

You feel like the other guys are laughing at you.

Sometimes you lie.

You are afraid that something bad will happen to you.

Key to the test

The key to the subscale "social desirability » (CMAS item numbers)

Answer "Correct": 5, 17, 21, 30, 34, 36.

Answer "False": 10, 41, 47, 49, 52.

The critical value for this subscale is 9. This and a higher result indicates that the answers of the subject may be unreliable, may be distorted under the influence of the factor of social desirability.

Key to subscaleanxiety

True Answers: 1, 2, 3, 4, 6, 7, 8, 9, 11, 12, 13, 14, 15, 16, 18, 19, 20, 22, 23, 24, 25, 26, 27 , 28, 29, 31, 32, 33, 35, 37, 38, 39, 40, 42, 43, 44, 45, 46, 48, 50, 51, 53.

The resulting score represents the primary, or "raw", score.

Processing and interpretation of test results

preliminary stage

1 . Look through the forms and select those on which all answers are the same (only “true” or only “false”). As already noted, in CMAS, the diagnosis of all symptoms of anxiety implies only an affirmative answer (“true”), which creates difficulties in processing due to the possible mixing of indicators of anxiety and a tendency to stereotypy, which occurs in younger students. To check, you should use the "social desirability" control scale, which assumes both answers. If a left-sided (all answers are “true”) or right-sided (all answers are “wrong”) tendencies are detected, the result should be considered as doubtful. It should be carefully monitored by independent methods.

2 . Pay attention to the presence of errors in filling out the forms: double answers (i.e., underlining both “true” and “false” at the same time), omissions, corrections, comments, etc. In cases where the subject has erroneously filled out no more three points of the anxiety subscale (regardless of the nature of the error), its data can be processed on a general basis. If there are more errors, then processing is inappropriate. Special attention should be paid to children who miss or double answer five or more CMAS items. In a significant part of cases, this indicates the difficulty of choosing, difficulties in making a decision, an attempt to avoid an answer, that is, it is an indicator of hidden anxiety.

main stage

1 . Data are calculated on the control scale - the subscale of "social desirability".

2 . Anxiety subscale scores are calculated.

3 . The initial assessment is converted into a scale. The standard ten (walls) is used as a scale score. To do this, the data of the subject are compared with the normative indicators of a group of children of the corresponding age and gender.

Anxiety. Table for converting "raw" points into walls

Note on the table of norms :

d - norms for girls,

m - norms for boys.

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

Characteristics of anxiety levels

Very high anxiety

Risk group

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

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

When you need to act fast:

A) easy to get started

B) acts with passion;

C) acts calmly, without unnecessary words;

D) acts insecurely, timidly;

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

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

B) is indignant that he is being reprimanded;

C) listens and reacts calmly;

D) is silent, but offended;

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

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

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

C) slowly, calmly, but surely;

D) with great excitement and doubt;

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

A) easily reacts to the situation;

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

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

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

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

A) quits, then again continues to solve;

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

B) calmly

D) shows confusion, uncertainty;

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

A) quickly agrees;

B) is indignant;

C) stays without saying a word;

D) shows confusion;

7. In an unfamiliar environment:

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

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

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

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

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

sample table,

Last name Student first name

№ evaluated trait

Processing and interpretation.

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

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

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

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

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

Table 1.

Anxiety level.

Type of

temperament.

Short.

Average.

High.

Sanguine.

3 students

1 student

---

Choleric.

---

3 students

---

Phlegmatic person.

6 students

5 students

---

Melancholic.

---

2 students

6 students

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

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

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

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

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

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

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

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

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

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

Conclusion.

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

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

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

List of literature:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

School anxiety is one of the typical problems faced by a school psychologist. It attracts special attention because it is the clearest sign of a child's maladaptation, negatively affecting all areas of his life: not only study, but also communication, including outside school, health and the general level of psychological well-being.

This problem is complicated by the fact that quite often in the practice of school life, children with severe anxiety are considered the most “convenient” for teachers and parents: they always prepare lessons, strive to fulfill all the requirements of teachers, and do not violate the rules of behavior at school. On the other hand, this is not the only form of manifestation of high school anxiety; often this is a problem of the most “difficult” children, who are rated by parents and teachers as “uncontrollable”, “inattentive”, “ill-mannered”, “arrogant”. Such a variety of manifestations of school anxiety is due to the heterogeneity of the causes leading to school maladaptation.

At the same time, despite the obvious differences in behavioral manifestations, they are based on a single syndrome - school anxiety, which is not always easy to recognize.

School anxiety begins to form in preschool age. It arises as a result of the child's encounter with the requirements of education and the seeming impossibility of meeting them. This leads to the fact that by the time the child enters school, he is already “prepared” for an alarming response to various aspects of school life.

Primary school age is considered emotionally rich. This is due to the fact that with school entry, the range of potentially disturbing events expands.

Since anxiety is an integral element of the adaptation process, first graders experience the most anxiety about school life, for whom school attendance is a fundamentally new form of life organization.

By the second grade, the child is fully oriented in the system of educational activities and school requirements. In general, by the second or third grade, anxiety is lower than in the first year of schooling. At the same time, personal development leads to the fact that the range of potential causes of school anxiety is expanding. These include:

school troubles (deuces, remarks, punishments);

domestic troubles (experiences of parents, punishments);

fear of physical violence (high school students can take away money, chewing gum);

unfavorable communication with peers ("teasing", "laughing").

In connection with the child's transition to schooling, the problem of the child's psychological adaptation to school arises as the problem of mastering a new social space for development and a new social position - the position of a schoolchild.

Primary schoolchildren have a discrepancy between the motives with which the child enters school and those that are needed for successful learning activities. This activity has not yet developed as an integrity and as something peculiar to the child.

Coming to school, the teacher for the first time acts for the child as the personification of the requirements and assessments of society. A lot of effort is spent by a junior student to teach himself to learn. For example, you need to remember the material and answer not when it “comes to mind”, but when asked. This presupposes volitional regulation of memory and develops it.

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

The basis of the internal conflict of the child may be an external conflict - between parents. However, mixing internal and external conflicts is completely unacceptable. Contradictions in the child's environment do not always become his internal contradictions. Not every child becomes anxious if his mother and grandmother do not like each other and bring him up differently. Only when the child takes both sides of the conflicting world to heart, when they become part of his emotional life, are all conditions created for the emergence of anxiety.

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

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

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

One of the most common causes of anxiety is excessive demands on the child, an inflexible, dogmatic system of education that does not take into account the child's own activity, his interests, abilities and inclinations. The most common system of education is "you must be an excellent student." Expressed manifestations of anxiety are observed in well-performing children, who are distinguished by conscientiousness, exactingness towards themselves, combined with an orientation towards grades, and not towards the process of cognition. It happens that parents focus on high, inaccessible achievements in sports, art, impose on him (if it is a boy) the image of a real man, a strong, courageous, dexterous, undefeated, inconsistency with which (and it is impossible to correspond to this image) hurts boyish selfishness. The same area includes the imposition of interests alien to the child (but highly valued by parents), such as tourism, swimming. None of these activities are bad in and of themselves. However, the choice of a hobby should belong to the child himself. The forced participation of the child in matters that are not of interest to the student puts him in a situation of inevitable failure.

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

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

The internal task facing an emotionally unstable child is to find an island of safety in the sea of anxiety and try to strengthen it as best as possible, close it from all sides from the raging waves of the surrounding world. At the initial stage, a feeling of fear is formed: the child is afraid to remain in the dark, or be late for school, or answer at the blackboard. Fear is the first derivative of anxiety. Its advantage is that it has a border, which means that there is always some free space outside these borders.

Anxious children are often characterized by low self-esteem, in connection with which they have an expectation of trouble from others. This is typical for those children whose parents set unbearable tasks for them, demanding this, which the children are not able to fulfill, and in case of failure, they are usually punished and humiliated.

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.

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

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

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

Anxious children have a serious, restrained expression, downcast eyes, sits neatly on a chair, tries not to make unnecessary movements, not to make noise, prefers not to attract the attention of others. Such children are called modest, shy.

Thus, the anxiety of younger schoolchildren can be caused both by external conflicts emanating from parents, and by internal ones - from the child himself. The behavior of anxious children is characterized by frequent manifestations of anxiety and anxiety, such children live in constant tension, all the time, feeling threatened, feeling that they can face failure at any moment.

Anxiety in children, being an individual psychological feature, is expressed in a tendency to excitement in a variety of situations. Children need to differentiate anxiety from anxiety. By itself, anxiety almost always manifests itself without significant reasons and does not depend on a particular situation. Anxiety is inherent in a child's personality in any kind of activity.

Anxiety is classified as an episodic manifestation of excitement and anxiety, and anxiety is a stable condition. For example, it happens that a child is worried when answering at the blackboard or before speaking at a holiday, but this anxiety is not always expressed, and sometimes in such situations he remains calm. This is a manifestation of anxiety. If the state of anxiety is repeated constantly in various situations (while answering at the blackboard, communicating with strangers), then this indicates the presence of anxiety.

When a baby is afraid of something specific, they talk about manifestation. For example, the fear of the dark.

Causes of anxiety in children

Anxiety in children is caused by the following reasons:

violations in the relationship between babies and adults;

improper upbringing of kids (parents often want and demand from the child what he cannot do: good grades, ideal behavior, leadership among children, winning competitions).

Exaggerated demands of parents to the offspring are often associated with personal dissatisfaction, as well as the desire to embody their own dreams in their child. Sometimes excessive demands are also associated with other reasons, for example, one of the parents is a leader in life and has achieved material well-being or a high position, and does not want to see a “loser” in his child, making excessive demands on him.

Often, parents themselves have increased anxiety and, by their behavior, set the baby up for anxiety. Often, parents, trying to protect their child from imaginary or all real threats, form in him a feeling of defenselessness and inferiority. All this does not affect the normal development of the baby and prevents him from fully opening up, causing anxiety and fear even in simple communication with adults and peers.

Anxiety in preschool children

It would seem, why should the kids worry? They have friends in the garden and in the yard, as well as loving parents.

Children's anxiety is a signal that something is going wrong in the life of a baby, and no matter how adults console themselves and justify this condition, this condition cannot be left unattended. Moreover, it does not matter at all to a daughter or son, since at preschool age anxiety can occur regardless of the gender of the baby.

The American psychologist K. Izard gives the following explanation of the terms "fear" and "anxiety": anxiety is a combination of some emotions, and one of the emotions is fear.

Able to develop in any age interval: for example, babies from 1 to 3 years old often have night terrors, most often in the 2nd year of life, fears of unexpected sounds, as well as fear of loneliness and fear of pain associated with fear medical workers.

From 3 to 5 years old, children notice massive fears of darkness, loneliness, and confined space. The fear of death becomes the main, usually, experience at 5-7 years.

How to relieve anxiety in a child? This question interests many concerned parents.

Removing anxiety in children - advice from a psychologist:

you need to get a pet: a hamster, a kitten, a puppy and entrust it to the child, but you should help the baby in caring for the pet. Joint care of the animal will help to create a trusting and partnership relationship between the baby and parents, which will help reduce the level of anxiety;

relaxing breathing exercises to relieve anxiety will be useful;

if, nevertheless, anxiety is stable and persists for no apparent reason, then you should seek help from a child psychologist to relieve this condition, since even minor child anxiety can later cause serious mental illness.

Anxiety in primary school children

The age from 7 to 11 is filled with fear of not living up to expectations of being a good child and being left without respect, understanding of adults. Each baby has certain fears, but if there are a lot of them, then they talk about manifestations of anxiety.

At the moment, there is no single point of view regarding the causes of the development of anxiety, but most scientists attribute the violation of parent-child relationships to one of the causes. Other researchers of this problem attribute the occurrence of anxiety to the presence of an internal conflict in a child, which is caused by:

conflicting demands made by adults, for example, parents do not let their child go to school because of poor health, and the teacher reprimands for the pass and puts a "deuce" in the journal in the presence of other peers;

inadequate requirements, often overestimated, for example, adults constantly tell their offspring that he should bring “five” and be an excellent student and cannot come to terms with the fact that he is not the best student in the class;

negative demands that humiliate the child's personality and put it in a dependent position, for example, the teacher says: "If you tell me which of the children behaved badly in my absence, then I will not tell my mother that you had a fight."

Psychologists believe that boys are the most anxious in preschool and primary school age, and girls become anxious after 12 years.

At the same time, girls are more worried about relationships with other people, while boys are more concerned about punishment and violence.

Girls, having done an “unseemly” act, are worried that the teacher or mother will think badly of them, and their girlfriends will stop playing with them. In the same situation, boys are more likely to be afraid that their adults will punish or beat them.

Anxiety in children of primary school age usually manifests itself 6 weeks after the start of the school year, so schoolchildren need 7-10 days of rest.

The anxiety of children of primary school age depends largely on the level of anxiety of adults. High anxiety of the parent or teacher is transmitted to the child. In families where friendly relations reign, children are less anxious than in those families where conflicts often arise.

Psychologists have discovered an interesting fact that after the divorce of parents, the level of anxiety in a child does not decrease, but increases.

Psychologists have found that children's anxiety increases if adults are not satisfied with their financial situation, their work, and living conditions. It is not ruled out that in our time it is for this reason that the number of disturbing children's personalities is growing.

Psychologists believe that learning anxiety is formed already in preschool age. Often this is facilitated by the authoritarian style of work of the educator, excessive demands, constant comparisons with other kids.

Often, in the presence of a future student, some families throughout the year talk about choosing a “promising” teacher and a “worthy” school. Often such concern of parents is transferred to offspring.

In addition, adults hire teachers for the baby, who spend hours doing tasks with them. How does the baby react to this?

The child’s body, which is not yet ready and not strong enough for intensive training, can not stand it and starts to get sick, and the desire to learn disappears and anxiety about the upcoming training increases rapidly.

Children's anxiety can be associated with mental disorders, as well as with neurosis. In these cases, the help of medical specialists is indispensable.

Diagnosis of anxiety in children

Anxious children are distinguished by excessive anxiety, often they are afraid not of the event, but of the very premonition of the event. Toddlers tend to feel helpless, they are afraid to play new games, start unfamiliar activities.

Restless kids have high demands, they are very self-critical. Their level is low, they think that they are worse than others in everything, that they are stupid, ugly, clumsy. Approvals and encouragement by adults in all matters will help relieve anxiety in such babies.

Anxious babies are also characterized by somatic problems: dizziness, abdominal pain, throat cramps, shortness of breath, headaches. During the onset of anxiety, children often experience a lump in the throat, dry mouth, weakness in the legs, and a rapid heartbeat.

An experienced educator, psychologist, teacher can identify an anxious person by observing the child on different days of the week, as well as during free activities and training, in communication with other peers.

The portrait of an anxious child includes the following signs in behavior:

intense peering into everything that is around;

timid, silent behavior, awkward sitting on the edge of the nearest chair.

It is more difficult for a psychologist to work with anxious personalities than with other categories of “problem” children, since this category keeps its problems to itself.

To understand the baby, as well as to find out what exactly he is afraid of, it is necessary for parents, educators, teachers to fill out a questionnaire form. The situation regarding disturbing children's personalities will be clarified by the answers of adults, and observations of the behavior of the baby will refute or confirm the assumption.

There are the following criteria for determining increased anxiety:

muscle tension;

constant anxiety;

sleep disorders;

the impossibility and difficulty of concentrating on something;

irritability.

The baby is classified as anxious if there is always one of the listed signs.

Anxiety test for children

Lavrentyeva G.P., Titarenko T.M., proposed the following questionnaire to identify a child's anxious personality

So, the signs of anxiety:

1. The kid is not able to work for a long time, gets tired quickly

2. Difficulty focusing on specific things

3. Anxiety causes any task

4. During the execution of tasks, the child is constrained and tense.

5. Often embarrassed

6. Says he's stressed

7. Blushing in a new environment

8. Complains about nightmares

9. Hands are often damp and cold

10. Often there is a disorder of the stool

11. Sweats when excited

12. Has a poor appetite

13. Sleeps restlessly and falls asleep for a long time

14. Shy, afraid of everything

15. Easily upset, restless

16. Often does not hold back tears

17. Can't stand waiting

18. New business is not encouraging

19. Always not confident in his abilities and himself

20. Afraid of difficulties

The processing of test data is carried out as follows: for each affirmative answer, a plus is added, and to get a total score, the number of “pluses” is summed up.

A high level of anxiety is indicated by the presence of 15 to 20 points.

The average level of anxiety is indicated by the presence of scores from 7 to 14.

A low level of anxiety is indicated by the presence of scores from 1 to 6. In a preschool institution, children often have a fear of separation from their parents. It should be remembered that at the age of two or three years this trait is acceptable and understandable, however, if a baby in the preparatory group often cries when parting, without taking his eyes off the window and waiting every second for his parents, then special attention must be paid to this.

The following criteria determine the presence of separation anxiety, which were presented by P. Baker and M. Alvord.

Criteria for identifying separation anxiety:

1. Sadness at parting, recurrent severe disorder

2. Worry about what might be bad for an adult

3. Constant worry about separation from family

4. Persistent refusal to go to preschool

5. Fear of being and being alone

6. Irresistible fear of falling asleep alone

7. Nightmares in which the baby is separated from his family

8. Complaints of malaise: abdominal pain, headache

Often, babies suffering from separation anxiety actually become ill if they constantly think about disturbing moments.

If three traits have been shown for four weeks, then it is assumed that the crumbs really have this kind of anxiety and fear.

Prevention and correction of anxiety in children

Most parents themselves do not notice that anxious children have become so due to their own inappropriate behavior. Having learned about the appearance of fears, parents either persuade the baby to calm down, or make fun of his problem. Such incorrect behavior will only contribute to increased fears and anxiety, and all shouting, remarks, pulling will cause not only anxiety, but also aggression in the baby. For this reason, it is necessary to reduce the number of comments addressed to the baby and only talk calmly with him. You can’t threaten, you should learn to negotiate before expressing your dissatisfaction and considering every word intended for the offspring.

If an adult dreams of a child growing up as a balanced and healthy person, then in the family, first of all, there should be only a favorable psychological climate that contributes to the harmonious development of the individual. At the same time, if the baby trusts adults and talks about his experiences, then the level of anxiety will automatically decrease.

Prevention of anxiety in children includes a discussion of all the problems of the baby, communication with him, the implementation of all joint holidays, walks, outdoor recreation. Only a relaxed atmosphere will bring adults and kids together, which will make you feel free.

Working with an anxious child is fraught with difficulties of a certain plan and, as a rule, takes a long time.

teaching the child to manage himself in situations of concern to him;

relieving muscle tension.

Improving self-esteem involves doing daily focused work. The child must be addressed by name, praised even for minor successes, noted in the presence of other peers. Praise must be sincere and the child must know why he was praised.

Learning to manage one's behavior involves discussing the problem together. In kindergarten, this can be done by sitting in a circle, talking with children about experiences and feelings in exciting situations. And at school, using examples of literary works, it is necessary to show children that a brave person is considered not the one who is not afraid of anything, but the one who knows how to overcome his fear. It is advisable that all children say out loud what they are afraid of. Children should be invited to draw their fears, and then talk about them. These kinds of conversations help to realize that most peers also have problems similar to those that are not unique to them.

Methods for correcting anxiety in children include avoiding comparisons with other children, for example, academic success, sports achievements. The best option would be to compare the child's achievements with his personal results achieved, for example, a week ago.

If anxiety occurs in a child when performing educational tasks, then it is not recommended to carry out work at speed. Such children must be interviewed in the middle of the lesson, you can not rush or adjust.

You should first communicate with an anxious child by making eye contact with him or by leaning towards him, or by raising the child to the level of an adult's eyes.

Correction of anxiety in children includes writing stories and fairy tales together with an adult. Even if the child attributes anxiety not to himself, but to his hero, this can allow you to remove the inner experience and calm the baby.

In everyday work with an anxious child, it is useful to use role-playing games. For the plot, you can use the familiar situations “I'm afraid of the teacher”, “I'm afraid of the teacher”.

Removing muscle tension can be done using games based on the exchange of touch. Relaxation exercises, yoga, deep breathing techniques, massage will be useful.

It is possible to relieve excessive anxiety in a child by arranging an impromptu show or a masquerade for him. For this, old adult clothes and manufactured masks are suitable. Participating in an impromptu performance for anxious children can help them relax.