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

Anxiety is referred to as an episodic manifestation of anxiety and anxiety, and anxiety is a stable state. For example, it happens that a child is worried when answering at the blackboard or before speaking at a party, 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, fear of the dark.

Causes of anxiety in children

Anxiety in children is caused by the following reasons:

violations in the relationship between toddlers 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, victory in competitions).

Excessive requirements of parents for their offspring are often associated with personal dissatisfaction, as well as the desire to realize their own dreams in their child. Sometimes excessive demands are 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, the 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 babies worry? They have friends in the garden and backyard, as well as loving parents.

Childhood anxiety is a signal that something is going wrong in the baby's life and no matter how adults comfort themselves and justify this condition, it is impossible to ignore it. Moreover, it does not matter at all about a daughter or a son, since in preschool age, anxiety can arise regardless of the gender of the baby.

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

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

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

How to relieve anxiety in a child? This question is of interest to many concerned parents.

Removing anxiety in children - advice from a psychologist:

it is necessary to have a pet: a hamster, a kitten, a puppy and entrust it to the child, however, you should help the baby in caring for the pet. Taking care of the animal together will help create trust and partnership between the baby and the parents, which will help reduce the level of anxiety;

relaxation breathing exercises to relieve anxiety will be helpful;

if, nevertheless, the anxiety is persistent 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 subsequently cause serious mental illness.

Anxiety in primary school children

The age from 7 to 11 years old is filled with fear of not living up to expectations of being a good child and being left without respect and 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 child-parent relations to one of the reasons. Other researchers of this problem attribute the occurrence of anxiety to the presence of an internal conflict in a child, which is caused by:

contradictory requirements imposed by adults, for example, parents, because of poor health, do not let the child go to school, and the teacher scolds him for a pass and puts a "bad" in the magazine in the presence of other peers;

inadequate requirements, often overestimated, for example, adults constantly repeat to their offspring that he should bring "A" and be an excellent student and cannot accept 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 who led the children badly in my absence, then I will not tell my mother that you had a fight."

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

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

Girls, having made an "unseemly" act, worry that the teacher or mother will think badly of them, and the girlfriends will stop playing with them. In the same situation, boys are more likely to fear 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 a parent or teacher is transmitted to the child. In families with good will, children are less anxious than in families where conflicts often arise.

Psychologists have discovered an interesting fact that after the parents divorce, the level of anxiety in the 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 excluded that in our time it is for this reason that the number of anxious 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 the teacher's work, exaggerated requirements, and constant comparisons with other kids.

Often, in the presence of a future student in some families, throughout the year there is talk about the choice of a “promising” teacher and a “decent” school. Often this parental concern is passed on to their offspring.

In addition, adults hire teachers for the toddler who spend hours on assignments. How does the baby react to this?

The child's body, which is not yet ready and not yet strong for intensive learning, does not stand up and begins to hurt, and the desire to learn disappears and anxiety about the upcoming learning rapidly increases.

Childhood anxiety can be associated with mental disorders, as well as neurosis. In these cases, you cannot do without the help of medical specialists.

Diagnostics of anxiety in children

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

Restless babies 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. To relieve anxiety in such babies, approval and encouragement from adults in all matters will help.

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

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

A portrait of an anxious child includes the following behavioral traits:

intense gazing at everything that is around;

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

The following criteria are distinguished for determining increased anxiety:

muscle tension;

constant worry;

sleep disorders;

the impossibility and difficulty of concentrating on something;

irritability.

A kid is referred to as anxious if there is always one of the listed signs.

Anxiety test for children

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

So, the signs of anxiety:

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

2. Difficulty concentrating on specific things

3. Anxiety is caused by any task

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

5. Often embarrassed

6. Says he's tense

7. Blushes in a new environment

8. Complains about nightmares

9. Hands are often wet and cold

10. Stool disorder is common.

11. Sweats with excitement

12. Has a poor appetite

13. Sleeps restlessly and falls asleep for a long time

14. Shy, afraid of everything

15. Easy to get upset, restless

16. Often does not hold back tears

17. Can't stand waiting

18. New things don't make you happy

19. Always not confident in my abilities and myself

20. Afraid of difficulties

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

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

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

A low level of anxiety is evidenced by the presence of points from 1 to 6. In preschool, 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 permissible 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 should be paid to this.

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

Criteria for identifying fear of separation:

1. Sadness at separation, recurring severe upset

2. Anxiety about what may 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. Overwhelming fear of falling asleep alone

7. Nightmares in which the baby is separated from family

8. Complaints of malaise: abdominal pain, headache

Often times, toddlers with a fear of separation actually get sick if they constantly think about disturbing moments.

If three traits appeared over the course of four weeks, then it is assumed that the crumbs really have this type of anxiety and fear.

Prevention and correction of anxiety in children

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

If an adult dreams that a child would grow up as a balanced and healthy person, then in the family, first of all, there should be only a favorable psychological climate conducive to the harmonious development of the personality. Moreover, if the crumb trusts the adults and talks about their experiences, then the level of anxiety will decrease automatically.

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 brings adults and kids together, which will make them 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 that excite him;

removal of muscle tension.

Improving self-esteem involves doing purposeful daily work. The child must be addressed by name, praise even for minor successes, celebrate them in the presence of other peers. The praise should be sincere and the child should know exactly what he or she was praised for.

Learning to manage your behavior involves discussing the problem together. In kindergarten, this can be done while 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 courageous person is not considered to be the one who is not afraid of anything, but the one who knows how to overcome his fear. It is advisable for all children to speak out loud about what they are afraid of. Children should be encouraged to draw their fears and then talk about them. This kind of conversation helps 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 performance, athletic performance. The best option would be to compare the child's achievements with his personal results achieved, for example, a week ago.

If a child's anxiety arises while completing educational tasks, then it is not recommended to carry out work at speed. Such children should be interviewed in the middle of the lesson, they should not be rushed or rushed.

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

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

Role-playing is helpful in everyday work with an anxious child. For the plot, you can use the familiar situations "I'm afraid of the teacher", "I'm afraid of the teacher."

Muscle tension can be relieved by using games based on the exchange of touch. Relaxation exercises, yoga classes, deep breathing techniques, and massage will be useful.

It is possible to relieve excessive anxiety in a child by arranging an impromptu show or masquerade for him. Old adult clothes and made masks are suitable for this. Taking part in an impromptu performance can help anxious children relax.

Annotation. The article is devoted to the study of the problem of anxiety in primary school age; shown, thatanxiety as a personality trait determines the behavior of a younger student; presents the results of a study of the level of anxiety in children of primary school age.
Keywords: anxiety, anxiety, anxiety, fear, younger students.

Among the most pressing problems that investigate the practical activity of a person, a special place is occupied by problems associated with mental states. Among a number of different mental states that are the subject of scientific research, the greatest attention is paid to the state designated in English by the term "anxiety", which is translated into Russian as "anxiety", "anxiety".

Most researchers of anxiety agree that he was the first to single out and accentuate the state of anxiety, anxiety, as a psychological problem, both scientifically and clinically, was Z. Freud. He described this state as emotional, including the experience of expectation and uncertainty, a feeling of helplessness.

Anxiety is one of the most difficult and pressing problems of modern psychological science.

Currently, a large number of works are devoted to the study of anxiety (Dolgova V.I., Kapitanets E.G.; Prikhozhan A.M.; Miklyaeva A.V., Rumyantseva P.V.). For a sufficiently complete analysis of them, it is necessary to clarify some theoretical and methodological provisions. First of all, a clear conceptual distinction between the concepts of anxiety as a state and anxiety as a personality trait is important. Most often, the term "anxiety" is used to describe a negative mental state or internal condition, which is characterized by subjective feelings of tension, anxiety, gloomy forebodings. This state occurs when an individual perceives certain stimuli or a situation as directly or potentially carrying elements of threat, danger, harm (Prikhozhan A.M.).

The ambiguity in understanding anxiety as a mental phenomenon stems from the fact that the term "anxiety" is used in different meanings. The difficulty in reaching agreement on the definition of this concept is seen in the fact that researchers of anxiety often use different terminology in their works. The main reason for the ambiguity and ambiguity in the concepts of anxiety is that the term is used, as a rule, to refer to, albeit interrelated, but still different concepts. Orderliness in this issue is introduced by highlighting independent semantic units: anxiety, unmotivated anxiety and personal anxiety.

Some authors describe unmotivated anxiety, characterized by unreasonable expectations of trouble, a premonition of trouble, possible loss, unmotivated anxiety can be a sign of a mental disorder.

The term "personal anxiety" is used to refer to relatively persistent individual differences in an individual's tendency to experience anxiety. In this case, anxiety means a personality trait. The constant experience of anxiety is fixed and becomes a personality trait - anxiety.

Anxiety as a personality trait largely determines the behavior of the child. A certain level of anxiety is a natural and obligatory feature of an active active personality. However, an increased level of anxiety is a subjective manifestation of an individual's dysfunction.

Anxiety as a personality trait means a behavioral disposition, which implies the readiness of an individual to perceive a range of phenomena and objectively safe circumstances as containing a threat. In general, anxiety is an indicator of the dysfunction of personal development and has a negative effect on it (Dolgova V.I., Latyushin Ya.V., For exampleov A.A.).

Researchers of this problem also raise the question of the time of development of anxiety. A number of authors believe that anxiety arises already in early childhood. up to a year, when the anxiety experienced by normally developing children can be a prerequisite for the subsequent development of anxiety. The anxieties and fears of adults around the child, traumatic life experience, are reflected in the child. Anxiety develops into anxiety, thereby turning into a stable character trait, but this does not happen until the older preschool age. And by the age of 7, we can already talk about the development of anxiety as a personality trait, a certain emotional mood with a predominance of feelings of anxiety and fear of doing something wrong, or wrong.

A.V. Miklyaeva, P.V. Rumyantseva calls adolescence the time of formation of anxiety as a stable personal education.

Preschool childhood is one of the most important stages of a child's mental development - the age of initial personality formation. Violation of the mechanisms of the psychological structure of the development of a preschooler can decisively affect the entire further course of his development. First of all, at the next stage of a child's life - at primary school age. Achievements of this age are due to the leading nature of educational activity, which in many respects is decisive for the subsequent years of study.

Thus, the anxiety of younger schoolchildren begins to form even in preschool age. And by adolescence, anxiety may already be an established personality trait (Martyanova G.Yu.).

The beginning of systematic schooling, that is, primary school age, is one of the periods when there is a significant increase in the number of anxious children (L.M. Kostina).

The school systematically introduces the child to knowledge, forms hard work. The main danger that lies in wait for the child at this stage is the feeling of inadequacy and inferiority. In this case, the child experiences despair from his ineptitude and sees himself doomed to mediocrity or inadequacy. At the moment, when a child develops a feeling of non-compliance with the school's requirements, the family again becomes a refuge for him (Dolgova V.I., Arkaeva N.I., Kapitanets E.G.).

In the late 80s and early 90s of the XX century, researchers of the problem of anxiety in schoolchildren noted that less than 50% of students exhibiting persistent school anxiety (Sorokina V.V.). At the end of the first decade of the 21st century, it was revealed that already more than 50% of primary school students have an increased and high level of school anxiety (Mekeshkin E.A.).

One of the factors influencing the onset of anxiety in children is parental relationships. In a number of works, in the first place in determining the causes of anxiety in children, the authors put the wrong upbringing and unfavorable relations between the child and the parents, especially with the mother.

The mother's rejection of her child causes him anxiety due to the inability to satisfy the need for love, affection and protection. Upbringing by the type of hyperprotection (excessive care, petty control, a large number of restrictions and prohibitions, constant twitching) also has a high probability of anxiety in a child.

Upbringing based on exaggerated demands, with which the child is unable to cope or cope with labor, is also one of the causes of anxiety.

Often, parents cultivate "correct" behavior - a strict system of norms and rules, deviation from which entails punishment. In this case, the child's anxiety is generated by the fear of deviating from the norms and rules established by adults.

Cruel upbringing leads to the characterological development of the inhibitory type with fearfulness, timidity and simultaneous selective dominance; pendulum upbringing (we will forbid it today, we will allow it tomorrow) - to pronounced affective states in children, neurasthenia; guardianship education leads to a feeling of dependence and the creation of low volitional potential; insufficient education - to difficulties in social adaptation.

The problem of ensuring emotional well-being is relevant in working with children of any age period and, especially with students of primary school age, whose emotional sphere is most susceptible and vulnerable. This is due to the need for the child to adapt to changes in social and social conditions of life.

Unfortunately, despite the large number of works we have noted on the problem under consideration, not enough attention is paid to the study of anxiety in primary school age.

So, since researchers are unanimous in assessing the negative impact of a high level of anxiety in children, noting an increase in the number of anxious children characterized by increased anxiety, insecurity, emotional instability, the problem of children's anxiety, at the present stage, is especially relevant.

The research was carried out in 4 "B" class of MBOU OOSH №110 of the city of Chelyabinsk. There are 12 people in the class.

In the course of carrying out the methodology "Phillips school anxiety test", the results presented in Figure 1 were obtained.

Rice. 1. Results according to the methodology "Phillips School Anxiety Test"

As can be seen from Table 1 and Figure 1, the predominant part of the subjects of the experimental group has a high 17% - 2 people and three times more increased anxiety level - 6 people.

In the course of the methodology "Non-existent animal" M.3. Drukarevich, it was found that 50% of the subjects of the experimental group are characterized by the location of a large drawing in the center, with large eyes, 30% of the drawings are small. 60% of the drawings of the subjects of the experimental group have a large number of angles, including direct symbols of aggression - claws, teeth. A mouth with teeth - verbal aggression, in most cases - defensive (snaps, bully, rude in response to a negative appeal to him, condemnation, censure). In combination with other features, this speaks of protection from others, aggressive or with fear and anxiety. These characteristics of the picture indicate the presence of anxiety in the subjects.

The results of the ascertaining stage of the study showed that in the experimental group, most of the subjects have an increased level of anxiety, and only 33% have a low level of anxiety.

The results of an empirical study of anxiety in younger schoolchildren indicate a high need for corrective work with children and with parents to prevent the development of anxiety in schoolchildren (Dolgova V.I., Rokitskaya Yu.A., Merkulova N.A.).

Conclusions: anxiety is an individual psychological feature consisting in an increased tendency to experience anxiety in various life situations, including those whose objective characteristics do not predispose to this.

It is necessary to distinguish between anxiety as a state and anxiety as a personality trait. Anxiety is a reaction to an impending danger, real or imagined, an emotional state of diffuse objectless fear, characterized by an indefinite sense of threat (as opposed to fear, which is a reaction to a very definite danger).

Anxiety manifests itself in the psychological, psychophysiological sphere. The causes of anxiety can be at the psychological and psychophysiological level.

Dolgova V.I., Kapitanets E.G. Correction and development of attention of primary schoolchildren with intellectual disabilities - Chelyabinsk: ATOKSO, 2010 - 117 p.
Prikhozhan A.M. The Psychology of Anxiety: Preschool and School Age, 2nd ed. - SPb .: Peter, 2009 .-- 192 p.
Miklyaeva A.V., Rumyantseva P.V. School anxiety: diagnosis, prevention, correction. - SPb .: Rech, 2007 .-- 248 p.
Prikhozhan A.M. Anxiety in children and adolescents: psychological nature and age dynamics. - M .: Moscow Psychological and Social Institute: Voronezh: MODEK, 2000. - 303 p.
Dolgova V.I., Latyushin Ya.V., For exampleov A.A. Formation of emotional stability of the personality: monograph. - SPb .: RGPU im. A.I. Herzen, 2002 .-- 167 p. 1.
Martyanova G.Yu. Psychological correction in childhood - M .: Classics Style, 2007. - 160 p.
L.M. Kostina Adaptation of first-graders to school by reducing the level of their anxiety // Questions of psychology. - 2004. - No. 1. - S. 133 - 140
Dolgova V.I., Arkaeva N.I., Kapitanets E.G. Innovative psychological and pedagogical technologies in primary school / monograph. - M .: Publishing house Pero, 2015 .-- 200 p.
Sorokina V.V. Negative experiences of children in primary school // Questions of psychology. - 2004. - No. 2. - P.40 - 48.
Mekeshkin E.A. Features of adaptation to mental stress of primary school students with different levels of school anxiety: Dis. Cand. biol. sciences. - Chelyabinsk. - 2010 .-- 132 p.
Dolgova V.I., Rokitskaya Yu.A., Merkulova N.A. Parents' readiness to raise children in a foster family - Moscow: Pero Publishing House, 2015 .-- 180 p.

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Introduction

Anxiety is one of the most common mental development phenomena encountered in school practice. In recent years, considerable attention has been paid to this problem, since the success of a student's education at school, the features of his relationship with peers, and the effectiveness of adaptation to new conditions depend on the degree of manifestation of anxiety. Many outstanding 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.

In numerous studies devoted to the problem of learning anxiety, the causes of its occurrence, as well as ways of preventing and correcting it, have been considered. Despite the fact that in psychology a significant number of works are devoted to anxiety, this problem does not lose its relevance, since anxiety is a serious risk factor for the development of psychosomatic deviations, it often causes stressful conditions.

Anxiety can 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 communicating 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 her interaction with others and her attitude towards herself. Anxiety, according to G. Parens, is the feeling of a child's helplessness in front of some phenomenon, which he perceives as dangerous. In our case, this is the situation of schooling and family relationships. The negative function of anxiety in this case will have a diffuse, permanent character traumatizing 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, the anxiety state is a necessary component for successful learning: when completing a task, the child worries 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 child's personal qualities: he is worried about what assessment he will receive from others, the desire for leadership is also accompanied by a certain anxiety, which will ensure the achievement of the goal.

The child's adaptation 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, insecurity, 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, educational neuroses, a decrease in self-esteem, and 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 the methods of psychological and pedagogical correction.

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

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, conceptual approaches, principles developed in psychology and correctional psychology appeared 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 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 the consideration of the characteristics of children of primary school age.

Scientific novelty and theoretical significance of the research. A comprehensive approach has been developed, focused on the formation of an adequate level of anxiety in primary schoolchildren. Based on the study of students, data were obtained on the change 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, revealing the features of manifestation of anxiety in children of primary school age, are systematized.

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

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, you can find different definitions of the concept of anxiety, although most researchers agree on the recognition of the need to consider it differentially - as a situational phenomenon and as a personal characteristic, taking into account the transitional state and its dynamics.

So, A.M. The parishioner points out that anxiety is "an experience of emotional discomfort associated with the expectation of trouble, with a presentiment of impending danger."

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

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

According to A.V. Petrovsky: “Anxiety is the tendency of an individual to experience anxiety, characterized by a low threshold of anxiety reaction; one of the main parameters of individual differences. Anxiety is usually heightened in neuropsychic and severe somatic diseases, as well as in healthy people experiencing the consequences of psychotrauma, in many groups of people with deviating subjective manifestations of personal dysfunction ”.

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

G.G. Arakelov, N.E. Lysenko, E.E. Schott, in turn, note that anxiety is a polysemantic psychological term that describes both a certain state of individuals at a limited 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 statement that increased anxiety arises and is realized as a result of a complex interaction of cognitive, affective and behavioral reactions provoked when a person is exposed to various stresses.

T.V. Dragunova, L.S. Slavina, E.S. Maxlack, M.S. Neimark show that affect becomes an obstacle to the correct formation of personality, therefore 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 capabilities into line, or to help him raise his real capabilities to the level of self-esteem, or to lower self-esteem. But the most realistic way is to switch the child's interests and aspirations to the area where the child can succeed and assert himself.

Thus, a study by Slavina, dedicated 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 of 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 “await release” and dominate a person all his life.

These studies can be viewed 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 activities and communication. In other words, this is a social phenomenon, not a biological one.

The problem of anxiety has another aspect - psychophysiological.

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

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

So, V.V. Suvorova studied stress received in the laboratory. She defines stress as a condition that occurs in extreme conditions, 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 in stress and in frustration, the authors note the subject's emotional distress, which is expressed in anxiety, anxiety, confusion, fear, uncertainty. But this anxiety is always justified, associated with real difficulties. So I.V. Imedadze directly connects the state of anxiety with a presentiment of frustration. In her opinion, anxiety arises when anticipating a situation containing the danger of frustration of an actualized need.

Thus, stress and frustration, by any means, includes anxiety.

We find an approach to explaining the tendency to anxiety from the point of view of the physiological characteristics of the properties of the nervous system in Russian psychologists. So, in the laboratory of Pavlov I.P., 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 susceptible to breakdowns.

B.M. Teplova also indicate the connection between the state of anxiety and the strength of the nervous system. The assumptions expressed by him about the inverse correlation of the strength and sensitivity of the nervous system, found experimental confirmation in the studies of V.D. Nebylitsin.

He makes the assumption about 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. Test of anxiety V.V. Belous performed in two ways - physiological and psychological.

Of particular interest is the study of V.A. Bakeev, conducted under the leadership 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. Whitebeard.

The understanding of anxiety was introduced into psychology by psychoanalysts and psychiatrists. Many representatives of psychoanalysis considered anxiety as an innate personality trait, as a state 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 collision of biological drives with social inhibitions gives rise to neuroses and anxiety. Initial 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 drives. The drama of the mental life of an individual 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 to other life goals: production and creative. Successful sublimation frees a person from anxiety.

In individual psychology A. Adler offers a new view of 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, which the individual, due to any individual characteristics or social conditions, could not achieve, that is, it is clearly visible that the neurosis is based on situations in which a person, due to certain circumstances, in one way or another, experiences a feeling of anxiety.

A feeling of inferiority can arise from a subjective feeling of physical weakness or any deficiencies in the body, or from those mental properties and personality traits 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, inability to do something gives a person certain suffering, and he tries to get rid of it either by compensation, or by capitulation, giving up 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 at 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 years, a child may have a feeling of failure, inability, 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 the neo-Freudians and, above all, among K. Horney.

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

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

A neurotic need for affection and approval, a desire to please others, to be pleasant.

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

A neurotic need to limit one's life to narrow limits, to remain unnoticed.

The neurotic need for power over others through the mind, foresight.

The neurotic need to exploit others, to get the best from them.

The need for social recognition or prestige.

The need for personal adoration. An overblown image of yourself.

Neurotic claims for personal achievement, the need to surpass 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 views the body as an energetic system of tension that can fluctuate between certain limits - a state of rest, relaxation and the highest degree of tension. The sources of tension are the needs of the body and anxiety. Anxiety is triggered by real or perceived 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 the feeling 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 to get 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 rid the individual of it. On the contrary, the feeling of isolation intensifies, for the loss of one's “I” is the most painful condition. The 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 the reaction of fear, and fear is an innate reaction to certain situations associated with the preservation of the integrity of the organism.

The authors make no distinction between worry and anxiety. Both appear as an expectation of trouble, which will one day cause fear in the child. Anxiety or worry is the expectation of what might trigger fear. With anxiety, the child can avoid fear.

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

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

Anxiety over the loss of love.

Anxiety can be caused by feelings of guilt, which usually does not appear until the age of 4. In older children, the feeling of guilt is characterized by feelings of self-humiliation, self-annoyance, feeling of oneself as unworthy.

Anxiety due to inability to master the environment. It happens if a person feels that he cannot cope with the problems that the environment puts forward. Anxiety is associated with feelings of inferiority, but 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 strong need. There is no complete independence between situations that cause frustration and those that lead to anxiety, and the authors do not clearly distinguish between these concepts.

Anxiety is inherent in every person to one degree or another. Minor anxiety acts as a mobilizer to achieve a goal. Severe feelings 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 event of anxiety, great importance is attached to family education, the role of the mother, and the relationship between the child and the mother. The period of childhood is predetermining the subsequent development of the personality.

Thus, Masser, Korner and Kagan, on the one hand, consider anxiety as an innate reaction to the danger inherent in each person, on the other hand, they put the degree of a person's anxiety in dependence on the degree of intensity of the circumstances that cause anxiety that a person faces when interacting with the environment.

K. Rogers considers the 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. Assessments 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 developed them himself.

1.2 Anxiety in primary school age

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 its main properties and personal qualities are formed during this period of life, and all of its subsequent development largely depends on how they are laid down.

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

The expectation of impending danger is combined with a feeling of uncertainty: the child, as a rule, is not able to explain what, in essence, he is afraid of. Unlike the similar emotion of fear, anxiety has no specific source. It is diffuse and behavioral can manifest itself in a general disorganization of activity, disrupting its focus and productivity.

Two large groups of signs of anxiety can be distinguished: first, physiological signs occurring at the level of somatic symptoms and sensations; the second - the reactions taking place in the mental sphere. The difficulty of describing these manifestations lies in the fact that all of them individually and even in a certain aggregate 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 hurts himself.

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

Anxiety, as a stable state, interferes with the clarity of thought, the effectiveness of communication, enterprise, creates difficulties when meeting new people. In general, anxiety is a subjective indicator of an individual's distress. 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 an anxious-neurotic type of personality development, it is necessary to help children find effective ways with which they could learn to cope with anxiety, insecurity and other manifestations of emotional instability.

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

A child, experiencing a hostile and indifferent attitude of others, seized by anxiety, develops his own system of behavior and attitude towards other people. He becomes angry, aggressive, withdrawn, or tries to gain power over others in order to compensate for the lack of love. However, such behavior does not lead to success; on the contrary, it further exacerbates the conflict and increases helplessness and fear.

The transformation of anxiety from mother to baby 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, in an infant, the need for the tenderness of the mother, in childhood - the need for an adult who could be an accomplice in his games, in adolescence - the need for communication with peers, in adolescence - the need for love. The subject has a constant urge to communicate with people and a need for interpersonal reliability. If a child meets 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, anticipating failure, and shows disobedience. This phenomenon Sullivan calls "hostile transformation", its source is anxiety caused by poor communication.

Each developmental period has its own predominant sources of anxiety. Thus, for a two-year-old child, the source of anxiety is separation from the mother, for six-year-old children, the lack of adequate patterns of identification with their parents. In adolescence - the fear of being rejected by peers. Anxiety pushes the child into behaviors that can relieve him of trouble and fear.

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

The object's sensitivity 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 real or imagined inability to cope with the situation, on the importance that he himself attaches to what happened.

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

The state of anxiety can be completely removed only by eliminating all the difficulties of cognition, which is unrealistic and unnecessary.

Destructive anxiety causes a state of panic, despondency. The child begins to doubt his abilities and strengths. But anxiety disorganizes not only educational activity, it begins to destroy personality 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, most of the obvious violations that impede the normal course of education and upbringing are basically related to the child's anxiety.

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

Boys are considered to be more anxious than girls in preschool and primary school ages. They are more likely to have tics, stuttering, enuresis. At this age, they are more sensitive to the action of unfavorable psychological factors, which facilitates the formation of various types of neuroses.

It turned out that the content of girls 'anxiety differs from boys' anxiety, and the older the children, the more significant 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 boys the most can be summed up in one word: violence. Boys are afraid of physical injury, accidents, and punishment from 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 his connection with the surrounding reality, the peculiarities 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 changes fundamentally. The nature of anxious experiences changes. 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 peak by the age of 20, and gradually decreasing by the age of 30.

The older the child becomes, the more specific, more realistic his anxiety. If young children are worried about supernatural monsters that break through to them through the threshold of the subconscious, then adolescents are worried about the situation associated with violence, expectation, ridicule.

The cause of anxiety is always the child's internal conflict, his disagreement with himself, the inconsistency of his aspirations, when one of his strong desires contradicts another, one need interferes with the other. The most common reasons for 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; incompatibility of different systems of requirements for a child, when, for example, what parents allow and encourage is not approved at school, and vice versa; contradictions between exaggerated claims, often instilled by parents, on the one hand, and the child's real capabilities, on the other, failure to satisfy 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, emanating from different sources;

inadequate requirements, inconsistent with 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 solid guidelines in life, uncertainty in the world around.

Anxiety does not always appear in an explicit form, since it is a rather painful state. And as soon as it arises, a whole set of mechanisms turns on in the child's soul that “transforms” 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 to be afraid of something unknown. So, children's fears arise. Fear is the "first derivative" of anxiety. Its advantage lies in its certainty, in the fact 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 terrified of school, but this is based on a family conflict that he deeply experiences. Although fear gives a slightly greater sense of security compared to anxiety, it is still a condition that is very difficult to live in. 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, and the child must be helped by other methods to "react" to his problems, one must not destroy the "island of safety" without giving anything in return.

The fantasy world is a refuge for many children, their salvation from anxiety. In fantasies, the child resolves his insoluble conflicts; in dreams, his unmet needs are satisfied. In itself, fantasy is a wonderful quality inherent in children. It allows a person to go beyond reality in his thoughts, to build his inner world, not constrained by conventional 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, are deprived of 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 for everyone. The fact that such children and adolescents, in fact, could achieve the object of their dreams, they, as it is not strange, are not interested, even if it is worth the minor effort. The same fate awaits their real dignity and victory. In general, they try not to think about what really is, since everything real for them is filled with anxiety. As a matter of fact, real and factual, they change places: they live in the sphere of their dreams, and everything outside this sphere is perceived as a heavy dream.

However, such withdrawal into your illusory world is not reliable enough - sooner or later the demands of the big world will burst into the child's world and more effective and effective methods of protection from anxiety will be needed.

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. In the words of Eric Berne, 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 alarming. His speech and manners are careless, his clothes have a shame of shamelessness and excessive "raskomplexnost". And, nevertheless, often in the depths of their souls such children have anxiety. And behavior and appearance are just ways to get rid of feelings of self-doubt, from the consciousness of their inability to live as they 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 characterized by frequent manifestations of anxiety and anxiety, as well as a large number of fears, and fears and anxiety arise in situations in which the child, it would seem, is not in danger. Anxious children are especially 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 them unbearable tasks, demanding what the children are not able to accomplish.

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

In such children, you can notice a noticeable difference in behavior in class and outside of class. Outside of school, they are lively, sociable and direct children, in the classroom they are tight and tense. Teachers answer questions in a low and deaf voice, they may even start to stutter. Their speech can be both very fast, hasty, and slow, difficult. As a rule, motor excitement occurs: the child fiddles with clothes, manipulates with 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 bodies reduce their emotional stress and calm them down.

Among the reasons that cause children's anxiety, in the first place - improper upbringing and unfavorable relations between the child and the parents, especially with the mother. So, rejection, rejection of the child by the mother 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 convention of maternal love. Failure to satisfy the need for love will prompt him to seek its satisfaction by any means.

Children's anxiety can also be a consequence of the symbiotic relationship of the child with the mother, when the mother feels like one with the child, trying to protect him from the difficulties and troubles of life. She "ties" the child to herself, protecting him 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 being active and independent, passivity and dependence develop.

In cases where upbringing is based on overstated requirements 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 can include 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 established by adults.

The child's anxiety can also be caused by the peculiarities of the interaction of an adult with a child: the prevalence of an authoritarian style of communication or inconsistency of demands and assessments. And in the first and second cases, the child is in constant stress due to the fear of not fulfilling the requirements of adults, not "pleasing" them, and breaking the rigid framework.

Speaking of rigid limits, I mean the restrictions set by the teacher. These include restrictions on spontaneous activity in games, in activities, etc .; limiting children's inconsistency in the classroom, for example, chopping off children. Restrictions can also include the interruption of the emotional manifestations of children. So, if emotions arise in the process of a child's activity, they need to be thrown out, which can be hindered by an authoritarian teacher.

The disciplinary measures used by such a teacher are most often reduced to censures, shouts, negative assessments, punishments.

An inconsistent teacher makes the child anxious by preventing him from predicting 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 be aware of situations that can cause childhood anxiety, especially the situation of rejection from a significant adult or from peers; the child thinks that the fact that he is not loved is his fault, 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 child's anxiety increases.

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

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

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

One can agree with the conclusion of A.M. Prikozhan, that anxiety in childhood is a stable formation for individuals that persists for a fairly long period of time. It has its own motivating force and stable forms of realization in behavior with a predominance of compensatory and protective manifestations in the latter. 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 from different authors, two approaches can be traced - understanding anxiety as an inherent property of a person and understanding anxiety as reactions to an external world hostile to a person, that is, removing anxiety from social conditions of life.

1.3 Corrective work with anxious children

School anxiety is correlated with the structural characteristics of intelligence. Thus, in the first grade, the least anxious are schoolchildren with dominant verbal intelligence, 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 is 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 made on the child, which can humiliate or put in a dependent position;

3.contradictory requirements that parents and / or school make on the child

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, teaching the child how to relieve muscle and emotional tension; and thirdly, 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. IMPROVING THE CHILD'S SELF-ASSESSMENT

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

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

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." In this case, he can be sure that he will successfully cope with the problem.

To help your child improve their self-esteem, you can use the following methods of work.

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

A negative influence on the formation of adequate self-esteem is exerted by a technique that some teachers use in their work: comparing the results of completing tasks 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 or at the end of the lesson, but in the middle. You should not rush and rush them with the answer. If the adult has already asked the question, he should give the child the necessary length of time to answer, trying 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 communication "eye to eye" instills a sense of trust in the soul of the child.

In order for an anxious child not to consider himself worse than other children, it is advisable to conduct 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 to realize that peers have problems similar to their own. In addition, such discussions contribute to the expansion of the child's behavioral repertoire.

Self-esteem work is only one of the areas of work with an anxious child. Obviously, quick results of such work cannot be expected, so adults must be patient.

2. TEACHING A CHILD IN WAYS TO RELEASE MUSCLE AND EMOTIONAL STRESS

As our observations have shown, the emotional stress of anxious children most often manifests itself in muscle clamps in the face and neck. In addition, they tend to pinch the abdominal muscles. Relaxation exercises can be taught to help children reduce muscle and emotional stress.

The following are stress-relieving 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. Games with sand, clay, water, various painting techniques are also very useful.

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

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

3. DEVELOPMENT OF POSSIBILITY SKILLS IN SITUATIONS INJURYING A CHILD

The next step in working with an anxious child is to practice self-control in traumatic and unfamiliar situations for the child. Even if the work to improve the child's self-esteem and to teach him how to reduce muscle and emotional stress has already been done, there is no guarantee that, being in a real life or in an unforeseen situation, the child will behave adequately. At any moment, such a child can get confused and forget everything that he was taught. That is why we consider practicing behavior skills in specific situations to be a necessary part of working with anxious children. This work consists in playing around both situations that have already occurred and possible ones in the future.

Role-playing provides 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, the adult helps the child see his fear from the other side, treat it as less significant.

Playing the roles of strong heroes, the child gains 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 neurolinguistic programming, this stage of work is called "adjusting to the future."

It is advisable to choose “difficult” cases from the life of each child as the plots for role-playing games. So, if a child is afraid to answer at the blackboard, then this situation should be played with him, drawing the child's attention to what is happening to him at each certain 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 most effective use of games with dolls. The choice of dolls is based on the individual preference 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 have 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 a child experiences anxiety when communicating with an adult, you can compose a dialogue in which the adult's doll will play the role of the child, and the child's doll will be responsible for the adult.

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ANXIETY AND ITS FEATURES

IN CHILDREN OF YOUNG SCHOOL AGE

Primary school teacher, special psychologist

GBOU Gymnasium No. 63, St. Petersburg

Anxiety and its features in children

primary school age

School anxiety draws attention to itself, as it is one of the typical problems. It acts as a clear sign of a child's school maladjustment, negatively affects all spheres of his life: studies, health, and the general level of well-being. Children with severe anxiety manifest themselves in different ways. Some never break the rules of conduct and are always ready for lessons, others are uncontrollable, inattentive and ill-mannered. This problem is relevant today, it can and should be worked on. The main thing will be that the formation of emotions, the upbringing of moral feelings will contribute to the perfect attitude of a person to the world around him, society, and contribute to the formation of a harmoniously developed personality.

Anxiety as a manifestation of the emotional sphere

Emotions and feelings reflect reality in the form of experiences. Various forms of experiencing feelings (emotions, moods, stresses, etc.) together form the emotional sphere of a person. There are such types of feelings as moral, aesthetic and intellectual. According to the classification proposed by K.E. Izard, fundamental and derivative emotions are highlighted. The fundamental ones include: interest-excitement, anger, joy, surprise, grief-suffering, disgust, contempt, fear, shame, guilt. The rest are derivatives. From the combination of fundamental emotions, such a complex emotional state arises as anxiety, which can combine fear, anger, guilt, and interest-excitement.
"Anxiety is an individual's tendency to experience anxiety, characterized by a low threshold for the onset of an anxiety reaction; one of the main parameters of individual differences."
A certain level of anxiety is a feature of the active activity of the individual. Each person has their own optimal level of anxiety - this is the so-called useful anxiety. A person's assessment of his condition in this regard is an essential component of self-control and self-education. However, an increased level of anxiety is a subjective manifestation of an individual's dysfunction. The manifestations of anxiety in different situations are not the same. In some cases, people behave anxiously always and everywhere, in others they reveal their anxiety only from time to time, depending on the prevailing circumstances. Stable manifestations of personality traits are usually called personal anxiety and are associated with the presence of a corresponding personality trait in a person ("personal anxiety"). This is a stable individual characteristic reflecting the subject's predisposition to anxiety and suggesting that he has a tendency to perceive a fairly wide "range" of situations as threatening, responding to each of them with a certain reaction. As a predisposition, personal anxiety is activated when certain stimuli are perceived by a person as dangerous, associated with specific situations of threats to his prestige, self-esteem, and self-esteem.
Manifestations associated with a specific external situation are called situational, and a personality trait showing this kind of anxiety is referred to as "situational anxiety". This state is characterized by subjectively experienced emotions: tension, anxiety, anxiety, nervousness. This state arises as an emotional reaction to a stressful situation and can be different in intensity and dynamic over time.
Personality categories that are considered to be highly anxious tend to perceive a threat to their self-esteem and life in a wide range of situations and react very tensely, with a pronounced state of anxiety. ...
The behavior of anxious people in activities aimed at achieving success has the following features:

Highly anxious individuals react emotionally more sharply to messages of failure than low-anxious individuals;

Highly anxious people work worse than low-anxious people in stressful situations or in conditions of a lack of time allotted for solving any problem;

A characteristic feature of highly anxious people is the fear of failure. It dominates their desire to achieve success;

For highly anxious people, the message of success is more stimulating than the message of failure;

Low-anxious people are more stimulated by the message of failure;

A person's activity in a specific situation depends not only on the situation itself, but on the presence or absence of personal anxiety, but also on the situational anxiety that occurs in a given person in a given

situations under the influence of emerging circumstances.
The impact of the situation is determined by his cognitive assessment of the situation that has arisen. This assessment, in turn, evokes certain emotions (activation of the autonomic nervous system and an increase in the state of situational anxiety along with expectations of possible failure). The same cognitive assessment of the situation simultaneously and automatically triggers the body's response to threatening stimuli, which leads to the appearance of appropriate responses aimed at reducing the emerging situational anxiety. The result of all this affects the activities performed. This activity is directly dependent on the state of anxiety, which could not be overcome with the help of the responses undertaken, as well as an adequate cognitive assessment of the situation.
Thus, human activity in a situation that generates anxiety directly depends on the strength of situational anxiety, undertaken to reduce it, the accuracy of the cognitive assessment of the situation.

The causes of anxiety and the peculiarities of its manifestation in children of secondary school age

Emotions play an important role in the life of children: they help to perceive and react to reality. Manifesting in behavior, they inform the adult that the child likes, angry or upset him. The negative background of the child is characterized by depression, bad mood, confusion. One of the reasons for such an emotional state of the child may be the manifestation of an increased level of anxiety. Anxiety in psychology is understood as a person's tendency to experience anxiety, i.e. an emotional state that arises in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events. Anxious people live with constant, causeless fear. They often ask themselves the question: "What if something happens?" Increased anxiety can disorganize any activity, which in turn leads to low self-esteem and self-doubt. Thus, this emotional state can act as one of the mechanisms for the development of neurosis, since it contributes to the deepening of personal contradictions (for example, between a high level of claims and low self-esteem).
Everything that is characteristic of anxious adults can be attributed to anxious children. Usually these are very insecure children with unstable self-esteem. Their constant fear of the unknown leads to the fact that they rarely take the initiative. Being obedient, they prefer not to attract the attention of others, behave approximately both at home and at school, try to accurately fulfill the requirements of parents and teachers - they do not violate discipline. Such children are called modest, shy.

What is the etiology of anxiety? It is known that a prerequisite for the occurrence of anxiety is increased sensitivity (sensitivity). However, not every hypersensitive child becomes anxious. Much depends on how parents communicate with their child. They can sometimes contribute to the development of an anxious personality. For example, there is a high likelihood of raising an anxious child by parents who carry out upbringing according to the type of hyperprotection (excessive care, a large number of restrictions and prohibitions, constant tugging). An increase in anxiety in a child can be facilitated by such factors as excessive demands on the part of parents and teachers, since they cause a situation of chronic failure. Faced with constant discrepancies between his real capabilities and the high level of achievement that adults expect from him, the child experiences anxiety, which easily develops into anxiety. If the child's anxiety increases, fears appear - an indispensable companion of anxiety, then neurotic traits may develop. Self-doubt as a character trait is a self-destructive attitude towards oneself, towards one's own strengths and capabilities. Anxiety as a character trait is a pessimistic attitude towards life when it is presented as full of threats and dangers. Uncertainty breeds anxiety and indecision, and these, in turn, shape the corresponding character.
Thus, an insecure, prone to doubts and hesitations, a timid, anxious child is indecisive, not self-reliant, often infantile. An uncertain, anxious person is always suspicious, and suspiciousness breeds distrust of others. Such a child is afraid of others, waiting for attack, ridicule, resentment. He is not successful .. This contributes to the formation of psychological defense reactions in the form of aggression directed at others. So, one of the most famous ways that anxious children often choose is based on a simple conclusion: "in order not to be afraid of anything, you need to make sure that they are afraid of me." The mask of aggression carefully hides anxiety not only from others. but also from the child himself. Nevertheless, in the depths of their souls, they still have the same anxiety, confusion and uncertainty, the lack of solid support.
Also, the reaction of psychological defense is expressed in the refusal of communication and avoidance of persons from whom the "threat" comes. Such a child is lonely, withdrawn, inactive. . The main source of anxiety for younger students is the family. Later, even for adolescents, this role of the family is significantly reduced; on the other hand, the role of the school doubles. The adolescent experiences social stress, fear of self-expression, fear of not meeting the expectations of others, etc. The adolescent begins to become complex, feel a sense of confusion and anxiety.

Features of school anxiety in children of secondary school age

Anxiety as a mental property has a distinct age-specific character. Each age is characterized by areas of reality that cause anxiety in children. Among the common causes of anxiety in schoolchildren are intrapersonal conflicts associated with assessing their own success, intrafamily and intraschool conflicts, and somatic disorders.

It is possible to identify specific causes of anxiety at this age stage. Anxiety becomes a stable personality education by adolescence. In adolescence, anxiety begins to be mediated by the child's self-concept, becoming a personal property itself (Prikhozhan A.M., 1998). For a teenager, the self-concept is contradictory and causes difficulties in his own self-esteem. Anxiety arises as a result of the frustration of the need for a stable satisfactory attitude towards oneself.

A significant increase in the level of anxiety in adolescence is associated with the formation of psychoasthenic accentuation of character. The child easily has apprehensions, fears, worries. If there is a lack of excitement, then the child may give up activities that are difficult for him. With psychasthenic accentuation, decision-making is difficult. Communication difficulties are observed due to low self-confidence.

Anxiety begins to have an impact only from adolescence, when it can become a motivator for activity, replacing other needs and motives.

Both boys and girls are prone to anxiety, boys are more anxious at preschool age, anxiety can be correlated by the age of 9-11, and after 12 years, an increase in girls' anxiety occurs. Girls 'anxiety is different from boys' anxiety: girls worry about relationships with other people, boys about violence in all its aspects. (Zakharov A.I., 1997, Kochubei B.I., Novikov E.V., 1998).

Thus, it can be noted that children's anxiety at each stage of age-related development is specific; anxiety as a stable personality trait is formed only in adolescence; at school age, the level of anxiety is on average higher in girls (compared to boys).

Manifestation of school anxiety in the behavior of students

School anxiety can manifest itself in behavior in a variety of ways. This is possible and passivity in the classroom, and embarrassment with the teacher's remarks, and stiffness in the answers. In the presence of such signs, due to high emotional stress, the child is more likely to get sick. At school, during recess, such children are uncommunicative, practically do not come into close contact with children, but at the same time are among them.

Among the signs of school anxiety, typical manifestations characteristic of younger adolescence can be distinguished:

Deterioration of somatic health is manifested in "causeless" headaches, fever. Such deterioration occurs before control works;

Unwillingness to go to school arises from insufficient school motivation. Primary school students, as a rule, do not go further than reasoning on this topic, and with the transition to secondary school, occasional absenteeism may appear on the days of tests, "unloved" subjects and teachers;

Excessive diligence when performing tasks, when the child rewrites the same task several times. This may be related to the desire to “be the best”;

Refusal from subjectively impossible tasks. If some task does not work out, the child may stop performing it;

Irritability and aggressive behavior can be associated with school discomfort. Anxious children snarl in response to comments, fight with classmates, show offense;

Decreased concentration of attention in the classroom. Children are in a world of their own thoughts and ideas that do not cause anxiety. This state is comfortable for them;

Loss of control over physiological functions in stressful situations, namely, various autonomic reactions in disturbing situations. For example, a child blushes, trembles in the knees, he has nausea, dizziness;

Night fears associated with school life and discomfort;

Refusal to answer in the lesson is typical if anxiety is focused around the situation of testing knowledge, this is manifested in the fact that the child refuses to take part in the answers and tries to be as invisible as possible;

Avoiding contact with the teacher or classmates (or minimizing them);

- the "overvalue" of the school grade. School assessment is an “external” motivator of learning activity and over time loses its stimulating effect, becoming an end in itself (Ilyin E.P., 1998). The student is not interested in learning activity, but in external assessment. However, by mid-adolescence, the value of school grades disappears and loses motivating potential;

The manifestation of negativism and demonstrative reactions (to teachers, as an attempt to impress classmates). Some adolescents regard an attempt to “impress classmates” with their courage or adherence to principles as a way to get a personal resource for coping with anxiety.

Based on the above, the following conclusions can be drawn:

School anxiety is a specific type of anxiety when a child interacts with the environment;

School anxiety is caused by various reasons and manifests itself in various forms;

School anxiety is a sign of difficulty in the process of school adaptation. It can manifest itself as personal anxiety;

School anxiety interferes with the effectiveness of educational activities.

Bibliography

1. Boyko V.V. The energy of emotions in communication: a look at oneself and others. - M., 1996

2.Vilyunas V.K. Psychology of emotional phenomena. –M .: Publishing house of Moscow State University, 1976.

3. Dodonov B.I. Emotion as a value. - M., 1978.

4. Izard K. Psychology of emotions. - SPb .: Peter, 2006.-464s.: Ill. - (Series "Masters of Psychology").

5. Magazine "Family and School" No. 9, 1988 - Article by B. Kochubei, E. Novikov "Labels for anxiety"

6. Magazine "Family and School" No. 11, 1988. - Article by B. Kochubei, Ye. Novikov "Let's take the mask off the alarm".

7. Ilyin E.P. Emotions and feelings. - SPb., 2001

8. Leontiev A.N., Sudakov K.V. Emotions // TSB. - T.30. - M., 1978.

9. Mukhina V.S. Developmental psychology: phenomenology of development, childhood, adolescence. –M .: Ed. Center "Academy", 2004. - 456s.

10. Psychological dictionary. 3rd ed., Add. and revised / Auth.-comp. Koporulina V.N., Smirnova. M.N., Gordeeva N.O.-Rostov n / a: Phoenix, 2004. -640s. (Series "Dictionaries")

11. Psychodiagnostics of the emotional sphere of personality: A Practical Guide / Avt.-comp. G.A. Shalimova. –M .: ARKTI, 2006. -232.p. (Bib-ka psychologist-practitioner)

12.Prikhozhan A.M. Anxiety in children and adolescents: psychological nature and age dynamics. - M., 2000.

13.Prihokhan A.M. Causes, prevention and overcoming of anxiety // Psychological science and education. - 1998. - №2. –S. 11-18.

14.Prihokhan A.M. Forms and masks of anxiety. The influence of anxiety on activity and personality development // Anxiety and anxiety / Ed. V.M. Astapov.- SPb., 2001.-p. 143-156.

15. Miklyaeva A.V., Rumyantseva P.V. School anxiety: diagnosis, prevention, correction. SPb., 2006.

16.Regush L.A. Psychology of the modern teenager.- M., 2006.-400s.

17.Fridman G.M., Pushkina T.A., Kaplunovich I.Ya. Studying the personality of the student and student collectives. - M., 1988. Shingarov G.Kh. Emotions and feelings as a form of reflection of reality. –M., 1971.

18.Khabirova E.R. Anxiety and its consequences. // Anan'evskie readings. - 2003. –SPb., 2003. –p. 301-302.

19.Zuckerman G.A. The transition from primary school to secondary school as a psychological problem. // Questions of psychology. 2001. No. 5. with. 19-35.

20. Emotions // Philosophical Encyclopedia. - T.5. - M., 1990.

Manifestation of anxiety at primary school age.

Content.

Introduction

Natural prerequisites for anxiety

Output.

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

2.4 Determination of the predominant type of temperament among students in 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" and can lead to a disturbance in the emotional sphere of the personality, to a disturbance in behavior, for example, to delinquency and addictive behavior in adolescents. Therefore, it is very important to determine in advance the children for whom anxiety has become a personality trait in order to prevent an increase in its level.

A large number of studies are 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 impending danger. (Parishioners A.M. 13)

Purpose of the study : to study the causes and characteristics 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 primary school student ..

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

Research objectives:

Study the psychological and pedagogical literature on the research problem.

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

Determine the predominant temperament of the students in the experimental class.

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

Expert assessment method.

Research base:

Moscow secondary school number 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 serves as a signal of anticipated danger.

In modern psychology, the word anxiety is usually denoted 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, studying 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 an aggressive reaction, perception of an unfavorable attitude towards oneself, a threat to one's self-respect, prestige). Against,personal anxiety as a trait, property, disposition gives an idea of individual differences in exposure to the action of various stressors. (Izard K.E. 6)

A.M. The 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 heightened anxiety, to experience fear and anxiety in specific social situations." (Nemov R. S. 12)

In Russian literature, situational anxiety is usually denoted by the concept of "anxiety", and personal - "anxiety".

Anxiety is a psychological state 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, 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 that 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 inadequate to this situation.

Anxiety is a personal education closely related to the "I-concept" of a person, with "I involvement", excessive self-observation that interferes with activity, attention to one's experiences (I. Sarason, S. Sarason). According to L.I.Bozhovich, anxiety belongs to the affective - needful sphere. It has its own incentive. Its structure, like any complex psychological education, includes cognitive, emotional and behavioral, operational aspects. ( 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.

(Bozovic L.I. 3)

Anxiety can have not only a negative, but also a positive impact on activities and personality development. 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 a person's reactions, increases his observation, contributes to the formation of the necessary knowledge and skills that help to adapt to changing living conditions. 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, a premonition of a threat suggests that the important age-related needs of the child are not satisfied. (K. Horney, 16) , and acceptance in a peer group. School is not the main factor in the onset 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 closed psychological circle, in which it is consolidated and strengthened. This leads to the accumulation and deepening of negative emotional experiences that contribute to the increase and persistence of anxiety.

Anxiety becomes a stable personal education in the elementary school.

Such scientists as B.M. Teplov, V.D. Nebylitsin, E.P. Ilyin, N.N. Danilova, J. Reikovsky, V.S. Merlin,N. D. Levittov, etc.)

The emergence of anxiety as a stable personality trait is influenced by innate individual characteristics of children associated with the dynamics of the nervous system.ND Levitov (1969) indicates that anxiety is an indicator of the weakness of the nervous system, the chaos 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, balance of nervous processes. B.M. Teplova indicate the connection between the state of anxiety and the strength of the nervous system. The assumptions expressed by him about the inverse correlation of the strength and sensitivity of the nervous system, found experimental confirmation in the studies of V.D. Nebylitsin. They concluded that people with a weak type of nervous system have higher levels of anxiety. (Parishioners A.M. 14)

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

Features 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 speed 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 objective 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, is immersed in gloomy thoughts, and remembers offenses for a long time.

The degree of anxiety is also associated with the speed of decision-making in a situation containing an alternative.

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

Reflexive children tend to think about a task for a long time 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 the task. But it is more difficult for them to complete tasks when there is 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 over the events and behavior of people can cause an increase in anxiety in such schoolchildren, since they painfully perceive their failure, do not distinguish between assessment and grade, 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, distract him from anxious thoughts. Reflexive and rigid children experience trouble more deeply, do not tolerate injustice. Therefore, under unfavorable conditions, they are more likely than plastic ones to develop constant anxiety. (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 interacting with people. An important role in the formation of this quality is played by the individuality of the parents, their educational strategies and the attitude of significant adults to the child.

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

Introverted children are more reserved, they are wary of adults, and it is more difficult for them to establish contacts with peers. If a closed, uncommunicative child is brought up in a family in which both parents are pronounced extroverts, he will inevitably have 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, an increase in anxiety, since the child begins to assume that he is not able to meet the expectations of his parents.

In introverted parents, children with an introverted orientation may also be more anxious. Adults who are distrustful of others maintain a child's isolation, which can become alarming, since a lack of social experience leads to numerous mistakes and misunderstandings when trying to improve relationships with others. (Parishioners A.M. 14)

Differences in the emotional sphere of children are manifested both in the threshold of emotional response (high and low) and in the form of manifestation of emotions (open and closed). Younger schoolchildren, who openly express their emotions, are dynamic, mobile, and easily make contact. The emotions they experience are easily guessed by their 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 pronounced emotions in behavior, the less resistant it is to stress. It is difficult for him to communicate with others, since any remark causes him to have strong, but imperceptible feelings for others. Such children keep their true feelings in themselves, so they often have anxiety.

The development of anxiety is influenced by such a feature of the child's emotional sphere as neuroticism (emotional stability or instability). The level of neuroticism is related to the strength of the response of the autonomic nervous system to various stimuli. Emotionally unstable children with high levels of neuroticism respond faster, more intensely and longer to adversity, even after the negative factor has ceased to act. Emotionally unstable children constantly change their 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 of a certain type of attribution of 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 - all events are under their control. Internals are more active in resisting adversity and coping with anxiety. Externals, on the contrary, are more susceptible to negative influences, more likely to experience stress, are more prone to experiencing anxiety, since they rely on chance, relieve themselves of responsibility for the course of events in their lives, therefore they are not ready for many stressful situations. (Parishioners A.M. 13)

In addition to the listed factors, a biological factor of increased vulnerability, genetically transmitted by parents, can play a certain role in the occurrence of anxiety, according to M. Rutter. But the author clarifies that if we are talking about social behavior, then here the role of the genetic component 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 Kettell and Y Sheyer proved that one of the factors involved in anxiety depends significantly on heredity. (Ilyin E.P. 7)

Anxiety in younger schoolchildren manifests itself at a psychological and physiological level.

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

At the physiological level, anxiety reactions are manifested in an increase in heartbeat, increased breathing, an increase in the minute volume of blood circulation, an increase in general excitability, a decrease in sensitivity thresholds, sleep disturbances, the appearance of head 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 as a state of anxiety) and hidden (unconscious, manifested either in excessive calmness or indirectly through specific modes of behavior).

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

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

Main behavioral symptoms:

tension, stiffness, or increased fussiness;

confused speech;

tearfulness;

constant work corrections, apologies and excuses;

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

Working memory deteriorates, which manifests itself in the difficulty of remembering and memorizing information. (So in the lesson, the student can forget the material learned, and after the lesson immediately recall it.)

Physiological manifestations include redness, pallor of the face, increased sweating, trembling in the hands, flinching at unexpected handling.

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

Cultivated anxiety, in contrast to the two previous forms, is experienced by the child not as a painful state, 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 (worrying about the upcoming test, the younger student carefully collects his portfolio, checks if he has forgotten something necessary), or deliberately sharpens the symptoms of anxiety (“The teacher will give me a higher grade, if he sees how worried I am. ")

A type of cultivated anxiety is "magical" anxiety, which is especially common in younger schoolchildren. In these cases, the child, as it were, "conjures evil forces", constantly replaying in his mind the situations that disturb him, however, he does not free himself from fear of them, but strengthens it even more.

Latent 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 calmness." Such children do not have external signs of anxiety, on the contrary, they have an increased, excessive calmness.

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

Anxiety can be "masked" - to manifest itself in the form of other psychological states. "Masks" of anxiety help to experience this state in a softened 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, while committing an aggressive act, he is afraid of his “courage”; in some junior schoolchildren, the manifestation of aggression causes a feeling of guilt, which does not inhibit aggressive actions, but, on the contrary, intensifies them.

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

At primary school age, fantasizing, the child mentally moves from reality to the real world, not being disappointed in reality. If a student tries to replace reality with a dream, then everything is not all right in his life. Fearing conflict situations, an anxious child can plunge into a fantasy world, get used to loneliness and find comfort in it, getting rid of anxiety. Another negative trait

Excessive fantasy is that the child can transfer some elements of fantasy into the real world. This is how some children "revive" their favorite toys, replace friends with them, treat them as real creatures.

It is quite difficult to distract anxious children from fantasizing, to bring them back to reality.

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

The school situation clearly reveals the differences in the behavior of anxious and non-anxious children. Highly anxious schoolchildren are emotionally more sensitive to failure, such as a low grade, less effective in stressful situations, or under time pressure. Anxious guys most often refuse to perform tasks that are difficult from their point of view. Some of these children develop an overly 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 schoolchildren find it difficult to accept many school norms because they are not sure if they can comply with them.

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

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

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

Output:

Anxiety is a personality trait, expressed in the experience of emotional discomfort, which arises when there is a presentiment of a threat, danger.

The main cause of anxiety is the failure to meet the leading needs of age. For a younger student, this is an assertion 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 closed psychological circle, in which it is consolidated and strengthened. Negative emotional experiences accumulate and deepen, which contributes to the increase and persistence 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 negative environmental influences. Therefore, the level of personal anxiety is determined by the type of temperament.

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

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

The study was carried out in a comprehensive Moscow school # 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 expert was the teacher of the experimental class.

The expert was asked to rate each child in accordance with the following characteristics on the Sears scale:

Often tense, constrained.

Often bites nails. Sucks on a finger.

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.

Answers questions too loudly or too quietly.

The data was entered into a special form. Opposite the child's FI "+" the presence of the assessed feature was noted, "-" its absence.

An example of a form.

Last name Student first name

№ assessed feature

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

Interpretation:

1-4 signs - low anxiety;

5-6 signs - severe anxiety;

7 or more signs - high anxiety.

2.2 Diagnostics of anxiety using the graphical technique "Cactus" (18)

The technique is designed to work with children over 3 years old.
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).
Instructions: "Draw a cactus on a piece of paper, draw it the way you imagine it to be." Questions and additional explanations are not allowed.

After completing the drawing, the child was asked as an addition questions, the answers to which helped clarify the interpretation:
1. Is this cactus home or wild?
2. Does this cactus prick strongly? Can you touch it?
3. Does a cactus like it when it is looked after, watered, fertilized?
4. Does the cactus grow alone or with a nearby plant? 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, shoots)?

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

 spatial position

 picture size

 line characteristics

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

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

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

 characteristics of the needles (size, location, number)

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

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

Impulsivity - broken lines, strong pressure.

Egocentrism, striving for leadership - a large drawing located in the center of the sheet.

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

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

Secrecy, 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 is the presence of soft lines and shapes, decorations, flowers.

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

Introversion - the picture 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. Scale of explicit anxiety for children (The Children’s Form of Manifest Anxiety Scale - CMAS) (Adapted by A.M. (5)

The scale was developed by American psychologistsA . Castaneda , V. R . McCandless , D . S . Palermo in 1956 based on the scale of explicit anxiety (Manifest Anxiety Scale ) J. Taylor ( J . A . Taylor , 1953), intended for adults. For the children's version of the scale, 42 points were selected, assessed as the most indicative in terms of the manifestation of chronic anxiety reactions in children. The specificity of the child variant is also that the presence of a symptom is evidenced only by affirmative answers. In addition, the children's version was supplemented with 11 points on the control scale, which revealed the tendency of the subject 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. Prikhozhan .

The technique is designed to work from 8-12 years old.

Target : identifyinganxiety 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 answer options:right andwrong ... The sentences describe events, incidents, experiences. Read each sentence carefully and decide whether you can refer it to yourself, whether it correctly describes you, your behavior, qualities. If yes, check the box in the True column, if not, in the False column. Don't think too long about the answer. If you cannot decide whether what is said in a sentence is right or wrong, choose what happens, as you think, more often. You cannot give two answers to one sentence at once (i.e., emphasize both options). Don't skip sentences, answer everything.

Sample form .

Surname____________________________

Name_________________________________

Class________________________________

You never brag.

You are afraid that something might happen to you.

It's hard for you to sleep in the evening.

You are very worried about the ratings.

You are never late.

You often feel insecure about yourself.

You always tell only the truth.

You feel that 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 are alone in a dark room before going to bed.

You often do things that you shouldn't do.

You often get headaches.

You are worried that something will happen to your parents.

You sometimes don't keep your promises.

You get tired often.

You are often rude to your parents and other adults.

You often have terrible dreams.

You think the other guys are laughing at you.

It happens that you lie.

You are afraid that something bad will happen to you.

The key to the test

Key to the subscale “social desirability "(CMAS item numbers)

The answer is "True": 5, 17, 21, 30, 34, 36.

Answer “Wrong”: 10, 41, 47, 49, 52.

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

Subscale keyanxiety

Correct 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 is the primary, or "raw" grade.

Processing and interpretation of test results

Preliminary stage

1 ... Look through the forms and select those on which all the 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 a possible confusion of indicators of anxiety and a tendency to stereotypy, which is found in younger schoolchildren. The check 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”) tendency, the result should be considered doubtful. It should be carefully monitored using independent methods.

2 ... Pay attention to the presence of errors in filling out the forms: double answers (that is, underlining both "true" and "incorrect"), omissions, corrections, comments, etc. 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 impractical. Particular attention should be paid to children who miss or give a double answer to five or more CMAS items. In a significant part of cases, this indicates a difficulty in making a choice, difficulty in making a decision, an attempt to evade an answer, that is, it is an indicator of latent anxiety.

The main stage

1 ... The data are calculated according to a control scale - a subscale of "social desirability".

2 ... Anxiety subscale scores are calculated.

3 ... The primary assessment is converted to scale. A standard ten (walls) is used as a scale rating. For this, the subject's data are compared with the normative indicators of a group of children of the corresponding age and gender.

Anxiety. Table of conversion of "raw" points to the walls

Note to the table of norms :

d - norms for girls,

m - norms for boys.

4 ... On the basis of the obtained scale assessment, 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 among students in the experimental class .(4)

The 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 of observing the properties of temperament:

The situation when you need to act quickly:

A) easily joins in the work;

B) acts with passion;

C) acts calmly, without wasting words;

D) acts uncertainly, timidly;

2. How the student reacts to the teacher's comments:

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

B) is indignant at being reprimanded;

C) listens and reacts calmly;

D) is silent, but offended;

3. When discussing with comrades issues that are of great concern to him, he says:

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

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

B) slowly, calmly, but confidently;

D) with great excitement and doubt;

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

A) easily reacts to the current situation;

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

C) decides calmly until the teacher approaches him and takes the job, says little about mistakes;

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

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

A) throws, then continues to decide again;

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

C) calmly;

D) shows confusion, uncertainty;

6. In a situation where the 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 assignment:

A) quickly agrees;

B) is outraged;

C) stays without saying a word;

D) shows confusion;

7. In unfamiliar surroundings:

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 to know the situation, the decision is hesitant.

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

Sample table,

Last name Student first name

№ assessed feature

Processing and interpretation.

The prevailing number of letters is revealed for each student.

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

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

Comparing the results for the first three methods, each student had a certain level of personal anxiety.

The data obtained were compared with the prevailing 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 uch.

1 uch.

---

Choleric.

---

3 uch.

---

Phlegmatic person.

6 training

5 uch.

---

Melancholic.

---

2 uch.

6 ac.

The data in the table show 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. This is due to the weakness of their nervous system.

The average level of anxiety is inherent in choleric people. It can be caused by 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, balance 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, since they have a strong nervous system, balance of nervous processes. They react very slowly and calmly to events. But some of the phlegmatic students were found to have an average level of personal anxiety. This may be due to poor mobility of nervous processes and introversion.

Thus, the data of the conducted study confirmed the hypothesis put forward.

To reduce the level of anxiety in children, it is advisable to carry out work on psychological education of parents, which includes three blocks. The first involves considering questions about the role of family relationships and the reinforcement 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 a sense of self-confidence in children.

The main task of such work is to help parents understand that they have a decisive role in preventing anxiety and overcoming it. (1)

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

You also need to carry out direct work with children, focused on developing and strengthening self-confidence, your 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 associated with "age peaks of anxiety" for each period; during psychocorrection, work should be focused on the “zones of vulnerability” characteristic of a particular child.

It is useful to conduct trainings on emotional stability, psychological relief activities, and so on to preserve the emotional health of students.

Conclusion.

In this work, issues related to the psychological phenomenon - anxiety, which has a strong impact 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 and developed.

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

A number of techniques were carried out, the results of which confirmed the correctness of the assumption about the connection between the prevailing 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.

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