N. E. Solynin, E. P. Lebedeva
Psychological causes of anxiety in adolescence
The article deals with the problems of determining the psychological causes of a high level of anxiety in adolescence. It is indicated that the topic is relevant, because in the new social conditions, the individual psychological characteristics of adolescents are changing.
Anxiety is understood as an individual psychological feature of a person, manifested in a tendency to frequent and intense experiences of a state of anxiety for no apparent reason. According to researchers, the main causes of anxiety are the peculiarities of family education, relationships with peers, low self-esteem, psychasthenic character accentuation.
As a result of an empirical study using the methods of mathematical statistics, a dependence of a high level of anxiety on the level of severity of certain accentuations of the nature and type of parental relationship was established.
Key words: anxiety, causes of anxiety, adolescence, self-esteem, parental attitude, character accentuations.
N. E. Solynin, E. P. Lebedeva
Psychological Causes of Anxiety in Adolescence
The article considers the problem of determining the psychological reasons for high levels of anxiety in adolescence. It indicates that the topic is relevant, because individual psychological characteristics of adolescents change in the new social conditions.
Anxiety is understood as individual psychological characteristics of the personality manifested in a tendency to frequent and intense feelings of anxiety for no apparent reason. According to researchers, the main causes of anxiety are features of family education, relationships with peers, low self-esteem, psychasthenic accentuation of character.
As a result of the empirical research using the methods of mathematical statistics the dependence of a high level of anxiety on the level of severity of character certain accentuations and the parental relationship type was determined.
Keywords: anxiety, causes of anxiety, adolescence, self-esteem, parental attitude, character accentuations.
Formulation of the problem. There are a sufficient number of scientific papers devoted to the study of anxiety. Researchers note that it is this personal characteristic that underlies a number of psychological difficulties of age-related development (V. M. Astapov, Yu. A. Zaitsev, A. M. Parishioners, C. Spielberger, etc.). A high level of anxiety reduces the activity of mental processes, negatively affects the use of knowledge, skills and abilities, and can lead to incorrect actions even in conditions in which it was possible to act quite successfully.
At the same time, the social situation of the development of society has changed significantly in recent years. These changes are especially significant for adolescents. L. S. Vygotsky noted that adolescence is a historical formation. Features of the course and duration of adolescence vary markedly depending on the level of development of society. Speaking about the psychological characteristics of modern
changeable adolescents, D. I. Feldstein wrote: “Changes in socio-economic life cause qualitative differences in the social filling processes of the formation of consciousness, self-awareness, personal development of growing people” . Social conditions are refracted through internal, determine the formation and manifestation of personal properties (including anxiety) in specific historical periods. Personal characteristics of adolescents and the immediate environment, primarily parents, act as psychological determinants of the formation and manifestation of anxiety in adolescence.
Our article presents the results of a study of the psychological causes of anxiety in adolescence: the concept of anxiety, its essence and features of manifestation in adolescence; methods for studying anxiety and its causes in adolescents were determined; analysis of the results of empirical
© Solynin N. E., Lebedeva E. P., 2016
th study of the psychological causes of anxiety in adolescence.
Program and research methods. The sample of the study consisted of 60 adolescents aged 13-14 years, MOU Voshchazhnikovskaya secondary school. In order to solve the tasks set in the study, the following methods and techniques were used. The comparative method was used as an organizational method. Empirical methods were used: psychodiagnostic - a method for diagnosing the level of school anxiety (J. Phillips), a method for diagnosing self-esteem (T. V. Dembo - S. Ya. Rubinshtein), a questionnaire "Parental behavior and the attitude of adolescents towards them" (A. I. Zakharov ), G. Shmishek's questionnaire.
To process the data of an empirical study, quantitative analysis methods were used: correlation analysis, analysis of the significance of differences using the Mann-Whitney u-test, correlation ratio, regression analysis. The method of structural-functional analysis of A. V. Karpov was used as an interpretative one.
Description and analysis of the study results
1. Results of theoretical analysis. As you know, the understanding of anxiety was introduced into psychology by psychoanalysts. Representatives of this trend considered anxiety as an innate property of the personality, a state originally inherent in a person. For instance,
3. Freud associated the development of anxiety in children with “traumatic situations and situations of danger”, in which the psyche is absorbed by an extremely large stream of stimuli that it is not able to process, master or unload. According to
4. Spielberger, anxiety is “a stable personality trait that manifests itself as a tendency, a predisposition to a state of anxiety in various situations that are objectively not threatening.” The state of anxiety is characterized by subjective, consciously perceived sensations of threat and tension, accompanied or associated with the activation or excitation of the autonomic nervous system.
A. M. Parishioners considered anxiety as “an experience of emotional discomfort associated with the expectation of trouble, with a premonition of imminent danger” . Anxiety in childhood is persistent
personal formation that persists for a sufficiently long period of time and has its own motivating force, stable forms of implementation in behavior, with a predominance of compensatory and protective manifestations. It is characterized by a complex structure, including cognitive, emotional and operational aspects. The author notes that anxiety has a pronounced age specificity, which is found in its sources, content, forms of manifestation of compensation and protection.
In the psychological literature, there are different definitions of anxiety, but most researchers agree that it is necessary to consider it differently - as a situational phenomenon and as a personal characteristic, taking into account the transitional state and its dynamics. In our study, we will consider anxiety as an individual psychological feature of a person, manifested in a tendency to frequent and intense experiences of a state of anxiety for no apparent reason.
Anxiety disorganizes the behavior and psyche of a person, affects somatic health, reduces the efficiency of activity. The emergence and consolidation of anxiety is largely due to the dissatisfaction of the actual needs of a person, which are becoming hypertrophied.
An analysis of the psychological and pedagogical literature allows us to identify the following causes of anxiety in adolescence:
Improper upbringing and unfavorable parent-child relationships.
Poor relationships with peers.
Frustration of the need for a stable, satisfactory relationship with oneself, most often associated with violations of relationships with significant others; low self-esteem.
Success/failure in school.
Formation of psychasthenic accentuation of character, a distinctive feature of which is anxious and suspicious features
The source of increased anxiety in adolescence is an internal conflict caused by external and internal factors. External include the desire to meet the requirements and expectations of significant people for a teenager. To internal - his personality traits.
2. Results of an empirical study. It was found that 18 (30%) adolescents who participated in the study have an increased level of general anxiety. This indicates that students experience difficulties in school activities, do not cope with the requirements of teachers and parents. These adolescents have a reduced overall emotional background. A high level of anxiety was found in 14 (23%) study participants. At the behavioral level, this is manifested by increased anxiety, insecurity, emotional instability. Such students are very sensitive to their failures, tend to abandon the activities that they have difficulty performing. The level of general anxiety in 53% of adolescents is above the norm.
When studying the relationship between the level of anxiety and the possible causes listed above, the following was found. An inverse relationship was found between the level of general anxiety of adolescents and the autonomy of the mother (r = -0.174 at p<0,050). Тревожность подростка напрямую связана с педантичной акцентуацией характера (г=0,187 при р<0,05).
The lack of relationship between the indicators of self-esteem and anxiety was established. This is because anxiety and self-esteem are two independent variables.
Sex differences in the causation of anxiety in adolescence have been identified. In girls, an inverse correlation was found between the level of anxiety and hostility of the father (r = - 0.288 at p< 0,05), дистимностью (г = - 0,245 при р<0,05). Уровень тревожности девочек и демонстративность находятся в прямой взаимосвязи (г = 0,310 при р < 0,05). У мальчиков обнаружена прямая взаимосвязь между уровнем общей тревожности и директивностью матери (г = 0,271 при р<0,05), эмотивностью (г = 0,323 при р < 0,05) и педантичностью (г = 0,339 при р < 0,05).
In view of the fact that correlation analysis showed different relationships between anxiety and its causes in boys and girls, it was decided to study the significance of differences between the studied indicators in groups with different genders.
There were no significant differences in the level of anxiety in boys and girls. Differences in mother's use of autonomous parenting style in relation to
boys and girls are statistically significant (u=299 at p<0,05; и=369,5 при р<0,05). В воспитании подростков-мальчиков отцы интенсивнее используют позитивный интерес (и=364,5 при р<0,05) и директивность (и=351 при р<0,05).
Girls have a higher level of accentuation associated with the emotional sphere. These include emotivity (u=203.5 at p<0,001), тревожность (и=183,5 при р<0,001), циклотимность (и=220,5 при р<0,001), неуравновешенность (и=300,5 при р<0,05), экзальтированность (и=200,5 при р<0,001). Уровень самооценки у мальчиков выше, чем у девочек (и=341 при р<0,05).
Thus, in the upbringing of girls and boys, parents realize different types of relationships. Also, the formation of a certain accentuation of character and level of self-esteem is associated with gender. Therefore, it can be assumed that the influence of these factors on the manifestations and level of anxiety in boys and girls will be different. To assess the relative strength of the influence of each variable, the method of correlation relations was used.
The results obtained show that the level of anxiety of a teenager is influenced by the type of relationship implemented by parents in the process of raising a child, as well as the type of character accentuation in a teenager.
It was found that the level of self-esteem of a teenager affects the occurrence of anxiety (at P = 0.69). Consequently, the dynamics of the development of anxiety will depend on the level of self-esteem. This explains the lack of relationship between anxiety and self-esteem in the process of correlation analysis, since the correlation relationship revealed a one-way effect.
To identify other possible causes of anxiety, a multiple regression analysis was carried out and regression equations were compiled for each study group. As a result, the following was found:
Between the level of anxiety of a teenager and the autonomy of the mother, there is a two-way feedback. This means that weak autonomy is both a cause and a consequence of an increase in the level of anxiety in a teenager.
The high level of positive interest and hostility on the part of the mother, as well as low directiveness, autonomy and inconsistency, influence the increase in the level of girls' anxiety. Anxiety of a teenage girl will increase with high inconsistency
father in the process of interaction with his daughter.
The high level of anxiety in boys is due to the low level of hostility, positive interest, autonomy and high inconsistency of the mother, as well as mild hyperthymic and cyclothymic character traits. In addition, the increase in the level of anxiety in boys, along with the above factors, is affected by the severity of stuck and exalted accentuations.
Conclusions. The study of the psychological causes of anxiety in adolescence allows us to formulate the following conclusions. Firstly, in modern psychological literature, anxiety is considered as an individual psychological feature of a person, manifested in a tendency to frequent and intense experiences of a state of anxiety for no apparent reason. Secondly, studies note that the causes of anxiety can be relationships with parents, peers, the level of self-esteem, accentuation of character. Thirdly, the results of empirical research show that the level of self-esteem of a teenager affects the formation of anxiety. The main reasons for the increased and high level of anxiety in adolescents is the autonomy of the mother. Girls have a high level of positive interest and hostility from the mother, as well as low directiveness, autonomy and inconsistency. Boys have low hostility, positive interest, autonomy and high inconsistency of the mother, as well as weakly expressed hyperthymic and cyclothymic character traits.
Bibliographic list
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Bibliograficheskij spisok
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A.I. Zakharov believes that anxiety arises in a person even in early childhood, which is a reflection of anxiety, which is based on the threat of losing belonging to a certain group. The initial such group for the child is the mother, later - other significant adults and peers for the child. At the same time, the author notes that the anxiety experienced by normally developing children at the age of 7 months - 1 year and 2 months can become a prerequisite for further strengthening and development of anxiety. So, in an unfavorable combination of circumstances, for example, anxiety and fears in adults close to the child or the child’s own traumatic life experience, anxiety develops into anxiety. Thus, over time, by the senior preschool and primary school age, anxiety becomes a stable character trait. - or not that, do not meet certain requirements and standards
A child of senior preschool age with increased anxiety is different:
constant depression
alertness
difficulty in establishing contacts
hostile attitude towards the world
a gloomy look at the surroundings
low self-esteem.
An increased level of anxiety in preschool children may occur due to:
Hereditary features of the nervous system and character.
Birth injuries, infections and other diseases suffered at an early age.
Diseases suffered by the mother during pregnancy.
Damage to the nervous system of the fetus and child before, during and after childbirth.
External circumstances (overprotection, rejection of parents, etc.).
Among the causes of increased anxiety in preschool children are:
Uncontrolled TV viewing. According to psychologists and psychotherapists, young children are most often afraid of some frightening cartoon character.
Strong fright (meeting an animal, an attack by a villain, an incident on the water, a fire or flood, military operations, etc.). Having experienced this, preschoolers may behave inappropriately.
Unfavorable atmosphere in the family (quarrels, screams, conflicts, etc.). Children from such families may experience psychosomatic symptoms (palpitations, breathing problems, etc.), leading to various kinds of diseases.
Unfriendly atmosphere in the DOW. Sometimes the cause of child anxiety can be the behavior of a kindergarten teacher: threats, punishments, etc. A child who constantly hears a cry cannot develop normally, since his nervous system is in tension, which manifests itself in emotional imbalance.
Peer ridicule. Toddlers feel humiliated if their peers manage to make fun of them.
Anxious behavior in adults. Children take an example from how close adults behave.
Too high demands of adults that the baby is unable to fulfill.
Differences in the views of education in the family. It is difficult to comply when one parent forbids and the other allows. Then there is anxiety that one of the parents will not approve of the behavior, any act.
Expecting trouble. Children are afraid of their parents when they know that nothing good can be expected from them (in cases of drunkenness, bouts of cruelty, or even just a bad mood of adults).
It should be noted that, despite the rather extensive range of research papers on this issue, their number still seems to be insufficient. A.I. Zakharov says that the properties of the nervous system, such as strength, mobility and balance, are quite clearly manifested in the external behavior of a preschooler. At the same time, children with a strong nervous system are able to work or play for quite a long time, often such children have a high emotional tone, steady attention (within their age limits), and a developed ability to navigate in an unusual situation. Such preschoolers are relatively quickly able to switch to a new type of activity, their work is intense and characterized by a high pace. At the same time, babies with a weak nervous system are lethargic and slow in their actions, they slowly get into work, switch and recover. The pace of their work is slow and they are quickly distracted. However, the social approach to considering the causes of anxiety in older preschoolers proceeds from the fact that the leading factor in the formation of temperament is the genetic factor, which manifests itself in character along with social influence.
Proponents of this approach note that the main cause of anxiety in preschoolers is improper upbringing and unfavorable relations between the child and parents, especially with the mother. In particular, that the emergence and consolidation of anxiety are directly related to the dissatisfaction of the basic age-related needs of the child, which are becoming hypertrophied.
In addition, children's anxiety can be the result of personal anxiety of the mother, who has a symbiotic relationship with the child, as well as due to non-participation or irascibility, rudeness of the father.
Thus, a high level of anxiety can significantly aggravate the manifestations of the negative aspects of the so-called crisis of 7 years. In this regard, the most important problem associated with anxiety in older preschoolers is its correction, which should be based on the principles developed by L.I. Bozhovich, L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, S.L. Rubinstein, D.B. Elkonin and others.
Many researchers point to the importance of studying the age-related characteristics of the emotional sphere of children.
Increased attention to the emotional development of a preschooler is due to the formation of the main psychological neoplasm at this age - the beginning of the arbitrariness of mental processes and psychological readiness for school.
At preschool age, the process of differentiation of the child's emotions and feelings is further developed. On the one hand, a rich emotional palette provides a more adequate emotional behavior of the child. But on the other hand, the same palette can cause deformation of the emotional sphere of the child.
The child may be afraid or anxious in certain life circumstances, directly or indirectly provoking this. Which is quite natural. Such productive, adequate anxiety is calledsituational. It dominates in preschool children.
But it also happens that the baby experiences a feeling of anxiety, regardless of the situation, and such a state becomes his companion in any occupation. Here it is already quite possible to diagnose the symptoms of anxiety.personal.
When a child is not able to adequately assess his strength, his real success, his inner potential, he begins to fear failure in any business. Because of this, he worries, fears and worries in any life situation.
It happens, of course, and vice versa. Too low an anxiety level in babies leads to the fact that they cannot realistically assess the danger. Hence - injuries, accidents and other troubles.
Too high or, on the contrary, too low level of anxiety in preschool children is a sign of social maladaptation - an inadequate emotional and sensory manifestation. And this must be fought.
Indeed, like any other violation of the psycho-emotional development of a child, anxiety has its consequences. Which affect the formation of the personal qualities of the child.
In each age period of a child's life, certain fears are inherent. At 3-4 years old, the baby begins to be afraid of the dark, fire trucks, animals, death. Children's imagination by that time is already quite developed and he can easily draw a terrible picture in his head, and sometimes pass it off as reality. The child is interested in everything, he wants to know how the world is built. Hearing out of the corner of his ear about the disease, he asks his parents about what it means. What is death, what is misfortune, what is war. The kid wants to know everything. Learning about the world more and more, it is natural that fear and illness, and misfortune, and death arise in a child. Often, parents, wanting to achieve the obedience of children, intimidate them with scary stories.
According to numerous studies, anxiety and fears are characteristic of preschool age. Senior preschool age is the age of the greatest severity of anxiety, which is due to the intensive emotional development of the child's personality in this age period.
Many researchers point to the importance of studying the gender aspects of the manifestation of anxiety. At the same time, researchers note differences in the intensity of anxiety experiences, in the level of anxiety in boys and girls.
Gender stereotypes, reflecting the most generalized and typical ideas about the criteria of masculinity and femininity, in the context of their historical development are characterized by a multi-stage formation of a stable framework that should act as differences between men and women. In the context of modern society, there is a significant revision of the male and female roles, there are multidimensional processes of changing the distribution of professional duties, social status, opportunities for personal realization, which are becoming more and more isolated from gender. It is important to emphasize the problem of the discrepancy between typical ideas about behavior patterns of one or another gender, the implementation of which can be manifested in the level of anxiety of the individual. In this regard, issues directly related to the psychological characteristics of a person, due to his gender, are currently the most relevant.
The appearance of gender stereotypes is primarily due to the fact that the differences between the sexes in the context of the historical development of society have always had a supra-individual nature. A gender stereotype is interpreted as a generally accepted, stable idea in a particular society about the proper behavior of men and women, their purpose, social roles, and professional activities. .
The phenomenon of gender stereotypes can be interpreted in three dimensions:
1. Stereotypes of "masculinity - femininity" - in the interpreted concepts, some kind of normative standards of an ideal man and an ideal woman are reflected;
2. Stereotypes associated with the consolidation of certain social roles in specific areas of an individual's life;
3. Stereotypes associated with differences between men and women in certain types of work.
Common stereotypes about male and female qualities interpret the behavior of a man and a woman from the standpoint of their content, which reflects the explanatory function of gender stereotypes. Moreover, gender stereotypes determine the differences observed in the behavior of people of different sexes (regulatory function), play the role of minimizing the differences between members of the same group and exaggerate the differences between representatives of different groups (differentiating function), reflect the role of institutions and agents of socialization in the formation , transmission, dissemination and consolidation of gender stereotypes (translational function), provide protection for historically fixed inequality between the sexes (protective function).
Gender stereotypes can be considered as gender schemes, that is, cognitive categories of gender that manage incoming information in accordance with subjective ideas about gender.
Gender roles are another important aspect that needs to be considered within the framework of the problem of gender stereotypes. Gender roles, having a strong socio-historical conditionality, acquire the character of social norms, becoming special categories of social consciousness.
The inconsistency of behavior patterns, character traits, personality traits with gender stereotypes, based on norms and sanctions typical for a given culture, may be reflected in an increase in the level of anxiety of the individual. It is important to emphasize that anxiety acts as a stable or situational personality trait, consisting in a tendency to manifest increased anxiety, anxiety and fear in specific social situations. Moreover, anxiety can be seen as one of the fundamental aspects of individual differences.
Spielberger proposed a point of view according to which it is important to separate anxiety as a state and as a property. Situational anxiety is considered in a natural connection with a specific external situation, while personality anxiety acts as a stable personality trait.
As a rule, a certain level of anxiety is necessary for the active activity of the individual. However, a necessary condition for the mobilization of activity by anxiety is the optimal level of the latter. An increased level of anxiety, testifying to the subjective ill-being of the individual, has a depressing effect on activity, determining the destruction of its dynamics.
In modern psychological science, two types of sources of persistent anxiety are considered - this is, firstly, a long-term external stressful situation, in particular, a situation of non-compliance of behavior patterns with stereotypical gender standards that arose as a result of frequent anxiety states, and secondly, psychophysiological and internal psychological reasons.
A high level of anxiety poses a threat to the mental state of the individual, being the basis of pseudo-neurotic states. A high level of anxiety affects such aspects of a person's life as the dynamics of behavior, mental and physiological state, the level of productivity of activity, the quality of the social functioning of the individual.
The physiological features of the manifestation of anxiety include acceleration of the heart rate, an increase in blood pressure, increased sweating, and inhibition of the functioning of the digestive system.
As a rule, anxiety is characterized by being a transient state, moreover, it tends to decrease as soon as the subject actually encounters the expected situation. However, in some cases, the expectation takes a long time, as a result of which the body is forced to expend significant resources, both mental and physiological. As a result, a state of stress develops.
An individual with a low level of anxiety perceives most of the difficult situations adequately and acceptable, in accordance with the objective level of their emotional saturation. An individual with an average level of anxiety is characterized by a feeling of comfort, emotional balance and performance in the range of situations that are familiar to this individual and to which he has adapted in one way or another within the framework of past experience. A high level of personal anxiety reflects the perception of most situations as threatening for the individual. At the same time, as a rule, high emotional sensitivity is accompanied by increased vulnerability and resentment.
So, anxiety acts as a stable or situational personality trait, which consists in a tendency to manifest increased anxiety, anxiety and fear in specific social situations. In this context, the place of a specific social situation may be occupied by a situation of disapproval of certain components of the personality from the standpoint of stereotyped ideas about the proper behavior of a certain sex, in other words, we are talking about gender stereotypes.
Exploring the age dynamics of anxiety, Lavrentieva T.V. says that a six-year-old child, unlike a two-year-old, may no longer show fear or tears. He learns not only to a large extent to control the expression of his feelings, to clothe them in a culturally accepted form, but also to consciously use them, informing others about his experiences, influencing them.
But preschoolers are still spontaneous and impulsive. The emotions that they experience are easily read on the face, in the posture, gesture, in all behavior. For a practical psychologist, the behavior of a child, the expression of his feelings is an important indicator in understanding the inner world of a small person, indicating his mental state, well-being, and possible development prospects.
Boys strive for independence: they assert their individuality by trying to separate themselves from their caregiver, usually their mother. For girls, interdependence is more acceptable: they acquire their own individuality in their social ties. For boys' games, group activities are more characteristic. The girls' games take place in smaller groups. In these games, there is less aggressiveness, more reciprocity, they often imitate adult relationships, and conversations are more confidential and intimate.
Already at the age of three weeks, boys, in comparison with girls, sleep less and show anxiety for a longer time. They cry most often when a new or frightening stimulus appears, which indicates a more pronounced ability to recognize a new stimulus and the novelty of a situation compared to girls. This feature of the boys was traced in experiments: according to sensations, perception, intellectual abilities. Therefore, in these studies, the crying and anxiety of boys can be interpreted not only as an emotional, but also as an exploratory reaction.
Girls cry in a different situation, namely when there is a threat of deprivation of communication with others. So, in the experiments, the girls cried when they were left alone behind the barrier, as well as during quarrels with other children. Thus, the crying of boys can be called "exploratory" and that of girls - "communicative". This corresponds to instrumental and expressive styles that are gender-typical for both sexes. It is surprising that such a difference begins to appear at a fairly early age.
Emotions play a very important role in the formation of the psyche, character, behavior. But the role of positive and negative emotions is different.
Girls of older preschool age are characterized by a higher level of anxiety compared to boys. In the studied category of children, such manifestations of anxiety as a decrease in the background of mood, self-doubt, psycho-emotional stress, and a low level of claims were revealed. At the same time, girls are dominated by a reduced background of mood, psycho-emotional stress, self-doubt, fearfulness, sensitivity to their failures, isolation, lack of initiative, irritability, sleep disturbance, tension, stiffness when performing tasks. As a result of the study, it was also revealed that girls of senior preschool age are characterized by a high level of self-assessment interpersonal anxiety and low self-esteem, boys of senior preschool age are characterized by a high level of educational and self-assessment anxiety.
Psychologists note the following features that can characterize an anxious child (both a boy and a girl): depression, bad mood, confusion, the child hardly smiles or does it ingratiatingly, the head and shoulders are lowered, the facial expression is sad or indifferent. In such cases, there are problems in communication and establishing contact. The child often cries, is easily offended, sometimes for no apparent reason. He spends a lot of time alone, not interested in anything. During the examination, such a child is depressed, not proactive, hardly comes into contact.
Anxious children are usually very insecure, have unstable self-esteem. Their constant feeling of fear of the unknown leads to the fact that they rarely take the initiative. Being obedient, they prefer not to attract the attention of others, they behave approximately both at home and in kindergarten, they try to strictly fulfill the requirements of parents and educators - they do not violate discipline, they clean up toys after themselves. They try to make a good impression on others and know for sure how to behave so that there are no problems and comments. Such children are called modest, shy. However, their exemplification, accuracy, discipline are protective in nature - the child does everything to avoid failure.
Anxious children quickly get tired, tired, it is difficult for them to switch to another activity. This is due to constant voltage.
Anxious children experience increased responsibility for everything that happens, they tend to blame themselves for all the troubles that happen to their loved ones. Even if outwardly it does not manifest itself in any way, it breaks through in the conversation.
Quite often, anxious children demonstrate inappropriately high self-esteem. They want to be accepted and praised so much that they often wishful thinking. It can't even be called cheating - it's a defensive reaction.
Also, the reaction of psychological defense can manifest itself in the form of aggression directed at others. So, one of the most famous methods, which anxious children often choose, is based on a simple conclusion: “in order to be afraid of nothing, you need to make sure that they are afraid of me.” The mask of aggression carefully hides anxiety not only from others, but also from the child himself. However, deep down they still have the same anxiety, confusion and uncertainty, lack of solid support.
The reaction of psychological defense is expressed in the refusal to communicate and the avoidance of persons from whom the "threat" comes. Such a child is lonely, closed, inactive.
It is noted that the intensity of anxiety experience, the level of anxiety in boys and girls are different. Girls are more likely to associate their anxiety with other people. The people with whom girls can associate their anxiety include not only friends, relatives, teachers. Girls are afraid of the so-called "dangerous people" - drunkards, hooligans, etc. Boys, on the other hand, are afraid of physical injury, accidents, as well as punishments that can be expected from parents or outside the family: teachers, school principals, etc.
The leading fear in older preschool children is the fear of death, both of their parents (86.6%) and their own (83.3%). Moreover, in girls, the fear of death is more common than in boys (64% and 36%, respectively). At 5-7 years old, they are often afraid of terrible dreams and death in a dream. Moreover, the very fact of realizing death as an irreparable misfortune, the termination of life occurs most often in a dream: “I walked in the zoo, went to the lion’s cage, and the cage was open, the lion rushed at me and ate me” (a reflection of the fears of attack associated with the fear of death and animals in a 5-year-old girl), “I was swallowed by a crocodile” (a 6-year-old boy). The symbol of death is the ubiquitous Baba Yaga, who chases children in a dream, catches them and throws them into the stove (in which the fear of fire associated with the fear of death is refracted).
A small number of children (6.6%) experience fear before falling asleep and fear of big streets. Mostly girls experience this fear. In girls of 6 years, the fears of the first group (fears of blood, injections, pain, war, attacks, water, doctors, heights, diseases, fires, animals) are also most clearly represented in comparison with boys of the same age. Of the fears of the second group, girls are most characterized by fears of loneliness, darkness, and of the fears of the third group - the fear of parents, being late for school, punishment. Compared to girls, boys have the following fears more pronounced: fear of depth (50%), certain people (46.7%), fire (42.9%), enclosed space (40%). In general, girls are much more cowardly than boys, but this is hardly genetically set: for the most part, this is a consequence of the fact that girls are allowed to be afraid and mothers fully support girls in their fears.
6-year-old children have already developed an understanding that in addition to good, kind and sympathetic parents, there are also bad ones. The bad ones are not only those who treat the child unfairly, but also those who quarrel and cannot find agreement among themselves. We find reflection in age-typical fears of devils as violators of social rules and established foundations, and at the same time as representatives of the other world. Obedient children who have experienced a feeling of guilt characteristic of age in violation of the rules and regulations in relation to authoritative persons significant to them are more susceptible to the fear of devils.
At the age of 5, transient obsessive repetitions of “indecent” words are characteristic, at the age of 6, children are overcome by anxiety and doubts about their future: “What if I won’t be beautiful?”, “What if no one will marry me?”, in the 7-year-old - suspiciousness is observed: “Won't we be late?”, “Will we go?”, “Will you buy it?”
Age and gender manifestations of obsession, anxiety and suspiciousness disappear in children if the parents are cheerful, calm, self-confident, and also if they take into account the individual and gender characteristics of their child.
With age, if measures are not taken to overcome it in time, anxiety, as an ingrained character trait, will form appropriate attitudes and outlooks on life, coloring the world of a growing baby not at all in bright, joyful colors.
Increased anxiety negatively affects the development of a child's creative thinking. He is constantly afraid to do something wrong. The fear of not fitting into the generally accepted framework and concepts prevents him from experimenting and introducing something new into life.
Self-deprecating attitude towards oneself, towards one's own merits and abilities, pessimistic attitude, indecision, infantilism, lack of authority among peers, fear, often giving rise to defensive reactions in the form of isolation or aggression.
In preschool children, anxiety is not yet a stable character trait. And the process is completely reversible. Subject to appropriate pedagogical and psychological measures.
Abstract: The article deals with the manifestations of anxiety in children of senior preschool age, presents the original results of a study of anxiety in boys and girls of senior preschool age. Based on the results of the study, the features of the manifestation of anxiety in boys and girls aged 5-7 years are described.
Key words: Anxiety, senior preschooler, boys and girls 5-7 years old
Vostretsova Natalia Sergeevna
Postgraduate Student, Department of Psychology and Social Pedagogy, Chuvash State Pedagogical University them I. Yakovleva, Cheboksary
Marchenko Zhanna Viktorovna
Teacher-psychologist of the "Kindergarten № 2414", Moscow
Abstract: The article describes the manifestations of anxiety in children of senior preschool age, presents the original results of the study of anxiety of boys and girls of senior preschool age. Based on the results of the study, the features of anxiety in boys and girls aged 5-7 years are described.
Keywords: Anxiety, senior preschooler, boys and girls 5-7 years
The problem of manifestation of anxiety in preschoolers is relevant in preschool education. Every year more and more anxious children come to the kindergarten, while the manifestation of anxiety is already observed by specialists in preschoolers at the age of 3-4 years.
In modern scientific literature, the concepts of "anxiety" and "anxiety" are separated. Anxiety is an episodic manifestation of restlessness and excitement.
Anxiety is an emotional state that occurs in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events. Anxiety negatively affects all spheres of life: academic performance, communication, both in a preschool institution and beyond, on the overall level of psychological well-being and health.
Anxious children include those children who feel discomfort when it is necessary to make contact with peers and adults (with the exception of loved ones), unsure of their abilities, unable to establish human relationships, experiencing a variety of fears and concerns: real or fictional. Anxious children are constantly in anticipation of failure or trouble, are in a state of continuous tension, bordering on stress.
A.M. Parishioners indicate that anxiety is an experience of emotional discomfort associated with the expectation of trouble, with a premonition of imminent danger.
The state of anxiety is changeable and contributes to the awareness of one's position in the world around, this is a state expressed in a person's tendency to experience anxiety in stressful situations.
Anxiety develops in children in the event of an internal conflict, when the child is in constant expectation of trouble, he does not expect anything good from others; with overestimated requirements in adults, the lack of a unified system of requirements, the presence of anxiety in adults themselves. Even an adult sometimes cannot understand his feelings, and for a preschooler this is the most difficult task, because. children do not always correctly understand their emotions, which are an indicator of the state of the child, affect his behavior.
In the studies of V.A. Goryanina reveals gender differences in the manifestation of anxiety in older preschoolers. V 5-7 years Boys and girls react differently when approaching school entry: for some children it causes a feeling of anxiety, for some - joy. At 5 years of age, deviations in behavior in boys become more noticeable than in girls. They often show increased emotional sensitivity and resentment, and are easily upset. Girls are more excitable, the mood is unstable, the desire to be in the center of attention, capriciousness, are more mobile and restless.
At the age of 6-7, boys begin to show increased excitability and disinhibition, an insufficiently conscious sense of guilt and an experience of what happened, they are less sincere and more mobile. Girls, on the contrary, become more sensitive, although they remain stubborn and insincere.
In play activities for boys, group activities are more typical - these are mass, outdoor games (battles, competitions, construction). The girls' games take place in smaller groups. In these games, there is less aggressiveness, more reciprocity, they often imitate adult relationships, and conversations are more confidential and intimate.
Compared to girls, boys get out of stressful conditions worse because of their relative emotional weakness, they have difficulty rebuilding, they cannot cope with emotions, quickly and correctly express them in words. Girls may share their experiences with others, openly express their emotions, while boys withdraw into themselves or become aggressive and irritable.
The behavior of anxious children may seem strange: sometimes they answer questions correctly, and sometimes they are silent or answer at random, sometimes giving ridiculous answers. The oddities of behavior are intensified if you point out to an anxious child his mistake, he, as it were, loses all orientation in the situation, does not understand how he can and should behave.
Based on the relevance of this topic, a study was conducted, the purpose of which was to identify features in the manifestation of anxiety in boys and girls aged 5-7 years. We used the projective test of children's anxiety "Choose the right person" (R. Tamml, M. Dorki, V. Amen). The study was conducted in January - March 2017 with preschoolers 5-7 years old (91 people: 44 girls, 47 boys) on the basis of Kindergarten No. 2414 in Moscow.
The test was conducted individually with each child; the results were recorded in the protocol. Each card-drawing is made in two versions: for a girl and for a boy. Each drawing represents some typical life situation. Based on the obtained data, the anxiety index (AI) of a preschooler was calculated, which is equal to the percentage of the number of emotionally negative choices to their total number.
Depending on the level of the anxiety index, children are divided into 3 groups - 91 people:
a) high level of anxiety (IT over 50%) - 30 people ( M-19, D-11)
b) the average level of anxiety (IT from 20 to 50%) - 55 people (M-25, D-30)
c) low level of anxiety (IT from 0 to 20%) - 6 people (M-3, D-3).
Table 1. Results of the anxiety detection technique (test by V. Amen, R. Temml, M. Dorki)
The presented table shows us the following results:
A high level of anxiety (32.9% of the total number of children) is observed more in boys (20.8%) than in girls (12.1%);
In most cases (60.6% of the total number of children), the average level of anxiety is higher in girls (32.9%) than in boys (27.6%),
A low level of anxiety was found in 6.6% of preschoolers out of the total number of subjects (the same for boys and girls).
From the obtained results, we can note that the increased level of anxiety prevails in boys than in girls; it was found that both girls and boys are susceptible to anxiety, in terms of indicators - the average level - almost the same number of boys and girls.
During the test, boys and girls often chose a card with a sad face. Answering the question “Why?”, the boys most often said: “Because they scold him”, “He is afraid when they beat him”, “Because they fight”, “Because he was punished”, “Because they do not pay attention to him”; and girls most often said: “They don’t want to play with her,” “They don’t pay attention to her,” “She’s sad alone,” “She doesn’t want to sleep alone.”
Analyzing the cards - situations and statements of preschoolers in this study, we note the following:
The manifestation of anxiety in boys and girls differs in content and areas of manifestation;
Girls are more concerned about relationships with peers (quarrels, loneliness, neglect, etc.) and their increased anxiety manifests itself in situations that model relationships in the “child-child” system;
A high level of anxiety in boys manifests itself more often in “child-adult” situations; in boys, anxiety manifests itself in situations that model relationships in the “child-adult” system and everyday activities;
In boys, anxiety manifests itself in the form of aggressiveness and hostility directed at others - this is a defensive reaction.
Thus, the manifestation of anxiety in boys and girls is due to various reasons, for example, boys are more emotionally vulnerable, hiding under the guise of "aggressiveness", and girls experience a lack of emotional contact, which is expressed in touchiness, tearfulness, feelings of inferiority. And at the heart of all these manifestations is high anxiety, which can be difficult to recognize.
It is important to note that in children of older preschool age, anxiety is not yet a stable character trait and is reversible when appropriate psychological and pedagogical measures are taken.
Bibliography1. Vostretsova N.S. Slavutskaya E.V. Gender features of anxiety in children of senior preschool age / N.S. Vostretsova, E.V. Slavutskaya//Psychology and social pedagogy: current state and development prospects: collection of scientific articles/ / ed. ed. I. P. Ivanova, E. V. Romanova. - Cheboksary: Chuvash. state ped. un-t, 2016. (Department of Psychology and Social Pedagogy of ChSPU named after I. Ya. Yakovlev - III All-Russian part-time scientific and practical conference, February 28, 2017).
2. Goryanina V.A. Psychology of communication: Proc. allowance for students. higher textbook institutions / V.A. Goryanina. - M.: Publishing Center "Academy", 2002.- 416s.
3. Petrov A. A. The study of anxiety in children of primary school age // Scientific and methodological electronic journal "Concept". - 2015. - V.10. - S. 266-270. - URL: http://e-koncept.ru/2015/95097.htm.
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5. Parishioners A.M. Anxiety in children and adolescents: psychological nature and age dynamics. Moscow: Moscow Psychological and Social Institute; Voronezh: ed. NPO "MODEK", 2009. - 304c.
6. Emelyanova E.L., Davtyan E.Yu., Spirina Yu.V., Vasyukova Yu.A. Correction of anxiety in children of senior preschool age (using sand therapy) // Scientific notes of the St. Petersburg State Institute of Psychology and Social Work. 2015. Volume 24. No. 2. S. 30-38.
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Manifestation of school anxiety in deviant adolescent boys and adolescent girls
1. Theoretical aspects of the studyfeatures of school anxiety in deviant childrenteenage boys and girls
1.1 Psychological features of adolescence
The teenager feels caught up in a new and unknown force that operates in his own depth. This force imperiously and impatiently overthrows habits, established tastes, pushes somewhere forward, stirs and excites the soul, throwing it from one extreme to another. Dreaminess is the key to this period. Only with this period begins real self-consciousness, taste and attraction to one's inner world, acute self-emphasis of one's desires and impulses, and without any regard for how realizable they are. Stubborn unwillingness to reckon with reality, confidence has the right to live its own world and give all plans and desires the character of a dream. In this period, a teenager is characterized by a great taste for asociality - for solitude and loneliness, for a tragic feeling of incomprehensibility and uselessness to anyone, in general, to isolation from everything and everyone.
Since self-esteem of minors has not yet been determined, value orientations have not developed into a system, we can talk about their specificity in adolescent delinquents. First, they rate themselves significantly below the law-abiding ones in the self-rated categories of attractiveness, intelligence, academic achievement, kindness, and honesty. Secondly, they attribute their failures to something external - they are less lucky, they have more misfortune, nowhere to show themselves, they make an unfavorable impression on others, etc. Thirdly, the significance of objects that satisfy the need for prestige increases. Against the background of the predominance of consumer tendencies among delinquents, value orientations are directly related to the structure of their leisure: buying alcohol, visiting bars and discos, watching movies and TV shows, and lack of interest in reading books. Among modern adolescents with deviant behavior, films with a criminal theme are popular.
In adolescents aged 12-13, negativism becomes most pronounced, there is an increase in physical and verbal aggressiveness. At the same time, indirect aggressiveness, although it gives a significant shift compared to younger adolescence, is still less pronounced. As for 14-15-year-old adolescents, verbal aggressiveness comes to the fore, exceeding this form by 20% at 12-13 years old and by almost 30% at 10-11 years old. Aggressiveness, physical and indirect, increases insignificantly, as well as the level of negativism. In general, throughout the teenage period, there is a clearly defined dynamics of all forms of aggressiveness from the younger to the older teenage period. At the same time, as adolescents grow older, verbal forms of aggressiveness and negativism begin to dominate.
Features of the deformation of a number of psychological characteristics that are essential for the development of personality in adolescence, the conditionality of deviant behavior by the characterological features of the personality, disharmony in the development of character was also considered in the works of Lichko A.E. The following parameters of personality development of adolescents with deviant behavior have been recorded: the attitude towards the future is extremely uncertain, up to the absence of meaningful orientation; the future appears as a direct reflection of the primitive desires of the present; universal human values are most often rejected; lack of interest in learning and learning. Adolescents - delinquents are actually ignored by their peers, fall out of the circle of normal teenage communication. Most of these teenagers live in families with an unfavorable psychological climate. They have a combination of at least three gross criminogenic qualities, character accentuations, the most common of which are epileptoid, unstable, hyperthymic. The vast majority of adolescents with deviant behavior are boys, among whom 50% have a tendency to alcoholism; social relations of these adolescents have a high level of conflict.
The personal characteristics of delinquent teenagers testify to the deformation of their character - the criminogenic complex of the personality of a juvenile delinquent: the presence of conflicts with others, a hostile attitude towards the position of an adult; underestimated in half of adolescents the need for communication, which acts as a means of self-affirmation and compensation for dissatisfaction with their position. Ignoring deviants by peers with normative behavior indicates their falling out of the circle of normal teenage communication.
It is necessary to note the following components of personality:
1) the gradual aggravation of certain negative personality traits that form a criminogenic complex;
2) a special combination of circumstances and the action of factors leading to the "attunement" and interaction of criminogenic qualities, their development and fixation;
3) the background condition for the formation and development of a criminogenic complex is the presence of general difficulties in a teenager and a lag in personality development;
4) the presence of a criminogenic complex makes a teenager insensitive to the impact of educational measures aimed at correcting certain aspects of his personality.
In psychological science, there is a significant amount of research devoted to the analysis of various aspects of the problem of anxiety.
The concept of "anxiety" is multifaceted. It has been noted in dictionaries since 1771. There are many versions explaining the origin of this term. Most researchers agree that this concept should be considered differentially - as a situational phenomenon and as a personal characteristic.
In the psychological dictionary, "anxiety" is considered as an individual's tendency to experience anxiety, characterized by a low threshold for the occurrence of an anxiety reaction: one of the main parameters of individual differences.
From the definition of concepts it follows that anxiety can be considered as:
Psychological phenomenon;
Individual psychological feature of the person;
A person's tendency to experience anxiety;
A state of heightened anxiety.
Anxiety is an emotionally heightened sense of impending danger. Anxiety, unlike fear, is not always a negatively perceived feeling, since it is also possible in the form of joyful excitement, exciting expectations.
Fear and anxiety are two concepts that are united by some and shared by other authors. In our opinion, fear and anxiety have a common component in the form of a feeling of anxiety. Both concepts reflect the perception of a threat or lack of a sense of security. If we continue the general line, then anxiety can be compared with a deeply hidden fear of a diffuse nature.
Anxiety as a premonition of danger, an indefinite feeling of anxiety, most often manifests itself in anticipation of an event that is difficult to predict and which can threaten with its unpleasant consequences.
Anxiety has as its motive the anticipation of trouble and, in its rational basis, contains fears about the possibility of its occurrence. As observations show, anxiety is more inherent in people with a developed sense of self-worth, responsibility and duty, moreover, they are highly sensitive to their position and recognition among others.
In this regard, anxiety also acts as a feeling of responsibility for the life and well-being of oneself and loved ones, saturated with anxiety.
Conventionally, the differences between anxiety and fear can be represented as follows: 1) anxiety is a signal of danger, and fear is a response to it; 2) anxiety is rather a premonition, and fear is a sense of danger; 3) anxiety has a greater excitatory, and fear - inhibitory effect on the psyche. Anxiety is more typical for persons with choleric, fear - phlegmatic temperament; 4) anxiety stimuli are more general, indefinite and abstract, fear is more definite and specific, forming a psychologically closed space; 5) anxiety as an expectation of danger is projected into the future, fear as a memory of danger has its source mainly in the past traumatic experience; 6) despite its uncertainty, anxiety is more rational, and fear is an emotional, irrational phenomenon. Accordingly, anxiety is rather a left-hemispheric phenomenon, while fear is a right-hemispheric phenomenon; 7) anxiety - socially, and fear - instinctively conditioned forms of mental response in the presence of a threat.
The presented differences reflect two hypothetical poles of anxiety and fear and do not take into account transitional states. When presenting further material, we will adhere to the point of view regarding the leading role of anxiety or fear, remembering that they have the same basis in the form of a feeling of anxiety. The latter, depending on the mental structure of the individual, life experience and circumstances, can acquire the meaning of both anxiety and fear.
Along with the definition, researchers identify different types and levels of anxiety.
Situational anxiety usually occurs as a short-term reaction to a specific situation that objectively threatens a person.
With the learning process - learning anxiety;
With self-image - self-esteem anxiety;
With communication - interpersonal anxiety.
In addition to the varieties of anxiety, its level structure is also considered.
Open forms: acute, unregulated anxiety; adjustable and compensatory anxiety; cultivated anxiety.
Increased anxiety affects all areas of the child's psyche: affective-emotional, communicative, moral-volitional, cognitive.
Theoretically, all specific fears, in our opinion, can be divided into three groups. The fears of the first group are addressed to a person as a biological being, they threaten the body and the physical Self, this fear can be called “being nothing”. The starting point for the development of the fear of “being nothing,” that is, not living, not existing, being dead, is the fear of death. The second group of fears reflects the threat of relationships - the deprivation of society of people, this fear can be called "to be with anyone." The fears of the third group characterize a person as a social being and are associated with damage to the social or psychological status of the individual. These fears can be conditionally called the fears of “being nobody” or “being the wrong one”, that is, inconsistency.
The structure of experiences in persons of different sexes is clinically the same and has an age specificity. Psychologically understandable fears reach a degree that does not correspond to the normative reactions for a given age. At the age of 12, apatho-depressive manifestations, difficulties in concentrating are observed, at 13-16 - absenteeism and somatic symptoms. The reluctance to leave can extend not only to specific people, but also to favorite toys or familiar places. A child can always indicate exactly who or what he is afraid to part with, teenagers do this less willingly. In the latter, an increased dependence on the mother is noticeable in that they prefer to involve her in buying items of clothing and in assisting in entering some social activities. The autonomy of behavior suffers: the child is not able to sleep separately, visit friends or go out, run errands, stay in children's health institutions. Patients are often characterized by pathological obedience and the desire for perfectionism.
The course of the disorder is chronic with exacerbations under conditions of social stress or somatic diseases. In the follow-up period, patients are characterized by difficulties in professional adaptation, a low level of self-affirmation and increased somatization.
"Phobic disorder of childhood" as a rule, it is expressed in the form of all kinds of neurotic phobias that appear at a fairly early age and relate to a wide range of problems and various situations. At the same time, if they are not specific to any age, they are classified exclusively as neurotic disorders. This should also include phobias that are associated with a specific stage in the development of the child. To diagnose this condition, it is necessary to have at least persistent or recurring anxiety of various content, specific to a certain phase of development, excessively expressed and causing a clear decrease in social adaptation.
"Social anxiety disorder of childhood" predominates in girls, but more often attracts attention in boys, perhaps due to sociocultural expectations of passivity and timidity for the so-called "female role". This type of disorder is diagnosed at an age when fear of strangers ceases to be a normal feature of the child's psychological development. Here, special attention is paid to the difference between behavior at home and in social situations outside the family.
Such children at home are quite lively and emotional, but they can be overly intrusive and demanding with caregivers. Typical behavior in an unfamiliar environment is that the child blushes, switches to whispering speech or is silent, tries to hide so that he is not visible, seeks protection from guardians, cries easily when trying to involve him in any activity. Self-esteem is generally reduced, high comorbidity with depressive syndromes. Disadaptation is mainly manifested in the recreation and sports area, in some cases the learning process may suffer. The delay in social development inevitably makes itself felt in adolescence, when the formation of communication skills becomes vital.
"Generalized Anxiety Disorder of Childhood" more common in urban environments, in fairly wealthy families of small size. The reasons for the appearance of anxiety are varied, the most frequent are events in the future, especially those during which a person’s activity, his social acceptability, competence and compliance with the expectations of others will be somehow evaluated. Specific vegetative manifestations do not come to the fore; visible elements of behavior are the most typical. Such children appear nervous, tense, timid, insecure, prone to self-abasement in society, and at the same time serious and mature beyond their years. They are painfully sensitive to criticism and pride themselves on their exaggerated obedience and striving for perfectionism. Commonly associated behavioral signs include nail biting, hair pulling, thumb sucking, and bedwetting. Motivation for social success usually allows patients to achieve satisfactory adjustment, which is accompanied by constant and excessive internal stress. Among other things, this disorder in a child suggests a high risk of anxiety, affective and somatoform disorders in adulthood.
By itself, GAD in terms of clinical diagnosis implies anxiety, reaching the point of panic, in connection with separation or, for older children, in connection with the anticipation of separation from the object of attachment. Anxiety is usually about imminent danger and preoccupation with death and leads to a reduction in all activities outside the home. The hallmarks of the patient are extreme shyness and the desire to be away from new situations or people. GAD is characterized by persistent, uncontrollable anxieties that can affect many areas - including anxiety about possible failure in one's work, family or social relationships, physical health, and doubts about future or past behavior.
An important place in modern psychology is occupied by the study of gender aspects of anxious behavior. Anxiety is a particularly acute problem for adolescents. Due to a number of age characteristics, adolescence is often called the “age of anxiety”. Adolescents are worried about their appearance, about problems at school, relationships with parents, teachers, peers. And misunderstanding on the part of adults only increases the discomfort.
The problem of anxiety is one of the most urgent problems in modern psychology. Among the negative experiences of a person, anxiety occupies a special place in adolescence, often it leads to a decrease in working capacity, productivity, and difficulties in communication. In a state of anxiety, a teenager experiences not one emotion, but some combination of different emotions, each of which affects his social relationships, his somatic state, perception, thinking, and behavior. It should be borne in mind that the state of anxiety in boys and girls of adolescence can be caused by different emotions. The key emotion in the subjective experience of anxiety is fear.
It is necessary to distinguish between anxiety as a state and anxiety as a personality trait of adolescents. Anxiety is a reaction to imminent danger, real or imagined, an emotional state of diffuse objectless fear, characterized by an indefinite sense of threat. 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 noted that the intensity of anxiety experience, the level of anxiety in boys and girls are different.
Observations of the behavior of boys and girls did not lead to the discovery of sex differences, however, when interviewing teachers and the subjects themselves, it turned out that girls are more timid and anxious.
Feingold explains such results by methodological and methodological problems. Previously, social anxiety was understood as general anxiety. There is also a discrepancy between the results, on the one hand, of personality scales and, on the other hand, of observation of behavior. Finally, according to Feingold, the data of urban and rural subjects and representatives of different cultures may differ.
The Anxiety Study found no "pure" gender differences, but did find cultural differences.
Finally, one should think about the implications for social life of gender differences in the parameter of anxiety. Society influences the formation of personality characteristics in different sexes in a certain direction. Perhaps you should not worry about this anxiety? If it allows you to achieve success and does not harm your health, then this is a characteristic of good adaptability. However, it is necessary to investigate the level of this anxiety associated with the mental norm. Too much anxiety does not give a person peace, and he cannot be happy and prosperous. It is possible that this is a reflection of those complex social processes that are taking place in the world.
Thus, among juvenile delinquents, the proportion of schoolchildren has noticeably increased, and the likelihood of relapses is increasing: two out of three teenagers soon break the law again after returning from places of detention.
One of the most complete and interesting options for systematizing the types of deviant behavior of a person, in our opinion, belongs to Ts.P. Korolenko and T.A. Donskoy. The authors divide all behavioral deviations into two large groups: non-standard and destructive behavior. Non-standard behavior can take the form of new thinking, new ideas, as well as actions that go beyond social stereotypes of behavior. This form presupposes activity, although going beyond the accepted norms in specific historical conditions, but playing a positive role in the progressive development of society. An example of non-standard behavior can be the activities of innovators, revolutionaries, oppositionists, pioneers in any field of knowledge. This group cannot be recognized as deviant in the strict sense.
Among adolescents, new types of crime have appeared, in particular racketeering. Sexual promiscuity, child prostitution, and perversions are becoming more and more widespread. The number of alcoholics and drug addicts is growing among young people in the country. Surveys of students showed that 52.8% often drink alcohol, 10.2% have tried drugs at least once in their lives, and 9.8% have tried toxic substances. In fact, one in ten of them runs the risk of becoming a chronic alcoholic, drug addict or substance abuser.
At the basis of all deviations of adolescent behavior lies the underdevelopment of socio-cultural needs, the poverty of the spiritual world, and alienation. But youth deviation is a cast from social relations in society.
The group of non-pathological forms of behavior includes microsocial neglect and characterological situational reactions of refusal, protest, imitation, reaction of grouping with peers, runaways from home, dromania, reactions due to emerging sexual desire, juvenile prostitution.
The protest reaction is one of the most common reactions in adolescence. This is a fickle and transient reaction, characterized by selectivity and direction. Protest reactions are passive and active. Passive reactions of protest are disguised hostility, dissatisfaction, resentment towards an adult who caused such a reaction in a teenager, the loss of the previous emotional contact with him, the desire to avoid communicating with him.
Active protest reactions can manifest themselves in the form of disobedience, rudeness, defiant and even aggressive behavior in response to a conflict, punishments, reproaches, insults. The protest reaction is directed against those persons who were the source of his experiences. Such reactions are relatively short-lived and are characteristic of adolescents with an excitable type of character accentuation.
But in adolescents with psychopathy or organic diseases of the brain, active protest reactions can be intense, accompanied by motor excitation of the "motor storm" type.
Active reactions of protest are also expressed in the desire to do it out of spite, to harm the person who offended the teenager, with the help of slander, lies, theft, up to cruel acts and even murders. Thus, the teenager takes revenge on the offender.
Runaways from home can also be seen as a reaction to protest. In such behavior of adolescents, there may be deliberateness, demonstrativeness, the desire to shock everyone with their behavior.
imitation reaction. Imitation is the desire to imitate someone in everything. In childhood, a child imitates his parents, older brothers or sisters, and in general many adults.
Adolescents do not yet have their own moral position. Their ethical concepts are formed under the influence of their parents, and if the parents do not do this, then under the influence of any person whom the teenager “respects”. They do not understand what crime is, the law, prison and everything connected with it. Adolescents do not know and are not afraid of the social consequences of delinquency. Not knowing what crime is and how society punishes it, teenagers in a group with an asocial or criminal leader can commit any act if the leader orders and the whole group follows.
The reaction of grouping with peers in its manifestations at extreme expressions is close to the reaction described above, except that there is no adult negative leader here. One of the members of the group itself becomes such a leader, especially if he is older than the others, has experience in drinking alcohol and is physically stronger than the others. The desire to group with peers is generally inherent in adolescence, even if it does not reach the degree of extreme asocial manifestations. But if the "leader" has criminal inclinations or experience, then such a teenage group can turn into a "gang", carefully guarding its territory from teenagers from other houses or the same groups, in the "struggle" with which they spend their whole lives. Adolescents can spend time in drinking, card games, sexual orgies - for this, girls are also involved in the group, although at first the group is usually same-sex, they can also commit criminal acts.
Run away from home. In modern psychological theories, running away from home is considered as one of the ways of protective behavior. Escape is a behavioral response to a factor or group of factors considered subjectively as catastrophic, an escape is a life-changing event. Usually, the first escape happens after some kind of quarrel or psychological trauma, and then this form of reaction is fixed, and in the future, the teenager responds to any trouble by running away from home. Runaways can be seen as a reaction to the lack of attention of parents or their excessive demands and despotism, a protest against the lifestyle imposed on them, which they came to hate. Many teenagers who were brought up in outwardly prosperous families with a sufficient financial situation, having run away from home, regard their new life as "freedom from family and school."
Dromomania is a tendency to wander. It is considered by psychiatrists as one of the options for control disorder over impulsive urges - usually this is an irrepressible attraction to distant wanderings. True dromomania is relatively rare, mainly in mental illness - schizophrenia, epilepsy. The escapes of such patients usually occur without any external cause or motive, they are preceded by an unreasonably changed mood, and then the adolescents themselves cannot explain what prompted them to escape. Often they themselves return home exhausted and hungry. Dromomania is an impulsive attraction and is caused by the mental illness itself.
Addictive forms of deviant behavior have also undergone a sharp rejuvenation in recent decades.
The essence of addictive behavior is the desire to change one's mental state by taking certain substances or fixing attention on certain objects or activities. The process of using such a substance, attachment to an object or action is accompanied by the development of intense emotions and takes on such dimensions that it begins to control the life of a teenager, deprives him of the will to counteract addiction. This form of behavior is typical for adolescents with low tolerance for psychological difficulties, who do not adapt well to a rapid change in life circumstances, and therefore strive to achieve psychophysiological comfort faster and easier. Addiction for them becomes a universal means of escape from real life. Alcohol or drugs act as an effective psychological shield. For self-defense, adolescents with an addictive type of behavior use a mechanism called in psychology “thinking at will”: contrary to the logic of cause-and-effect relationships, they consider real only that which corresponds to their desires. As a result, interpersonal relationships are violated, a person is alienated from society.
Addictive behavior develops gradually. The onset of deviation is associated with the experience of an intense acute change in the mental state of a person in connection with the adoption of certain substances or certain actions, the emergence of an understanding that there is a certain way to change one's psychological state, to experience a feeling of uplift, joy, ecstasy.
Drugs do have a pronounced pharmacological effect and are able to change the psycho-emotional state for a short time. So, psychostimulants weaken depression and hyperactivity; opiate analgesics relieve rage and depression, reduce feelings of shame and guilt; hallucinogens help overcome depression and feelings of emptiness. In general, drugs satisfy the need for stability, neutralize the punishing super-ego, and provide an idealized object. X. Kohut noted that "the drug serves as a replacement for a defect in the psychological structure."
Teenagers believe that drugs and alcohol have a beneficial effect on mood, raise self-esteem, release the brakes, ease anxiety. But the facts show that the effect of suggestion is at work here.
In the teenage environment, "baldness" from inhaling vapors of varnishes or solvents has gained wide popularity. However, "professional drug addicts" painters and varnishers experience nothing of the sort from these odors. In this example, the effect of expectation is very clearly visible: if a person is sure in advance that he will be fine, waits for a buzz, then he eventually gets it. Workers do not expect a high and therefore perceive their sensations as an unpleasant cost of production.
At the first use of alcohol, drugs, everyone experiences extremely unpleasant sensations: nausea, headache, dizziness. With repeated and then systematic use of the same substances, looking at more experienced dope users, the beginner learns to positively interpret the objective effects of drug addiction.
Further, a stable sequence of resorting to the means of addiction is formed. Difficult life situations, states of psychological discomfort provoke an addictive reaction. Gradually, this behavior becomes a habitual type of response to the demands of real life. There is a formation of addictive behavior as an integral part of the personality, i.e. another personality arises, displacing and destroying the former one. This process is accompanied by a struggle, a feeling of anxiety arises. At the same time, protective mechanisms are activated that contribute to the preservation of an illusory sense of psychological comfort. Protective formulas are: “I don’t need people”, “I do what I like”, “if I want, everything will change”, etc.
As a result, the addictive part of the personality completely determines the behavior of a person. He is alienated from society, contacts with people are difficult not only at the psychological, but also at the social level, loneliness is growing. Along with this, there is a fear of loneliness, so the addict prefers to stimulate himself with superficial communication, to be in the circle of a large number of people. But such a person is not capable of full communication, of deep and long-term interpersonal contacts, even if those around him strive for this. The main thing for him is those objects and actions that are means of addiction for him. The problem of addictive behavior includes not only the analysis of such well-known phenomena as drug addiction and alcoholism, but also much less studied - "workaholism", the problem of children of alcoholics, the problem of "dry alcoholism". The study of the mechanism of the emergence and development of these phenomena will make it possible to understand their real place in the structure of social relations and predict the consequences of their spread. With some excuses, prostitution can also be attributed to addictive forms of deviant behavior. The term "prostitution" itself comes from the Latin word prostituere "to expose in public." Usually, prostitution is understood as extramarital sexual relations for a fee, which are not based on sensual attraction. The level of prostitution has risen sharply in the post-Soviet period. In our society, prostitution was considered “absent” for a long time, and such a long silence on the real situation led to the fact that the publication of the fact of the existence of prostitution aroused unhealthy interest not only among the adult population, but also among adolescents, which was also fueled by the media. Today there is a sharp expansion of the social and age base. Among the prostitutes are students of schools, vocational schools, technical schools, universities. It is not hunger that pushes the “girls from the bar” into the arms of customers, but the desire for speedy material well-being and a “beautiful life”.
Such a form of deviant behavior as suicide has undergone a sharp rejuvenation. Suicide - the intention to take one's own life, an increased risk of committing suicide. This form of deviant behavior of the passive type is a way of avoiding unsolvable problems, from life itself.
When evaluating specific suicidal acts, much depends on the motives and circumstances, personality characteristics. Studies show that a specific combination of characteristics such as gender, age, education, social and marital status is a factor provoked by suicidal behavior. Suicides are committed more often after the age of 55 and before the age of 20, today even 10-12-year-old children become suicides. There is no doubt that suicidal behavior is associated with other forms of social deviations, such as alcohol consumption.
Adolescents who commit suicide usually suffer from severe mental pain and stress, and feel unable to cope with their problems. In adolescents, suicide is a consequence of the socio-psychological maladjustment of the personality in the conditions of the micro-social conflict experienced. Adolescents are characterized by internal suicidal behavior, which includes suicidal thoughts, ideas, experiences, as well as suicidal tendencies, among which plans and intentions can be distinguished. External forms of suicidal behavior include suicidal attempts, serving as a means of demonstrating and drawing attention to one's person, and completed suicides. Durkheim distinguishes 3 main types of suicide, due to the different strength of the influence of social norms on the individual: selfish, altruistic and anomic. Selfish suicide takes place in the case of a weak impact of social norms on an individual who remains alone with himself and loses the meaning of life as a result. Altruistic suicide, on the contrary, is caused by the complete absorption by society of an individual who gives his life for its sake, i.e. seeing its meaning outside of itself. Finally, anomic suicide is due to the state of anomie in society, when social norms not only have little effect on the individual, but are practically absent in general, when there is a normative vacuum in society, i.e. anomie.
1. The special position of adolescence in the cycle of child development is reflected in its other names - "transitional", "difficult", "critical". They recorded the complexity and importance of the developmental processes occurring at this age, associated with the transition from one era of life to another. The transition from childhood to adulthood is the main content and specific difference of all aspects of development in this period - physical, mental, moral, social. Qualitatively new formations are emerging in all directions, elements of adulthood appear as a result of the restructuring of the body, self-awareness, the type of relationship with adults and comrades, ways of social interaction with them, interests, cognitive and educational activities, the content side of moral and ethical instances that mediate behavior, activity and relationships. The social situation of the development of adolescence is a transition from dependent childhood to independent and responsible adulthood. A teenager occupies an intermediate position between childhood and adulthood.
2. Every teenager goes through periods of increased sensitivity to the world around them, when they feel less secure than usual. At this time, he most often has fears. The presence of fears implies a certain level of intelligence, due to the development of criticality and awareness of danger, as well as the development of self-control. Each type of fear usually appears at a certain age and disappears over time.
3. Anxiety as a personality trait largely determines the behavior of adolescents. A certain level of anxiety is a natural and obligatory feature of an active active person. Every teenage boy or girl has their own optimal or desirable level of anxiety - this is the so-called beneficial anxiety. A person's assessment of his state in this respect is an essential component of self-control and self-education for him. However, an increased level of anxiety is a subjective manifestation of adolescents' distress.
4. The behavior of some children and adolescents attracts attention as a violation of norms, inconsistency with the advice and recommendations received, differs from the behavior of those who fit into the normative requirements of the family, school and society. This behavior, characterized by a deviation from accepted moral, and in some cases legal norms, is called deviant. It includes antidisciplinary, antisocial, delinquent, illegal and self-aggressive acts. By their origin, they can be caused by various deviations in the development of the personality and its response.
3. To study the features of anxiety in deviant adolescent boys and girls;
4. To identify the features of the tendency to deviant behavior and school anxiety of adolescent boys and girls.
Description of research methods
The proposed method for diagnosing the tendency to deviant behavior is a standardized test questionnaire designed to measure the readiness of adolescents to implement various forms of deviant behavior. The questionnaire is a set of specialized psychodiagnostic scales aimed at measuring readiness to implement certain forms of deviant behavior. The methodology involves taking into account and correcting the attitude towards social
The scales of the questionnaire are divided into content and service. Content scales are aimed at measuring the psychological content of the complex of interconnected forms of deviant behavior, that is, the social and personal attitudes behind these behavioral manifestations.
Introductory remarks. The measurement of anxiety as a personality trait is especially important, since this property largely determines the behavior of the subject. A certain level of anxiety is a natural and obligatory feature of an active active person. Each person has their own optimal, or desirable, level of anxiety - this is the so-called useful anxiety. A person's assessment of his state in this respect is an essential component of self-control and self-education for him.
Personal anxiety is understood as a stable individual characteristic that reflects the subject's predisposition to anxiety and suggests that he has a tendency to perceive a fairly wide "fan" of situations as threatening, responding to each of them with a certain reaction. As a predisposition, personal anxiety is activated when certain stimuli are perceived by a person as dangerous to self-esteem, self-esteem. Situational or reactive anxiety as a condition is characterized by subjectively experienced emotions: tension, anxiety, concern, nervousness. This state occurs as an emotional reaction to a stressful situation and can be different in intensity and dynamism over time.
Individuals classified as highly anxious tend to perceive a threat to their self-esteem and life in a wide range of situations and respond with a very pronounced state of anxiety. If a psychological test expresses a high indicator of personal anxiety in a subject, then this gives reason to assume that he has a state of anxiety in a variety of situations, especially when they relate to assessing his competence and prestige.
Most of the known methods for measuring anxiety allow you to evaluate either only personal anxiety, or a state of anxiety, or more specific reactions. The only method that allows differentially measuring anxiety both as a personal property and as a state is the method proposed by Ch.D. Spielberger. In Russian, his scale was adapted by Yu.L. Khanin.
Table 2.1 - The severity of the deviation of group A
Psychological features of the development of the emotional sphere in adolescence. The concept and psychological nature of anxiety, gender characteristics of its manifestation in adolescents. Conducting experimental diagnostics of anxiety in adolescents.
thesis, added 08/09/2010
General psychological characteristics of adolescence, analysis of possible variants of emotional disorders and identification of features of the manifestation of anxiety in adolescents. Empirical research and prevention of the level of anxiety in adolescents.
thesis, added 06/24/2011
Causes and features of the manifestation of anxiety in adolescence. Types and forms of anxiety, "anxiety masks". Organization and conduct of an empirical study of the characteristics of anxiety in adolescents, interpretation and analysis of the results.
term paper, added 03/08/2012
Study of the problem of school anxiety in adolescents. Features of the educational process in the family as a factor in the development of emotional distress in adolescence. Analysis of styles of family education. Exploring fears in relationships with teachers.
thesis, added 05/28/2017
Features of the manifestation of anxiety in adolescents with mental retardation (MPD). The program for the correction of anxiety in adolescents with mental retardation, including special games and exercises, analysis of its effectiveness. Organization and research methods.
thesis, added 09/06/2015
The essence and content of the concept of "anxiety", the causes and features of its manifestation in adolescence. Playing a musical instrument as a factor in correcting adolescent anxiety. Essence and main goal of Taylor's anxiety measurement technique.
thesis, added 04/14/2018
The concept of risk appetite in psychology. The concept of anxiety in adolescence. The effect of anxiety on the manifestation of risk appetite in adolescents. Analysis of the results obtained by the method of measuring the level of anxiety according to the scale of J. Taylor.
term paper, added 01/12/2014
Aspects of studying the psychological characteristics of the manifestation of independence in adolescents. Adolescence crisis. Understanding of independence in the psychological and pedagogical literature. Study of the degree of independence of girls and boys.
term paper, added 04/14/2016
General theory of anxiety. The concept and main types of anxiety disorders. The manifestation of anxiety in children. The emergence and development of anxiety in age dynamics: in primary school age, in adolescents. Study of anxiety among students in grades 3–7.
thesis, added 06/28/2011
Manifestation of elements of objective adulthood in adolescence. Differences in mental processes, behavior, activities, interests and physiology of boys and girls. The study of gender characteristics of adolescents' attitude to their own body.
anxiety fear psychological school
The school is one of the first to open the world of social and social life to the child. In parallel with the family, he takes on one of the main roles in the upbringing of the child.
The school becomes one of the determining factors in the development of the child's personality. Many of his main properties and personal qualities are formed during this period of life, and how they are laid down largely depends on all his subsequent development.
Changes in social relationships present significant difficulties for the child.
Anxiety, emotional tension are mainly associated with the absence of people close to the child, with a change in the environment, familiar conditions and the rhythm of life. Such a mental state of anxiety is usually defined as a generalized feeling of a non-specific, indefinite threat.
The expectation of impending danger is combined with a feeling of uncertainty: the child is not able to explain what he is afraid of. Unlike the similar emotion of fear, anxiety does not have a specific source. It is diffuse and behaviorally can manifest itself in the general disorganization of activity, violating its direction and productivity.
Two large groups of signs of anxiety:
the first - physiological signs occurring at the level of somatic symptoms and sensations;
the second - the reactions occurring in the mental sphere.
The somatic and psychic symptoms of agitation are known to anyone from their own experiment. Somatic symptoms appear in an increase in the frequency of breathing and heartbeat, an increase in a single excitation, a decrease in sensitivity thresholds. These friends of any feeling, like an unexpected rush of heat to the head, cool and wet palms are still considered to be accompanying indicators of excitement.
Psychological and behavioral reactions of excitement are still the most heterogeneous, unusual and unexpected - unexpected.
Anxiety pulls because of an obstacle to decision-making, damage to the coordination of movements. From time to time, the effort of restless hope is so great, as if a person involuntarily prevents himself from illness. Anxiety, as a stable position, interferes with the clarity of the idea of the return of communication, enterprise, creates problems when meeting new people. Anxiety is considered a biased sign of a person's trouble. However, in order for it to develop, a person must stock up on a load of unsuccessful, inadequate methods for overcoming the state of excitement. Therefore, in order to prevent the restless-neurotic form of the formation of a person, it is necessary to help the children find effective methods with the support of which they would be able to learn how to deal with disorder, complexes and other manifestations of psychological instability.
Each formative period has its own dominant anxiety informants. For a two-year-old baby, parting with his mother is considered a source of excitement, for six-year-old children - the lack of adequate examples of identification with guardians. In adolescence - timidity to exist not recognized by peers.
Anxiety pushes the baby into this behavior, which has the ability to free him from problems and horror. In order to free the baby from anxiety, excitement and fear, it is necessary to strengthen interest not in any way on specific signs of anxiety, but on the factors laid down in their base - life circumstances and criteria, so probably the position of the baby often appears from a feeling of indecision, from claims that turn out to be more his forces, from dangers, fierce sanctions, unbalanced endurance.
For constructive work, for a harmonious real life, the established degree of excitement is simply needed.
That degree, which does not exhaust a person, but creates the tone of his efficiency. Such anxiety does not immobilize a person in any way, but mobilizes him to overcome obstacles and conclude tasks.
That is why it is called fruitful. Specifically, it performs the adaptive function of the body's vital activity. An important property that characterizes anxiety as fruitful is probably the knowledge to embody a restless situation, to analyze it quietly, in the absence of panic. Closely connected with this is the knowledge to analyze and intend personal actions.
As if touching the pedagogical process, the emotion of excitement inevitably accompanies the child's educational activity in any school, including a personally impeccable one. In general, practically no functional cognitive activity of a person can in any way be accompanied by apprehension.
According to the Yerkes-Dodson law, the best degree of anxiety increases the productivity of efficiency. The mistress of the situation of knowing something or the newly minted, unknown, the situation of solving a problem, how soon it is necessary to add aspirations so that the indistinct becomes clear, constantly hides confusion, duality and a pretext for excitement.
It is only possible to completely throw off the state of unrest, having eliminated all the problems of knowledge, as if utopian, true, and in no way necessary.
In a significant proportion of cases, we own a craft with a destructive manifestation of excitement. After all, it is quite difficult to separate fruitful anxiety from destructive one, and it is impossible to identify here only by the formal results of educational efficiency. If anxiety forces the baby to learn better, it probably does not at all guarantee the constructiveness of his psychological experiences. Forced by important adults and completely attached to them, the baby is able to renounce self-sufficiency of actions due to the storage of closeness with these people. The shyness of loneliness gives rise to anxiety, which simply whips up the teenager, forcing him to gather all his own strength in order to whitewash the hopes of the mature and help his own authority in their eyes.
Service in a state of significant overstrain of sincere forces is capable of delivering only a temporary result, which, in the future, will turn into a psychological breakdown, the development of school neurosis and other unnecessary results. To replace psychological instability in the lower grades, middle grades 6-8, weakness and indifference come. An attentive teacher can easily understand how constructive the child's anxiety is by observing him in a situation that requires maximum activity of all his available capabilities. If he falls into a panic, despondency, begins to refuse, without even delving into the task, it means that the level of anxiety is high, anxiety is destructive. If at first he tries to solve the problem in his usual ways, and then refuses with an indifferent look, most likely, his level of anxiety is insufficient. If, however, he carefully penetrates into the situation, begins to sort out possible solutions, gets carried away with the task, will think about it, even if he cannot solve it, he reveals exactly the level of anxiety that is needed.
Constructive anxiety gives originality to the decision, uniqueness of the idea, it contributes to the mobilization of the emotional, volitional and intellectual resources of the individual.
Destructive anxiety causes a state of panic, despondency. The child begins to doubt his abilities and strengths. But anxiety disorganizes not only learning activities, it begins to destroy personal structures. It's not just anxiety that causes behavioral disturbances. There are other mechanisms of deviation in the development of the child's personality. Most of the obvious violations that impede the normal course of education and upbringing are basically related to the child's anxiety. B. Kochubey, E. Novikova consider anxiety in connection with gender and age characteristics.
In preschool and primary school age, boys are more anxious than girls. They are more likely to have tics, stuttering, enuresis. At this age, they are more sensitive to the action of adverse psychological factors, which facilitates the formation of various types of neuroses.
Psychological manifestations of anxiety in boys and girls of primary school age
At the age of 9-11, the intensity of experiences in both sexes levels off, and after 12 years, the overall level of anxiety in girls generally increases, while in boys it slightly decreases.
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.
The main reason for the anxiety of girls aged 15-16 is fear for relatives and friends, fears of causing them trouble, worries about their health, state of mind.
At the age of 11-12, girls are often afraid of all sorts of fantastic monsters, the dead, and also experience anxiety in situations that are traditionally disturbing for people. These situations are called archaic, because they frightened even our distant ancestors, ancient people: darkness, thunderstorm, fire, height.
At the age of 15-16, the severity of such experiences is significantly reduced.
What worries the boys the most can be summed up in one word: violence.
Boys are afraid of physical injuries, accidents, as well as punishments, the source of which is parents or authorities outside the family: teachers, school principals.
The age of a person reflects not only the level of his physiological maturity, but also the nature of the connection with the surrounding reality, the features of the inner level, the specifics of the experience.
School time is the most important stage in a person's life, during which his psychological appearance fundamentally changes.
The nature of restless experiences changes. The intensity of unrest from the main to the tenth grade increases by more than 2 times.
The degree of anxiety begins to rise roughly after 11 years, reaching a climax by the age of 20, and gradually decreases by the age of 30.
The prerequisite for the origin of excitement is constantly considered a congenital incident of the baby.
The conflicting internal states of the soul of the baby have every chance to exist due to:
Contradictory claims to him, emanating from various sources;
Inadequate claims that do not correspond to the abilities and zeal of the baby;
Unfavorable claims that set the baby in a humiliated dependent state.
In all 3 variants, there are feelings of loss of support, loss of strong guidelines in life, indecision in the world around.
Anxiety does not always appear in an obvious form, since it is considered a rather difficult condition.
The most common of emotional devices turns on almost instantly: it is better to be afraid of something than something is not clear. So, childish horrors appear. Horror is the 1st derivative of excitement.
His superiority is in his certainty, in the fact that he constantly leaves some free space.
I am afraid of dogs, I can be inactive after where the dogs are missing, and feel safe. In variants of clearly embodied horror, its object has the possibility of not possessing anything universal with a real premise of excitement that gave rise to this horror. The kid has the ability to be afraid of secondary schools, but this is based on a home incident, which he experiences in depth.
Desiring horror, in accordance with apprehension, alienates a certain amount of the greatest emotion of safety, after all, and probably a situation in which it is very difficult to exist. Therefore, the processing of restless experiences at the stage of horror does not end in any way. The more dilapidated the children, the less often the image of horror, and the more often - the rest, hidden forms of manifestation of excitement.
For some children, it is probably achieved with the support of specific ritual acts that protect them from a likely threat. A child has the opportunity to work as a model, trying not to step on the joints of concrete slabs and cracks in the asphalt.
The negative side of such rituals is a certain possibility of developing similar acts into neuroses, obsessions (obsessive neuroses).
It must be taken into account that the restless kid simply did not find any other method of dealing with fear.
For all the inadequacy and nonsense of such methods, they must be respected, not ridiculed in any way, but to help the child in other ways to respond to their own difficulties, it is impossible to destroy the island of safety without giving anything in exchange.
The refuge of almost all children, their salvation from excitement is the world of fiction. Dreaming does not continue life in any way, but opposes itself to it.
In life, I can’t run at all - in my dreams I conquer the cup at local competitions; I am not at all sociable, I do not have enough friends - in my dreams I am considered the favorite of a large company and perform bold actions that cause delight in everyone.
The fact that these children and children, in fact, would have the opportunity to achieve the object of their own desires, they, surprisingly, are not interested in any way, including if it probably costs insignificant efforts.
Their real pluses and victories await that fate.
They try not to think about what really exists, since everything present is filled with apprehension for them.
The real and practical, they change places: they live specifically in the sphere of their own dreams, and everything,
As if from outside this sphere, it is taken as a heavy dream.
Such an exit into your own ghostly little world is not very true - sooner or later the application wish of a huge lattice will break into the world of the baby and the most significant effective ways of protecting against excitement will become necessary.
Restless children often come to the usual conclusion - in order not to be afraid of anything, it is necessary to make it so that they fear me. In the words of Eric Bern, they try to give their own anxiety to others.
Therefore, brutal behavior is often considered a form of hiding personal anxiety.
Anxiety visits quite hard to consider because of anger.
For any age period there are specific areas, objects of reality.
Which cause an overestimated anxiety of the majority of children beyond the dependence on the presence of real danger or anxiety as a stable upbringing.
These age-related peaks of anxiety are considered a consequence of more important social needs. In preschoolers and younger adolescents, restlessness is considered the result of the frustration of the need for strength, security from the immediate environment, which is the case with narrow-minded adults.
In a younger teenager, the teacher also has the opportunity to be such a narrow-minded mature.
Kamenskaya V.G., who studied the age-related dynamics of anxiety with the support of projective research, found the greatest anxiety among preschoolers in communication with students in a children's garden and less anxiety with guardians.
Younger adolescents feel the greatest restlessness in relationships with mature people and less peers.
In connection with this, the following should be noted. Judging by the experimental data, a rather high level of school anxiety and, by the way, a decrease in self-esteem, are generally characteristic of the period of entering school, the first months of study.
However, after an adaptation period, usually lasting from one to three months, the situation changes: emotional well-being and self-esteem stabilize.
Such children in the first grades enrolled in the primary school program usually range from 18% to 26%.
It is advisable to start work on identifying school anxiety and overcoming it in the 1st grade around the middle of the 2nd quarter.
Research results show that children with high school anxiety in elementary grades are, as it were, at the two extreme poles in terms of academic performance.
These are either excellent students, or weak and unsuccessful students, among them there are almost no schoolchildren with good or average academic performance. psychological assistance for an excellent student with school anxiety and for a loser will be different, will have its own specific features.
Teenagers most anxious in relationships with classmates and parents, and least anxious with outside adults and teachers. Adolescence is often referred to as a period of disproportion in development.
At this age, attention to oneself, to one's physical features increases; the reaction to the opinions of others is aggravated, self-esteem and resentment increase.
Physical disabilities are often exaggerated.
Compared to childhood, the increasing attention to one's body is due not only to physical changes, but also to the new social role of a teenager.
People around him expect that, due to physical maturity, he should already be able to cope with certain developmental problems.
Adolescents develop anxiety about the norms of development, this is due, first of all, to disproportions in development, with premature development, and its delay.
Awareness of somatic changes and their inclusion in the scheme of the body - one of the most important problems of puberty.
Adolescents also note the social reaction to a change in their physical appearance (approval, admiration or disgust, ridicule, contempt) and include it in their self-image.
This forms a teenager's low self-esteem, self-doubt, constraint in communication and a decrease in self-worth.
In addition, sexual development is very closely related to the formation of a sense of dignity and pride, personal identity.
Senior schoolchildren show the highest level of anxiety in all areas of their activity and its assessment by others, unlike adolescents, they have increased anxiety in communicating with those adults on whom they depend to some extent. I. V. Dubrovina, according to a longitudinal study, revealed that in tenth graders the level of anxiety decreases sharply compared to grades 8-9, but in grade 11 it rises again, due to an increase in self-assessment anxiety. The growth of self-esteem anxiety in grades 9-11 is apparently due to the fact that these classes are graduation.
In young men, gender and individual differences in the degree of anxiety and in the nature of the factors caused (success, position among peers, self-esteem, anxiety associated with the type of GNA) are more pronounced than in adolescents.
This confirms the theory of V. S. Merlin about integral individuality. Economic conditions can be a cause for anxiety: as a young man constantly feels dependent, dependent. Young people are financially dependent on their parents for a long time, due to the long duration of schooling.
The formation of youth as a phase of age development is closely connected with the process of socialization in the conditions of the school community.
Therefore, the school anxiety of high school students is mainly associated with academic performance, adaptation, authority and autonomy. In connection with the requirements for academic performance, conflicts arise, both with teachers and with peers. In relation to teachers, there may be a protest, a refusal to study and achieve success.
This behavior is found in both calm and critical young people, whose pronounced desire for success clashes with unfavorable prospects for the future. In relationships with peers, conflicts may arise on the basis of rivalry. This affects the psychosocial adaptation of schoolchildren and the preservation of the class as a single society.
Dissatisfaction with their ambitions, claims to success, as well as fears of not getting the desired assessment in the team give rise to a state of school anxiety in young people.
An anxious student has inadequate self-esteem: low, high, often contradictory, conflict.
He experiences difficulties in communication, rarely shows initiative, behavior is of a neurotic nature, with obvious signs of maladaptation, and interest in learning is reduced. He is characterized by uncertainty in himself, in his abilities, timidity, the presence of pseudo-compensatory mechanisms, minimal self-realization.
When very high claims and strong self-doubt collide in self-esteem, acute emotional reactions (nervousness, tantrums, tears) appear as a result. In psychology, this phenomenon is called the "affect of inadequacy."
People with the affect of inadequacy want to be the first in everything, including when leadership does not have the slightest fundamental meaning.
The affect of inadequacy not only interferes with the correct formation of the person's case for himself, but also distorts almost all of its interconnections with the world around the student.
These people often expect a dirty trick, hostility from the rest. They are disposed to accept any situation, including neutral or pre-winning, as threatening. It doesn't matter what kind of environment for testing competence - an exam, an analysis - for such people, as it turned out, it was simply unbearable.
In an experiment aimed at investigating the affect of inadequacy, high school students' requirements for being ingenious were compared with a real assessment of their ability to learn and acquire knowledge. It turned out that all test-takers have the highest requirements to exist ingenious.
However, as soon as they were offered to solve puzzles for ingenuity, i.e. created an environment that urged a real assessment of their own abilities, only a few wanted to take part in this.
Only a few showed the ratio of the importance of the requirements to their self-esteem. Most of the high school students categorically refused to take part in solving problems, while the psychological nature of these refusals was different.
Usually, adequate conceit, corresponding to the degree of requirements, was considered good for becoming a person of a teenager of senior school age.
Recent studies show that it is more productive to assume the highest self-esteem, the highest or very highest degree of requirements, which have every chance, including exceeding the real abilities of the student.
Among the possible reasons are physiological features (features of the nervous system - increased sensitivity or sensitivity), and individual characteristics, and relationships with peers and parents, and problems at school, and much more.
Anxiety is a subjective manifestation of a person's troubles.
The manifestation of anxiety can occur in 2 variants: it is fear - anger and fear - suffering, which manifest themselves in different ways, but equally maladjust the personality.
To diagnose school anxiety, it is important for a teacher and parents to know behavioral features anxious children.
Anxious children are distinguished by frequent manifestations of anxiety and anxiety, as well as a large number of fears, and fears and anxiety arise in those situations in which the child, it would seem, is not in danger. Anxious children are especially sensitive. The child may be worried: while he is in the garden, suddenly something will happen to his mother.
Anxious children are often characterized by low self-esteem, in connection with which they have an expectation of trouble from others. This is typical for those children whose parents set impossible tasks for them, demanding this, which the children are not able to fulfill, and in case of failure, they are usually punished and humiliated (“You can’t do anything! You can’t do anything! ").
Anxious children are very sensitive to their failures, react sharply to them, tend to refuse those activities, such as painting, in which they have difficulty.
In these children, you can notice a noticeable difference in behavior in and out of class. Outside of classes, these are lively, sociable and direct children, in the classroom they are clamped and tense. Teachers answer questions in a quiet and deaf voice, they may even begin to stutter. Their speech can be either very fast, hasty, or slow, difficult. As a rule, prolonged excitement occurs: the child pulls clothes with his hands, manipulates something.
Anxious children are prone to bad habits of a neurotic nature (they bite their nails, suck their fingers, pull out their hair, masturbate). Manipulation with their own body reduces their emotional stress, soothe them.
Drawing helps to recognize anxious children. Their drawings are distinguished by an abundance of shading, strong pressure, as well as small image sizes. Quite often such children "get stuck" on details, especially small ones.
Restless children have a stern, restrained presentation of a face, lowered eyes, sits neatly on a chair, tries not to work with unnecessary movements, not to rattle in any way, likes not to direct the interest of those around them in any way. Such children are called shy, timid. The ancestors of their peers traditionally set them as a model for their own tomboys: “Look how well Alexandra behaves. He doesn’t regale himself on a walk. He neatly folds toys every day. And, surprisingly, this whole list of virtues is visited by the truth - these kids behave "correctly".
However, some guardians are worried about the behavior of their own children. "Alexandra loves to work only what she is addicted to. There is no way to intrigue him with something new." "Milasha is completely angry. Almost like in tears." "Alyosha constantly sits in the building, he does not want to visit circles or the sports section." The behavior of restless children is distinguished by frequent manifestations of anxiety and excitement, these children live in constant tension, feeling danger all the time, feeling as if in any episode they have every chance of meeting with failures. We see it necessary to study the circumstances of school anxiety in high school students from the first years of a child’s life, because, in accordance with the views of the bulk of experts and also in accordance with the results of supervision accumulated by ethnic pedagogy, the origins of almost all neurotic phenomena lie in infancy. Among the circumstances that cause childish restlessness, in the main place, according to the views of E. Savina, is probably the wrong education and negative deeds of the baby with the guardians, especially with the mother. So the deviation, non-recognition by the mother of the baby causes him anxiety because of the impossibility of satisfying the need for love, affection and protection. In this case, horror appears: the baby feels the conditionality of material love (“If I arrange it badly, they won’t adore me in any way”). Dissatisfaction with the baby's need for love will inspire him to achieve its satisfaction by any means.
Childish restlessness can exist as a result of the symbiotic relationship between the baby and the mother, as soon as the mother feels like a single whole with the child, tries to protect him from the problems and problems of life. It "binds" to itself, keeping from invented, non-existent threats. As a result, the baby checks the excitement, as soon as he remains in the absence of his mother, he simply disappears, worries and fears. Instead of vigor and self-sufficiency, lethargy and bondage develop.
In those cases where upbringing is quickly based on excessive demands, with which the baby is in no way able to cope or copes with difficulty, fussiness has the possibility of becoming shy in no way to cope in any way, to do it in no way in any way, as it should be. Often the forefathers cultivate "devotion" of behavior: the message to the child is likely to include strict control, a demanding system of recognized standards and rules, an anomaly from which drags censure and inevitable punishment because of it. In these variants, the fussiness of the baby has the possibility of being imposed by fear of a deviation from the generally recognized standards and rules set by mature ones (“If I work in any way that is not how my mother said, she will not adore me in any way”, “If I act in any way, as it should be, I will be punished").
In general, restlessness is considered a manifestation of a person's troubles. In a number of cases, it is practically nurtured in a restless - suspicious emotional atmosphere of the family, in which the ancestors themselves are disposed to constant fears and anxiety. The baby becomes ill with their moods and adopts an unhealthy form of reaction to the outside world. In this case, the old slogan to the teacher to feed only himself before that sounds very appropriate. If you don’t want your baby to prompt a wary and cowardly beast, look truthfully at yourself: did he take over this manner from you?
But such a nasty personal zest sometimes occurs in children, whose ancestors are in no way susceptible to suspiciousness and are generally cheerful. These ancestors are well aware of what they want to achieve from their own children. They pay special attention to the endurance and cognitive achievements of the baby. Therefore, various tasks are constantly put before him, which they are obliged to settle in order to whitewash the highest hopes of the guardians. The child will cope with all the tasks not always in accordance with the relics, but probably also causes indignation of the elders. As a result, the baby, as it turned out, was in a situation of constant increased hope: whether he was able to get to the guardians or resolved some kind of omission, due to which condemnation and censure will follow. The situation has the ability to intensify the inconsistency of parental claims. If the baby does not understand in any way how one or another of his steps will be regarded, however, in principle, he anticipates a likely indignation, then his entire presence is colored with intense alertness and apprehension.
The child's restlessness can also be imposed by the features of the teacher's interaction with the child, the prevalence of an authoritarian manner of communication or inconsistency in claims and assessments. Both in the main and in the other variants, the baby is in constant tension because of the horror of not fulfilling the requests of mature ones, not "getting" to them, starting a solid framework.
When talking about rigid limits, we mean the limits set by the teacher. These include limiting unexpected energy in fun (in particular, in mobile ones) in efficiency, on walks, etc.; limiting childish spontaneity in exercises, for example, cutting off children ("The name of the educator of the Syrian state is Ninosa Petrovna, and with me ... Silently! I see everything! The hostess will come to everyone!"); suppression of childish initiative ("put it at the moment, after all, I did not talk to grab the leaves in pakshi!", "Shut up immediately, I'm talking!"). It is also allowed to include the interruption of the psychological manifestations of children as limitations. So, if in the process of businesslike impressions the baby has impressions, they need to be thrown out, which the authoritarian teacher has the opportunity to interfere with ("probably who after that is funny, Petrov ?! Probably I will smile as soon as I look at your pictures", "And what Are you crying? She tortured everyone with her own tears!"). The rigid limits set by an authoritarian teacher often imply a high pace of the lesson, which keeps the child in constant tension for a long time and gives rise to the fear of not being in time or doing it wrong.
The disciplinary measures applied by such a teacher most often come down to censure, shouting, negative assessments, punishments.
An inconsistent teacher causes anxiety in the child by not giving him the opportunity to predict his own behavior.
The constant variability of the requirements of the educator, the dependence of his behavior on mood, emotional lability entail confusion in the child, the inability to decide what he should do in this or that case.
The teacher also needs to know the situations that can cause children's anxiety, especially the situation of rejection by peers; the child believes that the fact that they do not love him is his fault, he is bad (“they love good ones”) to deserve love, the child will strive with the help of positive results, success in activities. If this desire is not justified, then the anxiety of the child increases.
The next situation is the situation of rivalry, competition, it will cause especially strong anxiety in children whose upbringing takes place in conditions of hypersocialization.
In this case, children, getting into a situation of rivalry, will strive to be the first, at any cost to achieve the highest results.
Another situation is the situation of heightened responsibility.
When an anxious child falls into it, his anxiety is due to the fear of not meeting the hope, expectations of an adult and being rejected by him.
In such situations, anxious children are distinguished by an inadequate reaction.
In the case of their foresight, expectation or frequent repetitions of the same situation that cause anxiety, the child develops a stereotype of behavior, a certain pattern that allows avoiding anxiety or reducing it as much as possible.
These patterns include a systematic fear of engaging in activities that cause anxiety, as well as the silence of the child instead of answering questions from unfamiliar adults or those to whom the child has a negative attitude. Also, to the emergence and development of anxiety and fear, they are able to intensively influence the developing imagination of children of a fairy-tale type. At 2 years old, this is a Wolf - a click with teeth that can hurt, bite, eat like a little red riding hood. At the turn of 2-3 years, children are afraid of Barmaley. At 3 years old for boys and at 4 years old for girls, the "monopoly on fear" belongs to the images of Baba Yaga and Kashchei the Immortal. All these characters can just acquaint children with the negative, negative sides of human relationships, with cruelty and deceit, callousness and greed, as well as danger in general. At the same time, the life-affirming mood of fairy tales, in which good triumphs over evil, life over death, makes it possible to show the child how to overcome the difficulties and dangers that arise.
One of the most common causes of anxiety caused by mistakes schooling, are excessive requirements for the student, an inflexible, dogmatic system of education that does not take into account the child's own activity, his abilities, interests and inclinations.
The most common type of such education is the "you must be an excellent student" system.
Expressed manifestations of anxiety are often observed even in well-performing children, who are distinguished by conscientiousness, exactingness towards themselves, combined with an orientation towards grades, and not towards the process of cognition.
In an effort to develop schoolchildren in the first place such qualities as conscientiousness, obedience, accuracy, teachers often aggravate their already difficult situation, increasing the pressure of requirements, failure to comply with which entails internal punishment for such children.
This leads to a feeling of insecurity in their abilities, to a feeling of anxiety.
According to the Moscow researchers we have already cited: The leading cause of neurotic fears, various forms of obsessions in this group of schoolchildren were acute or chronic traumatic situations, an unfavorable family environment, incorrect approaches to raising a child, as well as a teacher and classmates.
Any orientation of a student to external success, to such a result of activity that can be evaluated, compared, sharply increases the possibility of developing anxiety.
When a student is judged by a specific result of his actions (by an examination mark or level of sports achievements), creative looseness is replaced by the fear of "what if I can't?" or the negative certainty "I'm sure I can't."
Some trends in the existing system of education reinforce, even in the absence of such a difficult system, regarding adolescents in accordance with the result.
The appraisal approach to the child that appeared at school was adopted by almost all guardians, who turned their own parental love into a product, because of which children are obliged to pay good grades not only in general education, but also in music and sports schools.
One of the most popular school troubles associated with apprehension is the problem of overload. Overwork leads to failures, and the experience of failures, accumulating, gives birth to horror, indecision, psychological instability and the latest bad luck. Exams are one of those things.
Exams for the vast majority of high school students are not only a period of intensive work, but also psychological stress. An exam situation with the participation of parents, preliminary "pumping", indispensable waiting for one's turn outside the door often becomes a serious mental trauma.
Only a day of complete rest after the exam can "restore the form" of the student.
Unfortunately, psychologists note, exam schedules and the traditions of their organization often contradict elementary psychological rules. In modern pedagogy and psychology, the still little-studied problem of the dependence of exam anxiety on mental properties of personality.
In the experiments of advanced foreign, Russian and Kazakh specialists in psychology, quite a few precedents have been accumulated, proving that the behavior of individuals in critical situations depends on their characteristic types of an angry system, unusual character.
Any particular student, in accordance with the different, pulls a "difficult" situation and shows a different level of anxiety, depending on his own interest in the final result.
Emphasizing for analysis the methods of educational efficiency, due to the weakness (power) of an angry system, in the supervision of N.S. Leites, A.K. Baymetov and other professionals, generalized by V.S. Merlin and Y. Strelyau confirmed that in academic efficiency students with a weak angry system are characterized by constant testing of their own deeds, extensive introduction of drafts, notes, careful brainstorming, pronunciation or a thorough recording of the upcoming answer, concert, and also correctness, uniformity in work, extensive implementation additional literature, the zeal to study 1 in silence. Getting tired quickly, students with a weak nervous system try to complete tasks as far in advance as possible in order to prevent "storm" and avoid risk.
Despite all this, they are very nervous in exams and often do not fully disclose their knowledge.
The methods of their educational activity are a kind of indicator of the weakness of the nervous system in the style of educational activity.
Researchers of the style of educational activity of schoolchildren have shown that it is closely related to natural properties, in particular, the characteristics of the nervous system.
Even the special retraining undertaken on groups of students by M.B. Prusakova, did not change their natural style. Therefore, we have the right to expect such a connection between the style of activity, in particular its regularity, and the characteristics of the nervous system among high school students.
A huge reserve for increasing the educational success of high school students is an increase in the regularity of classes, the development of a systematic approach to educational activities.
Systematism in knowledge (classes) is especially necessary for high school students with a weak nervous system.
Students with a strong nervous system are hardy, low-fatigue, if necessary (before an exam, test) they use the time intended for sleep for classes.
Calm, with high self-control, they sometimes answer on a "guess".
All this is inaccessible to high school students with a weak nervous system: the awareness of gaps in preparation increases the already great excitement, anxiety, creating the basis for breakdowns.
Hence their desire to know all the program material, and this is possible only through regular daily activities.
In the presence of specially diagnosed indicators of the energy level of the nervous system, in the event of a weakness of the nervous system, irregularity, non-systematic educational work is unacceptable, because. Assault, exams, rush jobs can not only lead a student to failures in studies, but also cause neurotic disorders.
It is no coincidence that the main problems of school anxiety in schoolchildren with a weak type of nervous system stand out.
Firstly, due to natural features (fatigue, hypersensitivity, reactivity), this type requires increased care and respect.
Secondly, according to V.S. Merlin, today ""the most common methods of training and education are those that are designed for a strong type of nervous system"".
Summarize. What contributes to the formation of school anxiety and its consolidation?
Several factors can be identified.
These include:
training overload;
the inability of the student to cope with the school curriculum (an overestimated degree of difficulty of the curriculum, pedagogical desolation, lack of professionalism of the teacher);
mental eunuchoidism of chronic failure;
inadequate hopes on the part of guardians (prior to this, only hopes relating to school performance).
Rather than the more ancestors are oriented towards the acquisition by the child of great learning outcomes, the restlessness is the most pronounced in the baby;
negative dealings with teachers (the manner in which the teacher interacts with the pupils, the teacher's inflated requests, selective news to the child who violates the rule of conduct in the lesson;
frequently repeated frequent assessment and examination situations; - replacement of the school team or negative things in the team (favorable things with classmates are considered an important resource for motivating attendance at secondary educational institutions);
individuality of the teenager's angry system (powerlessness, switchability of angry actions).
Judgment: from the foregoing alone, it follows that the action of anxiety, anxiety, is allowed to be ruled in some measure - provoke it, implement it, convert it, guarantee conditions suitable for it, striving to ensure that this process leads to the rise and improvement of the person .
Anxiety has a clearly embodied age specificity, which is found in its sources, content, forms of manifestation and prohibition.
For any age period, there are specific areas, objects of reality that cause excessive anxiety for the majority of children beyond the dependence on the presence of real danger or anxiety as a stable upbringing.
These "age-related anxieties" are considered to be the result of more important social needs. In young children, anxiety is generated by separation from their mother. At the age of 6-7 years, the main role is played by adaptation to school, in adolescence - by treating mature people (guardians and teachers), in early youth - news of the future and difficulties associated with gender relations. At the same time, age-related types of anxiety are interrelated and the earliest of them are often considered to be the promises of the next. The table of contents of psycho-correctional and preventive work should depend on the type of the teenager's angry system, the importance of the formation of educational skills and the importance of the development of the necessary knowledge and skills base by the teenager.
