This article deals with the problem of studying the level of anxiety of younger students. School anxiety is one of the popular problems that every worker in the educational process faces. At present, the number of children of the "risk group" has increased, every third schoolchild has deviations in the neuropsychic system. The psychological self-awareness of children entering school is characterized by a lack of love, warm, reliable relationships in the family, and emotional attachment. There are signs of trouble, tension in contacts, fears, anxiety, regressive tendencies. The number of anxious children is growing, characterized by increased anxiety, insecurity, emotional instability. The emergence and consolidation of anxiety is associated with dissatisfaction with the age needs of the child. This problem attracts special attention because it is the clearest sign of a child's school maladjustment, adversely affecting all areas of his life: not only study itself, but also communication, including outside the school walls, health and general level of psychological well-being and development. An attempt was made to experimentally study the influence of family education styles on the level of anxiety in children of primary school age.

anxiety level

junior schoolchildren

study

technique

family parenting styles

1. Karelin A. A. Big encyclopedia of psychological tests. ? M. : Eksmo, 2009. ? 416 p.

2. Nemov R. S. Experimental pedagogical psychology and psychodiagnostics. - M.: Enlightenment, 2007. -512 p.

3. Parishioners A. M. Practical psychodiagnostics. Methods and tests. - Samara: Academy, 2000. - 672 p.

4. Psychology of family relations with the basics of family counseling: Proc. Allowance for students. higher textbook Institutions / Ed. E.G. Silyaeva. - 3rd ed. - M.: Academy, 2005. - S. 89-94.

5. Savina E., Shanina N. Anxious children // Preschool education. - 1996. - No. 4. - S. 13-14.

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

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

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

Anxiety is “a state of expedient preparatory increase in sensory attention and motor tension in a situation of possible danger, providing an appropriate response to fear. A personality trait, manifested in a slight and frequent manifestation of anxiety.

The problem of the manifestation of anxiety in children was dealt with by many foreign and domestic psychologists, such as: Andreeva A. D., Arakelov G. G., Gaid V. K., Golovey L. A., Zakharov A. I., Kochubey B., Lysenko N. E., Merlin V. S., Page E., Petrovsky A. V., Plotko E. K., Prikhozhan A. M., Raygorodsky D. Ya., Rybalko E. F., Sallevan G. S. ., Spielberger C., J. Taylor, Schott E. E. and others.

The study of the family and styles of family education was carried out by such educational psychologists, scientists as: Alekseeva L. S., Bozhovicha L. I., Galaguzova M. A., Komensky Ya. A., Kulikova T. A., Kovaleva S. V., Pestalozzi I. G., Rousseau J. J., Sukhomlinsky V. A. and others.

The UN Convention on the Rights of the Child states: “The state must ensure the healthy development of the child, both physical and psychological.” This direction can be traced in the Constitution of the Republic of Belarus and the Russian Federation: "Everyone has the right to health care."

According to E. A. Savina, among the causes of childhood anxiety, in the first place are the wrong upbringing and unfavorable relations of the child with parents, especially with the mother. So, rejection, rejection by the mother of the child causes him anxiety because of the impossibility of satisfying the need for love, affection and protection. In this case, fear arises: the child feels the conditionality of maternal love ("If I do badly, they will not love me"). Dissatisfaction with the need for love will encourage him to seek its satisfaction by any means.

The problem of our study is that in the presence of an extensive and fairly fundamental base of scientific research on the study of anxiety in younger schoolchildren, few of the scientific researchers considered it depending on the styles of family education.

The purpose of our study is to reveal the dependence of the level of anxiety of younger schoolchildren on their styles of family education.

Working hypothesis: we assume that family parenting styles affect the level of anxiety in children of primary school age, namely, that the authoritarian style of communication in the family affects the level of anxiety in younger schoolchildren.

The experimental basis of our study is: “MOUITL No. 24 named after. E. A. Varshavsky "in the city of Neryungri, the Republic of Sakha (Yakutia). The experimental group involved children from the 2"A" class at the age of 7-8 years in the amount of 28 children. We did not consider gender differences in the study.

In the course of our study, a diagnosis was made. It consists of 3 methods:

1) a method for diagnosing the level of school anxiety Phillips;

2) projective graphic technique "Family Drawing" (V. Wolf, K. Appel);

3) test-questionnaire of the parental attitude "ORO Method" (A.Ya. Varga, V.V. Stolin).

Consider the results of our study.

1) Phillips' method of diagnosing the level of school anxiety.

According to the methodology "Diagnosis of the level of school anxiety" (Phillips), in this surveyed group, 6 children (21%) showed a low level of anxiety. An average (increased) level of anxiety was found in 4 children (15%). According to the results of our study, a high level of anxiety was observed in 18 children (64%). The results obtained are shown in Figure 1.

Rice. 1. The results of the diagnosis according to the method "Diagnosis of the level of school anxiety" by Phillips (February, 2016)

2) projective graphic technique "Family Drawing" (V. Wolf, K. Appel).

The data obtained using the projective method "Family Drawing" (V. Wolf, K. Appel) are shown in Figure 2.

Rice. 2. Results of diagnostics according to the projective method "Family Drawing" (W. Wolf, K. Appel) (February, 2016)

Based on the results of this technique, from Figure 2, we see that 12 children (43%) have a low experience of interpersonal relationships in the family, 7 children (25%) have an average experience of interpersonal relationships in the family. A high experience of interpersonal relationships is observed in 9 children (32%). This indicates emotional problems and difficulties in family relationships in 9 children (32%).

3) test-questionnaire of parental attitude "Methodology of ORO" (A. Ya. Varga, V. V. Stolin).

According to this questionnaire, we obtained the following data: a democratic style of parenting is observed in 7 parents (25%), in 15 parents (54%) an authoritarian style of family education is revealed. Liberal style, according to the results of the study, was found in 6 parents (21%). The results are presented in Figure 3.

Rice. 3. The results of diagnostics according to the test-questionnaire of the parental relationship "Methodology of ORO" (A. Ya. Varga, V. V. Stolin)

And now we will consider the influence of parental relationships in families on the level of anxiety of children of primary school age (high, medium, low).

Children with high levels of anxiety.

In Figure 1, we see that out of 28 children surveyed, 18 (64%) have a high level of school anxiety. Of these 18 children with high levels of anxiety, 5 (28%) of the parents use the usually democratic style of parenting in the family. 4 parents, which is 22%, prefer a liberal parenting style. 9 parents of this group of children (50%) showed an authoritarian style of parenting in the family. Thus, in this group of children, where they have a high level of anxiety, the authoritarian style of education dominates. The data is shown in Figure 4.

Children with an average level of anxiety.

Out of 28 children, the average level of anxiety was detected in 4 children, which is 15% of the group. As we see from fig. 5, in this group of children with an average level of anxiety in the family, both the democratic style of family education - 2 parents (50%), and the liberal style of family education - 2 parents (50%) are used. In this group of children, we did not identify parents who use an authoritarian parenting style.

Rice. 4. Styles of family education in a group of children with a high level of anxiety

Rice. 5. Styles of family education in a group of children with an average level of anxiety

Children with low levels of anxiety.

A low level of anxiety was found in 6 children (21%). In this group of children, 3 families used a liberal parenting style (50%), and two parents admitted to using a democratic parenting style (30%). Using this method, we identified only one parent in this group of children who uses an authoritarian parenting style in the family (20%). The data is presented in Figure 6.

Rice. 6. Styles of family education in a group of children with low levels of anxiety

Thus, our hypothesis that family parenting styles affect the level of anxiety in children of primary school age, namely, that the authoritarian style of communication in the family affects the level of anxiety in younger schoolchildren, is confirmed.

Before us, the idea arose about the need to draw up a psychological and pedagogical program that would be aimed at reducing school anxiety in younger students. Parents should also be educated about parenting styles and encouraged to use authoritarian, oppressive parenting styles less frequently.

Bibliographic link

However, the following stable combinations are of particular importance from the point of view of analyzing the causes of character deviation, as well as the occurrence of non-psychotic psychogenic behavioral disorders, neuroses and neurosis-like states.

Stable combinations of various features of upbringing are a type of inharmonious upbringing.

Indulgent hyperprotection. The child is in the center of attention of the family, which strives for the maximum satisfaction of his needs. This type of education contributes to the development of demonstrative (hysterical) and hyperthymic personality traits in a teenager.

Dominant overprotection. The child is also in the center of attention of parents, who give him a lot of time and energy, however, at the same time, deprive him of independence, putting numerous restrictions and prohibitions. In hyperthymic adolescents, such prohibitions enhance the reaction of emancipation and cause acute affective reactions of the extrapunitive type. With anxious-suspicious (psychasthenic), sensitive, asthenic types of personality accentuations, dominant hyperprotection enhances asthenic features.

Increased moral responsibility. This type of upbringing is characterized by a combination of high demands on the child with reduced attention to his needs. Stimulates the development of traits of anxious and suspicious (psychasthenic) personality accentuation.

Emotional rejection. In the extreme version, this is education like Cinderella. Emotional rejection is based on the conscious or, more often, unconscious identification of the child's parents with any negative moments in their own lives. A child in this situation may feel like a hindrance in the life of parents who establish a great distance in relations with him. Emotional rejection forms and enhances the features of inert-impulsive (epileptoid) personality accentuation and epileptoid psychopathy, leads to decompensation and the formation of neurotic disorders in adolescents with emotionally labile and asthenic accentuations. form of beatings and torture, deprivation of pleasure, dissatisfaction with their needs

Hypoprotection (hypoguardianship) The child is left to himself, the parents are not interested in him and do not control him. Such upbringing is especially unfavorable for accentuations of hyperthymic and unstable types.

The next stage of our study, after carrying out all the methods, was the analysis of the empirical data obtained, their comparison and identification of the features of the relationship between the level of anxiety of adolescents and the characteristics of the style of family education.

2.2. Analysis of results

So, as a result of the diagnostics to determine the severity of situational and personal anxiety in adolescents, the following data were obtained, which are presented in Table 1 and Diagram 1.

Table 1

Level of anxiety Situational anxiety Personal anxiety Low 26.6 40 Medium 40 33.4 High 33.4 26.6

Diagram 1

Severity of situational and personal anxiety in adolescents, in %

So, as can be seen from the table, with regard to situational anxiety, 26.6% of the adolescents surveyed demonstrate a low level; 40% of respondents - medium; 33.4% of adolescents have a high level of situational anxiety.

As for personal anxiety, 40% of the adolescents surveyed have a low level of personal anxiety; 33.4% - medium; 26.6% - low.

Thus, for most adolescents, anxiety is associated with certain situations (situational anxiety is more pronounced), but for a quarter of the respondents, anxiety is a personal characteristic (personal anxiety).

The data are presented in Table 2 and Chart 2.

table 2

Level of anxiety school self-assessment interpersonal magical Low 26.6 40 13.3 33.4 Medium 40 33.4 40 40 High 33.4 26.6 46.7 26.6

Diagram 2

Causes of anxiety in adolescents, in %

So, as can be seen from the table, the situations that cause the greatest anxiety in adolescents are associated with interpersonal communication: 46.7% of the adolescents surveyed demonstrate a high degree of anxiety, 40% - an average level, and only 13.3% - a low level of anxiety.

Interpersonal anxiety is associated with the following situations: when it is necessary to turn to a stranger, when others look at the teenager and evaluate him, when laughter is heard behind him, it is necessary to speak to the audience, when conflicts arise in the process of communication, especially with parents, when others inadequately evaluate the teenager , for example, treat it as a small one, etc.

School-related situations are also alarming. A high level of school anxiety was found in 33.4% of adolescents, an average level in 40%, and a low level in 26.6%.

School anxiety occurs in the following situations: when you need to answer at the blackboard, when the teacher makes a remark, when you need to communicate with someone from the school administration, during a knowledge test, 9 tests, surveys, etc.), when a teenager is waiting for his parents from a parent-teacher meeting when he expects that a situation of failure will arise, when he cannot cope with the task, etc.

The so-called magical anxiety is expressed as follows: 26.6% of adolescents demonstrate a high level, 40% - medium, 33.4 - high.

This type of anxiety occurs in the following situations: when a teenager is faced with something incomprehensible, supernatural for him, when he sees “bad” dreams, when he believes in omens, predictions, etc.

A high level of self-estimated anxiety was found in 26.6% of adolescents, an average level in 33.4%, and a low level in 26.6% of respondents.

Self-assessment anxiety is associated with the following situations: when a situation of competition arises, comparing a teenager with other peers, when their achievements are compared, when they are criticized in the presence of other people, when a teenager expects a situation of success or failure in an activity, when a teenager evaluates his appearance, thinks about the opposite sex when taking on something new.

Thus, the occurrence of anxiety in adolescents is primarily associated with situations of interpersonal interaction and with the school, then - situations that frighten a teenager because he cannot understand and explain them, as well as situations when a teenager evaluates himself and his opportunities.

Table 3

Comparative analysis of the level of anxiety of a teenager and the characteristics of the style of parenting (average values ​​of the responses of mother and father)

The level of anxiety of a teenager hyperprotection hypoprotection indulgence ignoring the needs of the child excessive demands - obligations insufficient requirements of obligations excessive requirements of prohibitions insufficient requirements of prohibitions excessive sanctions minimal sanctions low 1 1 1 1.5 1.5 2 1.5 2 1 2 low 2 1 2 2 2 1 .5 2 3 2.5 2 bottom 2.5 2 1.5 2.5 2 1 2 2 2 2 bottom 2.5 1.5 1 1 1 2 3 2 3 2 bottom 3 2 1 2.5 2.5 2 2.5 2 2 1.5 m 3 1 2 3 2 2 2 3 3 2 m 3 2 2 2.5 1 2 2 2 1 2 m 3.5 1.5 1.5 2 2.5 2 2 2 .5 3 3 wed 3 2 2 3 2 2.5 3 2.5 3 3 wed 3.5 2 2 3 3.5 2 3 2 3.5 3 wed 4 3 2 3.5 2 3 3.5 3 2 3 high 4.5 2.5 2 4.5 4.5 2 5 2 4.5 2 high 5 2.5 2 4 4.5 2.5 5 2.5 5 1.5 high 5 2.5 1, 5 5 4.5 3 4.5 2.5 5 1 high 5 3 2 5 5 2 5 2.5 5 2

So, as can be seen from the table, in the families of adolescents with a low level of anxiety, there were no violations associated with the upbringing process.

In families of adolescents with an average level of anxiety, a tendency to the following types of violations of the parenting style was revealed: hyperprotection, ignoring the needs of the child, excessive demands - duties, excessive demands - prohibitions, excessive sanctions and minimal sanctions.

In families of adolescents with a high level of anxiety, the following types of parenting style violations were identified: hyperprotection, ignoring the needs of the child, excessive demands - duties, excessive demands - prohibitions, excessive sanctions.

In order to confirm or refute the proposed assumption that there is a relationship between the severity of anxiety and the style of family education, the data obtained were subjected to a correlation analysis.

Calculations are presented in the appendix.

So, as a result of the correlation analysis, it can be argued that there is a very strong correlation between the indicators of the severity of anxiety and such features of the parental relationship as.

Thus, the hypothesis put forward was confirmed. So, a feature of relationships in families of adolescents with a low level of anxiety is a democratic style of relations, an adequate perception of a teenager, an adequate ratio of permits and prohibitions, rewards and sanctions.

A feature of the relationship between parents and adolescents with an average level of anxiety is the desire of parents to communicate with the child somewhat stricter than they should, the predominance of duties and prohibitions, and the ambiguity of the position regarding sanctions.

A feature of the relationship between parents and adolescents with a high level of anxiety is a directive style of communication, ignoring the needs of the child, an excessive burden of duties and a large number of prohibitions, in violation of which severe sanctions are applied.

These violations of upbringing cause the frustration of the teenager, the expectation of punishment, censure, prohibition. These negative experiences cause a high level of situational anxiety, and constant anxiety associated with a frequently repeated situation of interaction with parents contributes to the fact that the feeling of anxiety is fixed at the level of personal characteristics. Hence, such a character trait as anxiety is formed, which will accompany an adult person throughout his life and leave an imprint on the style of his interaction with the outside world and his attitude towards himself.

Adolescents with a high degree of anxiety are at risk, since these features of education interfere with the normal and harmonious course of the process of mental and personal development of a teenager.

To solve this problem, it is often necessary to organize specially organized correctional and developmental sessions with both adolescents and parents in order, firstly, to reduce the level of anxiety of the adolescent himself, and secondly, to optimize the child-parent relationship

Psychoprophylactic and psychocorrective work to overcome adolescent anxiety is carried out in several directions at once, in a complex way: firstly, it is work directly with adolescents, secondly, work is carried out with parents, thirdly, with other adults who surround the teenager (teachers, for example ) and with peers.

So, direct work with teenagers includes two main tasks:

Firstly, reducing the level of anxiety detected at the present moment of a teenager’s life (correctional work) Secondly, teaching a teenager ways of self-regulation, the formation of certain personal qualities and strategies of behavior and response (developmental work) The most effective work is considered when the teenager himself can control their emotional state in various stressful situations, can choose the best ways to respond to these situations. That is, preventive work with adolescents will have longer and more stable results.

In the process of individual and group lessons with adolescents, the following correctional and developmental tasks are solved:

Education in students of tolerance in communicative situations, the formation of attitudes towards cooperation, mutual assistance, readiness for reasonable compromises;

Cultivating in them the habit of taking care of their psychophysical state in the process of preparing for the answer, during the answer itself, when performing tests, passing the exam;

Formation in schoolchildren of the need to be in an optimal psycho-emotional state both during rest and when performing any work;

Formation of students' communicative competencies: skills and abilities to competently build communication (business, interpersonal), prevent emotional conflicts, correctly resolve emerging contradictions, manage the development of a communicative situation;

The development of self-control among schoolchildren, as well as the skills and abilities of psychophysical self-regulation, which will enable the student to feel more confident when answering the teacher, performing tests and passing exams;

Teaching psychological skills to effectively overcome destructive states - distress, depression, dysphoria (7, "www.site").

Correctional work includes the cooperation of many specialists interacting with a teenager: a school psychologist, teachers, a social pedagogue, and in some cases a physician.

At the initial stages of correctional work, it is necessary to identify students who are at increased risk of neuropsychic breakdowns. For these students, a special approach is needed in the implementation of the educational process, aimed at reducing the impact of stressful situations on the child's psyche (for example, exam situations, speaking to an audience, communication with management, etc.).

Further, corrective work is needed to reduce the level of anxiety. Such work will be more successful if carried out individually. First, it is necessary to work out the primary causes of a high level of anxiety in adolescents at risk, and only then work with specific symptoms (this work may already be carried out in a group).

Working with parents also includes several areas:

Correctional - conducted with parents whose children are at risk due to a high level of anxiety;

Preventive - with parents whose children may be at risk due to an increased level of anxiety;

Educational - for all parents, including the first two groups.

Educational work is aimed at considering such issues as the role of relationships in the family in the emergence and consolidation of anxiety; the influence of the method of making demands on the child, the optimal balance of responsibilities, opportunities and restrictions, the formation of a child's sense of security and self-confidence, the influence of the emotional well-being of adults on the emotional well-being of children of different ages, etc.

Work with teachers is also built in the form of psychocorrection, psychoprophylaxis and education.

Teachers should be aware of what factors of school life and the educational process can provoke the development of a child's anxiety, strengthen it.

Teachers should understand that anxiety is a negative feeling that prevents the child from being adequately and effectively implemented in the educational process.

The special role of teachers is to form in students the motivation for success and avoidance of failures, attitudes towards mistakes.

Serious, emotionally costly conversations with a child should be done in private, not in public.

Do not worry yourself, do not convey personal anxiety to students.

To teach children an adequate perception of reality, to level anxiety about events that have not yet happened.

Be able to justify the assessment and mark.

Be able to recognize the right to make mistakes.

Teaching children reflection.

Thus, work to optimize the problems associated with adolescent anxiety is a single set of corrective, developmental and preventive measures in which all aspects of the educational process are involved: the students themselves, and parents, and teachers, and specialists in whose competence resolve such issues.

Conclusion This research work is devoted to one of the most urgent problems of modern psychology and pedagogy - the study of the characteristics of adolescent anxiety and its connection with the characteristics of child-parent relationships.

Unstable socio-economic conditions of life of a modern person lead to a sharp increase in neuropsychiatric disorders.

One of these disorders is an increased level of anxiety, which is the most significant risk factor leading to human neuropsychiatric diseases.

This negative impact on the psyche of a teenager is especially strong, since it is at this age that an active process of forming the character of a high school student is noted.

Therefore, an important role in reducing the adverse impact of the conditions of the social environment is assigned to the family, as the main institution of the adolescent's socialization.

In the family, in the process of direct communication with parents and other relatives, in the process of observing family relationships, the child learns the world around him, learns certain social roles and attitudes, adopts behaviors and habits. In the process of this socialization, the personal development of the child, the formation of his character, also takes place.

If the harmony of family relationships is violated, then the harmony of the child's personal development is violated, undesirable traits and properties of his personality begin to form and consolidate.

Such undesirable characteristics include severe anxiety.

Normally, anxiety for a person performs the function of orientation in the social space, warns and protects against the negative impact of stress factors on the personality. However, if anxiety is strongly expressed, it becomes an obstacle to normal personal development and self-realization.

That is why the study of the connection between the characteristics of child-parent relationships and adolescent anxiety comes to the fore today in the framework of preschool psychology and pedagogy.

Based on this, the purpose of this research work was to study the influence of parent-child relationships on adolescent anxiety.

In this paper, the concept and essence of anxiety as a psychological phenomenon in the psychological and pedagogical literature was considered; studied the psychological characteristics of adolescence; the main styles of family education that influence the process of the child's personal development are characterized; empirically studied the features of the influence of child-parent relationships on the anxiety of adolescents.

The results of theoretical and practical research allowed us to draw the following conclusions.

The cause of severe anxiety in adolescents is most often violations in the system of child-parent relationships.

The results of the diagnostics showed that the formation of severe anxiety in adolescents is primarily influenced by such violations in the system of parental attitudes as rejection of the child, authoritarian style of family education, excessive burden on the teenager in terms of duties, many prohibitions, and ignoring the needs of the child.

Thus, the hypothesis put forward that there is a relationship between the characteristics of child-parent relationships and the severity of adolescent anxiety was confirmed.

However, this work should be considered as the initial stage of studying the problem of the relationship between child-parent relationships and the severity of adolescents, as well as the problem of the effectiveness of special remedial classes aimed at reducing the anxiety of preschoolers, and the data obtained as a result of the study need more detailed and in-depth verification.

Astapov, V. M. Functional approach to the study of the state of anxiety // Anxiety and anxiety. - SPb., 2001. p. 156 - 165

Berezin, F. B. Mental and psychophysiological adaptation of a person. — L., 1988

Burke, L. Child development. - St. Petersburg, 2006

Bozhovich, L. I. Personality and its formation in childhood. - M., 1968

Vygotsky, L. S. Questions of child psychology. - St. Petersburg, 1999

Vygotsky, L. S. Pedagogical psychology / Ed. V. V. Davydova. - M., 1999

Zakharova, E. I. Study of the features of the emotional side of parent-child interaction // Journal of Practical Psychology. - 1996. - No. 6.

Izard, K. E. Psychology of emotions. - SPb., 2000

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

Kiseleva, M. V. Art - therapy in working with children: A guide for child psychologists, teachers, doctors and specialists working with children. - St. Petersburg, 2008

Koshkarova, T. A. Psychological analysis of the problems of parent-child relations // School of Health. - 2004.- No. 2.- p. 5-14

Kraig, G. Developmental Psychology. - St. Petersburg, 2006

Leaders, A. G. Psychological examination of the family. - M., 2006

Myers, D. Social psychology. - St. Petersburg, 1999

Markovskaya, I. M. Training of interaction between parents and children. - SPb., 2000

Mukhina, V. S. Developmental psychology: phenomenology of development, childhood, adolescence. - M., 1999

May, R. Summary and synthesis of anxiety theories // Anxiety and anxiety. - SPb., 2001. p. 215 - 223

May, R. The problem of anxiety / Per. from English. A. G. Gladkova. - M., 2001

Maklakov, A. G. General psychology. - SPb., 2001

Makushina, O.P., Tenkova, V.A. Methods of psychodiagnostic and psychotherapeutic work with the family. — Voronezh, 2008

Obukhova, L. F. Child psychology. - M., 1996

Ovcharova, R.V. Psychological support of parenthood. - M., 2003

Osipova, A. A. General psychocorrection. - M., 2000

Human psychology from birth to death / Ed. A. A. Reana. - St. Petersburg, 2002

Prikhozhan, A. M. The study of personal anxiety in the context of the theory of L. I. Bozhovich // Personality formation in ontogenesis. Sat. scientific tr. - M., 1991. p. 89 - 98

Prikhozhan, A. M. Causes, prevention and overcoming anxiety // Psychological science and prevention. - 1998. - No. 2. - p.11−17

Psychology of personality in the works of domestic psychologists / Comp. L. V. Kulikov. - SPb., 2000

Rean, A.A., Kolominsky, Ya. L. Social pedagogical psychology / Rean A. A., Kolominsky Ya. L. - St. Petersburg, 2000

Rubinshtein, S. L. Fundamentals of general psychology. - St. Petersburg, 1999

Sinyagina, N.Yu. Psychological and pedagogical correction of parent-child relations. - M., 2001

Dictionary of practical psychologist / Compiled by S. Yu. Golovin. — Minsk, 1998

Smirnova, E. O. Experience in the study of the structure and dynamics of parental relations // Questions of Psychology. - 2000. - No. 3. - S. 34−36

Spielberger, Ch. D. Conceptual and methodological problems of anxiety research // Stress and anxiety in sports. - M., 1983

Anxiety and anxiety / Comp. and general ed. V. M. Astapova. - SPb., 2001

Horney, K. Neurotic personality of our time. Introspection / Horney K. - M., 2004

Hjell, L., Ziegler, D. Personality Theories (Essentials, Research, and Applications). - St. Petersburg, 2007

Shcherbatykh, G. M. Psychology of fear. - M., 2006

Eidemiller, E.G., Yustickis, V. Psychology and psychotherapy of the family. - St. Petersburg, 1999

Annex 1

Calculation of the correlation between the indicators of the severity of anxiety in adolescents and the characteristics of the style of family education on the part of parents

Respondent No. ST LT school self-assessment interpersonal magical overprotection hypoprotection indulgence ignoring the needs of the child excessive demands - obligations insufficient requirements of obligations excessive requirements of prohibitions insufficient requirements of prohibitions excessive sanctions minimal sanctions 1 21 17 2 2 2 2 1 1 1 1.5 1.5 2 1, 5 2 1 2 2 24 19 3 2 3 3 2 1 2 2 2 1.5 2 3 2.5 2 3 26 21 3 3 4 3 2.5 2 1.5 2.5 2 1 2 2 2 2 4 28 23 3 3 4 3 2.5 1.5 1 1 1 2 3 2 3 2 5 33 26 4 3 5 3 3 2 1 2.5 2.5 2 2.5 2 2 1.5 6 35 28 4 3 5 4 3 1 2 3 2 2 2 3 3 2 7 38 32 4 4 5 4 3 2 2 2.5 1 2 2 2 1 2 8 41 35 5 4 5 4 3.5 1.5 1.5 2 2.5 2 2 2.5 3 3 9 42 37 6 5 6 5 3 2 2 3 2 2.5 3 2.5 3 3 10 44 42 6 5 7 5 3.5 2 2 3 3.5 2 3 2 3.5 3 11 47 44 7 5 7 5 4 3 2 3.5 2 3 3.5 3 2 3 12 49 48 8 7 8 6 4.5 2.5 2 4.5 4.5 2 5 2 4.5 2 13 51 52 8 7 9 6 5 2.5 2 4 4.5 2.5 5 2.5 5 1.5 14 53 57 9 8 9 7 5 2.5 1.5 5 4.5 3 4.5 2, 5 5 1 15 56 63 9 9 10 7 5 3 2 5 5 2 5 2.5 5 2 Xav 39.2 36.26667 5.4 4.666667 5,933 333 4,466 667 667 667 1,966 667 1.7 3 2.7 2.1 3,66 667 2,366 667 3,33 333 2,133 333 S 11,982 14.37 988 2,354 327 2,193 063 2,344 192 1,552 264 1,172 096 0,667 262 0.414 039 1,210 077 1,346 954 0.507 093 1,251 666 0.399 404 1,355 764 0,6114 amounts XY1 2154 1241 1034 1929 1753 1284.5 1967 1403,5943,5555 × XY2 2055.5 1180.5 965,55,113,1699, 5 1203 1892 1301 1870.5 1150 Sums XY3 309.5 177,5 144,580,257 180.5 286 194,52,52,5,171 amounts XY4 269 154.5 124.5 244 225 155 250 166.5 247 146 XY5 sums 337,193.5,158,303.5,278.5,196,310.5,212.5,307,187 XY6 sums, 249.5,143,119,225.5,205.5,147,229.5,2.5

hyperprotection hypoprotection indulgence ignoring the needs of the child excessive demands - obligations insufficient requirements of obligations excessive requirements of prohibitions insufficient requirements of prohibitions excessive sanctions minimal sanctions ST 0.96 0.82 0.54 0.88 0.79 0.63 0.84 0.19 0, 76 0.01 LT 0.95 0.82 0.49 0.91 0.85 0.59 0.89 0.17 0.81 -0.09 school T 0.95 0.83 0.50 0.93 0.86 0.62 0.91 0.21 0.82 -0.09 Self-reported T 0.93 0.82 0.43 0.92 0.87 0.51 0.92 0.07 0.83 -0 .18 Interpersonal T 0.97 0.84 0.49 0.92 0.86 0.55 0.91 0.14 0.83 -0.14 Magical T 0.94 0.77 0.57 0.93 0 .84 0.57 0.88 0.22 0.84 -0.11

Annex 2

Summary study protocol Adolescent anxiety

№ ST LT school self-assessment interpersonal magic 1 21 bottom 17 bottom 2 bottom 2 bottom 2 bottom 2 bottom 2 24 bottom 19 bottom 3 bottom 2 bottom 3 bottom 3 bottom 3 26 bottom 21 bottom 3 bottom 3 bottom 4 cf 3 bottom 4 28 bottom 23 bottom 3 bottom 3 bottom 4 wed 3 bottom 5 33 wed 26 bottom 4 wed 3 bottom 5 wed 3 bottom 6 35 wed 28 bottom 4 wed 3 bottom 5 wed 4 wed 7 38 wed 32 wed 4 wed 4 wed 5 wed 4 wed 8 41 Wed 35 Wed 5 Wed 4 Wed 5 Wed 4 Wed 9 42 Wed 37 Wed 6 Wed 5 Wed 6 Wed 5 Wed 10 44 Wed 42 Wed 6 Wed 5 Wed 7 Wed 5 Wed 11 47 Wed 44 Wed 7 Wed 5 Wed 7 Wed 5 Wed 12 49 h 48 h 8 h 7 h 8 h 6 h 13 51 h 52 h 8 h 7 h 9 h 6 h 14 53 h 57 h 9 h 8 h 9 h 7 h 15 56 h 63 h 9 h 9 h 10 h 7 high Family parenting style

№ hyperprotection hypoprotection indulgence ignoring the needs of the child excessive demands - obligations insufficient requirements of obligations excessive requirements of prohibitions insufficient requirements of prohibitions excessive sanctions minimal sanctions 1 1 1 1 1.5 1.5 2 1.5 2 1 2 2 2 1 2 2 2 1.5 2 3 2.5 2 3 2.5 2 1.5 2.5 2 1 2 2 2 2 4 2.5 1.5 1 1 1 2 3 2 3 2 5 3 2 1 2.5 2.5 2 2 .5 2 2 1.5 6 3 1 2 3 2 2 2 3 3 2 7 3 2 2 2.5 1 2 2 2 1 2 8 3.5 1.5 1.5 2 2.5 2 2 2.5 3 3 9 3 2 2 3 2 2.5 3 2.5 3 3 10 3.5 2 2 3 3.5 2 3 2 3.5 3 11 4 3 2 3.5 2 3 3.5 3 2 3 12 4.5 2.5 2 4.5 4.5 2 5 2 4.5 2 13 5 2.5 2 4 4.5 2.5 5 2.5 5 1.5 14 5 2.5 1.5 5 4.5 3 4.5 2.5 5 1 15 5 3 2 5 5 2 5 2.5 5 2

Introduction Chapter 1. Theoretical aspects of studying the problem of the influence of family education style on adolescent anxiety

1.2. Psychological features of adolescence

1.3. Family parenting style as a factor in the formation of anxiety in adolescence Chapter 2. An empirical study of the influence of family parenting style on adolescent anxiety

2.1. Stages and methods of research

Annex 2

Bibliography

1. Astapov, V. M. Functional approach to the study of the state of anxiety // Anxiety and anxiety. - SPb., 2001. p. 156 - 165

2. Berezin, F. B. Mental and psychophysiological adaptation of a person. — L., 1988

3. Burke, L. Child development. - St. Petersburg, 2006

4. Bozhovich, L. I. Personality and its formation in childhood. - M., 1968

5. Vygotsky, L. S. Questions of child psychology. - St. Petersburg, 1999

6. Vygotsky, L. S. Pedagogical psychology / Ed. V. V. Davydova. - M., 1999

7. Zakharova, E. I. Study of the features of the emotional side of parent-child interaction // Journal of Practical Psychology. - 1996. - No. 6.

8. Izard, K. E. Psychology of emotions. - SPb., 2000

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

10. Kiseleva, M. V. Art - therapy in working with children: A guide for child psychologists, teachers, doctors and specialists working with children. - St. Petersburg, 2008

11. Koshkarova, T. A. Psychological analysis of the problems of parent-child relations // School of Health. - 2004.- No. 2.- p. 5-14

12. Kraig, G. Developmental psychology. - St. Petersburg, 2006

13. Leaders, A. G. Psychological examination of the family. - M., 2006

15. Markovskaya, I. M. Training of interaction between parents and children. - SPb., 2000

16. Mukhina, V. S. Developmental psychology: phenomenology of development, childhood, adolescence. - M., 1999

17. May, R. Summary and synthesis of anxiety theories // Anxiety and anxiety. - SPb., 2001. p. 215 - 223

18. May, R. The problem of anxiety / Per. from English. A. G. Gladkova. - M., 2001

19. Maklakov, A. G. General psychology. - SPb., 2001

20. Makushina, O.P., Tenkova, V.A. Methods of psychodiagnostic and psychotherapeutic work with the family. — Voronezh, 2008

21. Obukhova, L. F. Child psychology. - M., 1996

22. Ovcharova, R.V. Psychological support of parenthood. - M., 2003

23. Osipova, A. A. General psychocorrection. - M., 2000

24. Human psychology from birth to death / Ed. A. A. Reana. - St. Petersburg, 2002

25. Prikhozhan, A. M. The study of personal anxiety in the context of the theory of L. I. Bozhovich // Personality formation in ontogenesis. Sat. scientific tr. - M., 1991. p. 89 - 98

26. Prikhozhan, A. M. Causes, prevention and overcoming anxiety // Psychological science and prevention. - 1998. - No. 2. - p.11−17

27. Psychology of personality in the works of domestic psychologists / Comp. L. V. Kulikov. - SPb., 2000

28. Rean, A.A., Kolominsky, Ya. L. Social pedagogical psychology / Rean A. A., Kolominsky Ya. L. - St. Petersburg, 2000

29. Rubinshtein, S. L. Fundamentals of general psychology. - St. Petersburg, 1999

30. Sinyagina, N.Yu. Psychological and pedagogical correction of child-parent relationships. - M., 2001

31. Dictionary of a practical psychologist / Compiled by S. Yu. Golovin. — Minsk, 1998

32. Smirnova, E. O. Experience in the study of the structure and dynamics of parental relations // Questions of Psychology. - 2000. - No. 3. - S. 34−36

33. Spielberger, Ch. D. Conceptual and methodological problems of anxiety research // Stress and anxiety in sports. - M., 1983

34. Anxiety and anxiety / Comp. and general ed. V. M. Astapova. - SPb., 2001

35. Horney, K. The neurotic personality of our time. Introspection / Horney K. - M., 2004

36. Kjell, L., Ziegler, D. Theories of personality (understandings, research and application). - St. Petersburg, 2007

37. Shcherbatykh, G. M. Psychology of fear. - M., 2006

38. Eidemiller, EG, Yustickis, V. Psychology and psychotherapy of the family. - St. Petersburg, 1999

OR
↓

Other jobs

coursework

Introduction Deviant behavior of adolescents has long been one of the serious and difficult to resolve problems, both at the subject and at the epistemological level. Any society throughout the development of human civilization has tried to introduce legal regulation of aggression and violence. But all attempts to arm people with ways to combat these phenomena ...

coursework

CONTENTS INTRODUCTION CHAPTER 1. ANALYSIS OF SCIENTIFIC LITERATURE ON THE PROBLEM OF STUDYING INDIVIDUAL STYLE OF BEHAVIOR IN CHILDREN OF JUNIOR SCHOOL AGE 1.1 Individual style of activity and its backbone function 1.2 Individual-typological features of personality. The concept of "temperament" as a component of an individual style of behavior 1.3 The role of an individual style ...

coursework

Of course, everyone knows that there is manipulation in the world. However, it occurs much more often than a person might think. All known forms of mass culture: comics, cartoons, movies, television and radio performances, sports competitions, etc. - make up an unusually diverse apparatus for processing consciousness. However, in this work...

Control

Federal Agency for Education All-Russian Correspondence Institute of Finance and Economics Department Test work on the topic "Psychology of Management" Vladimir 2009 Psychology of management provides knowledge that can be used in solving the problem of managing the activities of the workforce. A feature of management psychology is that its object ...

Features of human mental functions Karaganda 2009 1. Correlation of physiological and mental processes and phenomena Psychology as a science has special qualities that distinguish it from other disciplines. As a system of life phenomena, psychology is familiar to every person. It is presented to him in the form of his own sensations, images, ideas, phenomena of memory ...

Chapter 3. Results of empirical research 3.1 Comparative analysis of research results 3.1.1 Comparative analysis of indicators of the structure of labor motivation 41 recognition by others 6.0 7.92,000 -4.29,612 48 0.84 responsibility and…

coursework

General organizational (corporate) values ​​are what creates trust and connects the organization into a single whole. Shared values ​​are also the face of the company, by which it is recognized in all areas of its activities. They can be formulated both as corporate goals and as individual values ​​Organizational value determines what is important and worthwhile in an organization, are ...

One of the main conditioned stimuli is fashion. Until the second half of the twentieth century, the concept of "youth fashion" did not exist in culture at all. The new fashion was invented exclusively for adult men and women. A shortened version of clothing of the same style was intended for teenagers. The phenomenon of youth fashion that arose in the 60s is considered to be the product of youth riots, while in fact ...

Psychological portrait of a gifted child. Nika Turbina. List of sources 1. Angeron A., Nika Turbina. “My poems are heavy…” Website about poetry “Poezo Sphere”: www.poezosfera.ru 2. Bogoyavlenskaya M. Help needed: School problems of gifted children / M. Bogoyavlenskaya.//School psychologist: Newspaper of the publishing house “First of September”. — 2005....

A Russian version of the Big Five Questionnaire (Big Five Inventory, BFI-John et al., 1991, 2008) was tested on a sample of adolescents. As a result of the focus group, one BFI item was changed. BFI showed high internal consistency. The neuroticism scales in the Eysenck test and BFI were strongly correlated with each other, as well as the extraversion scales of these methods, which indicates convergent validity. The internal structure of the BFI scales, which explained 61% of the variance, is consistent with the theoretical provisions of the stability/plasticity model, which confirms the construct validity of the questionnaire.

Tourism until recently acted as one of the methods of improving physical and spiritual qualities, the general rise of human culture, a way to preserve and restore health, maintain activity and efficiency. Such a school of upbringing is necessary, first of all, for youth, youth, and schoolchildren. An analysis of the scientific literature showed that the issues of the influence of various types of tourism on the human body have not yet been sufficiently studied. Research methods: testing the psychological and emotional state of tourists in the process of organizing rafting on the Ai River, analysis and generalization of scientific and methodological literature, statistical processing of the results of psycho-emotional testing, description of the tourist resources of the Ai River as an object of tourism. Materials. Based on the methodology of A. Wessman and D. Ricks, the HADS hospital scale, this article presents an analysis of the psychological and emotional state of tourists, the dynamics of changes in blood (systolic and diastolic) pressure and pulse as a result of physiological changes in tourists during a water trip. Results. The article analyzes the results of changes in the psycho-emotional state of tourists in conditions of non-categorical rafting on the Ai River. The basic concepts of tourism are described, the literature concerning the assessment of the state of tourists is analyzed, a method for assessing the state of tourists in conditions of non-categorical alloying is proposed. The analysis of scientific and scientific-methodical literature, materials of our own research indicate that one of the most important problems in the organization of non-categorical trips is the control of the psychological, emotional and physiological state of tourists. The unpreparedness of tourists for water tours, the psychological incompatibility of the participants in the tourist group can cause a deterioration in the physiological and psycho-emotional state of tourists. The methods of experimental measurements were experimentally verified, which make it possible to observe the dynamics of these processes. Conclusion. An ergonomically designed rafting program on the Ai River allows you to keep the physiological and psycho-emotional state of tourists unchanged. Arterial pressure and pulse in both men and women remain within the normal range and correspond to the normal state throughout the tour. The level of anxiety and depression and indicators of self-assessment of the emotional state of the group of tourists entered the established limit and are at a high level, which indicates a favorable and positive impact of the tour on the human body.

A.I. Zakharov believes that anxiety arises already in early childhood and reflects "...anxiety based on the threat of losing belonging to a group (first it is the mother, then other adults and peers)". Developing the idea of ​​the genesis of anxiety, he writes that “anxiety experienced by normally developing children in the period from 7 months to 1 year 2 months can be a prerequisite for the subsequent development of anxiety. Under unfavorable circumstances (anxiety and fears in adults surrounding the child, traumatic life experience), anxiety develops into anxiety, thereby turning into stable character traits. But this does not happen before the senior preschool age. “Closer to 7 and especially to 8 years old, one can already talk about the development of anxiety as a personality trait, as a certain emotional mood with a predominance of feelings of anxiety and fear of doing something wrong, wrong, late, not meeting generally accepted requirements and norms. » .

In a number of works, the main cause of anxiety in preschoolers is considered to be improper upbringing and unfavorable relations between the child and parents, especially with the mother. “Rejection, rejection by the mother of the child causes him anxiety because of the impossibility of satisfying the need for love, affection and protection.” In this case, fear arises: the child feels the conditionality of maternal love.

Dissatisfaction of the child's need for love will encourage him to seek its satisfaction by any means. A high probability of anxiety in a child is seen in education “by the type of hyperprotection (excessive care, petty control, a large number of restrictions and prohibitions, constant pulling)”.

N.D. Levitov writes that anxiety in children can be generated by a delay in reinforcement. When a child is promised something pleasant for him, such as a gift, and the fulfillment of the promise is delayed, the child usually languishes in anticipation, worrying whether he will receive the promise. "The delay in reinforcement has left most of the children in a state of uncertainty, anxiety." Anxiety occurs more often when something pleasant, significant is delayed. The expectation of something unpleasant may be accompanied not so much by anxiety as by the hope that, after all, there will be no trouble. A child who is waiting for a reprimand from parents or caregivers hopes that punishment will not follow.

Changes in social relationships, often presenting significant difficulties for the child, can also cause anxiety. So, many children with the arrival of a preschool institution become restless, tearful, withdrawn. "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."

Children's anxiety may be a consequence of the personal anxiety of the mother, who has a symbiotic relationship with the child. At the same time, the mother, feeling herself one with the child, tries to protect him from the difficulties and troubles of life, thereby “tying” the child to herself, protecting her from non-existent, but imaginary, according to her anxiety, dangers. As a result, the child experiences anxiety when left without a mother, is easily lost, worried and afraid. Instead of activity and independence, passivity and dependence develop. In addition, the disturbing nature of attachment is often provoked both by the mother herself, who overprotects the child, and by other adults who replace his peers and always limit his activity and independence in some way. The channel for the transmission of anxiety is such care of the mother for the child, which consists of nothing but forebodings, fears and anxieties. This is not necessarily about an excessive level of care, referred to as overprotection. It can also be an average level of care, which is somewhat formal, overly correct and impersonal. A.I. Zakharov also notes that if the father does not take part in the upbringing of the child, then the child is more attached to the mother, and if the mother is personally anxious, he more easily adopts her anxiety. This is also expressed when the child is afraid of his father because of his rude, quick-tempered nature.

Another point related to the nature of the child's relationship with his parents is determined by the fact that children aged 5-7 try to identify themselves with a parent of the same gender as him. Because of this, either the mother or the father has a particularly strong influence on the formation of the character of children in preschool age. Thus, identification with the sex of parents is one of the expressions of the process of socialization - the acquisition of skills in group relations as a certain stage in the formation of personality. When brought up in an incomplete family or in a family with inharmonious relationships, when traditionally male roles are played by the mother, the child may have a distorted image of gender, which, in turn, provokes the development of anxiety.

Education based on excessive demands, which the child is unable to cope with or copes with difficulty, is also noted as one of the causes of anxiety. Often, parents cultivate the “correctness” of behavior: the attitude towards the child may include strict control, a strict system of norms and rules, deviation from which entails censure and punishment. In this case, "the anxiety of the child may be generated by the fear of deviating from the norms and rules established by adults."

N.V. Imedadze notes the following causes of anxiety in preschool children, caused by the nature of intra-family relationships.

• 1. Excessive protectionism of parents, guardianship.
• 2. The conditions created in the family after the appearance of the second child.
• 3. Poor fitness of the child - anxiety arises due to the inability to dress, eat independently, go to bed, etc.

When a child visits children's institutions, anxiety is provoked by the peculiarities of the interaction of the educator with the child with the prevalence of an authoritarian style of communication and inconsistency in the requirements and assessments. The inconsistency of the educator causes the child's anxiety in that it does not give him the opportunity to predict his own behavior. E. Savina and N. Shanina note that the constant variability of the requirements of the educator, the dependence of his behavior on mood, emotional lability entail confusion in a child who cannot decide what he should do in this or that case. If at the same time the child is extremely dependent on the state of the mother and no individual approach is found to him in a preschool institution, then the persistent affect on separation from the mother that has arisen leads to the onset of a neurosis.

Thus, the causes of the formation of anxiety in children are many factors (genetic, natural), but to a greater extent, these are social factors and, in particular, violations of family education. Consider individual styles of family education and their influence on the formation of an anxious personality.

At present, the socio-economic transformations in Russia, which entailed a change in the usual way of life and moral and value orientations, a deterioration in the psychological climate in the family, are the reasons that cause the growth of deviations in the personal development and social behavior of the younger generation. Anxiety is one of the most common reasons parents turn to a psychologist, and in recent years the number of such appeals has increased significantly. In this regard, the direction of research, within which the topic of the work is formulated, is relevant for psychology, because it is based on objective problems caused by personality development disorders in childhood.

Many causes of childhood anxiety have been identified. Violations of the parental attitude towards the child, which lead to permanent psychological microtraumas of children, can be considered as the main source.

Consideration of the causes of the appearance and fixation of anxiety in children at preschool age, the possibilities of its correction in connection with the peculiarities of the family environment, seems to be relevant and relevant to the problems of the theory and practice of developmental psychology.

Particular attention is paid to the study of anxiety in frequently ill children. A special category of such children are frequently ill children of preschool age. The psychological literature contains data pointing to the differences between frequently ill children and their healthy peers in a number of individual psychological characteristics, as well as in the specifics of family education. So, they are characterized by pronounced anxiety, timidity, self-doubt, fatigue, dependence on the opinions of others, which can develop into persistent personality traits.

It is known that the family is the main instrument of the child's socialization, where personality is formed in relations with adults. Therefore, without an analysis of parent-child relationships, a holistic understanding of personality development is impossible. However, the question of the participation of parental attitudes towards a frequently ill child in the formation of his personality, and the possibility of correcting child anxiety by optimizing parent-child relationships, was left without attention.

The purpose of the study: to study the influence of parental attitudes on the level of anxiety in a frequently ill preschool child.

Object of study: relationships as an integral system of individual selective, conscious connections of a person with various aspects of objective reality.

Subject of study: types of parental attitude towards a frequently ill preschool child, levels of anxiety in preschool children.

Research Hypothesis: We hypothesize that:

1. The type of parental attitude affects the level of anxiety of frequently ill preschool children;

2. The type of parental attitude does not affect the level of anxiety of frequently ill preschool children.

In accordance with the goals and hypotheses of the study, the following tasks were set:

1. Conduct a theoretical analysis of the problem of relations in psychology;

2. To study theoretical studies of anxiety and its manifestations in ontogeny;

3. To identify the types of parental attitude towards a frequently ill child;

4. To identify levels of anxiety in frequently ill preschool children;

5. To establish the influence of the type of parental attitude on the level of anxiety of frequently ill children of preschool age;

The methodological basis of the study was: the position of V.N. Myasishchev that attitude is an integral system of individual, selective, conscious connections of a person with various aspects of objective reality; the concept of A.Ya. Vargi that the type of parental relationship is a trinity of the emotional attitude of the parent to the child, the style of communication with him and the cognitive vision of the child; and also we were based on the position of A.M. Parishioners, who believed that anxiety is an experience of emotional discomfort associated with the expectation of trouble, with a premonition of imminent danger.

To study the parental attitude towards a frequently ill preschool child as a factor in the formation of anxiety, the following methods were used:

1. Theoretical: analysis of the literature on the problem of research using the methodological apparatus of psychological science;

2. Empirical: Research of archival data, Questionnaire of parental attitude (A.Ya. Varga, V.V. Stolin), Questionnaire "Parent-Child Interaction" (VRC) (I.M. Markovskaya), anxiety test (R.Temple, M. Dorki, V. Amen), a questionnaire to identify the level of anxiety (G.P. Lavrentieva, T.M. Titarenko);

3. Interpretive-descriptive: quantitative and qualitative analysis of empirical data using mathematical statistics methods (mean, Pearson's correlation coefficient, Student's t test)

The theoretical significance lies in the fact that the systematization of theoretical material on the problem of relationships and anxiety makes it possible to expand and deepen knowledge about the influence of parental attitudes on the manifestation of anxiety in preschool children, to enrich the theory with empirical knowledge about the problem of parental attitude towards a frequently ill child.

Practical significance: on the basis of the theoretical and empirical data obtained, methodological recommendations were developed for parents raising frequently ill preschool children, which will help organize the educational process more effectively and optimize parent-child relationships.

The reliability and reliability of the data obtained in the work is due to the choice and application of standardized methods adequate to the purpose and object of the study, the methodological apparatus of psychological science, quantitative analyzes of empirical material using the methods of mathematical statistics.

The thesis consists of an introduction, three chapters, a conclusion, a list of references from and an appendix. The main content of the work is presented on 68 pages, including 5 tables, 4 figures.

Chapter 1. Theoretical foundations of the problem of relations in psychology

1.1 The category of relations and its consideration in psychology

The term "relationship" covers a countless variety of features and properties of objects in their interdependence from each other, in their mutual arrangement and interconnection. Due to its universality, this term acquires a substantive character only if it is interpreted in relation to any particular system: formal (in logic and mathematics), material, social, spiritual, etc. As for psychological thought, it is at various levels and, with varying degrees of certainty, embraces in its concepts the diverse types of relationships between its own phenomena and other phenomena of being, whether in the form of causal relationships, systemic dependencies of parts on the whole, etc. Whatever psychological category is touched upon, the realities comprehended through it never act as isolated entities, but inevitably force one to delve into the world of relations, the inexhaustibility of which becomes more and more visible with the progress of knowledge. In different years, such researchers as V.N. Panferov, A.V. Petrovsky, M.G. Yaroshevsky. Theoretical and empirical issues of the problem of relationships and relationships were considered in their works by social psychologists G.M. Andreeva, L.Ya. Gozman, Ya.L. Kolomensky, V.N. Kunitsyna, N.N. Obozov, I.R. Sushkov.

Everywhere and at all times, a person, like any other objects, is interconnected with the surrounding reality. Accordingly, the scientific study of man is consistent in its concepts and methods with this circumstance, because the psyche itself is something other than a subject-object relationship.27)

Just as the categories of form and content, quantity and quality, etc., are irreducible to each other, although they are inseparable, in a particular, concrete science - psychology - the image and action, motive and experience thicken in their categorical composition and are in a system irreducible to others. signs. They are inherent only in the psyche, distinguishing it in various ways from all other aspects of the existence of living beings. With regard to the term "attitude" at first glance, you cannot say this, so you have to think about the reasons that prompt it to be elevated to the rank of a special category that is different from others.

The term "relationship" can be accepted provided that a special content is singled out in the subject of psychological science, for displaying and studying which it should be recognized, firstly, more adequate to this content than any other, and, secondly, carrying a categorical load. .

In the Russian scientific and psychological language, this term appeared after the works of A.F. Lazursky, who, having singled out the endopsyche in a person as the inner side of the mental and the exopsyche as its outer side, presented the latter in the form of a system of relations of the subject to reality. Starting from the idea of ​​Lazursky, the term “relationship” was defended by V.N. Myasishchev as the most important for understanding the personality in normal and pathological conditions. He wrote: "Proceeding from the fact that the concept of relation is irreducible to others and indecomposable into others, it must be recognized that it represents an independent class of psychological concepts."

A comparative analysis of these views of the two largest scientists on the problems of the structure and development of personality and the category of relationships as the most important concept in their development, first of all, shows that in the general psychological theory of relationships V.N. Myasishchev significantly developed the concept of relation. It would seem that scientists radically disagree already in the definition of the concept of relationship. But it's not. V.N. Myasishchev actually breeds the concept of relations proper, as a “hidden variable”, and the external manifestations of relations in the reactions, experiences and actions of the subject, in A.F. Lazursky, they are not divorced. The most interesting thing is that the influence of the teacher also affects this. In "Essay on the psychology of character" A.F. Lazursky, when studying any inclination, proposed to distinguish the inclination itself, as a scientific abstraction, from its manifestations in behavior.

In the question of the parameters of the characteristics of any relationship, outwardly, there is again, as it were, a complete disagreement. A.F. Lazursky is the presence of a relationship, its form, volume, degree of differentiation, in V.N. Myasishchev - consciousness, emotionality, activity and relative stability. However, here, perhaps, the starting point in compiling the characteristics plays a decisive role: A.F. Lazursky draws up a hypothetical plan for the study of human relations, V.N. Myasishchev is already trying to find a place for personality relations among other formations: to distinguish them from similar phenomena of attitude and motive. At the same time, we see that the parameters indicated by A.F. Lazursky clearly appear in the classification of relations by V.N. Myasishcheva (form), in the theory of personality development (expanding the system of relations and increasing differentiation), in distinguishing between an effective and verbal attitude (passive and active form of implementation), in distinguishing between an emotionally colored attitude and an indifferent one (A.F. Lazursky's parameter of having an attitude) .

Fundamentally different are the views of the student and the teacher on the place of the system of relations in the structure of personality. A.F. Lazursky recognizes the human endopsyche as the core of the personality, V.N. Myasishchev - exopsychics. Moreover, if for A.F. Lazursky's concepts of the psyche and personality are practically identical, then V.N. Myasishchev distinguishes them, pointing out that a person is a higher mental formation, belonging to the field of potential mental. Thus, V.N. Myasishchev identifies the concepts of personality and the system of relations, or exopsychics.

From the specific psychological descriptive concept in the concept of A.F. Lazursky category of relations in the theory of V.N. Myasishcheva has become not only a theoretical explanatory principle, but has also acquired methodological significance. Following the traditions of reflexology V.M. Bekhterev, V.N. Myasishchev considered "relationship" as a general principle for the study of the organism. In a broad sense, the psyche can be considered as a form of correlation, and at the level of a person, a relationship (since the relationship presupposes the existence of an active subject, which only a person can be) of an organism with the environment. In this sense, the concept of relations becomes a kind of synthetic category that allows us to consider a person in the unity of three levels of his interaction with reality: physiological, mental and social. At the physiological level, the attitude is a conditioned reflex temporal connection, at the mental level - "mental relations", at the social level - social or interpersonal connections of the subject with other people.

In addition to attitude as a concrete psychological concept and attitude as a methodological principle, V.N. Myasishchev brought together the concepts of relation and relatedness of mental processes to objective reality (in this respect, converging with the philosophical and psychological ideas of S.L. Frank). The scientist put forward the principle of a meaningful study of mental processes, by which he emphasized that it is possible to study the specifics of processes only taking into account the specifics of the subject to which it is directed.

Thus, behind the concept of "attitude" is a psychic reality, and V.N. Myasishchev had every reason to believe, following A.F. Lazursky that this concept covers a special class of indecomposable phenomena and irreducible to others. Thus, it has content that prompts to recognize its categorical dignity. Attitude, as a special characteristic of the individual's psychic connection with reality, is presented everywhere - whether it is an image of this reality, a motive that prompts a person to perform or not to perform any action, etc. In all these very diverse circumstances, in reality, regardless of the level of awareness, one of the invariants of a person's mental organization is initially represented, to which the term "attitude" indicates. But what it signifies differs from other invariant signs inherent in the mental regulation of behavior. Meanwhile, the theory of relations (V.N. Myasishchev and others) tends to consider the characteristic properties of a person, and the motives of her actions, and her needs, interests, inclinations, life position, and much more, ultimately “dissolved” as derivatives of the system of relations in an all-consuming idea of ​​this "universal.

Highlighting the most significant features for categorical analysis in this representation, we note among them:

First of all, such as the dominance in the category of relation of orientation to the object, which is significant for the subject, which can be not only material things, but also cultural phenomena, spiritual values, other people, the subject himself. Attitude, however, should not be identified with motive, emotion, need and other manifestations of the individual-personal plan of mental life. Here we have relations that appear in a special mental form, different from the motive, action, experience of the personality and other mental determinants imprinted in other blocks of the categorical apparatus.

The category of attitude is characterized by such features as the vectorization of a mental act given by the subject, selectivity, attitude towards evaluation (positive, negative, expressing indifference), predisposition and readiness for a certain course of action, etc.

In all cases, we have a basic psychological category that has its own status. Attempts to draw to it the wealth of other categories (in particular, for example, to reduce the personality, as already mentioned, to an “ensemble of relations”) are just as futile as the universalization of the image category in Gestalt theory or the category of action in behaviorism.

At one time, the theory of relations, under the pressure of such a “Pavlovization” that was imposed on psychology, hoped to gain strength and authority in the formulas of I.P. Pavlova. As V.N. Myasishchev, “I.P. Pavlov owns the formula: mental relations are “temporary connections”, that is, conditioned reflex temporary, acquired connections represent, according to Pavlov, mental relations. I.P. Pavlov did not give a definition and characteristics of human relations, therefore, speaking of Pavlov, we will point out only two points here:

1. Psychic relations as conditional temporary connections draw their strength from the unconditional ones.

2. In humans, all relationships have moved into the 2nd signaling system.

The category of "temporal connection," which Pavlov identified with the psychic relationship, thereby lost its objectivity (in the sense of its independence from the subject, who is in fact the "author" and "owner" of the relationship) and experimentally controlled rigor. But even for the noted signs of a mental attitude (predisposition, attitude towards evaluation, etc.), identification with a temporal connection did not project any real behavioral mechanisms.

As an internal form of psychological cognition, the category of relation loses its effectiveness if it is reduced to physiological connections.

A relationship as a connection between a subject and an object is unified, however, it has a structure, the individual components of which can act as partial relations, its sides, or types. It is determined by a number of features: selectivity, activity, holistic-personal character, consciousness. Myasishchev considered needs, motives, emotional relations (attachment, hostility, love, enmity, sympathy, antipathy), interests, assessments, beliefs to be the most important types of relations, and orientation was the dominant attitude that subjugates others and determines a person’s life path. The highest degree of development of the personality and its relations is determined by the level of conscious attitude to the environment and self-consciousness as a conscious attitude to oneself.

Thus, we take as a basis the position of V.N. Myasishchev in which he defines the concept of "relationship" as an integral system of individual selective, conscious connections of a person with various aspects of objective reality.

1.2 The study of parent-child relations in foreign and domestic psychology

The importance of parent-child relationships in a person's life can hardly be overestimated. The quality of parent-child relationships depends on many factors and has a significant impact not only on the mental development of the child, but also on his attitudes and behavior at the stage of adulthood. The content of the concept of "child-parent relationship" in the psychological and pedagogical literature is not clearly defined. Firstly, it is presented as a substructure of family relations, which includes interrelated, but unequal relations: parents to the child - parental (maternal and paternal) attitude; and the child's relationship with his parents. Secondly, these relationships are understood as a relationship, mutual influence, active interaction between a parent and a child, in which the socio-psychological patterns of interpersonal relations are clearly manifested (N.I. Buyanov, A.Ya. Varga, A.I. Zakharov, O.A. Karabanova, A.G. Leaders, I.M. Markovskaya, M.V. Polevaya, A.S. Spivakovskaya, T.V. Yakimova, etc.).

E.O. Smirnova, revealing the specifics of child-parent relationships, believes that, firstly, they are characterized by a strong emotional significance for both the child and the parent. Secondly, there is ambivalence in the relationship between parent and child. This duality is expressed, for example, in the fact that, on the one hand, the parent must take care of the child, and on the other hand, teach him to take care of himself. A.S. Spivakovskaya writes about the internal conflict of parent-child relationships: a maturing child strives to separate from his parents, who are trying in every possible way to keep him near them, while wanting him to develop and grow up. And finally, an essential feature of the child-parent relationship is their constant change with the age of the child and the inevitable separation of the child from the parents. Those relationships that developed in infancy are unacceptable for a child of three years old, and even more so at subsequent age stages. Based on the works of domestic researchers (B.G. Ananiev, V.N. Myasishchev), child-parent relationships can be defined as a selective emotional and evaluative psychological connection of the child with each of the parents, expressed in experiences, actions, reactions, associated with age and psychological characteristics of children, cultural patterns of behavior and their own life history, and determining the characteristics of the child's perception of parents and the way of communicating with them. That is, parent-child relations are considered as a subjective awareness by a person of any age of the nature of relations with his mother and father.

Thus, the analysis of the work of specialists makes it possible to identify the main characteristics of child-parent relationships: relative continuity and duration in time; emotional significance for the child and parents; ambivalence in relationships (balance of polar positions); variability of relationships depending on the age of the child; the need of parents to take care of the child and parental responsibility. A theoretical analysis of the development of the problem of child-parent relationships and their formation to date has shown that, in general, existing views and concepts can be combined into three large methodological approaches within which research is conducted: functional, structural and phenomenological. Within the framework of the functional approach, parent-child relations are considered from the point of view of their educational function. The family is the main institution of the child's socialization, where personality is formed in relations with adults (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinshtein, M.I. Lisina, D.B. Elkonin). The concepts that we refer to this approach focus on the final expression of these relationships, fixing various forms of its deviations that impede the full functioning of the family (S. Minukhin, V. Satir, A.S. Spivakovskaya, E.G. Eidemiller, V.V. Yustitsky and others). The functional consideration of child-parent relationships involves their analysis from the point of view of action - parents (mother, father) are included in a consistent coordinated activity, consciously or unconsciously subordinated to some goal, the achievement of which will bring them a certain result. A.Ya. Varga singles out the typology of child-parent relationships: accepting-authoritarian, rejecting with infantilization phenomena, symbiotic relationship and symbiotic-authoritarian, which differs from the previous type by the presence of hypercontrol. Thus, the functional approach in the direction of the study of child-parent relationships considers these relationships through the prism of their main purpose - to ensure the successful psychosocial development of the child in the family. Within the framework of this approach, they study the mechanisms of the influence of these relations on various spheres of children's life, identify the qualitative features of parent-child relations in ensuring the success of the child in various activities, and analyze possible violations in these relations.

In the structural approach, researchers refer to parent-child relationships as a set of stable family ties that ensure their integrity under various external and internal changes (V.D. Shadrikov, V.I. Stepansky, A.K. Osnitsky). With the advent of a child in the family, spouses consciously or unconsciously acquire a new role - parents. The biological ability to be a parent does not always coincide with the psychological readiness for parenthood. This approach recognizes that the quality of family interaction and child upbringing depends, first of all, on the awareness of parents of their pedagogical influences on the child (V.N. Druzhinin, V.V. Boyko, A.I. Antonov, R.V. Ovcharova and etc.). The formation of readiness for parent-child relationships is a source of pedagogical goals and a means of achieving them at the same time. The psychological and pedagogical formation of parenthood is based on the pedagogical potential of the family and includes two aspects - the formation of parenthood as: 1) a means of raising a child; 2) a special case of the child's socialization in terms of transferring ideas about family roles, parental and marital functions. The major achievements of the structural approach to the study of child-parent relationships include the disclosure of the concept of parenthood as an integral psychological education of a person (father and / or mother), including a set of parental value orientations, attitudes and expectations, parental feelings, attitudes and positions, parental responsibility and style. family education (R.V. Ovcharova, M.O. Ermikhina). The connection of components in the structure of parenthood is carried out through the interdependence of their constituent cognitive, emotional and behavioral aspects, which are psychological forms of manifestation of parenthood. The cognitive component is the parents' awareness of the relationship with children, the idea of ​​themselves as a parent, ideas of the ideal parent, the image of the spouse (s) as the parent of a common child, knowledge of parental functions, the image of the child). Emotional is a subjective feeling of a person as a parent, parental feelings, attitude towards a child, attitude towards oneself as a parent, attitude towards a spouse as a parent of a common child. Behavioral - these are the skills and activities of a parent in caring for, providing for, raising and educating a child, relationships with a spouse as a parent of a common child, family education style. The developed form of parenthood is characterized by relative stability, stability and is realized in the consistency of the spouses' ideas about parenthood, the complementarity of the dynamic manifestations of parenthood. The total expression of all components is the style of family education. Thus, a structural approach in the direction of the study of child-parent relationships considers these relationships through the prism of the socio-psychological and psychological-pedagogical problems of the parents themselves.

A phenomenological approach is aimed at revealing the essence of child-parent relationships and understanding their role in human life. As a direction of personology, phenomenology is fixed on understanding the subjective experiences of a person, his feelings and personal concepts, his personal point of view on the world and himself. K.A. Abulkhanova-Slavskaya, based on the ideas of S.L. Rubinshtein distinguishes two types of relationships: functional relationships and relationships based on the assertion of the value of another person. In the first case, the other person acts as a means of satisfying certain needs, and the relationship proceeds only at the behavioral level. In the second case, one partner treats the other as a person, that is, he is recognized for the whole set of human rights and qualities, including the right to be different from me, to act in accordance with his own interests, the right to his own life path. In parent-child relationships, both types of relationships are realized. The child for the parent and the parent for the child, on the one hand, act as a means of satisfying their needs - in this sense, we can talk about the material side of the relationship. On the other hand, there is a spiritual layer of parent-child relations, where there is an open personal communication between a parent and a child, the purpose of which is the full disclosure and development of each other's individual characteristics. In explaining the child's attitude towards parents, there is a hypothesis of "reproduction of relations", which gives the idea that the child relates to another and to himself in the way that his parents relate or treated him. The child internalizes the ways of parental attitude and behavior control through the mechanism of introjection described by Z. Freud. With regard to parental attitude, it should be noted that its formation also occurs through social learning of parental behavior, which this society considers normative for men and women. That is, the essence of the process of understanding and interpreting parent-child relationships is a certain level of reality, which is determined by universal human values ​​that give meaning to life and human behavior in its relationships with other people, oneself and the world around. The mental, in this case, acts as a regulator of the social process, in the study of which the main thing is the value attitude, objectified in individual and collective ideas about the desired, proper and real, about the goals of activity, the means of their implementation, one's rights and obligations (P. N. Shikhirev, 1999). Thus, the phenomenological approach in the study of parent-child relationships allows one to penetrate into the inner essence of this phenomenon and analyze its individual meaning in the context of a person's perception of his own life. The main idea of ​​this approach is connected with the idea that a person becomes a true parent at the moment of understanding the meaning of his own existence in this capacity.

Thus, in domestic psychology, child-parent relationships are considered from various methodological positions. These relations represent a relatively independent entity that develops over time. They are a subsystem in a specific cultural-historical system of relationships between people related to each other by marriage, kinship and social relations. The experience of these relationships experienced in childhood is transmitted in one form or another when interacting with one's own children.

It is also necessary to consider the position of foreign scientists on this problem. So the fundamental discovery of psychoanalysis was the position on the role of the mother in the mental development of the child. 3. Freud believed that it is the mother who is the source of the child's experience of feelings of pleasure and the object of the first sexual choice. From the recognition of the decisive role of the mother in the mental development of the child, the question arises of how the behavior of the mother influences the formation of personality. D. Winnicott was one of the first to consider as an object of development in the early stages of ontogeny not a separate mother and child, but an integral mother-child dyad (D. Winnicott, 1995). Due to the helplessness of the infant and its dependence on the mother, the child and the mother are a single whole. The mother not only provides the conditions for the bodily, physical development of the child, but also, realizing the function of holding and bodily contact, ensures the process of personalization - the formation of the "I" of the child, the formation of an autonomous personality.

Consider the classic work of S. Brody (1956), performed within the framework of the clinical approach. Watching videotape recordings of a 4-hour communication between a mother and a child, she identified 4 types of maternal attitude:

1 type. The mother easily and organically adapts to the needs of the child. It is characterized by supportive, permissive behavior.

2 type. Consciously, the mother tries to adapt to the needs of the child, but because of the tension and lack of immediacy in communicating with the child, her attempts are often unsuccessful. The mother is more dominant than inferior.

3 type. Motherhood is based on a sense of duty. In relation to the child there is no interest, warmth, spontaneity. The tool is tight control.

4 type. The mother behaves inappropriately for the age and needs of the child. Her educational influences are inconsistent and contradictory.

According to S. Brody, the 4th style of motherhood turned out to be the most harmful for the child, because. the constant unpredictability of maternal reactions deprived the child of the world of stability and provoked increased anxiety.

In turn, D. Stevenson-Hynd, M. Simson (1982) distinguish 3 types of parental relationship:

Calm mother, mainly using praise as a tool of education. An exalted mother with a wide range of emotional reactions to any little things in the child's behavior. "Social" mother - she is characterized by easy distractibility from the child to any stimuli.

As can be seen from the examples given above, there is no single basis for classifying the types of family education. Sometimes the emotional components of upbringing were taken as the basis, sometimes ways of influencing the child, sometimes parental positions, etc.

Thus, we have every reason to conclude that family relationships can be diverse. The parent-child relationship is affected by the type of family, the position taken by adults, the styles of relationships and the role they assign to the child in the family. Under the influence of the type of parental relationship, his personality is formed. We accept the point of view of A.Ya. Varga that the type of parental attitude is a trinity of the emotional attitude of the parent to the child, the style of communication with him and the cognitive vision of the child.

1.3 Features of parental attitude towards frequently ill children

The child's ideas about the world around him and, in particular, about the disease reflect the worldview of the parents. This applies even more to feelings. Parental feelings may include feelings of guilt over the development of the illness, resentment at the child's behavior that led to the illness, despair over perceived or real poor prognosis, indifference over denial of the illness or its seriousness. Such experiences of parents most often cause similar feelings in sick children. Parental anger further reinforces the already existing feeling of guilt in most children for their behavior that caused the illness. An example is the attitude of parents to a child's skin disease, which not only affects his assessment of the disease, but can also be an exact copy. With an anxious and suspicious attitude of parents to any somatic ill-being of the child and overly caring upbringing, as a rule, the latter has a pessimistic idea of ​​the future (Kalashnikov B.S., 1986). Parents' denial of the seriousness of the disease contributes to the formation of the hyponosognosic type of ICD.

The illness of a child in the vast majority of cases is experienced by the family as an exceptional event. Modern families, as a rule, have few children, and therefore the illness of the only or even one of two or three children turns into a drama. Increased parental anxiety is easily explained. An only child, whom parents think is unlikely to be followed by another, develops a very deep affection. They see in him not only the successor of the family, but also the one who will fulfill all the unfulfilled dreams of the parents themselves and correct their mistakes. Hopes for support in old age are associated with him. For many, therefore, the loss of a single child is not just the loss of a loved one, but also the collapse of hopes. It is not surprising that in such a situation, a child is provided with greenhouse conditions for education from an early age, he is protected from real and imagined dangers and difficulties. In these cases, pampering selfish upbringing is combined with excessive concern and fears about the future of this child. Often, by depriving a child of activity and initiative, parents exacerbate his insecurity, inability to live in real life, although at the same time they are extremely worried about his well-being. Especially it concerns the relation to possible or already arisen diseases.

This attitude of parents today is influenced by many other circumstances. The first is the low level of their own health of many parents, their frequent illnesses, experiences associated with severe illnesses of loved ones. Being people of poor health, parents transfer the anxiety for their well-being and even life to the child. In addition, they often fear that their illnesses will make them unable to raise their son or daughter. The second is the awareness of the population about the dangers of certain diseases and environmental hazards. The media, and especially the embarrassing efforts of health education, have led some people not so much to promote health or even prevent disease as to be in fear of the possibility of infection or disease. Constantly afraid of improperly feeding, infecting, not protecting, overloading the child, parents in fact do not create conditions for hardening and physical exertion, which does not contribute to strengthening the child's body resistance. The third is the conviction of parents in their knowledge or ignorance about a particular disease or childhood diseases in general. Depending on the presence or absence of this knowledge, some parents confidently treat their children themselves, others “correct” doctors’ prescriptions, and still others, believing that the approach to their child is wrong, take the child from one specialist to another.

Insufficient or distorted ideas of parents about healing sometimes affect the behavior of the child himself during illness. All these circumstances manifest themselves differently depending on the individual psychological characteristics of the parents. Extremely anxious, health-focused parents create in the family an atmosphere of fear, uncertainty, expectation of serious illnesses, and, when they appear, a bad outcome. Selfish, striving to live for show, from everything to take advantage for themselves, parents will even use the child’s illness to draw attention to themselves. Very confident in their abilities and capabilities, arrogant often do not pay enough attention to the child in general and during illness in particular.

The atmosphere that develops in the family during the illness of a child depends largely on how he is brought up. If a child lacked care and attention before the illness, then even during his illness in such a family they will not be provided with everything necessary. At the same time, some parents, realizing that before the child's illness did not provide enough care for the child, devoted little time, reorganize and create everything he needs. In the same families where the child is surrounded by excessive attention, where they try to prevent his every desire, where they admire any of his actions, accordingly, during an illness, care intensifies. In these cases, it is necessary to warn that parents can harm the child with their good intentions. Unfortunately, this is not sufficiently taken into account in case of excessive wrapping from the expected cooling, when organizing readings, watching TV shows or other entertainment that are too tiring for the patient.

It is also worth noting that the group of frequently ill children is not medically homogeneous. According to the frequency of diseases within it, two subgroups are distinguished:

Relatively often ill (OCBD) - children with ARVI 4-5 times a year;

Truly or very often ill children (ITCHD) - sick with SARS more than six times a year. They are characterized, in addition to the high frequency of diseases, their more severe and prolonged course (Andreeva E.I., Musina B.K., 1990).

It can be assumed that these two subgroups differ not only in their somatic state. First of all, they are in a somewhat different social situation of development and a different psychological climate. In the first case, a frequently ill child, like most of his peers, attends kindergarten (albeit with some interruptions), lives a "social" life, participates in games and activities on an equal basis with other children. In the second case, the child is mostly closed in the circle of his family. In most cases, these children are registered in a clinic. The very registration of a child in a clinic, which requires considerable effort and time, may indicate a mother's pronounced concern about the health of her child. It can be assumed that such concern is caused by a special attitude towards the child as sick, weakened, in need of special medical care and careful care.

Such a "protective" position of the mother, most likely, will contribute to the formation of specific personality traits of the child, which can provoke the development of psychosomatic diseases.

Several sources of psychological characteristics of frequently ill children can be considered as sources:

Frequency of transferred diseases;

living conditions;

Family features;

Methods of education, etc. (Mikheeva A.A., 1999).

In favor of the influence of living conditions is the fact that truly often ill children rarely attend preschool institutions, much more often their life is closed in the family circle. Consequently, they experience the main socializing influence from the mother. The literature describes well the characteristics of mothers of frequently ill children and the specifics of their family relationships (Arina G.A., Kovalenko N.A., 1995; Nikolaeva V.V., 1995; Mikheeva A.A., Smirnova E.O., Chechelnitskaya S.M., Kasatkin V.N., 1999; Kiyan I.G., Ravich-Shcherbo I.V., Rumyantsev A.G., 2000) .

Among the etiological factors of frequent morbidity in children, specific deformations in the system of relations between children and parents and some personal characteristics of the latter, especially mothers, were indicated. Based on the results of observation, E. Sharova claims that about 80% of parents of frequently ill children implement a family upbringing style of overprotectiveness. Communication with the child becomes schematic: direct advice is given for all occasions, options for behavior are explained. As a result, the child does not develop his own experience of interacting with people, does not learn to make decisions, to be responsible for his actions. Acting strictly according to the rules proposed by adults, he ceases to explore life, does not look for the limits of his own capabilities. Thus, the desire for independence is leveled. According to E. Sharova's observation, approximately half of the parents of CHBD make clearly underestimated demands on their children.

G.A. Arina and N.A. Kovalenko (1995) take a deeper look at the peculiarities of the mother's attitude towards a frequently ill child and identify some psychological mechanisms for the formation of specific deformations in him. In their opinion, almost all mothers of frequently ill children have a “rejecting with elements of infantilization and social disability” parental attitude: mothers emotionally reject the child, value his personal qualities low, see him as younger than his real age, sometimes attribute bad inclinations to him. At the behavioral level, such an attitude is manifested either in the constant pulling of the child, or in excessive guardianship and constant control of any action of the child. The authors conclude that there is a special stereotype of the attitude of mothers of frequently ill children towards their child, in which the unconscious emotional rejection of the child is combined with a tendency to authoritarian control of the entire mental and bodily life of the child.

A study undertaken by A.A. Mikheeva (1999), further clarifies the idea of ​​the specifics of maternal attitude towards a frequently ill preschool child. In most cases, when a child gets sick 4-5 times a year, he is clearly rejected by the mother, does not meet her expectations; the mother does not accept the child's illness, wants to see him healthy and makes rather high social demands. In cases where the child is more than six or more times a year, the rejection of the child by the mother is not realized, although it is present; the symbiotic relationship comes to the fore, and the disease serves as a way to maintain it. This causes the child to be treated as a “little loser”. Social demands on him are reduced to a minimum due to the belief that, due to his physical condition, he cannot do without the participation and care of his mother.

Considering the psychological structure of complete families raising a frequently ill child, G.A. Arina and N.A. Kovalenko (1995) say that she has the following appearance: an active, dominant mother with a child “attached” to her and a father set aside. The “repression” of the father is associated by the authors with the fact that traditionally the mother bears total responsibility for everything that happens to a sick child; this responsibility gradually extends to the entire living space of the family. Thus, the disease sharpens the initial deficiency of the psychological participation of the father in the upbringing of the child. It is interesting that the image of a father in a frequently ill child is idealized in most cases, endowed with special positive qualities and evokes predominantly positive emotions. The attitude towards the mother is contradictory: often ill children do not feel emotional closeness with her, perceive her as unbalanced, immature, feel some of her fenced off, closeness. At the same time, the general attitude towards the mother remains highly positive, the importance of her support and care, the inability to do without her help, even when performing simple acts of self-service, are recognized.

Many scientists (Kiyan I.G., Ravich-Shcherbo I.V., Rumyantsev A.G., 2000) note that certain personality traits of the mother (anxiety, neuroticism) can cause serious disturbances in the course of the mental development of the child. Inadequate, ambiguous attitude towards the child on the part of the mother, these authors are more associated with the personal characteristics of mothers than with the child's illness itself. In their opinion, mothers of frequently ill children are primarily characterized by high personal anxiety, which reflects the internal conflict and tension of the mother, and the child's illness is an opportunity to respond to their own problems. Moreover, a direct relationship was found between the severity of the mother's personal anxiety and the frequency of acute respiratory infections in the child. Most mothers of frequently ill children tend to give extrapunitive reactions in a situation of frustration (their share of responsibility for the committed act is denied or underestimated). It is known that this type of reaction is a compensation for one's own vulnerable position. Mothers of frequently ill children are characterized by low self-acceptance and negative self-attitude. Their emotional life is dominated by negative emotions (fear, resentment, anger, displeasure and anxiety). Guilt (unconscious or conscious) is associated for most of these mothers with the child's illness, but the responsibility for recovery lies with others (physicians). As a result, inadequate relationships develop between the child and the mother, which manifest themselves in the fact that with the rejecting, infantilizing attitude of the mother, the child becomes dependent on her, needs her attention and support.

The situation that arises around a sick child is sometimes influenced by the relationship that develops between parents and medical personnel. Respect for the knowledge of the attending physician and trust in all his appointments make the mother not only an indispensable collaborator in the treatment process, but also create an atmosphere of hope, faith in an early successful outcome of the disease. The child feels the mood of the parents, receiving the necessary guidance for his treatment. He himself improves his mood and general condition when his parents take care of him, believing not only in distant success, but also realizing the correctness of everything that is assigned to him.

It can be concluded that the parental attitude towards a frequently ill child is destructive. Often the style of parenting develops according to the type of overprotection, the requirements for the child are underestimated due to the perception of him as weak. In the relationship of the mother to the frequently ill child, a symbiotic relationship is distinguished, which causes the child to be treated as a “little loser”. All this gives rise to an anxious-conflict psychological atmosphere in the family and thus leads to an unfavorable mental development of the child.

Chapter 2

2.1 Analysis of the theory of anxiety in foreign and domestic psychology

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

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

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

1. Organic, physical inferiority of the organism. Children with these shortcomings are completely occupied with themselves, if no one distracts them, does not interest them in other people. Comparing themselves to others leads these children to feelings of inferiority, humiliation, and suffering. But in itself inferiority is not pathogenic. Even a sick child feels the ability to make a difference. The result depends on the creative power of the individual, which can have different strengths and manifest itself in different ways, but always the defining goal.

2. Spoiledness can lead to the same results. The emergence of the habit of receiving everything, giving nothing in exchange. Easily accessible excellence, not associated with overcoming difficulties, becomes a lifestyle. In this case, all interests and concerns are also directed at oneself, there is no experience of communicating and helping people, caring for them. The only way to respond to difficulty is to make demands on other people. Society is viewed by such children as hostile.

3. Rejection of the child. A rejected child does not know what love and friendly cooperation are. He does not see friends and participation. Encountering difficulties, he overestimates them, and since he does not believe in the possibility of overcoming them with the help of others, and therefore does not believe in his own strength. He has no experience of loving others because he is not loved and repays with hostility. Hence - uncommunicativeness, isolation, inability to cooperate.

The disadvantage of the Adler concept is that the distinction between adequate, justified and inadequate anxiety is not made, therefore there is no clear idea of ​​anxiety as a specific state that is different from other similar states.

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

In Horney's theory, the main sources of personal anxiety and anxiety are not rooted in the conflict between biological drives and social inhibitions, but are the result of wrong human relationships. In The Neurotic Personality of Our Time, Horney lists 11 neurotic needs:

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

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

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

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

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

6. The need for social recognition or prestige.

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

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

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

10. Neurotic need for love.

11. Neurotic need for superiority, perfection, inaccessibility.

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

To a large extent, K. Horney is close to S. Sullivan. He is known as the creator of "interpersonal theory". Personality cannot be isolated from other people, interpersonal situations. From the first day of birth, a child enters into a relationship with people and, first of all, with his mother. All further development and behavior of the individual is due to interpersonal relationships. Sullivan believes that a person has an initial anxiety, anxiety, which is a product of interpersonal (interpersonal) relationships. He considers the body as an energy system of tension, which can fluctuate between certain limits - a state of rest, relaxation (euphoria) and the highest degree of tension. The sources of stress are the needs of the body and anxiety. Anxiety is caused by real or imaginary threats to human security.

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

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

Fromm, Horney and Sullivan try to show different mechanisms of anxiety relief.

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

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

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

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

1. Anxiety due to potential physical harm.

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

3. Anxiety can be caused by guilt, which usually manifests itself no earlier than 4 years.

4. Anxiety due to inability to master the environment.

5. Anxiety can also arise in a state of frustration.

6. Anxiety is inherent in every person to one degree or another.

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

Rogers considers emotional well-being differently. As a result of interaction with the environment, the child develops an idea of ​​himself, self-esteem. Estimates are introduced into the individual's idea of ​​himself not only as a result of direct experience of contact with the environment, but can also be borrowed from other people and perceived as if the individual had developed it himself. Rogers admits that what a person thinks about himself is not yet a reality for him, but that it is natural for a person to check his experience in the practice of the world around him, as a result of which he is able to behave realistically. However, some perceptions remain unverified and this ultimately leads to inadequate behavior that harms him and forms anxiety, since in these cases a person does not understand why his behavior turns out to be inappropriate. Rogers sees another source of anxiety in the fact that there are phenomena that lie below the level of consciousness, and if these phenomena are threatening to the individual, then they can be perceived subconsciously even before they are realized. This can cause an autonomic reaction, a heartbeat, which is consciously perceived as excitement, anxiety, and the person is not able to assess the causes of anxiety. His anxiety seems unreasonable.

Rogers derives the main conflict of the personality and the main anxiety from the correlation of two systems of the personality - conscious and unconscious. If there is complete agreement between these systems, then the person is in a good mood, he is satisfied with himself, calm. And vice versa, when the consistency between the two systems is violated, various kinds of experiences, worries and anxiety arise. The main condition that prevents these emotional states is the ability of a person to quickly review his self-esteem, change it if new conditions of life require it. Thus, the drama of conflict in Rogers' theory is transferred from the plane of "biosocio" to the plane that arises in the course of an individual's life between his ideas about himself, formed as a result of past experience and this experience, which he continues to receive. This contradiction is the main source of anxiety.

An analysis of the main works shows that in understanding the nature of anxiety among foreign authors, two approaches can be traced - understanding anxiety as a property inherent in a person, and understanding anxiety as a reaction to an external world hostile to a person, that is, removing anxiety from social conditions of life. However, despite the seemingly fundamental difference between the understanding of anxiety as biological or social, we cannot divide the authors according to this principle. These two points of view are constantly merged, mixed up by most authors. So, Horney and Sullivan, who consider anxiety to be an original property, “basic anxiety,” nevertheless emphasize its social origin, its dependence on the conditions of formation in early childhood.

Thus, if we consider anxiety or anxiety as a state, experience, or as a more or less stable personality trait, then it does not matter how adequate it is to the situation. The experience of justified anxiety does not seem to differ from an unjustified experience. Subjectively, the state of the wound. But objectively, the difference is very large. The experience of anxiety in objective anxiety for the subject of the situation is a normal, adequate reaction, a reaction that indicates a normal adequate perception of the world, good socialization and the correct formation of personality. Such an experience is not an indicator of the subject's anxiety. The experience of anxiety without sufficient grounds means that the perception of the world is distorted, inadequate. Adequate relations with the world are violated. In this case, we are talking about anxiety as a special property of a person, a special kind of inadequacy.

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

So, A.M. Parishioners indicate that anxiety is “an experience of emotional discomfort associated with the expectation of trouble, with a premonition of imminent danger.” Anxiety as a psychological feature can take many forms. According to A.M. Parishioners, a form of anxiety is understood as a special combination of the nature of experience, awareness of verbal and non-verbal expression in the characteristics of behavior, communication and activity. She identified open and closed forms of anxiety.

Open forms: acute, unregulated anxiety; adjustable and compensatory anxiety; cultivated anxiety.

Closed (disguised) forms of anxiety are called "masks" by her. These masks are: aggressiveness; excessive dependence; apathy; deceit; laziness; excessive daydreaming.

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

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

L.A. Kitaev-Smyk, in turn, notes that “in recent years, the use in psychological research of a differentiated definition of two types of anxiety: “character anxiety” and situational anxiety, proposed by Spielberg, has become widespread.”

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

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

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

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

From the dissatisfaction of needs, the child develops defense mechanisms that do not allow recognition of failure, insecurity and loss of self-esteem into consciousness. He tries to find the reasons for his failures in other people: parents, teachers, comrades. He tries not to admit even to himself that the reason for failure is in himself, comes into conflict with everyone who points out his shortcomings, shows irritability, resentment, aggressiveness. M.S. Neimark calls this "the affect of inadequacy" - "... an acute emotional desire to protect oneself from one's own weakness, by any means to prevent self-doubt, repulsion of the truth, anger and irritation against everything and everyone" . This condition can become chronic and last for months or years. A strong need for self-affirmation leads to the fact that the interests of these children are directed only at themselves. Such a state cannot but cause anxiety in the child. Initially, anxiety is justified, it is caused by real difficulties for the child, but constantly as the inadequacy of the child’s attitude towards himself, his abilities, people is fixed, inadequacy will become a stable feature of his attitude to the world, and then distrust, suspicion and other similar features that real anxiety will become anxiety, when the child will expect trouble in any case, objectively negative for him.

T.V. Dragunova, L.S. Slavina, E.S. Maxlak, M.S. Neimark show that affect becomes an obstacle to the correct formation of personality, so it is very important to overcome it. The works of these authors indicate that it is very difficult to overcome the affect of inadequacy. The main task is to really bring the child's needs and abilities into line, or help him raise his real possibilities to the level of self-esteem, or lower his self-esteem. But the most realistic way is to switch the interests and claims of the child to the area where the child can succeed and assert himself.

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

Domestic psychologists who have studied the state of stress have introduced various interpretations into its definition. V.S. Merlin defines stress as psychological rather than nervous tension that occurs in an "extremely difficult situation." With all the differences in the interpretation of the understanding of "stress", all authors agree that stress is an excessive tension of the nervous system that occurs in very difficult situations. Clearly, because stress cannot be identified with anxiety, if only because stress is always caused by real difficulties, while anxiety can manifest itself in their absence. And the strength of stress and anxiety are different states. If stress is an excessive tension of the nervous system, then such a force of tension is not characteristic of anxiety.

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

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

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

Thus, Z. Freud, K. Horney, E. Fromm, K. Rogers and others dealt with the problem of anxiety in foreign psychology, in domestic psychology this issue was considered by such psychologists as A.M. Parishioners, M.S. Neimark, I.V. Imedadze and others. Differences in the concepts of anxiety and anxiety are highlighted. So anxiety is situational, associated with a specific external situation, while anxiety is a stable property of the individual. In our study, we will rely on the position of A.M. Parishioners, who believes that anxiety is “an experience of emotional discomfort associated with the expectation of trouble, with a premonition of imminent danger.”

2.2 Age features of the manifestation of anxiety

Anxiety as a mental property has a pronounced age specificity, which is found in its content, sources, forms of manifestation and compensation. For each age, there are certain areas of reality that cause increased anxiety in most children, regardless of the real threat or anxiety as a stable education. These "age peaks of anxiety" are determined by age-related developmental tasks (Prikhozhan A.M., 1998).

Among the most common causes of anxiety in children of preschool and school age can be listed:

· intrapersonal conflicts, primarily related to the assessment of one's own success in various fields of activity (Kochubey B.I., Novikova E.V., 1988, etc.);

Violations of intra-family and / or intra-school interaction, as well as interaction with peers (Zakharov A.I., 1988; Parishioners A.M., 1998; Spivakovskaya A.S., 1988, etc.);

Somatic disorders (Shcherbatykh Yu.V., Ivleva P.I., 1998, etc.).

Most often, anxiety develops when the child is in a state of conflict situation caused by:

Negative demands that might put him in
humiliated or dependent position;

Inadequate, most often excessive requirements;

Contradictory requirements that are placed on the child by parents and / or school, peers (Kochubey B.I., Novikova E.V., 1988).

In accordance with the ontogenetic laws of mental development, it is possible to describe the specific causes of anxiety at each stage of preschool and school childhood.

In preschoolers and younger schoolchildren, anxiety is the result of the frustration of the need for reliability, protection from the immediate environment (the leading need of this age). Increased anxiety can disorganize any activity (especially significant), which, in turn, leads to low self-esteem, self-doubt (“I couldn’t do anything!”). This emotional state can act as one of the mechanisms for the development of neurosis, as it contributes to the deepening of personal contradictions (for example, between a high level of claims and low self-esteem). Thus, anxiety in this age group is a function of disturbed relationships with close adults. Unlike preschoolers, for younger schoolchildren such close adults, in addition to their parents, may be a teacher.

Anxiety becomes a stable personality formation by adolescence. Up to this point, it is a derivative of a wide range of socio-psychological disorders, representing more or less generalized and typified situational reactions. In adolescence, anxiety begins to be mediated by the self-concepts of the child, thereby becoming a proper personal property (Prikhozhan A.M., 1998). The self-concept of a teenager is often contradictory, which causes difficulties in perceiving and adequately assessing one's own successes and failures, thereby reinforcing negative emotional experience and anxiety as a personal property. At this age, anxiety arises as a result of the frustration of the need for a stable, satisfactory attitude towards oneself, most often associated with violations of relations with significant others. . A person with such personal characteristics easily has fears, worries, fears. Lack of self-confidence causes early abandonment of activities that seem too difficult. For the same reason, the assessment of the results achieved is underestimated. With psychasthenic accentuation, decision making is difficult, since a person is too fixed on those adverse consequences that a particular decision may entail. Due to low self-confidence, communication difficulties are often observed, especially when entering a new team. High anxiety contributes to the development of asthenia, gives rise to psychosomatic diseases (Venger A.L., 2000).

Similar trends may persist into early adolescence. By the senior grades, anxiety is differentiated, localized in certain areas of human interaction with the world: School, family, future, self-esteem, etc. Its appearance and / or consolidation is associated with the development of reflection, awareness of the contradictions between one’s capabilities and abilities, the uncertainty of life goals and social position.

It is important that anxiety begins to have a mobilizing effect only from adolescence, when it can become a motivator of activity, replacing other needs and motives. In preschool and early school childhood, anxiety causes only a disorganizing effect (Prikhozhan A.M., 1998). Afraid of making a mistake, the child constantly tries to control himself (“anxious hypercontrol”), which leads to a violation of the corresponding activity.

It should also be noted that both boys and girls are susceptible to anxiety, but experts believe that boys are more anxious at preschool age, by the age of 9-11 the ratio becomes even, and after 12 years there is a sharp increase in anxiety in girls. At the same time, the anxiety of girls in its content differs from the anxiety of boys: girls are more concerned about relationships with other people, boys are more concerned about violence in all its aspects (Zakharov A.I., 1997; Kochubey B.I., Novikova E.V., 1988; Makshantseva L.V., 1998).

As a result, the following can be noted.

* Children's anxiety at each stage of age development is specific and is associated with the solution of one or another age-related developmental task.

* Anxiety as a stable personality trait is formed only in adolescence. Until then, it is a function of the situation.

* Anxiety can play a mobilizing role associated with increased performance, starting from adolescence. It has only a disorganizing effect on the activities of preschoolers and younger schoolchildren, reducing its productivity.

* At school age, the level of anxiety is on average higher in girls (compared to boys).

2.3 Features of the manifestation of anxiety in preschool age

According to the works of representatives of the dynamic approach and domestic psychologists, the origins of anxiety, as a stable personality trait, lie in the childhood of the individual. That is why it is so important to consider this problem.

The decisive period, according to L.I. Bozhovich, A.V. Zakharova, M.I. Lisina A.M. Parishioner, is preschool age. The admission of a child to school becomes the reason for increasing his responsibility, changing his social status, self-image, which, according to A.M. The parishioner, in some cases leads to an increase in the level of anxiety. Also, the authors emphasize that the adequacy of the development of the child's personality is of great importance in the development of childhood anxiety. It is known that in this case the environment plays a predetermining role, contributing to the formation of a system of relations, the center of which is self-esteem, value orientations and the orientation of interests and preferences, namely, at preschool age, the beginnings of self-esteem are born.

In the study of the relationship between self-esteem and the level of anxiety, E.V. Shlyazova revealed "... in connection with which they have an expectation of trouble from others ...". Anxious children are very sensitive to their failures, react sharply to them, tend to refuse the activity in which they experience difficulties.

It is also known that a prerequisite for the occurrence of anxiety is increased sensitivity (sensitivity). However, not every child with hypersensitivity becomes anxious. Much depends on the way parents communicate with the child. Sometimes they can contribute to the development of an anxious personality. For example, there is a high probability of raising an anxious child by parents who bring up the type of hyperprotection (excessive care, petty control, a large number of restrictions and prohibitions, constant pulling). In this case, the communication of an adult with a child is authoritarian in nature, the child loses confidence in himself and in his own abilities, he is constantly afraid of a negative assessment, begins to worry that he is doing something wrong, i.e. feels a sense of anxiety, which can consolidate and develop into a stable personal formation - anxiety.

Hyper-custodial upbringing can be combined with symbiotic, i.e. the extremely close relationship of the child with one of the parents, usually the mother. In this case, communication between an adult and a child can be both authoritarian and democratic (the adult does not dictate his requirements to the child, but consults with him, is interested in his opinion). Parents with certain characterological features are inclined to establish such relationships with the child - anxious, suspicious, unsure of themselves. Having established close emotional contact with the child, such a parent infects his son or daughter with his fears, i.e. contributes to the formation of anxiety (T.V. Lavrentyeva 1996). For example, there is a relationship between the number of fears in children and parents, especially mothers. In most cases, the fears experienced by children were inherent in mothers in childhood or are manifesting now. A mother in a state of anxiety involuntarily tries to protect the child's psyche from events that in one way or another remind her of her fears. Also, the mother's concern for the child, which consists of premonitions, fears and anxieties, serves as a channel for transmitting anxiety. (A.I. Zakharov 1997) Factors such as excessive demands on the part of parents and educators can contribute to an increase in anxiety in a child, as they cause a situation of chronic failure. Faced with constant discrepancies between their real capabilities and the high level of achievement that adults expect from him, the child experiences anxiety, which easily develops into anxiety. Another factor contributing to the formation of anxiety is frequent reproaches that cause feelings of guilt (“You behaved so badly that your mother had a headache”, “Because of your behavior, my mother and I often quarrel”). In this case, the child is constantly afraid of being guilty before the parents. Often the cause of a large number of fears in children is the restraint of parents in expressing feelings in the presence of numerous warnings, dangers and anxieties. Excessive severity of parents also contributes to the emergence of fears. However, this only happens to parents of the same gender as the child. Often, without hesitation, parents inspire fear in children with their never-realized threats like: “Uncle will take you in a bag”, “I will leave you”, etc.

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

Having considered these provisions, we can conclude that the early separation of the child from the mother, the infantile behavior of the parents are the main reasons for the formation of anxiety in him as a character trait. Manifestations of anxiety are different: it can manifest itself as cowardice, suspiciousness, timidity, caution, fear of responsibility. It is also noted that restless educators, immersed in their own world, without knowing it, say a wide variety of negative influences on the child: disturbing, indulgent, indulgent, etc. The child is doomed to communicate with those adults with whom he lives, is brought up and to which he must somehow adapt. At the same time, not every parent is a mature educator, able to understand the needs of the child, to correctly decipher his behavior. Parents often begin to pull the child from side to side, either to show a distant insensitivity to him, or to worry about the slightest manifestation of initiative on his part. This in no way contributes to the development in the child of a much-needed sense of unity with his environment. At the same time, the social feelings that form in him are subject to social deformation, giving rise to increased anxiety, which in turn leads to low self-esteem, which makes the social adaptation of the child problematic.

The child experiences anxiety as a painful, uncomfortable condition; it suppresses mental functioning. To reduce the feeling of anxiety for himself, the child seeks and finds different ways of behavior. He may become strongly attached to one of the adults or to one of his active peers, who himself makes his way in his environment and is an authority in kindergarten. An anxious child thinks like this: "I have a good friend, a strong boy who always protects me." Even mental imitation of the behavior of such a comrade reduces the level of anxiety in the child, but it is worth losing this cover, anxiety returns again.

An anxious child may protest, be aggressive, and reject all demands placed on him. This behavior relieves his anxiety; so he defends himself, his whims, afraid to be left alone with his anxiety, consolidates his method of social protection. Such a stereotype of behavior can form in early childhood, then he evades, and we see a teenager who manifests himself in a similar way: he ruffles, is rude, becomes impudent, makes dirty tricks to others, is insanely afraid of responsibility.

At preschool age, the situation in the family, relationships with close adults provoke the child to experience constant psychological microtraumas and give rise to a state of affective tension and anxiety, which is reactive in nature. The child constantly feels insecure, lack of support in a close environment and therefore helplessness. All this, as well as the fact that they remember predominantly negative events, leads to the accumulation of negative emotional experience, which constantly increases and finds its expression in a relatively stable experience of anxiety.

Thus, in preschoolers, anxiety arises as a result of the frustration of the need for reliability, security from the immediate environment and reflects the dissatisfaction of precisely this need, which is leading.

The negative consequences of anxiety are expressed in the fact that without affecting intellectual development in general, a high degree of anxiety can adversely affect the formation of divergent (i.e. creative, creative) thinking, for which such personality traits as the absence of fear of the new, the unknown are natural (T.V. Lavrentieva, 1996).

However, in children of older preschool age, anxiety is not yet a stable character trait and is relatively reversible when appropriate psychological and pedagogical measures are taken (A.I. Zakharov, 1997).

Chapter 3

3.1 Description of the experimental sample and research methodology

Our experiment was carried out on the basis of MDOU "Golden Key" in Abakan.

The purpose of the experimental work: to identify the level of anxiety in frequently ill preschool children, as well as to determine the characteristics of parental attitudes in families with a frequently ill preschool child.

Research objectives:

Identification of features of parental attitude in families with a frequently ill child of preschool age;

Identification of the features of parental relations in families with a healthy child;

To identify the level of manifestation of anxiety in frequently ill children of preschool age;

To reveal the level of manifestation of anxiety in healthy children of preschool age;

Comparative analysis of parental attitudes in families with a frequently ill child and a healthy child of preschool age;

Comparative analysis of the level of manifestation of anxiety in frequently ill and healthy children.

When forming the experimental sample, we obeyed a number of rules:

2. test equivalence criterion (criterion of internal validity). The results obtained in the study of the experimental sample should apply to each of its members;

3. representativeness criterion (external validity criterion). The group of individuals participating in the experiment should represent the whole part of the population, in relation to which we can apply the data obtained in the experiment.

The experimental sample was formed using stratometric selection. The main strata were - children's health (healthy and frequently ill children); age of children (preschool age).

Frequently ill children are children who are ill more than 6 times a year.

Thus, the experimental sample consisted of 60 parents, 30 of whom have healthy children, of which 24 are mothers and 6 are fathers, and 30 are often ill, of which 27 are mothers and 3 are fathers; 60 children, 30 of which are healthy children, including 17 girls and 13 boys, and 30 frequently ill children, including 16 girls and 14 boys.

In the course of the empirical study, in order to achieve the set goals, we used the following methods:

1. Questionnaire of parental attitude (Varga A.Ya., Stolin V.V.);

2. Questionnaire "Parent-Child Interaction" (VRP) (Markovskaya);

3. Projective test "Determining the level of anxiety" (R. Temmla, M. Dorki, V. Amena);

4. Questionnaire for identifying an anxious child. (G.P. Lavrentieva, T.M. Titarenko).

At the beginning of the study, we identified the features of parental attitudes in families with a frequently ill child of preschool age and in families with a healthy child. For this purpose, a parental attitude questionnaire was conducted (Varga A.Ya., Stolin V.V.) (Appendix A).

The purpose of the methodology: to identify parental attitudes as a system of various feelings towards the child, behavioral stereotypes practiced in communicating with him, features of perception and understanding of the nature and personality of the child, his actions.

The questionnaire consists of 61 statements, each of which must be agreed (by answering “yes”) or refuted (by answering “no”).

The test can be carried out both individually and in groups. The subject is provided with the text part of the methodology and the form of answers to it.

Instruction to the subject: “Read these statements carefully and put in the answer sheet the agreement or disagreement with this statement. Try to be sincere."

After the subject has answered all the questions of the test, we proceed to the processing of the received data. Questions on scales are distributed as follows:

Acceptance-rejection: 3, 5, 6, 8, 10, 12, 14, 15, 16, 18, 20, 23, 24, 26, 27, 29, 37, 38, 39, 40, 42, 43, 44, 45, 46, 47, 49, 51, 52, 53, 55, 56.60.

Image of social desirability of behavior: 21, 25, 31, 33, 34, 35, 36.

Symbiosis: 1, 4, 7, 28, 32, 41, 58.

"Little Loser": 9, 11, 13, 17, 22, 54, 61.

The procedure for calculating test scores.

When calculating test scores on all scales, the answer "true" is taken into account.

A high test score on the relevant scales is interpreted as:

a rejection,

social desirability,

symbiosis,

hypersocialization,

infantilization (disability).

Test norms are given in the form of tables of percentile ranks of test scores on the corresponding scales.

For each “Yes” response, the subject receives 1 point, and for each “No” response, 0 points. If there is a “-” sign in front of the answer number, then 0 points are awarded for the “No” answer to this question, and 1 point for the “Yes” answer.

After that, we moved on to conducting the Parent-Child Interaction Questionnaire (VRC) (I.M. Markovskaya). (Appendix B).

The purpose of the technique: to identify the parental attitude towards the child.

The questionnaire consists of 60 statements. The test can be carried out both individually and in groups. The subject is provided with the text part of the methodology and the form of answers to it.

Instruction to the subject: “Mark the degree of agreement with the following statements on a 5-point system.

5 - definitely yes;

4 - in general, yes;

3 - both yes and no;

2 - rather no than yes;

1 - no (strongly disagree).

The total number of points for each scale is calculated, taking into account direct or reverse statements. The reverse statements are converted into points in the following way:

Answers 1 2 3 4 5

Points 5 4 3 2 1

In the key forms, the reverse questions are marked with asterisks. The total score is entered in the last column of the registration form. Each line of the answer sheet belongs to one scale.

Scales of the VPP questionnaire: 1. Undemanding - demanding; 2. Softness - severity; 3. Autonomy - control; 4. Emotional distance - closeness; 5. Rejection - acceptance; 6. Lack of cooperation - cooperation; 7. Anxiety for the child; 8. Inconsistency - consistency; 9. Educational confrontation in the family; 10. Satisfaction with the relationship with the child.

Thus, with the help of the formed sample and these methods, we need to determine the features of parental attitudes in families with frequently ill and healthy children of preschool age.

The next part of our work is related to the identification of the level of anxiety in healthy and frequently ill children. For these purposes, the following methods were used: Projective test "Determining the level of anxiety" (R. Temmla, M. Dorki, V. Amena); Questionnaire for identifying an anxious child. (G.P. Lavrentieva, T.M. Titarenko). (Appendix B).

Projective test (R. Temmla, M. Dorki, V. Amena).

Purpose: to determine anxiety in relation to a number of life situations typical for a child of interaction with other people, where the corresponding personality trait is manifested to the greatest extent.

Psychodiagnostic visual material is represented by a series of drawings 8.5x11 cm in size, each of which demonstrates a typical life situation for a preschooler. All drawings are made in two versions: for boys and for girls. The drawing is provided with two additional images of a child's head: a smiling and a sad face of a child. The ambiguity of the drawings in the methodology has the main "projective" load. The meaning that the child attaches to these particular drawings indicates his typical emotional state in similar life situations.

In the process of psychodiagnostics, drawings are presented to the child in a certain sequence and instructions are given. For example: drawing - a game with younger children: “What do you think the child’s face will be: cheerful or sad. He (she) plays with the kids. A total of 14 situations are considered.

The test is carried out individually with each child, the results are recorded in the protocol.

Based on the data obtained, a quantitative and qualitative analysis is carried out. In the course of quantitative analysis, the child's anxiety index (IT) is calculated, which is equal to the ratio of the number of emotionally negative choices to the total number of drawings, expressed as a percentage:

Processing and interpretation of results:

High level of anxiety - IT more than 50%

The average level of anxiety - IT is in the range from 20 to 50%

Low level of anxiety - IT is in the range from 0 to 20%.

Drawings with the situations “Dressing”, “Laying to bed alone”, “Eating alone”, “Child and mother with a baby”, “Washing”, “Ignoring” have a special projective meaning. The presence in these situations of negative emotional choices indicates a high degree of probability that the child has a high level of anxiety.

Also, to determine the level of anxiety of a preschool child, a questionnaire was used (G.P. Lavrentyeva, T.M. Titarenko). (Appendix D). Conducted a survey of educators. Purpose: to identify the level of anxiety in preschool children

The questionnaire consists of 20 questions.

Instructions: “Listen carefully to the statement. If you agree with it, put "+" or "Yes", if you do not agree - "-" or "No".

When processing the results, the number of answers with a “+” or “Yes” sign is counted. The resulting sum determines the total anxiety score.

High level of anxiety - 15 - 20 points

The average level of anxiety - 7 - 14 points

Low level of anxiety - 1 - 6 points.

Thus, with the help of the formed sample and these methods, we need to identify the level of anxiety in frequently ill preschool children, as well as to determine the characteristics of parental attitudes in families with a frequently ill preschool child.

With the help of secondary methods of statistical processing of experimental data, hypotheses are proved or refuted. The correlation coefficient is denoted by the letter R in mathematical statistics and can take values ​​from -1 to +1. If the modulo value is closer to 1, then this means the presence of a strong connection, and closer to 0, a weak one or none at all. For metric quantities, the Pearson correlation coefficient is applied. Let X , Y be two random variables defined on the same space. Then the correlation coefficient is given by the formula

where M is the mathematical expectation. (Annex 1)

We also used regression calculus, which allows us to reduce private disparate data to a certain linear graph that approximately reflects their internal relationship, and to be able to approximately estimate the probable value of another variable by the value of one of the variables. The task is to draw a straight line through the cluster of points on this graph, using which, by the value of one of the variables, x or y, one can approximately judge the value of the other variable. In order to solve this problem, it is necessary to correctly find the coefficients a and b in the equation of the desired straight line:

This equation represents a straight line on a graph and is called the direct regression equation. The formulas for counting a and b are as follows:

Where are the frequent values ​​of the variables X and Y , which correspond to the points on the graph;

The mean of the same variables;

n is the number of primary values ​​or points on the graph.

3.2 Analysis of the empirical results of the study

The study of the type of parental attitude was carried out using the questionnaire Varga A.Ya., Stolin V.V. The results obtained are shown in Table 1.

Table 1 - Types of parental relationship in families with a frequently ill and healthy child (according to the method of Varga A.Ya., Stolin V.V.)

As a result of the questionnaire of parental attitudes (Varga A.Ya., Stolin V.V.), we obtained data that for families in which a frequently ill child of preschool age is brought up, the most common style of attitude is symbiosis (35 %) and infantilization (25%) (Appendix 3), while the least used attitude style is cooperation (35%) (Appendix 4). We also show these results in Figure 1.

Figure 1. Type of parental relationship in families with a frequently ill and healthy child (according to the method of Varga A.Ya., Stolin V.V.)

The data obtained indicate that in families where a frequently ill child of preschool age is brought up, parents strive for a symbiotic relationship with the child. The parent feels like a single whole with the child, seeks to satisfy all the needs of the child, to protect him from the difficulties and troubles of life. The parent constantly feels anxiety for the child, he seems to him small and defenseless.

High scores on the infantilization scale indicate high authoritarianism. The parent demands unconditional obedience and discipline from the child. He tries to impose his will on the child in everything, unable to take his point of view. The parent closely monitors the social achievements of the child and demands social success.

There may also be manifestations in the parental attitude of the desire to ascribe to the child personal and social failure. The parent sees the child as younger than their actual age. In this regard, the parent tries to protect the child from the difficulties of life and strictly control his actions.

On the contrary, in families with a healthy child, parents show a desire for cooperation with the child, which is expressed in interest in the affairs and plans of the child, trying to help the child in everything, sympathy for him. The parent highly appreciates the intellectual and creative abilities of the child, feels a sense of pride in him. He encourages the initiative and independence of the child, tries to be equal with him. The parent trusts the child, tries to take his point of view on controversial issues.

To confirm the results obtained in the first method, we used the Parent-Child Interaction Questionnaire (Markovskaya). The data obtained are presented in Table 2 and Figure 2.

Table 2 - Type of parental relationship in families with a frequently ill and healthy child (according to the "parent-child interaction" method)

Figure 2 - Type of parental relationship in families with a frequently ill and healthy child (according to the "parent-child interaction" method)

In families with a frequently ill child, parents showed a high score on the scales of autonomy - control (13%), softness - severity (13%), anxiety for the child (14%) and educational confrontation (13%) (Appendix 3). All this speaks of excessive anxiety about the child, low cohesion and disagreements of family members on issues of upbringing. High control can manifest itself in petty guardianship, obsession, restrictiveness. The severity of the parent is manifested in the severity, severity of the measures applied to the child. All these indicators reflect such a type of parental attitude towards a frequently ill child as symbiosis and authoritarian hypersocialization, which we identified in the first methodology.

As for parental attitudes in families with a healthy child, high scores are revealed for such indicators as lack of cooperation - cooperation (15), satisfaction with the relationship with the child (14) (Appendix 4).

The revealed cooperation is a consequence of the inclusion of the child in the interaction, the recognition of his rights and virtues. It reflects equality and partnership between parents and children. You can also talk about satisfaction with the relationship of parents to children, and high emotional closeness. Acceptance by a parent of a child reflects the basic attitude of the parent towards the child, the acceptance of his personal qualities and behavioral manifestations. After analyzing the data obtained, we can talk about cooperation as a type of parental relationship in parents of healthy children of preschool age.

The results of this method showed practically similar features as in the first method (Varga A.Ya., Stolin V.V.), which indicates the significance of the results obtained.

Thus, having carried out two methods to identify parental attitudes towards frequently ill and healthy children of preschool age, we have identified the following feature. In the parental attitude towards a frequently ill child, such a type of relationship as symbiosis and infantilization is manifested. The parent of a healthy child manifests such a type of parental relationship as cooperation.

Diagnosis of the level of anxiety in frequently ill and healthy children of preschool age was carried out using the projective test "Determining the level of anxiety" (R. Temmla, M. Dorki, V. Amena). The study involved 60 children of preschool age. The results obtained are reflected in table No. 3 and in figure No. 3.

As a result of the projective test "Determining the level of anxiety" (R. Temmla, M. Dorki, V. Amena), we obtained data that frequently ill children of preschool age are characterized by a high level of anxiety.

Table 3. The level of anxiety in healthy and frequently ill preschool children (projective test "Determining the level of anxiety")

Figure 3. The level of anxiety in healthy and frequently ill preschool children (projective test "Determining the level of anxiety")

According to the data obtained, it can be seen that the overall level of anxiety in frequently ill children is 42%, which indicates a high level of anxiety (Appendix 5). The general indicator of the level of anxiety in healthy children is 26%, which indicates a low level of anxiety (Appendix 6).

To confirm the results obtained in the first method, we used a questionnaire to identify the level of anxiety (G.P. Lavrentieva, T.M. Titarenko). The data for this technique are shown in Table 4 and Figure 4.

Table 4. The level of anxiety in healthy and frequently ill children of preschool age (Questionnaire for identifying the level of anxiety)

Figure 4. The level of anxiety in healthy and frequently ill preschool children (Questionnaire for identifying the level of anxiety)

According to the questionnaire, it can be seen that the anxiety level of frequently ill preschool children is 45% and is high (Appendix 5). The level of anxiety in healthy children is 24%, which indicates the presence of a low level of anxiety (Appendix 6). The results obtained confirm the data on the first method to determine the level of anxiety.

To establish the influence of the type of parental attitude on the level of anxiety in frequently ill children, we used the Pearson correlation coefficient. The correlation coefficient is denoted by the letter R in mathematical statistics and can take values ​​from -1 to +1. If the modulo value is closer to 1, then this means the presence of a strong connection, and closer to 0, a weak one or none at all. For metric quantities, the Pearson correlation coefficient is applied. Let X , Y be two random variables defined on the same space. Then the correlation coefficient is given by the formula

where M is the mathematical expectation.

Our calculations show the presence of a strong connection (Appendix 1). Consequently, the type of parental attitude affects the level of anxiety in frequently ill preschool children, which confirms our hypothesis.

Thus, in the course of our work on identifying the type of parental attitude towards frequently ill and healthy preschool children, and determining the level of anxiety in frequently ill and healthy preschool children, we came to the following conclusions:

· Parents of frequently ill children of preschool age are dominated by such types of parental relationships as symbiosis and infantilization.

· Parents of healthy children of preschool age have such a socially desirable type of parental relationship as cooperation.

Frequently ill preschool children have a high level of anxiety.

· Healthy preschool children have a low level of anxiety.

3.3 A program aimed at optimizing the parent-child relationship

Explanatory note.

The parent-child relationship is of paramount importance for the mental health of children. The mechanisms of family integration, in particular the relationship between its members, play a huge role in the educational process. Their violation entails significant adverse consequences. An analysis of the results of psychodiagnostic studies of families allows us to conclude that not only children, but also their parents need psychological correction: they need help in mastering skills that would contribute to the development of positive parent-child relationships.

The assumption that most parents know both these skills and how to use them is wrong because our society does not teach parents how to interact effectively with their children. Parent-Child Therapy is designed to strengthen the relationship between parent and child. In the process of classes, parents become more sensitive to their children and learn to treat them non-judgmentally, with understanding, creating an atmosphere of acceptance in which the child can feel safe enough.

Groups are formed on a voluntary basis. Acquisition is carried out taking into account the problems that children have. As a rule, the group includes children of close age; the following age limits are most appropriate: 4-5 years, 6-7 years, 8-9 years, 10-11 years.

Together with the child, classes are attended by one of the parents, or a person replacing the parent, but always the one who is directly involved in his upbringing. In special cases, when the conflict of relations is connected with one of the parents, it is recommended that this parent visit the group.

The quantitative composition of the group is 5-6 couples (10-12 people). Diverse groups are preferred.

The cycle includes 10 lessons, each lasting 2 hours. Classes are held at least once a week.

The emerging feeling of a group and group cohesion are important characteristics of the process of parent-child psychocorrection, therefore, after the second lesson, the group “closes” and new members do not join it, even if someone has left the original composition.

To conduct classes, a game room of a large area, with carpeting, is required.

Contraindications for visiting groups are:

In children - mental retardation, severe forms of stuttering, psychotic states;

Parents have their own deep personal problems (this may prevent concentration on the needs of the child), intellectual inability to master the necessary skills, the presence of an endogenous disease.

Targets and goals

1. Correction of relations between parents and children:

Establishment and development of partnership and cooperation between parent and child;

Improving the understanding of parents of their own child, the features and patterns of his development;

Achieving the ability to empathize, to understand the experiences, states and interests of each other;

Development of adequate and equal communication skills, ability to prevent and resolve interpersonal conflicts;

Elimination of maladaptive forms of behavior and training in adequate ways of responding to problematic and stressful situations.

2. Correction of attitude to "I" (to myself):

Formation of the most adequate self-esteem;

Acquisition of self-confidence, creation and acceptance of the inner "I";

Strengthening parents' confidence in their own educational opportunities;

Teaching methods of self-regulation of the mental state.

3. Correction of attitude to reality (to life):

Acquisition of choice and decision-making skills, strengthening of strong-willed qualities;

Formation of a positive attitude towards the environment.

The general structure of the lesson includes the following elements: a greeting ritual, a warm-up, the main content of the lesson, a reflection of the past lesson, a farewell ritual.

Parent-Child Relationship Optimization Program

Conclusion

In our study, we examined the problem of anxiety in frequently ill children. A special category of such children are frequently ill children of preschool age. The psychological literature contains data pointing to the differences between frequently ill children and their healthy peers in a number of individual psychological characteristics, as well as in the specifics of family education. So, they are characterized by pronounced anxiety, timidity, self-doubt, fatigue, dependence on the opinions of others, which can develop into persistent personality traits. It is known that the family is the main instrument of the child's socialization, where personality is formed in relations with adults. Therefore, the consideration of this problem was carried out in the context of parental attitude towards a frequently ill child. The purpose of our study was to study the influence of parental attitudes on the level of anxiety in a frequently ill child of preschool age.

As the analysis of literary sources has shown, many scientists, both foreign and domestic (S. Brody, A. Baldwin, A.Ya. Varga, E.O. Smirnova), deal with issues of parental attitude. Among the scientists dealing with the problems of parental relations, A.Ya. Varga. It defines parental attitude as an integral system of various feelings towards the child, behavioral stereotypes practiced in communication with the child, features of perception and understanding of the child's character, his actions. In the study of anxiety problems, one can single out such scientists as K. Horney, S. Sullivan, A.M. Parishioners, T.V. Dragunov et al. in our study, we noted the views of A.M. Parishioners, who defined anxiety as an experience of emotional discomfort associated with the expectation of trouble, with a premonition of imminent danger.

In our study, we put forward two hypotheses that

1. there are peculiarities of parental attitude towards a frequently ill child;

2. there are no peculiarities of parental attitude towards a frequently ill child.

To confirm the hypothesis, we used four methods, two of which are aimed at identifying the type of parental attitude, and the other two at determining the level of anxiety in preschool children. As a result of an empirical study, we have identified some features of parental attitudes in families with a frequently ill child of preschool age. Thus, the first hypothesis about the presence of peculiarities of parental attitude towards a frequently ill child was confirmed.

Indeed, there are some differences in parental attitudes in families with a frequently ill preschool child than in families with a healthy child.

If the majority of parents of a healthy child choose cooperation as the most preferred type of parental relationship, which is expressed in interest in the affairs and plans of the child, trying to help the child in everything, sympathy for him. He encourages the initiative and independence of the child, tries to be equal with him. The parent trusts the child, tries to take his point of view on controversial issues.

While the parents of a frequently ill child in their relationship with him use such types of parental relationships as symbiosis and infantilization, which is expressed in the desire to know everything about the child, to protect him from life's difficulties, from worries that could tire the child. The parent feels like a single whole with the child, seeks to satisfy all the needs of the child, to protect him from the difficulties and troubles of life. The parent constantly feels anxiety for the child, the child seems small and defenseless to him, and the parent's anxiety, in turn, is transmitted to the child. There may also be manifestations in the parental attitude of the desire to infantilize the child, to ascribe to him personal and social failure.

Apparently, such features are associated with the desire to make life easier, to protect the life of the child from difficulties, the desire to do "what is best" for the child in the opinion of the parents. But this type of parental attitude provokes the development of anxiety in a frequently ill child, which causes difficulties in his interpersonal relationships, in his activities and in the full development of his personality.

Bibliographic list of references

1. Aleshina Yu.E. Individual and family psychological counseling - M .: Independent firm "Class", 1999. - 208s.

2. Astapov V.M. Anxiety in children - St. Petersburg: Peter Press, 2004. - 224p.

3. Bodalev A.A. On the relationship between communication and relationships // Questions of Psychology. - 1996. - No. 6. - P.122 - 127.

4. Vygotsky L.S. Issues of child psychology - St. Petersburg: SOYUZ, 1997. - 224 p.

5. Gippenreiter Yu.B. Communicate with the child. How? - M .: "CheRo", 2000. - 240 p.

6. Druzhinin V.E. Mental health of children - M .: TC Sphere, 2002. - 64s.

7. Druzhinin V.N. The structure and logic of psychological research - M .: Publishing house of the Institute of Psychology of the Russian Academy of Sciences, 1994. - 64 p.

8. Zakharov A.I. Neurosis in children and psychotherapy - St. Petersburg: SOYUZ, 1998. -336 p.

9. Izard K.E. Human emotions - M .: Publishing house of Moscow University, 1980

10. Qualification work in psychology: teaching aid for students studying in the specialty 031000 - pedagogy and psychology, 031900 - Special psychology / comp. S.T. Dmitriev. - Abakan: Publishing House of the Khakass State University. N.F. Katanov, 2007. - 80s.

11. Kostina L.M. Methods for diagnosing anxiety - St. Petersburg: Rech, 2002. - 198p.

12. Craig G. Developmental psychology: translation from English. - St. Petersburg: Peter, 2000. - 992s.

13. Landreth G.L. Play Therapy: The Art of Relationships - M., 1998. - 368s.

14. Martsinkovskaya T.D. Your anxious child - M .: Ventana-Graf Publishing Center, 2005. - 32p.

15. Interpersonal relationships of a child from birth to seven years - M .: School - press, 1997 - 256s.

16. Miklyaeva A.V. School anxiety: diagnosis, prevention, correction - St. Petersburg: Rech, 2006. - 128p.

17. Miniyarov V.M. Psychology of family education (Text): teaching aid - M .: MPSI, 2000. - 248s.

18. Nemov R.S. Psychology: Proc. for stud. higher ped. textbook institutions: In 3 books. Book. 3. Psychodiagnostics. Introduction to scientific psychological research with elements of mathematical statistics - M.: Humanit. Ed. Center VLADOS, 2003. - 640s.

19. Nemov R.S. Psychology: Dictionary reference book: In 2 hours - M .: Publishing house VLADOS-PRESS, 2003. - 352s.

20. Obukhova L.F. Child psychology: theories, facts, problems - M .: Trivola, 1995. - 371s.

21. Fundamentals of family psychology and family counseling: textbook / comp. E.A. Kalyagin. - Abakan: Publishing House of the Khakass State University. N. F. Katanov, 2006. - 200p.

22. Petrovsky A.V. Children and tactics of family education - M .: Knowledge, 1981. - 95s.

23. Petrovsky A.V., Yaroshevsky M.G. Fundamentals of theoretical psychology: textbook for universities - M .: INFRA-M, 1998. - 528 p.

24. Parishioners A.M. Anxiety in children and adolescents: psychological nature and age dynamics - M .: MPSI, 2000. - 304 p.

25. Psychology of the family and a sick child: textbook: reader / authors - compilers I.V. Dobryakov, O.V. Zashchirinskaya - St. Petersburg: Speech, 2007 - 400s.

26. Psychology. Dictionary / ed. ed. Petrovsky A.V., Yaroshevsky M.G. Moscow: Politizdat, 1990.

27. Sinyagina N.Yu. Psychological and pedagogical correction of child-parent relationships - M .: Humanit. ed. center VLADOS, 2001. - 96s.

28. Smirnov M.V. Productive metaphor in training // Bulletin. - No. 1 - 1996 - 53-55s.

29. Sokolov D.Yu. Fairy tales and fairy tale therapy - M .: Eksmo-press, 2001 - 224 p.

30. Spivakovskaya A.S. Justification of the psychological correction of inadequate parental positions - M .: Education, 1981. - 115 p.

31. Stepanov S. Relatives and very close ones. // Family and School - No. 5 - 2005 - 10-11 p.

32. Theory of personality in Western European and American psychology./ ed. D.Ya. Raygorodsky. - Samara: 1996. - 480s.

33. Filippovskaya O. Fairy tale - healing the soul // School psychologist - No. 02 - 1997 - 17-19s.

34. Fopel K. How to teach children to cooperate? Psychological games and exercises: A practical guide (translated from German, in 4 volumes) M .: Genesis, 1999 - 640s.

35. Shmakov S.A. Joking games, minute games - M .: New school, 1997. - 112 p.

36. Shmakov S.A., Bezborodova N.Ya. From the game to self-education: Collection of games-corrections - M .: New School, 1993 - 76s.

37. Schneider L.B. Family psychology: a textbook for universities. 2 - from the ed. - M .: Business book, 2006 - 768s.

38. Hall K., Lindsay G. Theory of personality. Per from English. – M.: EKSMO-Press publishing house, 1999. – 592p.

39. Horney K. Neurotic personality of our time: translation from English. - M .: Iris - press, 2004. - 480s.

40. Eidemiller E.G., Yustickis V. Psychology and psychotherapy of the family - St. Petersburg: Peter, 1999 - 656p.

41. Yakovleva A.A. Development of the category of relations in the psychological concepts of A.F.Lazursky // conf2001.dem.ru: VIII International conference of students and graduate students in fundamental sciences "Lomonosov - 2001". URL: http://conf2001.dem.ru/yakovl.html (date of access: 10/15/2009).

Topic of this work “Influences of the style of parenting on the anxiety of preschool children”, is especially relevant today due to the fact that, according to modern ideas about the driving forces, sources and conditions for the development of the psyche and personality of a person, the mental development of a child is mediated by communication and interaction with an adult primarily with a parent.

According to such authors as E. Erickson, A. Freud, M. Klein, D. Winnicott, E. Bronfenbrenner, J. Bowlby, M. Ainsworth, P. Crittenden, A. Bandura, L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, L. I. Bozhovich, M. I. Lisina, etc., the family as the closest social environment of the child, satisfies the child's need for acceptance, recognition, protection, emotional support, respect. In the family, the child acquires the first experience of social and emotional interaction. The emotional climate in the family where the child is brought up has a significant impact on the formation of the child's worldview.

In the process of raising a child in a family, the parental position is of particular importance, which includes such components as the characteristics of the emotional attitude towards the child, the motives, values ​​and goals of parenthood, the style of interaction with the child, ways to resolve problem situations, social control and is expressed in the style of parenting ( H.Djainot, D.Baumrind, A.E.Lichko, A.Ya.Varga, A.A.Bodalev, V.V.Stolin, Yu.B.Gippenreiter, A.S.Spivakovskaya, O.A.Karabanova) .

Anxiety is an individual psychological feature, consisting in an increased tendency to experience anxiety in a variety of life situations, including those that do not predispose to this. The state of anxiety includes a whole range of emotions, one of which is fear.

The degree of knowledge. A large number of studies have been devoted to the problem of anxiety, from various fields of science and practice: psychology and psychiatry, biochemistry, physiology, philosophy, sociology. All this is more related to Western science.

In the domestic literature, there are few studies on the problem of anxiety, and they are quite fragmentary. A relatively large number of works are devoted to school-age children (which is largely related to the problem of readiness for school).

The importance of the study of anxiety states is great, starting from an earlier age, due to the fact that the possibility of identifying the prerequisites for this emotional-personal education increases.

Currently, the number of anxious preschool children, characterized by increased anxiety, insecurity, and emotional instability, has increased. The solution of this problem requires the earliest possible determination of the causes and features of the manifestation of anxiety in children with the aim of its further correction and prevention.

Object of study- Anxiety in preschool children.

Subject of study- the relationship of parenting styles with increased anxiety in preschool age.

Concerning purpose Our study was a theoretical study of the characteristics of parenting styles and their relationship with anxiety in preschoolers.

Research objectives:

1. Analysis of the literature on the research topic;

2. Consider the concept of "Anxiety" in domestic and foreign literature;

3. To identify the features of anxiety in preschoolers;

4. Highlight the main styles of parenting and their features;

5. Theoretically consider the relationship between parenting styles and increased anxiety in preschoolers.

Methodological basis of the work: The concept of D.B. Elkonin about the periodization of mental development; the role and significance of the leading type of activity in the mental development of the child; Research in the field of parent-child relations (E.G. Eidemiller, V. Yustitskis, A.S. Spivakovskaya, A.Ya. Varga, O.A. Karabanova); the principle of a holistic approach to personality (B.G. Ananiev, L.I. Antsyferova), subject-activity approach (K.A. Abulkhanova-Slavskaya, A.V. Brushlinsky, V.V. Znakov, S.L. Rubinshtein, E.A. Sergienko).

The theoretical basis of the dissertation was the research of A.M. Parishioners (1978–2007), performances by F.B. Berezin (1988–1994) about the phenomena of the disturbing series, the ideas of Yu.L. Khanina (1980) about the zone of optimal functioning as the basis for understanding the effect of anxiety on activity, L.N. Abolina (1989) about the content and characteristics of a person's emotional experience.

Research hypothesis: we hypothesized that increased anxiety in preschoolers may be related to parenting style.

Scientific novelty of the research lies in the fact that in the Russian literature there are not enough special studies on the topic of our project.

theoretical value work is determined by the fact that the role and importance of the style of parenting in the occurrence of anxiety in preschool children is shown.

Reasonable pedagogical and psychological conditions and methodological materials for their implementation make it possible to increase the theoretical and applied level of training of psychologists, speech pathologists and teachers, and can also be used for further scientific research on the relationship between the style of parenting and the occurrence of anxiety in preschool children.

Practicalsignificance. The results of the work can be used in the practice of age-psychological and family counseling to solve the problems of optimizing, preventing and correcting the style of parenting.

Knowledge of the features of the objectification of anxiety by preschoolers determines the direction of psychological work with the studied categories of subjects in order to regulate anxiety in the most constructive ways and ensure the process of personality adaptation as more successful and effective.

1. The concept of anxiety in domestic and foreign psychology

In all the variety of ideas about the essence and nature of anxiety, several directions should be distinguished.

Representatives of the psychodynamic direction (M. Klein, A. Freud, Z. Freud) suggest that anxiety is a conscious experience, which is associated with an increase in the ability to deal with danger by fighting or avoiding. At the same time, the presence of stable anxiety is associated with the established rigid defense mechanisms of the personality. (Kozlova E.V., 1997, 16-20 p.)

Another direction - cognitive-behavioral - is associated with studies of anxiety and fear in the framework of learning theory (J. Wolpe, I.G. Sarason, D. Taylor, D. Watson, etc.).

It was found that anxiety, arising relatively easily, later acquires the qualities of persistent formations that are difficult to change by relearning. The source of socio-situational anxiety is experience, that is, a certain type of emotional reactions acquired earlier in situations similar or different in content, but equally significant. Some of these reactions can contribute to success in achieving goals, while others, by actualizing experiences of incompetence, low self-esteem, helplessness, stimulate the avoidance reaction, which leads to an increase in emotional tension and, accordingly, to the consolidation of anxious reactions and forms of avoidant behavior.

A theoretical analysis of psychological literature allows us to note that approaches to the study of the phenomenon diverge already at the stage of defining the concept of "anxiety".

The most important problem, from the point of view of individual authors, is the differentiation of concepts: anxiety as a state and anxiety as a stable formation (V.R. Kislovskaya, Yu.L. Khanin, and others); anxiety as an experience of an indefinite threat and fear as a reaction to a specific, definite real danger (F.B. Berezin, Yu.A. Khanin, etc.); anxiety and stress (G. Selye); anxiety personal (which is a relatively constant tendency to frequent and intense experiences of anxiety) and situational (considered as anxiety caused by real or potentially threatening situations) (N.V. Imedadze, A.M. Parishioners and others).

It is noted that an episodic state of anxiety associated with a feeling of discomfort and expectation of trouble can be transformed into an individual psychological feature of a person - anxiety, manifested in a person's tendency to frequent and intense anxiety experiences.

In addition, most authors are of the opinion that anxiety, originating already in preschool age, under unfavorable circumstances by adolescence becomes a relatively stable personality characteristic (L.V. Borozdina, E.A. Zaluchenova, A.I. Zakharov, A.M. Parishioners, A.O. Prokhorov and others) (Imedadze I.V., 1980, 54-57 p.)

Each of these areas considers only a certain facet of the phenomenon of anxiety, which gives rise to some narrowness in its understanding. In the modern period, an important trend is to consider anxiety in the unity of cognitive, emotional and behavioral variables, which allows us to present it as a complex, multicomponent psychological phenomenon.

Back in the 50s of the XX century, the famous psychologist Cattell formulated the concept of two types of anxiety:

¾ anxiety as a state

¾ anxiety as a personal property. (Radyuk O. M. Rodtsevich O. G., 2003, 56-57 p.)

Consider the essence of these two manifestations: anxiety and anxiety.

Understanding the phenomenon of anxiety, as well as the causes of its occurrence, is quite difficult. In a state of anxiety, we, as a rule, experience not one emotion, but some combination of different emotions, each of which affects our social relationships, our somatic state, perception, thinking, behavior. It should be borne in mind that the state of anxiety in different people can be caused by different emotions. Fear is the key emotion in the subjective experience of anxiety. (Izard K. E., 2000, 464 p.)

Z. Freud was the first to propose to distinguish between the concepts of "anxiety" and "fear", noting that anxiety "refers to a state and does not express attention to the object, while fear points just to the object." (Freud Z., 1996, 99 p.)

Many scientists and researchers who have dealt with the problem of anxiety, for example, Freud, Goldstein and Horney, - according to the assertion that anxiety is a vague fear and that the main difference between fear and anxiety is that fear is a reaction to a specific danger, while the object of anxiety is the danger "devoid of an object." (Rogov E.I., 1996, 529 pp.)

Among the possible causes of anxiety are physiological characteristics (features of the nervous system - increased sensitivity or sensitivity), and individual characteristics, and relationships with peers and with parents, and much more.

Z. Freud had three theories of anxiety:

¾ according to the first, anxiety is a manifestation of repressed libido;

¾ the second - considered it as a re-experience of birth (Freud, 1915);

¾ the third, which can be considered as the final psychoanalytic theory of anxiety, speaks of the presence of two types of anxiety.

According to Freud's third theory of anxiety, there is primary and signal anxiety. Each of these types is the ego's response to an increase in instinctive or emotional tension. At the same time, signal anxiety is a watchdog mechanism that warns the "ego" about an impending threat to its balance, and primary anxiety is an emotion that accompanies the disintegration of the "ego". The function of the alarm signal is to prevent the primary alarm by allowing the ego to take precautionary measures (protection), so it can be seen as an inwardly directed form of vigilance. Primary anxiety indicates the failure of the defense and manifests itself in nightmares. (Freud Z., 1996, 109 p.)

Another well-known psychoanalyst, O. Rank, was for a long time one of Freud's closest collaborators. However, the materials of his psychotherapeutic practice led him to the development of the concept of transference and the desire to modify the classical technique of psychoanalysis. Rank's psychotherapy was aimed at overcoming memories of the "horror of birth". In his book The Trauma of Birth (1923), he argued that the main source of anxiety is the trauma of birth (and the fear it causes) that every person experiences at the moment of birth and separation from the mother. According to his concept, due to the blockage of memories of this fear, an intrapersonal conflict arises, and a person’s desire for a safe state, merged with his mother, is sublimated in various activities. (Rank O., 2004, 77 p.)

Soren Kierkegaard is convinced that "anxiety can always be understood only in its connection with human freedom." (Yansen F.I., 1994, 24 p.)

Freedom is the goal of personal development; from a psychological point of view, "the good is freedom." Freedom for Kierkegaard is opportunity. The last quality is directly related to the spiritual aspect of man; in fact, if we replace the word "spirit" in the works of Søren Kierkegaard with the word "possibility", we will not distort the meaning of his philosophy. The distinguishing feature of man, which separates him from all other animals, is that man has possibilities and is able to realize these possibilities. According to Søren Kierkegaard, a person is constantly beckoned by possibilities, he thinks about possibilities, he imagines them to himself and is able to turn the possibility into reality in a creative act.

Freedom brings anxiety. Anxiety, according to Søren Kierkegaard, is the state of a person who is confronted with his freedom. He even claims that anxiety is "the possibility of freedom." Whenever a person imagines possibilities, anxiety is potentially present at the same moment. Anxiety always accompanies the realization of possibilities. Kierkegaard thinks that the more possibilities (or creativity) a person has, the more he can experience anxiety. Possibility (“I can”) becomes a reality, and between the first and second there is necessarily anxiety. "Possibility means I can. In logical systems of thought, there is often talk of turning possibility into reality. But in fact, things are not so simple. Between the first and second lies one decisive moment. This is anxiety ... ". (Yansen F.I., 1994, 44 p.)

In his work, K. Horney notes that anxiety refers to an emotional reaction to danger, which may be accompanied by physical sensations. Horney distinguished two types of anxiety - physiological anxiety and psychological anxiety. (K. Horney, 2002, 56 p.)

Physiological is connected with the desire of a person to satisfy his urgent needs - in food, drink, comfort. However, over time, if these needs are met, this anxiety goes away. In the same case, if his needs are not satisfied, anxiety grows, being the background for the general neuroticism of a person.

The problem of the natural prerequisites for anxiety as a stable personality formation, the analysis of its relationship with the neurophysiological, biochemical characteristics of the body, is one of the most difficult. So, according to the data of M. Rutter, a biological factor of increased vulnerability genetically transmitted by parents can play a certain role in the occurrence of emotional and personality disorders. At the same time, one cannot but agree with the author that when it comes to "social behavior, the role of the genetic component here is rather insignificant." (Rutter M., 1999, 78 p.)

As a rule, normal anxiety always has a reason, that is, a person knows why he is worried: because of the upcoming exam, because the child is late at school, because of trouble at work ... Psychological factors for anxiety and consolidation as a relatively stable personal education, it can be divided into the following groups:

Ø External sources of anxiety

1. Family education The factors of family education, primarily the “mother-child” relationship, are currently singled out as the central, “basic” cause of anxiety by almost all researchers of this problem, almost regardless of which psychological direction they belong to.

2. Success and effectiveness of activities.

3. Relationships with others

Ø Intrapersonal sources of anxiety

1. Internal Conflict. As the most important source of anxiety, an internal conflict is singled out, mainly a conflict related to the attitude towards oneself, self-esteem, self-concept.

2. Emotional experience. (Naenko N.I., 1996, pp. 252-112)

If the cause disappears, the person is calm again. But sometimes everything is more or less normal, but the feeling of anxiety does not leave him, or the reaction to ordinary events is excessive, or anxiety arises for such a reason that previously the person would not have paid attention. External manifestations of anxiety are very different - one individual increases activity, the other, on the contrary, becomes inactive, but almost always the behavior is inadequate and unmotivated. It is the degree to which the state of anxiety is expressed that distinguishes the norm from the pathology. (Kozlova E.V., 1997, 19 p.)

Anxiety is usually increased in neuropsychiatric, severe somatic diseases, as well as in healthy people experiencing the consequences of psychotrauma, and in people with deviant behavior. In general, anxiety is a manifestation of the subjective ill-being of the individual.

Sometimes anxiety takes hypertrophied forms. As a mental state, it is accompanied by an agonizing expectation of an imaginary danger and manifests itself in strong feelings and insecurity. A person is afraid to face unknown circumstances, he constantly feels inner tension, anxiety, turning into all-consuming fear, panic - inside everything trembles and shakes, as such people say.

The situations that cause such states are diverse, and the manifestations of anxiety are individual and many-sided. Some are afraid to be in crowded places (social phobias, agoraphobia), others are afraid of closed spaces (claustrophobia), others are afraid to get on the bus ... Sometimes anxiety becomes generalized when a person does not feel safe in any of the situations. Often a panic reaction develops to an ordinary event: a person is ready to run away to nowhere, just to get rid of this state. But he does not find peace elsewhere. In all such cases, anxiety and fear are exaggerated. And although the person himself often realizes that there is nothing to fear, this does not alleviate his suffering.

In the psychological sphere, anxiety manifests itself in a change in the level of a person's claims, in a decrease in self-esteem, determination, and self-confidence. Personal anxiety affects motivation. In addition, there is an inverse relationship between anxiety and such personality traits as: social activity, adherence to principles, conscientiousness, desire for leadership, determination, independence, emotional stability, confidence, performance, degree of neuroticism and introversion.

There is a connection between anxiety and the characteristics of the nervous system, with the energy of the body, the activity of biologically active points of the skin, the development of psychovegetative diseases.

The historical aspect of the analysis of anxiety allows us to consider the causes of this personality trait, which can also lie on the social, psychological and psychophysiological levels. (Parishioners A.M., 2000, 35 p.)

The process of development of an anxiety state can be traced by the alarm series of F.B. Berezin, which, in order of increasing severity, includes the following phenomena: a feeling of internal tension - hyperesthetic reactions - anxiety itself - fear - a sense of the inevitability of an impending catastrophe - anxious and timid excitement. (Berezin F.B., 1988, pp. 13-21)

The completeness of the representation of the elements of the alarm series depends on the severity of anxiety and the intensity of its increase: with a low intensity of anxiety, its manifestations may be limited to a feeling of internal tension, with a rapid increase in intensity, the initial elements of the series may not be caught, with gradual development and sufficient severity, all elements of the series can be traced. All phenomenological manifestations of anxiety can be observed with the participation of the same hypothalamic structures, occur in this case regardless of premorbid personality traits, replace each other with a change in the severity of anxiety disorders. All this testifies in favor of ideas about the unified nature of anxiety.

Anxiety as a property of personality largely determines the behavior of the subject. Anxiety can be generated both by the real trouble of the individual in the most significant areas of activity and communication, and exist in spite of an objectively favorable situation, being the result of certain personal conflicts, violations, etc.

An increased level of anxiety is a subjective manifestation of a person's troubles. The criminality of anxiety lies not only in the fact that it includes anxiety, insecurity, but also determines a specific attitude, the perception of the environment as uncertain, alien and even hostile. (Berezin F.B., 1988, 37 p.)

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.

Sustained anxiety arising against the background of socio-psychological ill-being and a sense of one's own inferiority is considered in modern studies as a component of the adolescent period of development under conditions of visual deprivation. For example, the tendency to introspection, emotional lability, suspiciousness and compliance of a teenager with visual impairment in conditions of limited social contacts can lead to painful isolation and focus on oneself and one's problems. The internal conflict increases the instability of the social position, which in turn reinforces anxiety and response stereotypes in emotional situations (V.P. Gudonis, V.Z. Deniskina, I.G. Kornilova, A.G. Litvak, L.I. Solntseva and etc.).

2. Age characteristics of anxiety in preschoolers

Preschool age is the most important period when the foundations of the health of the future adult are laid. It is during this period that the maturation and improvement of vital systems and body functions takes place, habits, ideas, character traits are acquired. (Elkonin D.B., Dragunova T.V., 1987, 133 p.)

The earliest observations of the restless state of children relate to intrauterine examinations. (Zakharov A.I., 1993, 47 p.)

Currently, the prevailing point of view is that anxiety, having a natural basis (a property of the nervous and endocrine systems), develops in vivo as a result of the action of social and personal factors.

As J.M. Glozman and V.V. Zotkina: "Structural personality changes are not formed immediately, but gradually, as negative personal attitudes are consolidated, tendencies to perceive a fairly wide range of situations as threatening and respond to them with a state of anxiety." (Glozman Zh.M., Zotkin V.V., 1983, 67 p.)

A.I. Zakharov believes that anxiety arises already in early childhood and under unfavorable circumstances (anxiety and fears in adults surrounding the child, traumatic life experience) anxiety develops into anxiety ... thereby turning into stable character traits; And this happens in the older preschool age. (Zakharov A.I., 1993, 55 p.)

A.O. Prokhorov represented the process of formation of anxiety in three stages.

· At the first stage there is its origin.

The second stage is characterized by the severity of anxiety and its consolidation in specific activities and behavior.

At the third stage, the formed neoplasm acquires the character of personality traits. (Prokhorov A.O., 1996, 32-44 p.)

A.M. Parishioner says that anxiety in preschool age can be a stable personality formation that persists over a fairly long period of time. It can have its own motivating force and sustainable forms of implementation in behavior with a predominance in the last compensatory and protective manifestations. (Parishioners A.M., 2007, 78 p.)

Studying the causes of anxiety in preschool children, researchers often note the importance of the experience of parent-child relationships (V.I. Garbuzov, A. Maslow, K. Horney, etc.).

Along with the important experience of child-parent relationships in the family, a child who starts attending kindergarten and then school significantly expands the range of social contacts, which undoubtedly affects his emotional and personal sphere, and overall development.

Speaking about the age-related characteristics of anxiety in preschoolers, Libin A.V. notes that this state can be caused by changes in living conditions, habitual activity, violation of a dynamic stereotype, can be provoked by the action of an irritant conditionally associated with trouble, threat, and sometimes caused by anticipation of an imaginary trouble or threat, can also be generated by a delay, delay in the appearance of the expected object or action (more often when postponing something pleasant, significant). (Libin A.V., 1999, 67 p.)

Some psychologists (L.S. Vygotsky, S. Hall, E. Erickson, and others) associate high anxiety with a developmental crisis.

In children of younger preschool age, anxiety is a rare phenomenon and, as a rule, is unexpressed. The older the child, the more concrete and realistic his anxieties. If young children are worried about supernatural monsters breaking through the threshold of the subconscious to them, then older preschoolers will already be worried about the situation associated with violence, expectation, ridicule. (Goryanina V.A., 1996, 86 p.)

To the symptoms of anxiety in behavioral manifestations and psychophysiological reactions of preschoolers, a number of authors include pathological habits that can arise at any age after two years and they intensify if the child is nervous (B. Spock), which can have various forms and contents (A.I. Zakharov).

A.M. Parishioners notes the symptoms of anxiety in stressful situations in children of six to seven years old in behavioral manifestations, physiological reactions, physiological symptoms (according to self-reports), experiences, feelings. (Parishioners A.M., 2000, 35 p.)

What type of anxiety a person will experience more often depends largely on the style of upbringing in the family. If parents constantly try to convince the child of his helplessness, then in the future at certain moments he will experience relaxing anxiety, but if the parents set the child up to achieve success through overcoming obstacles, then at crucial moments he will experience mobilizing anxiety.

At the same time, the terms “anxiety” and “fear” should be clearly distinguished. The concept of “fear” is interpreted as a specific emotion. Anxiety consists of many emotions, one of the components of which is fear. (Izard K. E., 2000, 234 p.)

The emotion of fear is experienced by people at any age, but each age has its own “age-related fears”. At the age of two, a child is most often afraid of visiting a doctor, and starting from the age of three, the number of specific fears decreases significantly, and they are replaced by symbolic fears, such as fear of the dark, loneliness.

At the age of 6-7, the fear of one's own death becomes the leader, and at 7-8 - the fear of the death of one's parents. From 7 to 11 years old, the child is most afraid of “being the wrong one”, doing something wrong, not conforming to generally accepted standards.

Psychologists also revealed an interesting pattern: the higher the intelligence of a child, the more he experiences fears.

The so-called school anxiety begins to form precisely at preschool age. It is generally accepted that it arises as a result of the child's encounter with the requirements of education and the seeming impossibility of meeting them. Moreover, the majority of first-graders are worried not because of bad grades, but because of the threat to spoil relations with teachers, parents, and peers.

A.I. Zakharov believes that in older preschoolers, anxiety is not yet a stable character trait and is relatively reversible during psychological and pedagogical correction. (Zakharov A.I., 1993, 87 p.)

On the other hand, on a practical level (when it comes to the influence of the state of anxiety, self-regulation of this state, about “working with anxiety”, ways to overcome it, etc.), there is sufficient agreement.

Thus, both psycho-emotional and somatic manifestations of anxiety are more pronounced in preschool children compared to adults. This phenomenon is due to the physical and mental immaturity of children aged 5-7 years, as well as increased sensitivity to environmental influences and stressful situations. (Materials from the site:

Mental health is the foundation of a child's spiritual development. Recently, there has been an increase in borderline neuropsychiatric disorders in children and adolescents.

It has been proven that there is a close relationship between mental balance and physical health, and a positive state is one of the most important conditions for personality development. Modern conditions of society, instability in family relationships and early intellectualization contribute to the manifestation of disorders in the emotional development of a preschooler, which exacerbate the child's sensitivity, increase the level of anxiety, and lead to neuroticism. Anxiety is caused by a tendency to anxiety and unrest that comes to the child from the outside, from the world of adults, from the system of those relationships that are set by parents in the family, educators, and children in interpersonal interaction.

Anxiety, as a factor of emotional instability, acts as a maladaptive moment that prevents the development of the emotional-volitional, cognitive sphere and the formation of emotional-personal formations. Especially dangerous in this regard is the preschool age, accompanied by a developmental crisis and a change in the social situation.

As is known, L.S. Vygotsky promotes the idea of ​​the unity of the intellectual and affective in the organization of the simplest and most complex forms of mental life. (Vygotsky L.S., 1991, 45 p.)

S.Ya. Rubinshtein believes that the unit of the mental always includes the unity of the components of the intellectual and affective. (Rubinshtein S.Ya., 1999, 34 p.)

L.S. Vygotsky points out that the development of cognitive activity in children is associated with a dynamically changing emotional-volitional sphere.

The lack of formation or violation of emotional and volitional characteristics causes the child to have difficulty in intellectual tasks, which in turn has a negative impact on the development of the child's personality.

Disorders in the emotional sphere of children not only reduce intellectual capabilities, but can also lead to behavioral disorders, as well as cause social maladaptation phenomena. Conducted studies indicate that among adolescents with mental retardation, the percentage of various deviant forms of behavior ranges from 20 to 40%.

Increased anxiety affects all areas of the child's psyche: affective-emotional, communicative, moral-volitional, cognitive.

Research Stepanov S.S. allow us to conclude that children with increased anxiety are at risk for neurosis, addictive behavior, and emotional personality disorders. (Stepanov S.S., 2002, 144 p.)

An anxious child has inadequate self-esteem: low, high, often contradictory, conflict. He experiences difficulties in communication, rarely shows initiative, behavior of a neurotic nature, with obvious signs of maladjustment, interest in learning is reduced. He is characterized by uncertainty, timidity, the presence of pseudo-compensatory mechanisms, minimal self-realization.

Anxious children are most often among the least popular children of the group, as they are often insecure, withdrawn, uncommunicative, or vice versa, too sociable, annoying. The reason for unpopularity is sometimes their lack of initiative due to self-doubt, so these children are more likely not to be leaders in interpersonal relationships. (Calvin S., Gardner L., 1997, 66 pp.)

The result of the lack of initiative of anxious children is that other children have a desire to dominate them, which leads to a decrease in the emotional background of the anxious child, to a tendency to avoid communication, internal conflicts arise related to the sphere of communication, and self-doubt increases. At the same time, as a result of the lack of favorable relationships with peers, a state of tension and anxiety appears, which create either a feeling of inferiority and depression, or aggressiveness.

A child with low popularity, not relying on sympathy and help from peers, often becomes self-centered, aloof. This is bad in both cases, as it can contribute to the formation of a negative attitude towards children, people in general, vindictiveness, hostility, the desire for solitude.

Considering the relationship between anxiety and the intellectual development of preschoolers, it should be noted that "increased anxiety can disorganize any activity (especially significant)".

A. M. Parishioners believe that high anxiety has a generally negative, disorganizing effect on the results of the activities of preschool children. In these children, you can notice the difference in behavior in the classroom and outside of them. “Outside of classes, these are lively, sociable and direct children, in the classroom they are clamped and tense. They answer the questions of the educator in a quiet, deaf voice, they may even begin to stutter. Their speech can be either very fast, hasty, or slow, difficult. As a rule, motor excitation occurs, the child pulls clothes with his hands, manipulates something. (Parishioners A.M., 2007, 78 p.)

X. Graf, studying children's anxiety, also investigated its influence on activity, in particular on children's playing football. He found that the worst players were the most anxious. In the course of his research, X. Graf established the fact that the level of anxiety in a child is associated with parental care, that is, high anxiety in a child is the result of excessive parental care. (Kozlova E.V., 1997, 19 p.)

In the studies of E.A. Savina, N.A. Shanina, about the relationship between self-esteem and the level of anxiety, it was found that anxious children are often characterized by low self-esteem, “as a result of which they have an expectation of trouble from others ... Anxious children are very sensitive to their failures, react sharply to them, tend to refuse from the activity in which they experience difficulties ”(Garbuzov V.I., 1990, 176 p.)

Vrono E.M. directly indicates that the anxiety state is an indicator of the weakness of the nervous system, the chaotic nature of nervous processes. On the other hand, it is known that if a genetic, constitutional factor is leading in the formation of temperament, then in character it will manifest itself along with environmental social influence. This representation defines the social approach to considering the causes of childhood anxiety. In preschool age, the beginnings of self-esteem are born. (Vrono E.M., 2002, 224 p.)

Children with increased anxiety are distinguished by excessive anxiety, and sometimes they are afraid not of the event itself, but of its foreboding. Often they expect the worst. Children feel helpless, afraid to play new games, start new activities. They have high demands on themselves, they are very self-critical. Their level of self-esteem is low, such children really think that they are worse than others in everything, that they are the most ugly, stupid, clumsy. They seek encouragement, adult approval in all matters.

Anxious preschool children are also characterized by somatic problems: abdominal pain, dizziness, headaches, throat cramps, shortness of breath, etc. During the manifestation of anxiety, they often feel dry mouth, lump in the throat, weakness in the legs, cardiopalmus.

The psychological features of the development of the personality of an anxious child of preschool age include:

Ø the predominance of the position of "low value", inferiority;

Ø direct-sensual attitude towards oneself;

Ø attributing negative emotions to oneself, such as grief, fear, anger and guilt;

Ø self-doubt, dependence on someone else's opinion;

Ø the child develops a negative idea of ​​his own personality;

Ø there is an unstable assessment of the disease, an increase in pessimism and depression;

Ø the hierarchy of motives changes, their motive power decreases. (Volkov B.S., Volkova N.V., 2001, 255 p.)

Anxious children are characterized by the inability to make a decision, hesitations, doubts, difficulties at the beginning of work, fear of taking the first step, a pronounced phase of orientation in each task. They tend to divide all actions into separate operations and analyze everything carefully.

In the studies of Molchanov G.V. it is shown that there is a connection between the level of operational development and individual characteristics in the mental activity of children. Pronounced individual characteristics of the type of anxiety hinder the operational development of children. (Molchanov G.V.: # "_Toc253555081"> 4. Types of parenting styles

Back in the 19th century, leading Russian writers and teachers understood education as the interaction of equal participants. It was noted that all upbringing in the family rests on love for children. And the love of parents ensures the full development and happiness of children.

Education by love does not negate parental control. According to psychologists who study the problems of family education, control is necessary for the child, because there can be no purposeful education outside the control of adults. The child is lost in the world around him, among people, rules, things. At the same time, control conflicts with the child's need to be independent. It is necessary to find such forms of control that would correspond to the age of the child and not infringe on his independence, while at the same time contributing to the development of self-control.

The style of parenting has a huge impact on the emotional development of the child.

The style of parenting is considered as a personality trait, "based on a combination of individual variables (personal properties, expectations and ideas, methods of influence) and manifested in a certain form of interaction with children." (Libin A.V., 1999, 67 p.)

Adhering to the classical terminology, we use the traditional classification of relationship styles: permissive, authoritarian and democratic, but sometimes we call the permissive style indifferent, authoritarian - aggressive, democratic - humanistic. More often in the practice of family education there are mixed styles of relationships between parents and children.

Authoritarian style(in the terminology of other authors - "autocratic", "dictatorship", "dominance") - all decisions are made by parents who believe that the child must obey their will and authority in everything.

Parents limit the independence of the child, do not consider it necessary to somehow justify their demands, accompanying them with strict control, severe prohibitions, reprimands and physical punishments. In adolescence, parental authoritarianism breeds conflict and hostility. The most active, strong children resist and rebel, become overly aggressive and often leave the parental home as soon as they can afford it. Timid, insecure learn to obey their parents in everything, without making attempts to decide anything on their own.

With such upbringing, only a mechanism of external control is formed in children, based on a sense of guilt or fear of punishment, and as soon as the threat of punishment from the outside disappears, the adolescent's behavior can become potentially antisocial. Authoritarian relationships preclude intimacy with children, so there is rarely a feeling of affection between them and their parents, which leads to suspicion, constant alertness, and even hostility towards others.

Democratic style(in the terminology of other authors - "authoritative", "cooperation") - parents encourage personal responsibility and independence of their children in accordance with their age capabilities. (Titarenko V.Ya., 1987, 351 p.)

Children are included in the discussion of family problems, participate in decision-making, listen and discuss the opinions and advice of their parents. Parents demand meaningful behavior from their children and try to help them by being sensitive to their needs. At the same time, parents show firmness, take care of justice and consistent observance of discipline, which forms the correct, responsible social behavior.

conniving style(in the terminology of other authors - “liberal”, “indulgent”, “hypo-guardianship”) - the child is not properly directed, practically does not know the prohibitions and restrictions on the part of parents or does not follow the instructions of parents, which are characterized by inability, inability or unwillingness to lead children .
As they grow older, such children are in conflict with those who do not indulge them, are not able to take into account the interests of other people, establish strong emotional ties, and are not ready for restrictions and responsibility. On the other hand, perceiving the lack of guidance from parents as a manifestation of indifference and emotional rejection, children feel fear and insecurity.

The inability of the family to control the behavior of children can lead to their involvement in asocial groups, since the psychological mechanisms necessary for independent, responsible behavior in society have not been formed. (Brown J, Christensen D., 2001, 364 pp.)

Subsequently, other characteristic styles of family education were identified.

Chaotic style(inconsistent leadership) is the lack of a unified approach to education, when there are no clearly expressed, definite, specific requirements for the child, or there are contradictions, disagreements in the choice of educational means between parents.

With this style of upbringing, one of the important basic needs of the individual is frustrated - the need for stability and order in the world around him, the presence of clear guidelines in behavior and assessments.

The unpredictability of parental reactions deprives the child of a sense of stability and provokes increased anxiety, insecurity, impulsivity, and in difficult situations even aggressiveness and uncontrollability, social maladjustment.

With such upbringing, self-control and a sense of responsibility are not formed, immaturity of judgments, low self-esteem are noted.

Guardian style(hyper-custody, concentration of attention on the child) - the desire to constantly be near the child, to solve all the problems that arise for him. Parents vigilantly monitor the behavior of the child, limit his independent behavior, worry that something might happen to him.

Despite external care, the patronizing style of upbringing leads, on the one hand, to an excessive exaggeration of the child's own importance, and on the other hand, to the formation of anxiety, helplessness, and a delay in social maturity. (Breslav G.M., 1990, 144 p.)

It follows from the analysis of the literature that the most common mechanism for the formation of the child's character traits responsible for self-control and social competence is the internalization of the means and skills of control used by parents.

At the same time, adequate control presupposes a combination of emotional acceptance with a high volume of requirements, their clarity, consistency, and consistency in presenting them to the child.

Children with adequate practice of parenting are characterized by good adaptation to the environment and communication with peers, active, independent, initiative, friendly and empathic.

The democratic style of education is considered the most favorable for the formation of a child's personality. With this method of leading children, parents, against the background of unconditional emotional acceptance, rely on dialogue and mutual trust, successfully combine control and encouragement, and stimulate the development of initiative and independence in the child.

According to the majority of authors (Adler A., ​​Garbuzov V.I., Bondarenko E.A., Bomrind D.Yu., Craig G., etc.), authoritarian, conniving and indifferent styles of parenting have a negative impact on the process of forming the child's personality, contribute to both early neuroticism and the formation of persistent character anomalies.

Consider the most typical styles of erroneous parenting:

Emotional rejection of the child.

When rejected, everything in a child causes annoyance in an adult: he doesn’t eat right, he cries too much, and so on. Rejection always leads to the formation of self-doubt in the child: if the child is not loved by his own parents, he cannot have self-confidence. In the end, the child has a reciprocal rejection of the parents, which can be transferred to other adults. In the character of the child, traits of instability, negativism, demonstrativeness are formed. With a weak temperament, complete dependence on other people is formed.

hypersocial education.

With this style, there is no conscious rejection, but there is also no consideration of the child's characteristics. He must follow in his development a rigid parental program in accordance with the “ideal” prescriptions of scientists or fashion at the present time. As a result, the child may develop an inferiority complex, a constant inconsistency with parental expectations, which leads to the formation of an anxious and suspicious nature.

Anxious upbringing.

A child is passionately loved, and such love turns into fear of losing him. Often this type of upbringing is observed in families with an only child, weakened or born late. The child is not allowed to walk, not allowed to play with peers, as a result, he goes through all the stages of socialization with a significant lag and experiences pronounced difficulties in adapting to new situations, in particular to kindergarten.

egocentric education.

With this type of upbringing, the child grows up in the complete absence of at least some kind of discipline. All his desires are satisfied immediately. He is the idol of the whole family, and everything is possible for him. As a result, the child is not accustomed to accept and understand the interests of other people, his arbitrary control is sharply reduced. He cannot wait his turn, he perceives the slightest obstacles aggressively. It is difficult to get along in a team. Demonstrative reactions may occur as self-doubt grows. (Aleshina Yu.E., 1994, 458 p.)

Despite the fact that in domestic and foreign literature the influence of family education styles on the formation of a child's personality has been studied quite deeply and in detail, the question of specific manifestations of the influence of educational principles on various structural elements of personality, including anxiety, remains poorly studied.

5. Relationship between parenting style and increased anxiety in preschool children

The problem of relations between parents and children is complex and paradoxical. Its complexity lies in the hidden, intimate nature of human relations, the scrupulousness of "external" penetration into them. And the paradox is that, for all the importance of this problem, parents usually do not notice it, because they do not have the necessary psychological and pedagogical information for this.

In "healthy" families, parents and children are connected by natural everyday contacts. This is such a close communication between them, as a result of which spiritual unity arises, the consistency of the main life aspirations and actions. The natural basis of such relationships is family ties, feelings of motherhood and fatherhood, which are manifested in parental love and caring affection of children and parents. (Averin V.A., 1998, 121 p.)

Many parents are quite well aware of the shortcomings of their upbringing, but very often they lack elementary psychological literacy to solve their problems.

The family can be both a powerful factor in the development and emotional and psychological support of the individual, as well as a source of psychic trauma and various personality disorders associated with it: neuroses, psychoses, psychosomatic diseases, sexual perversions and behavioral deviations.

A person is sensitive to the family atmosphere, its state and prospects throughout his life. However, the family has the greatest influence on the emerging personality. In the family, the child's attitude towards himself and the people around him is formed. In it, the primary socialization of the individual takes place, the first social roles are mastered, and the basic values ​​of life are laid. Parents naturally influence their children: through the mechanisms of imitation, identification and internalization of parental patterns of behavior. Kindred feelings are a unique catalyst for family education. Family education is individual, and therefore it cannot be replaced by any surrogates of anonymous education. Its absence or flaws are almost impossible to make up for in a person's later life.

Educational micro-society, a part of the social micro-environment that carries out directed and non-directed educational influence and influences the formation of the child's personality.

The family in the educational micro-society, this small circle of communication, plays the main role. The family carries out educational influences and influences of a positive and negative orientation, depending on the personal characteristics of the parents, their attitude towards the child and his upbringing, and the style of family education. In each family, based on kindred feelings and affections, a special emotional and psychological microclimate is formed, family roles are formed. These and many other parameters, intertwined with each other, define the family as an educational microsociety. (Karabanova O.A., 2001, 386 p.)

The educational potential of the family is its ability to realize the function of raising, developing and socializing the child. Most researchers, for example, Miniyarov V.M., associate it with the psychological atmosphere, the system of interpersonal relations, the nature of the attitude towards children, their interests, needs, the level of psychological, pedagogical and general culture of parents, family lifestyle, structure, individual typological characteristics of parents . (Karabanova O.A., 2004, 320 p.)

According to Ovcharova R.V., the moral and psychological climate of the family, which determines and mediates all other factors, is of the greatest importance for the formation of personality. In turn, the very microclimate of the family depends on the nature of family and, above all, marital and parent-child relationships.

The question of the causes of anxiety is currently open. However, many authors consider the wrong style of parenting as one of the reasons for the increased level of anxiety in preschoolers and younger schoolchildren.

E. Yu. Brel conducted a special study aimed at identifying socio-psychological factors influencing the formation of childhood anxiety. This study allowed her to conclude that such socio-psychological factors as parents' dissatisfaction with their work, financial situation and living conditions have a significant impact on the appearance of anxiety in children. (Smirnova I.O., Bykova M.V., 2001, 596 p.)

Research by A.N. Leontiev, A.R. Luria, D.B. Elkonin and others showed that the mental development of a child is determined by his emotional contact and the characteristics of cooperation with parents.

Thus, it can be stated with all certainty that the type of family, the position taken by adults, the styles of relationships and the role that they assign to the child in the family affect the parent-child relationship. Under the influence of the type of parental relationship, the personality of the child is formed. At the same time, relationships in the family can be of a diverse nature, and the use of an ineffective type of parental relationship leads to anxiety in the child. (Parishioners A.M., 2000, 35 p.)

It should be noted that at present, the factors of family education are singled out as the central, “basic” cause of anxiety in children, and above all the system of relationships “mother-child” (N.M. Gordetsova, 1978; A.I. Zakharov, 1988; A S. Spivakovskaya, 1988; V. S. Manova-Tomova, 1981; M. Rutter, 1987, etc.).

The family influences the child, on the traits of his character, on his personality as a whole. Many psychologists come to the conclusion that the harmony of the child's personality largely depends on the parents, on the type of parent-child relationship.

It is obvious that social instability, the loss (or threat of loss) of their social position by adults, self-doubt, in the future, a sense of guilt for providing a family worse than others, gives rise in some adults to the desire to take it out on children, which manifests itself in many cases of child abuse (Byutner K., 1991, Rutter M, 1987, etc.), provoking the appearance of situations that cause anxiety in children.

Such a personality trait as anxiety, one of its reasons is the type in which the child was brought up, on how the parents built their relationship with their children.

Almost all the wrong types can be attributed to parenting styles that lead to the appearance of childhood anxiety. The cause of anxiety may be inconsistent upbringing, as the child is constantly in conflicting conditions. Very often, such children do not know what is possible and what is not, and they do not know how to act correctly in this or that situation, so as not to condemn their parents. The child lives in adverse and changing conditions, to which he is forced to adapt all the time. (Azarov Yu.P., 1993, 603s.)

Anxiety can also manifest itself in a child with such an upbringing style as “explicit rejection”. Here the reason is that the child does not feel the love of the parents, they tightly control the behavior of the child, are not interested in his inner world. With this style of upbringing, the child lives in fear of making a mistake, is afraid to take the initiative, feels useless, a burden for parents.

An overly demanding type of parenting can also lead to anxiety in children. In this case, the parents make increased demands on the child, which are often based on their personal ambitions. These requirements, as a rule, are at odds with the child's capabilities, as a result of which the child lives in constant fear of not living up to the expectations of his parents, which in turn increases the level of anxiety of the child.

Such styles of education as over-demanding and permissiveness can be called opposites to each other.

Both have an adverse effect on the developing personality of the child.

There is a high probability of raising an anxious child by parents who carry out upbringing by the type of hyperprotection. In this case, the communication of an adult with a child is authoritarian in nature, the child loses confidence in himself and in his abilities, he is constantly afraid of a negative assessment, begins to worry that he will do something wrong.

Overprotective parenting can be combined with symbiotic parenting. In this case, communication between an adult and a child can be both authoritarian and democratic. Parents with certain characterological features are inclined to establish such relationships with the child - anxious, suspicious. Having established close emotional contact with the child, such a parent infects his son or daughter with his fears, contributes to the formation of anxiety.

The pathological sharpness of the characterological traits of parents gives rise to specific features of the attitude towards the child. (Arakelov N., Shishkova N., 1998, 18 p.)

Parents, for example, do not notice in themselves those traits of character and behavior, to the slightest manifestation of which in a child they react affectively - painfully and persistently try to eradicate. Thus, parents unconsciously project their child's problems and then react to them as if they were their own.

So, often "delegation" - a stubborn desire to make a child "himself" (developed, erudite, decent, socially successful) - is a compensation for feelings of low value, incapacity, experiencing oneself as a loser. The projection of parental conflicts onto the child does not, however, predetermine the style of parental attitude: in one case, this will result in an openly emotional rejection of the child who does not correspond to the ideal parental image; in another case, it will take a more sophisticated form: according to the protective mechanism of reaction formation, it will turn into hyperprotection or hyperprotection. The conflict attitude towards the child becomes very aggravated, especially if there is still a small child in the family: parents usually tend to overestimate the merits of the youngest, against the background of which the child's shortcomings - real and imaginary - are perceived by parents as unbearable. "(Astapov V.M., 2001, 160 p.)

There is absolutely no sense of duty, there is absolutely no habit of doing something with love, to the end ... There is nothing masculine in his character - inwardly gentle, cowardly, always does what is impossible, on the sly ... But the three-year-old daughter is "little a woman, coquettish, affectionate, smart, cunning, quick-witted. "Such parents often wait for confirmation from a psychologist that their child is really bad, he needs to be re-educated.

A kind of indulgence is expected from the psychologist, justifying the rejection of the child and freeing the parents from the unconscious feeling of guilt before him. Rejection or emotional rejection is especially dramatic for both sides in single-parent families, where the mother is haunted by the fear that the child will reproduce the undesirable traits of the father - "I'm afraid that the genes will affect." Hidden rejection can be masked here by hyperprotection, in extreme cases - by dominant hyperprotection.

The formation of such an unfavorable increase in anxiety is facilitated by increased parental exactingness with insufficient consideration of the child's capabilities.

The child gradually comes to the feeling that he constantly does not meet the requirements, “does not live up to” them. Such a situation may arise independently of the level of achievement of the child: a feeling of inadequacy can arise both in an excellent student and in an average student. Gradually, the child's experiences can become fixed, become a stable personality trait. Such children are characterized by passivity, lack of independence, a tendency not to act, but to dream, fantasize; children are more likely to come up with fantastic adventures alone than they will actively strive to accumulate real experience in joint activities with other children. If parents, whose children experience fears, take a closer look at their habits, character, they will definitely notice manifestations of such increased anxiety, they will see the features of an anxious personality. (Druzhinin V.N., 1996, 528 p.)

An anxious child is constantly in a state of increased anxiety, he feels that he falls short of the requirements of his parents, not quite the way he would like to be seen. Anxiety can also be fixed because, along with excessive demands on the child, he may find himself in a situation of increased protection, excessive care, and precautions. Then the child has a feeling of his own insignificance. Causing emotion without effort, the child begins to think of himself as something infinitely small and vulnerable, and the world around him is filled with dangers. The child's uncertainty often arises with conflicting demands, when the father sets very high demands, and the mother tends to underestimate them and do everything for the child. All this increases the child's inability to make decisions and increases the sense of danger, a sense of heightened anxiety.

Zakharov A.I. says that it will be most favorable for the child if parents can find the “golden mean” in raising their children. It can be concluded that the most favorable will be the style of education according to the type of "acceptance and love". (Zakharov A.I., 1993, 47 p.)

Experts advise parents and educators to use the following methods: call the child by name as often as possible and praise him in the presence of other children and adults.

In kindergarten, you can celebrate the achievements of the child on specially designed stands (“Star of the Week”, “Our Successes”). Avoid tasks that are completed in a fixed time fixed by the teacher. It is advisable to ask such children not at the beginning and not at the end of the lesson, but in the middle.

Do not rush and push the child with the answer.
It is very important to teach the child how to relieve muscle and emotional stress. The emotional stress of anxious children is most often manifested in muscle clamps in the face and neck. In addition, they tend to clamp the abdominal muscles. To help children reduce tension - both muscular and emotional - you can teach them to do relaxation exercises.

In addition to relaxation games, games with sand, clay, water, drawing with paints (fingers, palms) are very useful.
The use of massage elements and even simple rubbing of the child's body also help relieve muscle tension.

Conclusion

A steady interest in the problem of anxiety is reflected in the works of many domestic and foreign scientists (Z. Freud, K. Horney, C. Spielberger, A.M. Prikhozhan, L.M. Kostina, etc.), which is often considered as evidence of the its development, and to some extent completeness.

Meanwhile, in studies on the problem of anxiety, issues related to its definition, differentiation from other, similar in meaning, phenomena, possible causes of occurrence, as well as issues focused on the development of anxiety correction programs in the form of specially organized classes and trainings, are most often discussed. At the same time, the ways and mechanisms of self-treatment of anxiety, as well as the role of anxiety in the process of adaptation, remain little studied.

When assessing the state of the problem of anxiety in psychological science, two, at first glance, mutually exclusive tendencies are noted: on the one hand, references to the lack of development and uncertainty, the ambiguity and ambiguity of the very concept of "anxiety", and on the other hand, the presence of a clear agreement between researchers on a number of basic questions, which allows us to outline some general contours of this problem, for example, on the ratio of anxiety as a state and anxiety as a property, on understanding the functions of anxiety and personal anxiety. Such features of the study of the problem of anxiety in psychology are complemented by a number of social and socio-psychological reasons that increase interest in it.

Indeed, in recent decades, the attitude of Russian psychologists to the problem of anxiety has changed significantly due to drastic changes in society, giving rise to uncertainty and unpredictability of the future and, as a result, the experience of emotional tension, frustration, anxiety and anxiety.

Anxiety is an individual's tendency to experience anxiety, characterized by a low threshold for the occurrence of an anxiety reaction: one of the main parameters of individual differences. A certain level of anxiety is a natural and obligatory feature of a person's vigorous activity. Each person 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 a person's troubles. Anxiety is an indicator of unfavorable personal development and, in turn, has a negative impact on it. Insensitivity to real trouble, "security" arising under the influence of protective mechanisms, primarily repression, and manifesting itself in the absence of anxiety even in potentially threatening situations, has the same effect.

Currently, there are two main types of anxiety.

Anxiety as a condition (synonyms: reactive anxiety, situational anxiety) includes such components as subjective feelings of tension, anxiety, excitement, apprehension, as well as signs of activation of the autonomic nervous system. Very high reactive anxiety can cause attention deficits.

The second type of anxiety is anxiety as a personal property (synonyms, personal anxiety, characterological anxiety). Personal anxiety characterizes a relatively stable "tendency to worry" for a person, i.e. the tendency to perceive stressful situations as dangerous or threatening and to respond to them with a state of anxiety (i.e., an increase in reactive anxiety).

The problem of anxiety acquires the most acute dynamic characteristics at preschool age. This is due to many psychological characteristics of preschoolers, thanks to which anxiety can be fixed in the personality structure as a stable characteristic.

The family can be both a powerful factor in the development and emotional and psychological support of the individual, as well as a source of mental trauma and various personality disorders associated with it: neuroses, psychoses, psychosomatic diseases, sexual perversions and behavioral deviations, in particular increased anxiety.

32. Molchanova G. V. Features of the intellectual development of children with severe anxiety and impulsivity: http://www.psychology.ru/lomonosov/tesises/ii.htm

33. Naenko N.I. Mental tension.- M.: Ed. Moscow University, 1996.- 252- 112 p.

34. Parishioners A.M. Anxiety in children and adolescents: psychological nature and age dynamics. – M.: MPSI; Voronezh: From NPO "MODEK", 2000. - 35 p.

35. Prokhorov A.O. Non-equilibrium mental states and their characteristics in educational and pedagogical activity // Questions of Psychology No. 4. 1996. 32-44 p.

36. Psychology of family relations with the basics of family counseling: Proc. allowance for students. higher textbook institutions / E.I. Artamonova, E.V. Ekzhanova, E.V. Zyryanova and others; Ed. E.G. Silyaeva. - M .: Publishing Center "Academy", 2002.- 192p.

37. Parishioners A.M. Anxiety in children and adolescents: psychological nature and age dynamics / ed. DI. Feldstein. - M.: Moscow Psychological and Social Institute, 2000. - 304 p.

38. Parishioners A.M. Psychology of anxiety: preschool and school age.M; Peter. 2007 - 78 p.

39. Rogov E.I. Handbook of a Practical Psychologist in Education: Textbook. – M.: Vlados, 1996. – 529 p.

40. Radyuk O. M. Rodtsevich O. G. Diagnosis of anxiety levels in psychotherapeutic practice / Educational and methodological guide-Minsk-2003. - 56-57 p.

41. Rank O Birth trauma - M: Imango - 2004. – 77 p.

42. Rutter M. Help for difficult children - M: Eksmo - 1999.- 78 p.

43. Rubinstein S.Ya. Experimental methods of pathopsychology. - M.: EKSMO-Press, 1999.- 34 p.

44. Stepanov S.S. Normal problems of a normal child. - M.: Genesis, 2002. - 144 p.

45. Family in psychological counseling: Experience and problems of psychological counseling / Ed. A.A. Bodaleva, V.V. Stolin - M., Pedagogy, 1989.- 45 p.

46. ​​Smirnova I.O., Bykova M.V. Experience in constructing a method for diagnosing parental attitudes towards a child // Family psychotherapists and family psychologists: Who are we? SPb., 2001. - 596s.

47. Titarenko V.Ya. Family and personality formation, M., ed. Thought, 1987. - 351s.

48. Tudupova T.Ts. Ethnopsychological preparation of adolescents for tolerant communication. - Ulan_Ude, 2006. - 35 p.

49. Freud Z. Psychopathology of everyday life. 4th edition - M.: 1996. - 99 p.

50. Horney K. Neurotic personality of our time. Publisher: Piter.2002. – 56 p.

51. Elkonin D.B., Dragunova T.V. Age and individual characteristics of adolescents. M.: Pedagogy, 1987 - 133 p.

52. Emotional health of your child: Per. from English. – M.: Avicenna, 1996. – 398 p.

53. Eidemiller EG, Yustickis V. Psychology and psychotherapy of the family. - 3rd ed. - St. Petersburg: Peter, 2001. - 656 p.

54. Jansen F.I. Soren Kierkegaard: life and work of B.M. 1994 - 24 p.