International Student Scientific Bulletin. Anxiety is not associated with any particular situation and is almost always manifested. if there is no proper harmony of feelings in the family, then often in such families the development of the child is complicated, family education becomes
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. Dedicated to the problem of anxiety a large number of research, 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.
Due to this 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 teaching materials their implementation allows 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, relatively easy to arise, later acquires the qualities of persistent formations that are difficult to change by relearning. The source of socio-situational anxiety is experience, that is, certain type 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 directions 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, alarm 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 develop 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 possibility. 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 denotes 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.
situations that cause similar 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, decisiveness, and self-confidence. Personal anxiety affects motivation. In addition, it is noted Feedback anxiety with 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 an association between anxiety and personality traits 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 expression, 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 severity 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 changes personalities 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 begins to attend Kindergarten, and then school, the range of social contacts is significantly expanding, which, undoubtedly, is reflected in his emotional and personal sphere, general development.
Speaking about the age-related characteristics of anxiety in preschoolers, Libin A.V. notes that given state can be caused by changes in living conditions, habitual activities, 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 an expected object or action (more often with 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 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, most 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 5-7 years old, as well as hypersensitivity 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 between peace of mind and physical health there is a close relationship, and a positive state is one of the most important conditions for the development of personality. 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 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 emotional sphere children not only reduce intellectual capabilities, but can also lead to behavioral disorders, as well as cause social maladjustment 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, intrusive. 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 emotional background anxious child, to a tendency to avoid communication, internal conflicts arise related to the sphere of communication, 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 the leading factor in the formation of temperament is a genetic, constitutional factor, 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 characterized 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 provides full development and the happiness of the 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 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 maladaptation.
With such upbringing, self-control and a sense of responsibility are not formed, immaturity of judgments, low self-esteem are noted.
Guardian style(hyper-care, 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 excessive exaggeration self-importance in a child, 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 character.
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 in sufficient depth and 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 relations 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 lays down the core values of life. Parents naturally influence their children: through the mechanisms of imitation, identification and interiorization of parental behavior patterns. 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 socio-psychological factors such as parental dissatisfaction with their work, financial position And living conditions, have a significant impact on the emergence 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 character traits of the 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 the formation of the reaction, 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 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 the active activity of the individual. 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 E.G., 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.
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 and suspicious (psychasthenic), sensitive, asthenic types 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-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-assessed 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 teenagers with high level anxiety identified the following types violations of the style of education: 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, a decrease in 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 best ways response to these situations. I.e preventive work with teenagers will have longer lasting and more lasting results.
During the 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 doing 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 the students that make up the group increased risk 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 in front of an audience, communicating 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 on optimizing the problems associated with adolescent anxiety is a single complex of correctional, developing 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 to 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.
Socially unstable economic conditions vital activity modern man 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.
That's why important role to reduce the adverse impact of the conditions of the social environment, the family is given 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 course of this socialization, personal development child, the formation of his character.
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 relationship 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 // Formation of personality 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. Theories of Personality (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
Attachment 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. The style of family education as a factor in the formation of anxiety in adolescence Chapter 2 empirical research effects 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 parent-child relations. - 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
Fill out the form with current workOR
↓
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 popular culture: comics, cartoons, films, television and radio performances, sport competitions and 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. New fashion Invented exclusively for adult men and women. A shortened version of the same style of clothing was intended for teenagers. A phenomenon that emerged in the 1960s youth fashion considered to be a 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. Blood pressure and pulse in both men and women remain within normal limits and correspond to 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.
1.2. The influence of parental relationships on the manifestation of anxiety
in older preschool children.
Before considering issues related to the influence of parental relationships, let's pay attention to what constitutes anxiety.
In psychological science, there is a significant amount of research devoted to the analysis of various aspects of the problem of anxiety.
The concept of "anxiety" is multifaceted. It has been noted in dictionaries since 1771. There are many versions explaining the origin of this term. Most researchers agree that this concept should be considered in a differentiated way - as a situational phenomenon and as a personal characteristic.
In the psychological dictionary, "anxiety" is considered as an individual's tendency to experience anxiety, characterized by a low threshold for the occurrence of an anxiety reaction: one of the main parameters of individual differences.
According to R.S. Nemov, anxiety is defined as the property of a person to come into a state of increased anxiety, experience fear and anxiety in specific social situations.
V.V. Davydov interprets anxiety as an individual psychological feature, consisting in an increased tendency to experience anxiety in a variety of life situations, including such social characteristics that do not imply this.
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.
The composition of anxiety includes the concepts: "anxiety", "fear", "anxiety". Consider the essence of each.
Fear is an affective (emotionally sharpened) reflection in the mind of a person of a specific threat to his life and well-being.
Anxiety is an emotionally heightened sense of impending danger. Anxiety, unlike fear, is not always a negatively perceived feeling, since it is also possible in the form of joyful excitement, exciting expectations.
The unifying beginning for fear and anxiety is the feeling of anxiety.
It manifests itself in the presence of unnecessary movements or, conversely, immobility. The person is lost, speaks in a trembling voice, or is completely silent.
Along with the definition, researchers identify different types and levels of anxiety.
C. Spielberger identifies two types of anxiety: personal and situational (reactive).
Personal anxiety implies a wide range of objectively safe circumstances as containing a threat (anxiety as a personality trait).
Situational anxiety usually occurs as a short-term reaction to a specific situation that objectively threatens a person.
A.I. Zakharov draws attention to the fact that in the older preschool age, anxiety is not yet a stable character trait, it has situational manifestations, since it is during the period of preschool childhood that a child develops a personality.
A.M. Parishioners distinguish types of anxiety based on situations related to:
With the learning process - learning anxiety;
With self-image - self-esteem anxiety;
With communication - interpersonal anxiety.
In addition to the varieties of anxiety, its level structure is also considered.
I.V. Imadadze identifies two levels of anxiety: low and high. A low level is necessary for normal adaptation to the environment, and a high one causes discomfort for a person in the society around him.
B.I. Kochubey, E.V. Novikov distinguishes three levels of anxiety associated with activity: destructive, insufficient and constructive.
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.
Increased anxiety affects all areas of the child's psyche: affective-emotional, communicative, moral-volitional, cognitive
Research by V.V. Lebedinsky allow us to conclude that children with increased anxiety are at risk for neurosis, addictive behavior, and emotional personality disorders.
So, what is he, an anxious child?
An anxious child has inadequate self-esteem: low, high, often contradictory, conflict. He experiences difficulties in communication, rarely shows initiative, behavior is of a neurotic nature, with obvious signs of maladjustment, interest in learning is reduced. He is characterized by uncertainty, timidity, the presence of pseudo-compensatory mechanisms, minimal self-realization.
One of the factors influencing the appearance of anxiety in children, as pointed out by A.I. Zakharov, A.M. Parishioners and others, are parental relationships.
Here is a selection of studies by foreign and domestic authors on this issue.
K. Monpard believes that cruel upbringing leads to characterological development of the inhibitory type with fearfulness, timidity and simultaneous selective dominance; pendulum-like upbringing (today we will ban, tomorrow we will allow) - to pronounced affective states in children, neurasthenia; nurturing upbringing leads to a feeling of dependence and the creation of a low volitional potential; insufficient education - to difficulties in social adaptation.
S. Blumenfeld, I. Aleksandrenko, G. Gerorgitz believe that parental overprotection or radical neglect leads to instability and aggressiveness of children.
P.A. Lesgaft said that an insufficient and cruel attitude towards a child gives a “maliciously downtrodden” type of children, with self-absorption, with instability of behavior and disturbances in the communicative sphere; excessively caressing - "softly clogged" type with dependent behavior, coldness and indifference; upbringing according to the “idol of the family” type - ambition, diligence, the desire to be the first and dispose of others.
THEM. Balinsky believed that a strict unfair attitude towards children in the family is the reason for the development of a painful disease in them. state of mind; an overly condescending attitude is a cause that goes over the edge of emotionality in children; Excessive exactingness is the cause of the mental weakness of the child.
V.N. Myasishchev, E.K. Yakovleva, R.A. Zachepetsky, S.G. Fayeberg said that education in conditions of strict but contradictory requirements and prohibitions leads to the emergence of a predisposing factor for neurosis, obsessive-compulsive states and psychasthenia; upbringing by the type of excessive attention and satisfaction of all the needs and desires of the child - to the development of hysterical character traits with egocentrism, heightened emotionality and lack of self-control; making unbearable demands on children as an etiological factor in neurasthenia.
E.G. Sukhareva draws the following conclusions: contradictory and humiliating upbringing leads to an aggressive-protective type of behavior in children with increased excitability and instability; despotic upbringing - to a passively protective type of behavior with inhibition, timidity, insecurity and dependence; overprotection, protection - to an infantilized type of behavior with vivid affective reactions.
Research by V.S. Mukhina, T.A. Repina, M.S. Lisina and others indicate that the reason for building a negative attitude of parents towards a child is ignorance of the psychological characteristics of age, tasks, content, forms, and methods of raising a child.
In terms of learning and development, the main features of a six-year-old child are that:
a) the child can voluntarily control his behavior, as well as the processes of attention and memorization, emotional reactions(A.V. Zaporozhets).
b) in any type of activity, it can go beyond the momentary situation, realize the time perspective, at the same time keep in mind a chain of interrelated events or different states of a substance or process (N.N. Poddyakov).
c) the development of the imagination acquires leading importance (L.S. Vygotsky).
Thus, the studied material allowed us to determine the essence of the concept of anxiety and its impact on the personal development of the child. One of the factors influencing its growth is the peculiarities of the parental attitude towards the child: strict, cruel attitude, parenting styles, the position of parents in relation to the child, the lack of emotional contact with the child, limited communication with him, ignorance of the age and individual characteristics of the baby.
In order to build a positive relationship with your child, it is important to know how to do it. Consider the authors' research on this issue.
1.3 Approaches to the correction of anxiety in children
in the system of parent-child relations
According to domestic and foreign authors (A.I. Zakharov, E.B. Kovaleva, R.V. Ovcharova, A.A. Osipova, A.S. Spivakovskaya, A. Adler, K. Rogers, G.L. Landrat and others) it is very important to correct various violations of emotional states and disharmony in the development of the personality.
Correction is a system of measures aimed at correcting the shortcomings of psychological development or human behavior with the help of special means of psychological influence.
Psychological correction- this is such an activity that is aimed at increasing the possibility of the client's participation in a variety of areas (in learning, behavior, in relationships with other people), at revealing the potential creative reserves of a person.
Psychological correction differs in types and forms.
By type: symptomatic, causal; cognitive sphere; personality; affective-volitional sphere; behavior; interpersonal relationships.
Forms: individual; group; mixed; programmed; directive; not directive; ultra short; long; general; private; special.
Despite the differences in theories, goals, procedures and forms of correctional work, the psychological impact in general is that one person tries to help another.
R.V. Ovcharov, based on the reasons for the ineffectiveness of parental relationships, such as: pedagogical and psychological illiteracy of parents; rigid stereotypes of education; personal problems and characteristics of parents introduced into communication with the child; the influence of the characteristics of communication in the family on the relationship of parents to the child, etc., suggests cognitive-behavioral training as the main method of correction.
Cognitive-behavioral training is carried out with the help of role-playing games and a video training program.
Justification of the method: the family is an integral system. And that is why the problems of the parent-child dyad cannot be solved only thanks to the psycho-correction of the child or parent. Parallel work allows you to increase the effectiveness of classes.
A.A. Osipova singles out socio-psychological training as a means of correcting child-parent relationships.
Socio-psychological training is understood as the practice of psychological influence based on active methods of group work. This implies the use of original forms of teaching knowledge, skills, techniques in the field of communication, activity and correction.
Socio-psychological training is one of the methods of active learning and psychological influence, carried out in the process of intensive group interaction and aimed at increasing the competence in the field of communication, in which the general principle of the student's activity is supplemented by the principle of reflection on the own behavior of other group members.
In the process of socio-psychological training, various methodological techniques are used: group discussion (basic methodological technique), role-playing game, non-verbal exercises, and so on.
E.B. Kovaleva, studying the anxiety of children, drew attention to the fact that the growth of anxiety of a preschooler is influenced by emotional parent-child relationships. As a result, the child is under pressure from the parents. As a correction of anxiety in children, she suggested influencing his self-awareness through the level of his development.
Methods for correcting the organic level: phyto- and vitamin therapy, relaxation and concentration exercises, pay attention to the daily routine, nutrition, walking, sufficient sleep.
Methods for correcting the individual level of self-consciousness are aimed at stabilizing the emotional state, at developing empathy and adequate protective manifestations (game therapy, eye therapy, active therapy, etc.).
Methods for correcting the personal level: an exercise like "Getting into the image", therapeutic communication, as well as effective projective techniques: drawing fears, compiling stories using special pictures, and so on.
According to A.G. Kharcheva, the family for a preschooler is a “social microscope”, in which he gradually joins social life. Often mistakes are made in the upbringing of children, which are associated with the parents' misconception about the upbringing of the child, ignorance of his psychological, age and individual characteristics, which leads to violations in the system of child-parent relationships.
In order to develop a positive type of parent-child relationship, according to T.A. Markova, G. Kravtsov, T.N. Doronov, S.I. Mushen-
and others, it is necessary to form pedagogical literacy among parents. At the present stage, a system of work with parents or forms of cooperation has developed that contribute to increasing pedagogical culture parents. In working with parents, both collective and individual shape work. TO collective forms work includes: a meeting for parents, workshops, seminars. For individual: consultations, folders, conversations, home visits.
In the light of innovative approaches to the upbringing and education of preschoolers, such forms as: family clubs, competitions of family newspapers, creation of a home video library, participation of parents in children's sports events, cultural trips (to the theater, museum, cinema, exhibitions), visiting nature, etc.
Analyzing the approaches of the authors of the correction of child-parent relationships, the most significant, in our opinion, are the forms of work to enrich the knowledge of parents (meetings, individual consultations, various clubs, the study by parents of psychological and pedagogical literature on raising children).
Researchers note that training (cognitive-behavioral, socio-psychological) can be used to correct parent-child relationships.
The problem of parent-child relations, as can be seen from numerous studies of psychologists and educators, is really relevant.
Many studies of foreign and domestic psychologists and teachers are devoted to the influence of parental attitude on a child (A.V. Petrovsky, A.I. Zakharov, A.Ya. Varga, V.V. Stolin, S. Soloveichik, P.F. Lesgaft and others ).
Parental relationships are 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.
Researchers identify types of parental relationships (dictatorship, guardianship, non-interference, parity, cooperation). The use of an ineffective type of parental relationship leads to anxiety in the child. The child's anxiety at the initial stage manifests itself situationally, but later it can develop into a personal one. So that anxiety does not acquire a personal character, it is necessary to saturate parents with knowledge about the psychological characteristics of the age of their child, about the tasks, forms, and methods of education.
In order to identify the influence of parental relationships on the child, we carried out the ascertaining stage of the study.
CHAPTER 2
Purpose: to study the features of the development of child-parent relationships in the family
1. Determine the level of knowledge and ideas of parents about the tasks, content and methods of raising children.
2. Determine satisfaction with their position in the family of the child himself.
3. Find out the parental attitude towards the child.
The research methodology consisted of two groups of methods. The first group of methods is aimed at studying the position of the child in the family.
When working with children, we used the following methods:
Drawing test "Kinetic drawing of a family" (R. Burns and S. Koufman);
Methodology "Unfinished sentences".
The second group of methods is aimed at revealing parents' knowledge about
child and the study of parental relationships with children.
When working with parents, we used the following methods:
Questioning;
Testing: "Parental attitude towards children" (A.Ya. Varga, V.V. Stolin).
The study was conducted on the basis of MDOU No. 43, Usolye-Sibirskoye. We examined 30 children of senior preschool age and their families.
We started our work by examining children. For this, the test of R. Burns and S. Koufman "Kinetic pattern of the family" was used.
Purpose: - study of interpersonal relationships in the family (through the eyes of a child);
Identification of relationships in the family that cause anxiety in the child.
Methodology:
The child is offered a sheet of paper, pencils. The condition is set: it is necessary to draw your family so that its members are busy with something
Image quality is considered formative features: thoroughness of drawing or carelessness in drawing individual family members, colorfulness of the image, position of objects on the sheet, shading, dimensions.
Analysis of the results of the drawings was carried out according to the following indicators:
1. The presence of anxiety in children about the attitude of adults towards them.
2. Emotional tension and distance.
3. Discomfort.
4. The presence of hostility towards adults.
Based on these indicators, the levels of influence of family relations on the child were revealed.
The high level of parent-child relations includes drawings where the child is comfortable in the family, all family members are present in the drawing, in the center of the drawing is the child himself surrounded by parents; depicts himself and his parents dressed up, carefully draws every line, on the faces of adults and the child - a smile, calm can be traced in poses, movements.
Average level child-parent relationships: the absence of any of the family members, the presence of anxiety, the child draws himself sad, away from his parents, the presence of hostility towards adults through the shading of details, the absence of some parts of the body (hands, mouth).
Low level of parent-child relationship: the presence of one of the parents with an object that threatens the child (belt), the intimidated expression of the child's face, a sense of emotional stress through use in the drawing dark colors.
The presence of hostility towards parents can be traced through the drawing of such details as divorced hands, spread fingers, a bared mouth, etc.
An analysis of the figures showed that out of 30 families, only 9 families (30%) can be attributed to a high level of parent-child relations.
As an example, let's take a look at some pictures. Nastya S. places herself in the center, surrounded by her father and mother. Depicts himself and his parents cheerful, happy, clearly draws all the lines, there are many colors in the picture. All this indicates well-being in the parent-child relationship.
The drawing by Gali K. shows the whole family at dinner. There are smiles on the faces of adults and the child, the lines are clearly drawn, calmness can be traced in the poses of adults and the child. The picture shows that the girl in this family is comfortable and cozy.
15 families (50%) can be attributed to the average level of parent-child relations. As an example, consider the drawing by Artyom S. The child drew the whole family, all family members are smiling, except for Artyom himself (he has no mouth at all). All hands are spread out to the sides. Everything suggests that the child is not very comfortable in this family.
We attributed 6 families (20%) to the low level of parent-child relations. Consider, as an example, a drawing by Igor R. The boy depicted only himself and his father, they are quite distant from each other, which indicates a feeling of rejection. In addition, dad takes a rather aggressive position: the farts are spread out to the sides, the fingers are long, underlined. The mother is missing from the picture. Analyzing this picture, one can understand that the child is not satisfied with his position in the family and the attitude of his parents towards him.
After the children drew a family, we proposed a series of questions, the answers to which allowed us to identify the causes that cause anxiety in children in the system of child-parent relationships:
physical punishment;
Lack of communication with parents;
Unfavorable situation in the family (alcoholism of one of the parents);
Communication with the child in a raised voice.
The test results are shown in Diagram 1.
Diagram 1.
Legend:
(9 children)
(15 children)
Low level of parent-child relations (6 children)
According to the results of this test, we can judge that not all families have an atmosphere of positive parent-child relationships. Basically, they are variable.
So, we have identified 6 children who are not satisfied with their position in the family. 15 children often experience discomfort, although they are satisfied.
As a result of previous diagnostics, we assumed that these children are not satisfied with the relationship with their parents.
Methodology "Unfinished sentences".
Purpose: To obtain additional information about the attitude of parents to children and children to parents, to identify the causes that cause anxiety in children.
Methodology:
Children are invited to complete a series of sentences without prior thought. The survey is conducted at a fast pace so that the child would answer the first thing that comes to mind (Appendix 1).
The results of this survey helped us to identify the relationship of children to their parents. Positive attitudes are observed in 9 children (30%).
So, Sveta V. answered: “My dad is very cheerful”, “My mom and I love to cook”; Seryozha A.: “My mother is kind”, “My father and I play constructor”; Stas V.: "My mother kisses me."
Negative attitudes are experienced by 6 children (20%).
So, Vadim K. answered: “I think that my mother rarely hugs me; Igor R.:
"My mother swears"; Artyom A.: "I feel happy when my dad leaves."
In 50% of cases, children sometimes experience emotional discomfort in the family. So, Anya S. explained: “My dad and I never play”, “My mom and I love to walk.”
Good relationships developed in 9 families (30%): Nastya S., Denis P., Alyosha K., Polina K., Sveta V., Seryozha A., Stas V., Katya P., Natasha B.
So, Denis P. said: “When mom and dad leave home, I miss”; Katya P.: “I play at home with my mom and dad. They love me."
In 21 families (70%) children are not satisfied with their relationship with both parents or with one of them. Ruslan M.: “When I play noisily, my father yells at me”; Anya K.: “My mother often punishes me for not playing with my brother”; Igor R.: "When mom and dad leave home, I'm afraid to be alone."
According to the results of our study, we have identified the causes that cause anxiety in a child:
Fear physical punishment;
Fear of being alone at home;
Lack of parental affection;
Screaming parents for misconduct.
These manifestations were observed in the responses of 21 children (70%). Of these, 15 (50%) had some causes of anxiety. In 6 children (20%) all these reasons were noted and only in 9 (30%) cases anxiety was not observed.
Based on the results of this technique, it can be concluded that in many families children experience anxiety in relations with their parents, there is no mutual understanding between them.
To survey parents, a questionnaire of 10 questions was developed (Appendix No. 2).
Purpose: to identify the level of knowledge and ideas of parents about the upbringing of a six-year-old child.
Methodology:
Parents were asked to answer questions that allowed us to identify the level of their knowledge. Processing of the results showed that out of 30 parents, only four (13%) have sufficiently complete knowledge about the upbringing of children of the sixth year of life. For example, mother Gali K. knows how to properly raise a child, what needs to be done for this, how to build relationships with a child, regulate her emotional attitude and behavior.
Twenty people (67%) have insufficient knowledge about the child, single out one or another side in his upbringing.
Three parents (10%) have partial, jerky knowledge about the child and his upbringing. And three parents (10%) completely refused to answer, which indicates their ignorance on this issue.
Thus, we state that most parents do not have a sufficient level of knowledge about the characteristics of the age of their child, about the forms, ways, methods of education.
To identify parental attitudes towards children, a test questionnaire of parental attitudes was proposed by A.Ya. Varga, V.V. Stolin.
Purpose: to study the identification of parental attitudes towards children.
Methodology:
Parents were offered forms with questions (61 questions). Each question had either a positive or negative answer.
The basis for the assessment was the key to the questionnaire, which made it possible to identify the level of parental relationships.
In our opinion, the most optimal level of parental relations is cooperation, which is a socially desirable image of parental behavior. A parent highly appreciates the abilities of his child, feels a sense of pride in him, encourages initiative and independence, tries to be equal with him.
Relationships of the type "symbiosis" and "little loser" can be attributed to the neutral level. The parent sees his child younger than his real age, seeks to satisfy his needs, protect him from the difficulties and troubles of life, does not provide him with independence.
To the negative level of parental relations, we attributed such a type of parental relations as rejection and "authoritarian hypersocialization". A parent perceives his child as bad, unfit. Demands from him unconditional obedience and discipline. For the most part, he feels anger, irritation, annoyance towards the child.
After analyzing the answers of parents, we got the following picture of parental attitudes towards children:
Optimal parental attitudes towards a child are observed in 10 families (33%).
14 families (47%) can be attributed to the neutral level.
Parental relationships, which are negative, are manifested in six families (20%).
According to the results of this technique, we see that most families use ineffective relationships with the child, which leads to an increase in anxiety in children.
Comparing the data on this method and the results of tests aimed at examining children, we found that violations in parental relationships with children affect their emotional state, in particular, the manifestation of anxiety.
Thus, as a result of the study, summing up the results obtained, we identified the levels of child-parent relationships in the family. The criteria for determining the levels of child-parent relationships for us were:
Children's relationship with parents;
Parental knowledge about raising a child;
Parental relationship with children.
High level - characterized by a sufficient amount of knowledge and ideas of the parent about the upbringing of the child. The child in the family feels comfortable and cozy. Parents respect their child, approve of his interests
and plans, try to help him in everything, encourage his initiative and independence.
The average level is characterized by an insufficient amount of knowledge and ideas of the parent about the upbringing of the child. Parents violate relationships with children, the child feels lonely, they do not provide him with independence.
Low level - characterized by ignorance of parents about the upbringing of children. The child is not satisfied with his marital status, experiences increased anxiety. Parents perceive their child as bad, unfit, unlucky, experience irritability and resentment towards the child.
The survey results are presented in Diagram 2.
Diagram 2.
Legend:
High level (9 children)
Intermediate level (15 children)
Low level (6 children)
The results of our study showed that the average and low levels in the development of child-parent relationships are of particular attention, since certain violations can be traced in the relationship between parents and children that affect the appearance of anxiety in children.
In our opinion, the reasons that led to an increase in anxiety in children are that:
Parents do not have a complete understanding of the upbringing of the child;
The child does not feel cozy and comfortable in the family (he is not satisfied with his position in the family);
Children grow up in a deficit of kindness, affection, love; afraid of punishment;
In the family - an unfavorable situation; overprotection.
To overcome anxiety in children caused by violations in parent-child relationships, we have compiled a program aimed at their correction.
CHAPTER 3. CORRECTION PROGRAM FOR CREATING
PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS TO OVERCOME
ANXIETY IN CHILDREN OF THE SIXTH YEAR OF LIFE IN THE SYSTEM
CHILD-PARENT RELATIONSHIPS.
The purpose of the correctional program:
Creation of psychological and pedagogical conditions for overcoming anxiety in children through the correction of child-parent relationships;
Testing effective forms of work with parents aimed at improving pedagogical literacy.
1. Formation of knowledge about the psychological and pedagogical characteristics of a child of the sixth year of life.
2. Formation of positive relationships between parents and children.
3. Correction of anxiety in children in the system of child-parent relationships.
The correctional program was aimed at working with parents and children. The content of the work was implemented through a number of stages:
Propaedeutic;
Introductory;
developing;
Control and evaluation.
At the formative stage, 20 parents and 20 children took part in the study (the content of the correctional work is indicated in Table 1).
PROGRAM OF CORRECTION WORK
| PARENTS | ||
| 1. Propaedeutic stage. Removal of anxiety and tension in the relationship between parents and children; Increasing self-confidence; Elimination of negative emotions. (one session). 2. Introductory stage. Purpose: to improve the psychological and pedagogical literacy of parents; to develop skills aimed at communication between children and parents. (three lessons). | Joint parent-child activities 1. Acquaintance with parents and children in a circle: All participants stand in a circle and hold hands. The host invites everyone to name themselves and tell about themselves what they consider important so that others know about them (who works, what they like to do, etc.). 2. Psychological games and exercises aimed at relaxation. ("Compliments", "Magic Ball"). 1. The study of psychological and pedagogical 1. Conduct ethical conversations on topics: literature: (Mukhina "Six-year-old" Family Holidays "," How to be child"). polite." 2. Watching a video film: “Six years old - 2. Drawings of children reflecting a family ka, what are you? and each parent individually. 3. Parent meeting on the topic: 3. Drawing up stories about the family. “We and our parents. Family |
|
| PARENTS | ||
| 3. Developmental stage. Purpose: To develop the ability to communicate with children, build the right relationships, evaluate children according to their abilities. Contribute to the elimination of anxiety in children through joint activities with parents. (4 lessons) | 1. Discussions: 1. Exercise "Tell your fears" The role of parental expectations. What 2. Drawing on the theme “Tell your they can provoke and breed fear.” in children?”, “How do our fears become the fears of our children.” 2. Creation and resolution 3. Drawing up characteristics on your child. Joint parent-child activities. Making crafts from natural materials. Psychological games: "Siamese twins", "Blind man and guide". |
|
| 4. Control and evaluation stage. Purpose: Analysis of relationships, emotional connection between children and their parents. (2 lessons) | ||
Progress of corrective work:
The first stage, aimed at establishing friendly relations with parents and children, began with an acquaintance. The host gave his name and told about himself and suggested that the others should do the same. During the games, not all parents and children were relaxed. Igor M.'s mother refused to play at all.
The overall impression of the lesson for parents and children is positive.
At the second stage, the parents were more active, listened with interest to a lecture on the psychological characteristics of children of six years of age. They noted the relevance of this topic. Watching the film caused an emotional response, many parents looked at their children with different eyes.
The parent-teacher meeting helped many parents to understand that they are raising their children in the same way as they once raised them themselves, they realized their mistakes in upbringing.
The children also took an active part in the conversations. Everyone was happy to talk about the holidays that they celebrate with their families. Most children love "New Year" and "Birthday". Ruslan M. said: “I love Easter most of all, my mother and I paint very beautiful eggs.”
At the third stage, all parents took an active part in the discussion. There was an active discussion in resolving pedagogical situations. Most parents have no problem characterizing their child.
To identify children's fears, to develop the ability to talk about their negative experiences openly with children, they conducted the exercise "Tell your fears." At first, the children did not dare to say what they were afraid of, but after the presenter told about their childhood fears, the children joined the conversation and told their fears. Only Ruslan M. said: "I don't know what I'm afraid of!" The children took part in drawing their fears with pleasure.
Many interesting crafts were made at the joint parent-children's lesson. It was clear that the children enjoyed working with their parents very much. A very beautiful bird was made by Vadim K. together with his dad. After the production of handicrafts, an exhibition was organized.
Everyone enjoyed the games too. Only Igor R.'s mother thought that the exercises her son was doing were too difficult, and she refused them, which caused a negative reaction in the child.
Most of the lessons at this stage were held in a warm and friendly atmosphere.
At the fourth stage, parents shared their impressions of the classes. They came to a common opinion that they began to look at their children differently, reconsidered their relationship with them, began to pay attention to their child as a person.
Dad Vadim K. said: “I liked your classes so much, I discovered a lot of new things for myself, I realized where we made mistakes when raising our son. Now we have a favorable atmosphere at home and our family can be called happy.”
Children with great love made gifts in the form of drawings for their parents.
As a result, we held a sports festival for children and parents, which was held in a very cheerful atmosphere.
It all ended with tea. Parents and children share their positive emotions. Anya K.'s mother said: “We all became one big friendly family».
In this way, remedial classes allowed to establish a warmer emotional contact between parents and children, contributed to the consolidation of goodwill and understanding in their relationship.
In our opinion, the most effective forms the works were discussions, since everyone expressed their opinion and the whole group found the most optimal solution to the problem: playing pedagogical situations, because from the outside you can better see and realize the mistakes that you yourself make; joint classes with children - they bring parents and children together, help to better understand each other.
In order to identify the effectiveness of the correction program introduced by us, a control stage was carried out according to the methods of the ascertaining stage of the study.
An analysis of the results obtained convinced us that there have been significant changes in parent-child relationships (diagrams 1 and 2).
 |
Diagram 1.
 |
Diagram 2
Legend:
High level of child-parent relationship
Average level of child-parent relationship
Only one family out of twenty remained at a low level of parent-child relations; 14 (70%) families have moved to a high level of parent-child relationship; 5 (25%) families - to the middle level (comparative analysis of the data of the ascertaining and control stages of the experiment are shown in diagrams 3.4).
 |
Diagram 3.
Diagram 4.
 |
Legend:
High level of child-parent relationship
Average level of child-parent relationship
Low level of parent-child relationship
From the results of the diagram, we see that there has been a trend towards an improvement in parent-child relationships, in most children, anxiety has decreased to an optimal level. One (3%) family of Igor R. remained at a low level of parent-child relations, but improvement is noticeable in this family as well. Igor became kinder towards other children, more open, cheerful.
In our opinion, individual lessons with this family will help or cope with their existing problems in relationships.
CONCLUSION
An analysis of the psychological and pedagogical literature showed that anxiety is a serious emotional barrier that complicates the life of a child.
Anxiety affects the mental health of children.
The process of personal formation is carried out at the stage of preschool childhood.
One of the main causes of child anxiety is the violation of parent-child relationships. This is mainly due to the fact that parents do not know enough the psychological characteristics of their child, they use the methods of educating their parents.
The results of the work done proved the reliability of our hypothesis. It was the creation of an atmosphere of emotional comfort and mental well-being in the family, the accumulation of parents' knowledge about the psychological characteristics of a given age, the forms and methods of child upbringing, the complex use of means and methods of psychological and pedagogical correction, which contributed to a significant improvement in child-parent relationships and a decrease in the level of child anxiety.
Elaboration 9.0 (1.2) 7.5 (1.7) 10.3 (2.9) 22.4 (8.8) subtle analysis of its influence on the development of mental and creative abilities of children of senior preschool age, we used the methodology “Self-Esteem Scale”, the author of which is Spielberger Ch.D., and which ...
Correction is the unity of diagnosis and correction. In this paragraph, we briefly described some types of emotional disorders in older preschool children. What psychological methods of diagnosing and correcting emotional disorders in preschool age, psychologists use, we will describe in the next paragraph. 1.3 Psychological methods correction of emotional disturbances in...
Introduction. 3
1. The concept of anxiety in the domestic and foreign psychology. 7
2. Age features of anxiety in preschoolers. 16
3. The influence of anxiety on the mental and intellectual development of preschool children. 19
4. Types of parenting styles. 24
5. Relationship between parenting style and increased anxiety in preschool children 30
Conclusion. 38
References.. 41
Introduction
The topic of this work "The influence of the style of parenting on the anxiety of preschool children" is particularly 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 adults, especially 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. Jainot, 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).
Research work on the topic:
"INTERRELATION OF PARENTAL EDUCATIONAL STYLE AND ANXIETY OF CHILDREN OF PRIMARY SCHOOL AGE"
Performed: primary school teacher
MOU SSOSH
Goryacheva Elena Anatolievna
Severny settlement, Taldomsky district
2010
Characteristics of parenting styles in the family in domestic and foreign literature
The history of parenting styles according to time
There are many theories and concepts related to the characteristics of family education. One of them is the psychogenic theory of childhood history, formulated by the American psychologist L. Demoz. The main subject of this theory is the attitude of parents to children. The central force of historical change is not technology or economics, but "psychogenic" changes in the personality that occur as a result of the interaction of successive generations of parents and children.
L. Demoz believes that the evolution of relationships between parents and children is an independent source of historical change. In accordance with his ideas, he divides the entire history of childhood into six periods, each of which has its own style of upbringing, the nature of the relationship between parents and children.
1. Infanticidal style (from antiquity to the 4th century AD) - characterized by mass infanticide (infanticide) - the killing of newborn babies, and those children who survived often became victims of violence. The symbol of this style is the image of Medea.
2. Throwing style (IV - XIII centuries) as soon as the presence of a soul in a child is recognized, infanticide decreases, but they try to sell the child under various pretexts. He is given to the nurse, attached to a monastery or to be raised in a strange family. The symbol of the style is Greselda, who left her children to the mercy of fate in order to prove her love for her husband.
3. The ambivalent style (XIII - XVII centuries) is determined by the fact that the child is already allowed to enter the emotional life of his parents and they begin to surround him with attention, although he is still denied an independent spiritual existence. A common pedagogical image of this era is the "sculpting" of character, as if the child were made of soft wax or clay. If he resisted, he was beaten mercilessly, his self-will was “beaten out” like an evil inclination.
4. The obsessive style (18th century) of the child is no longer considered a dangerous creature or a mere object of physical care. Parents become much closer to him. But this is accompanied by an obsessive desire to constantly control not only behavior, but also inner world, thoughts, will and feelings of the child. This situation greatly increases the conflicts between fathers and children.
5. The socializing style (XIX - mid-XX centuries) makes the goal of education not only the conquest and subordination of the child, but the training of his will, preparation for a future independent life. Style has different theoretical justifications, but in all cases the child is thought of as an object rather than a subject of socialization.
6. Free style (since the middle of the 20th century) assumes that the child knows better than his parents what is best for him at every stage of his life. Therefore, parents strive not only to discipline and “shape” children, but to help individualize the child. Hence the desire for emotional contact with children, mutual understanding.
Studying the problems of parental relationships in foreign psychological literature
In the study of the problem of parent-child relations in foreign psychological literature, two main directions are distinguished: the psychoanalytic approach and the humanistic one. Thus, adherents of the psychoanalytic direction put the child's personality at the center of analysis, while parents act as carriers of certain historical values and culturally fixed norms, as well as objects of the child's needs and desires. Them individual psychological traits do not have a specific effect on the development of the child's personality. Psychoanalysis was the first theory in which the relationship between child and parent was seen as the main factor in child development. According to Z. Freud and A. Freud, the mother acts for the child, on the one hand, as the first and most important source of pleasure, as the first object of libido, and on the other hand, as the first controlling source. 3. Freud attached more importance to the separation of the child from his parents, believing that this separation is inevitable and necessary for his social well-being. The theory of psychoanalysis gave rise to some modern concepts of child development, which developed new approaches to the problem of child-parent relationships. This number includes the concepts of E. Erickson, E. Frome, D. Bowlby, K. Rogers and others. In the works of neo-analysts (E. Erickson, E. Fromm), the sociocultural factor is studied, since the behavior of both the child and the adult is imprinted as those living conditions in which they are at the moment, and those that have already played their role in the past stages of the development of the individual. The experiences of the events of all past experience are just as significant as the actual events and related relationships. The development of relationships in the family is influenced not only by the events experienced by the individual himself, but also by the life of the grandparents. In his epigenetic concept, Erikson E. also pointed out that there is a duality of positions in the parent-child relationship. On the one hand, parents must protect the child from dangers, and on the other hand, they must provide him with freedom. The child himself must find a middle ground between the demands of the parents and his own initiative.
Studying traditional cultures, the researchers noted that the most important indicator of the culture of education is the style of relationships. One of the first to draw attention to this was M. Mead, who believed that "cultural traditions determine the laws of childhood." Exploring traditional ethnic groups, she showed that the family's tribal experience should be considered one of the factors that shape the personality of a child. These factors depend on the traditional way of society, on the dominant religious worldview. From socio-economic and socio-political conditions, living standards, education, family structure and the nature of entrenched family relationships. E. Fromm, considering parental relationships as a fundamental basis for the development of the child, brought a qualitative difference between the characteristics of maternal and paternal attitudes towards the child. This difference is most clearly traced along the following lines: convention - unconditionality; controllability - uncontrollability. Maternal love is unconditional - a mother loves her child for what he is. Maternal love is not subject to the control of the child, it cannot be earned (either it is there or it is not). paternal love conditioned - the father loves because the child lives up to his expectations. Fatherly love is manageable, it can be earned, but it can also be lost. E. Fromm singled out such essential characteristics of the parental relationship as its duality and inconsistency, introduces the category "beginning" into the description of this reality. A similar opposition of conditional and unconditional love is also considered in humanistic psychology. So, for example, K. Rogers emphasizes that it is the unconditional attention of the parent to the child, regardless of the actions he performs, that gives the full development of the child's personality. In the theory of attachment by D. Bowlby and M. Ainsworth, the child's attachment to the mother is characterized by two opposite tendencies. One of them is the desire for knowledge, risk, exciting situations, and the other is the desire for protection and security. One tendency encourages the child to distance himself from his parents and strive for external world, while the other returns it back. The ability of a parent to adequately and balancedly encourage both tendencies determines the usefulness of the parental relationship for the development of the child.
Thus, in the humanistic theory of personality, the child is considered as an already established and self-sufficient person with his own experiences, needs and inexhaustible inner potential. The task of an adult is to help the child realize this potential and actualize these experiences without imposing his influence and without breaking the child's personality.
The study of parental relationships in domestic psychology
In domestic psychology, the leading role of an adult in communication and mental development of a child is emphasized and it is said about the initial activity of the child, including the formation of child-parent relationships (Vygotsky L.S., Zaporozhets A.N., Lisina M.I., Dubrovina I. V., Bozhovich L.I., Elkonin D.B. and others). Parental attitudes, or attitudes, are one of the most studied aspects of parent-child relationships. Among domestic psychologists, the most systematic experimental research in this area was carried out by A.Ya. Varga, Eidemiller E.G., Karabanova O.A. and others. Parental relationships are understood as a system or set of emotional attitudes towards the child, the perception of the child by the parent and ways of behaving with him. On the other hand, parental attitudes mean attitudes and appropriate behavior that are not associated specifically with this child, but characterize the attitude towards children in general. As the most significant features of the parental relationship, its emotional, cognitive and activity aspects are distinguished.
Thus, the problem of child-parent relationships and their influence on the development of the child has been repeatedly considered in the works of both domestic and foreign researchers: representatives of humanistic psychology (C. Rogers), social learning theory (D. Baumrind, ES Schaefer), Russian psychotherapeutic school (V.V. Stolin, E.T. Sokolova, A.S. Spivakovskaya, A.Ya. Varga, etc.), as well as in clinically oriented literature (J. Bowlby, MD Answorth, I. Langmeer, 3. Mateychek , V. I. Garbuzov, A. I. Zakharov, E. G. Eidemiller). Although parental relationships in each psychological school are described by different concepts and terms, which are determined by the initial theoretical positions of the authors, at the same time, in almost all approaches one can note a kind of duality of the parental relationship. On the one hand, the main characteristic of the parental relationship is love, which determines the trust in the child, the joy and pleasure of communicating with him, the desire for his protection and safety, unconditional acceptance and attention, a holistic attitude towards him. On the other hand, the parental attitude is characterized by exactingness and control. Smirnova E.O., having studied the theoretical approaches of psychologists who have studied parent-child relationships, notes that, despite the variety of terms and concepts that describe these relationships, almost all approaches show ambivalence in parental relationships. The parental attitude is contradictory and includes two opposite moments: unconditional (acceptance, love) and conditional (objective assessment, control, focus on education certain qualities). There are several lines of research on the problems of parenting:
1. The study of the structure of family education, that is, the allocation of individual components of parental relations and communication between parents, which to a greater extent influence the formation of the child's personality (Bodalev A.A., Varga A.Ya., Zakharov A.I., Sokolova E. T., Spivakovskaya A.S., Stolin V.V., etc.).
2. The “types” and tactics of family education are distinguished (Lichko A.E., Eidemiller E.G., Yustitsky V.V., Brody T., Makkoby E., Sheffer E., Baumrind D., etc.)
3. The influence of certain methods of influence or types of family education on the personality of the child is considered (Varga A.Ya., Spivakovskaya A.S.,
Benjamin L. and others). The parental relationship, as Varga A.Ya concludes, is a multidimensional formation, in the structure of which four constituents are distinguished: acceptance or rejection of the child, interpersonal distance with the child (“symbiosis”), forms and direction of control (authoritarian hypersocialization) and social desirability of behavior. Each generatrix, in turn, is a combination of emotional, cognitive and behavioral components in various proportions. The emotional generatrix of the parental relationship occupies a leading position in the structure of the parental relationship, mainly determining the features of its manifestations. Parental attitudes are contradictory and ambivalent. Opposite elements of the emotional-value relationship (sympathy-dislike, respect and disrespect) coexist in it in different proportions, manifesting themselves alternately in communication with the child in different time and for various reasons. The experience of interpersonal distance is more stable. Varga A. Ya. distinguishes four types of parental relationship, which differ from each other in the predominance of one or more constituents: accepting - authoritarian, rejecting with infantilization phenomena, symbiotic and symbiotic-authoritarian.
Parental attitude is generic for such concepts as the style of family education, parental position, parental attitudes, parental interaction, etc. So, Varga A.Ya. indicates that the basis of a particular style of family education is a certain parental attitude towards the child (for example, the classification of types of family education proposed by Eidemiller E.G., Lichko A.E. emphasizes the emotional and behavioral aspects of the parental relationship).
Smirnova E.O., Bykova M.V. also suggests that the parental attitude determines the style of upbringing and evaluation of the child.
The main characteristics of the parent-child relationship are:
1. Character emotional connection: on the part of the parent - emotional acceptance of the child (parental love), on the part of the child - affection and emotional attitude towards the parent.
2. Motives of upbringing and parenthood.
3. Meeting the needs of the child, the care and attention of the parent.
4. Style of communication and interaction with the child. Peculiarities of manifestation of parental leadership.
5. A way to resolve problematic and conflict situations. Support for child autonomy.
6. Social control: requirements and prohibitions, their content and quantity; method of control; sanctions (encouragements and reinforcements); parent monitoring.
7. The degree of stability and consistency (inconsistency) of family education. Integrative characteristics of parent-child relationships are:
1. Parental position, determined by the nature of the emotional acceptance of the child, the motives and values of upbringing, the image of the child, the image of oneself as a parent, models of role-playing parental behavior, the degree of satisfaction with parenthood.
2. Type of family education as an integrative characteristic of the educational system.
Styles and types of family education
The type of family education is an integrative characteristic of the educational system, a characteristic of parental value orientations, attitudes, emotional attitude towards the child, the level of parental competence - it is a significant factor in the formation of the I - concept in childhood, determines the cognitive development of the child, his position in relation to the world. The type of family education is characterized by the parameters of emotional relationships, the style of communication and interaction, the degree of satisfaction of the child's needs, the characteristics of parental control and the degree of consistency in its implementation. Further, in addition to the type, it is necessary to introduce the definition of the style of family education. It can be noted that in the literature, the style features of family education are often represented by various terms, such as “type of education”, “tactics of education”, “parental positions”, etc. So, for example, Libin A.V. designates the style of family education as a stable pattern of behavior based on a combination of individual variables (personal properties, expectations and ideas, ways of implementing educational influences) and manifested in a certain form of interaction between parents and children. The work of D. Baumrind was important for identifying the types of family education. In D. Baumrind's classification, three patterns of behavior or style are distinguished, which are a combination of such elements as the maturity of requirements, control, communication and educational effect, forming permissive (liberal), authoritarian and authoritative styles of parenting.
Subsequently, Eleanor Maccoby and John Martin developed D. Baumrind's categorical system, highlighting two main dimensions: the level of control or requirements and the general parameter of acceptance - rejection. The intersection of these two dimensions formed another additional style to the previous three, adding a neglectful (indifferent) style.
Thus, the typology of parenting styles included 4 types: authoritative, authoritarian, liberal and indifferent.
The authoritative style is characterized by a warm emotional acceptance of the child and a high level of control, with recognition and encouragement of the development of children's autonomy. Authoritative parents implement a democratic style of communication, are ready to change the system of requirements and rules, taking into account the growing competence of children. The authoritarian style is characterized by a rejection or low level of emotional acceptance of the child and a high level of control. The style of communication of authoritarian parents is command-directive, the system of requirements, prohibitions and rules is rigid and unchanged. liberal style upbringing is characterized by emotional acceptance and a low level of control in the form of permissiveness and forgiveness. Requirements and rules for this style of education are practically absent, the level of leadership is insufficient. The indifferent parenting style is determined by the low involvement of parents in the upbringing process, emotional coldness and distance in relation to the child, a low level of control in the form of ignoring the interests and needs of the child, and a lack of protection.
The longitudinal study conducted by D. Baumrind was aimed at studying the influence of the type of family education on the development of the child's personality.
The role of these styles of parenting - authoritarian, authoritative, liberal (permissive) and indifferent in the formation of children's personal characteristics has become the subject of a special study. The parameters for assessing the child's personal qualities were identified: the child's hostility / goodwill attitude towards the world; resistance, social negativism/cooperation; dominance in communication / compliance, willingness to compromise; dominance / submission and dependence; purposefulness / impulsiveness, field behavior; focus on achievement, high level of claims / rejection of achievements, low level of claims; independence, autonomy (emotional, behavioral, value) / dependence. So it was found that authoritarian parents in education adhere to the traditional form of communication with the child, which is manifested in the authority, power of parents, unconditional obedience. As a rule, a low level of verbal communication, widespread use of punishments (by both father and mother), rigidity and rigidity of prohibitions and requirements. This style of education contributed to the formation of dependence, inability to lead, lack of initiative, passivity, a low degree of social and communicative competence, a low level of social responsibility and moral competence with a focus on external authority and power. The boys often demonstrated aggressiveness and a low level of volitional and voluntary regulation.
Influence style and type of parenting on anxiety in children of primary school age
The study of anxiety in domestic and foreign psychology
Research of problems of anxiety in domestic psychology
The problem of anxiety constantly attracts the attention of both domestic and foreign researchers.
In the psychological literature, one can find different definitions the concept of anxiety, although most researchers agree that it is necessary to consider it differently - as a situational phenomenon and as a personal characteristic, taking into account the transitional state and its dynamics.
So, A.M. Parishioners indicate that anxiety is “an experience of emotional discomfort associated with the expectation of trouble, with a premonition of impending danger”.
Distinguish between anxiety as an emotional state and as a stable property, personality trait or temperament.
By definition, R.S. Nemova: "Anxiety is a constantly or situationally manifested property of a person to come in a state of increased anxiety, experience fear and anxiety in specific social situations."
By definition, A.V. Petrovsky: “Anxiety is an individual's tendency to experience anxiety, characterized by a low threshold for the occurrence of an anxiety reaction; one of the main parameters of individual differences. Anxiety is usually increased in neuropsychiatric and severe somatic diseases, as well as in healthy people experiencing the consequences of psychotrauma, in many groups of people with a deviant subjective manifestation of personality troubles.
Modern research on anxiety is aimed at distinguishing between situational anxiety associated with a specific external situation and personal anxiety, which is a stable property of a person, as well as at developing methods for analyzing anxiety as a result of the interaction of a person and his environment.
Literature analysis recent years allows us to consider anxiety from different points of view, allowing the assertion that increased anxiety arises and is realized as a result of a complex interaction of cognitive, affective and behavioral reactions provoked when a person is exposed to various stresses. Anxiety - as a personality trait is associated with genetically determined properties of the functioning human brain, causing constant heightened sense emotional arousal, emotions of anxiety.
Domestic psychologists believe that inadequately high self-esteem in children develops as a result of improper upbringing, inflated assessments by adults of the success of the child, praise, exaggeration of his achievements, and not as a manifestation of an innate desire for superiority.
The high assessment of others and the self-esteem based on it suits the child quite well. The collision with difficulties and new requirements reveals its inconsistency. However, the child strives with all his might to maintain his high self-esteem, as it provides him with self-respect, a good attitude towards himself. However, the child does not always succeed. Claiming a high level of achievement in learning, he may not have sufficient knowledge, skills to achieve them, negative qualities or character traits may not allow him to take the desired position among his peers in the class. Thus, the contradictions between high claims and real possibilities can lead to a difficult emotional state.
From the dissatisfaction of needs, the child develops defense mechanisms that do not allow recognition of failure, insecurity and loss of self-esteem into consciousness. He tries to find the reasons for his failures in other people: parents, teachers, comrades. He tries not to admit even to himself that the reason for failure is in himself, comes into conflict with everyone who points out his shortcomings, shows irritability, resentment, aggressiveness.
M.Z. 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 real anxiety will become anxiety when the child will expect trouble in any cases that are objectively negative for him.
T.V. Dragunova, L.S. Slavina, E.S. Maxlak, M.Z. 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.
In addition, studies by domestic psychologists show that negative experiences leading to difficulties in the behavior of children are not the result of innate aggressive or sexual instincts that “wait for release” and dominate a person all his life.
These studies can be considered as a theoretical basis for understanding anxiety, as a result of real anxiety that arises in certain unfavorable conditions in the life of a child, as formations that arise in the process of his activity and communication. In other words, it is a social phenomenon, not a biological one.
The problem of anxiety has another aspect, psychophysiological. The second direction in the study of anxiety, anxiety goes along the line of studying those physiological and psychological characteristics of the individual that determine the degree of this condition..
A large number of authors believe that anxiety is an integral part of the state of strong mental stress - "stress". 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 a 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 can be assumed that the presence of anxiety in a state of stress is associated precisely with the expectation of danger or trouble, with a premonition of it. Therefore, anxiety may not arise directly in a situation of stress, but before the onset of these conditions, to get ahead of them. Anxiety, as a state, is the expectation of trouble. However, anxiety can be different depending on who the subject expects trouble from: from himself (his failure), from objective circumstances, or from other people. 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 his 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 anxiety tendencies in terms of physiological features properties of the nervous system we find in domestic psychologists. Data from B.M. Teplova point to the connection between the state of anxiety and the strength of the nervous system. His assumptions about the inverse correlation of the strength and sensitivity of the nervous system found experimental confirmation in the studies of V.D. Fiction.
He makes the assumption of a higher level of anxiety with a weak type of nervous system.
Thus, we can conclude that negative forms of behavior are based on: emotional experience, restlessness, discomfort and uncertainty for their well-being, which can be considered as a manifestation of anxiety.
The main approaches to the study of anxiety in foreign 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. 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. Freud sees a natural way out of this situation in the sublimation of "libidinal energy", that is, in the direction of energy for other life goals: production and creative. Successful sublimation frees a person from anxiety. The problem of anxiety has become the subject of a special study among neo-Freudians and, above all, K. Horney.
In Horney's theory, the main sources of personal anxiety and anxiety are not rooted in the conflict between biological drives and social inhibitions, but are the result of wrong human relationships.
In The Neurotic Personality of Our Time, Horney lists 11 neurotic needs:
- Neurotic need for affection and approval, desire to please others, to be pleasant.
- Neurotic need for a "partner" who fulfills all desires, expectations, fear of being alone.
- The neurotic need to limit one's life to narrow limits, to go unnoticed.
- Neurotic need for power over others through the mind, foresight.
- Neurotic need to exploit others, to get the best out of them.
- The need for social recognition or prestige.
- The need for personal adoration. An inflated self-image.
- Neurotic claims to personal achievement, the need to excel others.
- Neurotic need for self-satisfaction and independence, the need not to need anyone.
- Neurotic need for love.
- Neurotic need for superiority, perfection, inaccessibility.
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. Everything further development and individual behavior is conditioned by interpersonal relationships. Sullivan believes that a person has an initial anxiety, anxiety, which is a product of interpersonal relationships. Sullivan considers the body as an energy system of tension, which can fluctuate between certain limits - a state of rest, relaxation (euphoria) and the highest degree of tension. The sources of stress are the needs of the body and anxiety. Anxiety is caused by real or imaginary threats to human security.
Sullivan, like Horney, considers anxiety not only as one of the main personality traits, but also as a factor determining its development. Having arisen in 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.
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:
- Anxiety due to potential physical harm. This type of anxiety arises as a result of the association of certain stimuli that threaten pain, danger, physical distress.
- Anxiety due to loss of love (mother's love, peer affection).
- Anxiety can be caused by feelings of guilt, which usually do not manifest until the age of 4 years. In older children, the feeling of guilt is characterized by feelings of self-humiliation, vexation with oneself, experiencing oneself as unworthy.
- Anxiety due to inability to master the environment. It occurs if a person feels that he cannot cope with the problems that the environment puts forward. Anxiety is associated with feelings of inferiority, but is not identical to it.
- Anxiety can also arise in a state of frustration. Frustration is defined as an experience that occurs when there is an obstacle to achieving a desired goal or a strong need. There is no complete independence between situations that cause frustration and those that lead to a state of anxiety (loss of parental love, and so on) and the authors do not make a clear distinction between these concepts.
- Anxiety is common to everyone in one way or another. Minor anxiety acts as a mobilizer to achieve the goal. A strong sense of anxiety can be "emotionally crippling" and lead to despair. Anxiety for a person represents problems that need to be dealt with. For this purpose, various defense mechanisms(ways).
- In the occurrence of anxiety, great importance is attached to family education, the role of the mother, the relationship of the child with the mother. The period of childhood is predetermining the subsequent development of the personality.
Thus, Musser, Korner and Kagan, on the one hand, consider anxiety as an innate reaction to the danger inherent in each individual, on the other hand, they make the degree of a person’s anxiety dependent on the degree of intensity of the circumstances (stimuli) that cause a feeling of anxiety that a person faces. interacting with the environment.
Lersild A., considers the state of fear, anxiety and anxiety as a reaction of the subject to events occurring directly in the environment. No distinction is made between these phenomena. Anxiety is already inherent in the infant when he hears a loud sound, experiences a sudden movement or loss of support, as well as other sudden stimuli for which the body is unprepared. However, the young child remains insensitive to many stimuli that can potentially disturb him later in life.
Views Emotional Well-Being Differently Rogers. He defines personality as a product of the development of human experience or as a result of the assimilation of social forms of consciousness and behavior. As a result of interaction with the environment, the child develops an idea of himself, self-esteem. Estimates are introduced into the individual's idea of himself not only as a result of direct experience of contact with the environment, but can also be borrowed from other people and perceived as if the individual had developed them himself.
Rogers recognizes 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 conscious. This can cause an autonomic reaction, palpitations, which are 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, conversely, when the consistency between the two systems is violated, various kinds of experiences, worries and anxiety arise. The main condition preventing these emotional states, is the ability of a person to quickly revise his self-esteem, change it if this is required by new conditions of life. 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 - an understanding of anxiety as a property inherent in a person, and an understanding of anxiety as a reaction to an external world hostile to a person, that is, the removal of anxiety from social conditions 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 or Sullivan, who consider anxiety to be a primordial property, “basic anxiety,” nonetheless emphasize its social origin, its dependence on the conditions of formation in early childhood.
In addition to the lack of clarity in understanding the nature of anxiety, all authors, despite the endless private differences, have another common feature: no one makes a distinction between objectively justified anxiety and inadequate anxiety.
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 states are equal. But objectively, the difference is very large. Anxiety experiences in a situation that is objectively disturbing for the subject 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.
The impact of parenting style on child behavior
According to E. Savina, among the reasons causing children's anxiety, in the first place, is the wrong upbringing and unfavorable relations of the child with parents, especially with the mother; protection. In this case, fear arises: the child feels the conditionality material love("If I do badly, they will not love me"). Dissatisfaction with the child's need for love will encourage him to seek its satisfaction by any means.
Childhood anxiety may be the result of symbiotic relationship a child with his mother, when the mother feels herself one with the child, she tries to protect him from the difficulties and troubles of life. It "binds" to itself, protecting from imaginary, non-existent dangers. As a result, the child experiences anxiety when left without a mother, is easily lost, worried and afraid. Instead of activity and independence, passivity and dependence develop.
In cases where education is based on excessive demands that the child is unable to cope with or copes with difficulty, anxiety can be caused by the fear of not coping, doing the wrong thing, parents often cultivate the “correctness” of behavior: the attitude towards the child may include includes strict control, a strict system of norms and rules, deviation from which entails censure and punishment. In these cases, the child's anxiety can be generated by the fear of deviating from the norms and rules set by adults ("If I do not do what my mother said, she will not love me", "If I do not do the right thing, they will punish me").
M.I. Lisina traced the development of self-awareness of younger schoolchildren, depending on the characteristics of family education. Children with an accurate self-image are brought up in families where parents give them a lot of time; positively evaluate their physical and mental data, but do not consider their level of development higher than that of most peers; predict good school performance. These children are often encouraged, but not with gifts; punished mainly by refusing to communicate. Children with a low self-image grow up in families in which they are not treated, but require obedience; low estimate, often reproached, punished, sometimes - with strangers; they are not expected to succeed at school and make significant achievements later in life.
Adequate and inadequate behavior of the child depends on the conditions of upbringing in the family. Children with low self-esteem are dissatisfied with themselves. This happens in a family where parents constantly blame the child, or set excessive tasks for him. The child feels that he does not meet the requirements of the parents. (Do not tell the child that he is ugly, this causes complexes, from which it is impossible to get rid of later.).
Inadequacy can also manifest itself with inflated self-esteem. This happens in a family where the child is often praised, and gifts are given for little things and achievements (the child gets used to material rewards). The child is punished very rarely, the system of requirements is very soft.
Adequate performance - a flexible system of punishment and praise is needed here. Admiration and praise are excluded from him. Gifts are rarely given for deeds. Extreme harsh punishments are not used. In families where children grow up with high, but not overestimated self-esteem, attention to the child's personality (his interests, tastes, relationships with friends) is combined with sufficient demands. Here they do not resort to humiliating punishment and willingly praise when the child deserves it. Children with low self-esteem(not necessarily very low, they enjoy greater freedom at home, but this freedom, in fact, is lack of control, a consequence of the indifference of parents to children and to each other.
School performance is an important criterion for evaluating a child as a person by adults and peers. Attitude towards oneself as a student is largely determined by family values. In a child, those qualities that most concern his parents come to the fore - maintaining prestige (at home they ask questions: "Who else got an A?"), obedience ("Didn't you scold you today?"), etc. Emphasis shifts in the self-consciousness of a small schoolchild when parents are concerned not with educational, but with everyday moments in his school life (“Does it blow from the windows in the classroom?”, “What did they give you for breakfast?”), Or they don’t care much at all - school life is not discussed or discussed formally. A rather indifferent question: "What happened at school today?" sooner or later will lead to the corresponding answer: "Nothing special", "Everything is fine" .
Parents also set the initial level of claims of the child - what he claims in learning activities and relationships. Children with a high level of aspirations, inflated self-esteem and prestigious motivation count only on success. Their vision of the future is just as optimistic. Children with a low level of claims and low self-esteem do not apply for much either in the future or in the present. They do not set high goals for themselves and constantly doubt their abilities, quickly come to terms with the level of progress that develops at the beginning of their studies.
Anxiety can become a personality trait at this age. High anxiety acquires stability with constant dissatisfaction with studies on the part of parents. Suppose a child falls ill, falls behind his classmates, and it is difficult for him to get involved in the learning process. If the temporary difficulties experienced by him irritate adults, anxiety arises, the fear of doing something bad, wrong. The same result is achieved in a situation where the child learns quite well, but the parents expect more and make excessive, unrealistic demands.
Due to the increase in anxiety and the associated low self-esteem, educational achievements are reduced, and failure is fixed. Self-doubt leads to a number of other features - the desire to mindlessly follow the instructions of an adult, act only according to patterns and patterns, fear to take the initiative, formal assimilation of knowledge and methods of action.
Adults dissatisfied with declining productivity academic work child, more and more focus on these issues in communication with him, which increases emotional discomfort.
It turns out vicious circle: unfavorable personal characteristics of the child are reflected in his educational activities, low performance results in a corresponding reaction from others, and this negative reaction, in turn, enhances the characteristics that have developed in the child. You can break this circle by changing the attitudes and assessments of parents. Close adults, concentrating on the smallest achievements of the child. Without blaming him for some shortcomings, they reduce the level of his anxiety and thus contribute to the successful completion of educational tasks.
The second option - demonstrativeness - a personality trait associated with an increased need for success and attention to others. The source of demonstrativeness is usually the lack of attention of adults to children who feel abandoned in the family, "unloved". But it happens that the child receives sufficient attention, but it does not satisfy him due to the hypertrophied need for emotional contacts. Excessive demands on adults are made not by neglected, but, on the contrary, by the most spoiled children. Such a child will seek attention, even violating the rules of behavior. ("It's better to be scolded than not noticed"). The task of adults is to do without notations and edifications, to make comments as emotionally as possible, not to pay attention to minor misconduct and to punish major ones (say, by refusing a planned trip to the circus). This is much more difficult for an adult than caring for an anxious child.
If for a child with high anxiety the main problem is the constant disapproval of adults, then for a demonstrative child it is a lack of praise.
The third option is "avoidance of reality". It is observed in cases where demonstrativeness is combined with anxiety in children. These children also have a strong need for attention to themselves, but they cannot realize it due to their anxiety. They are hardly noticeable, they are afraid of arousing disapproval with their behavior, they strive to fulfill the requirements of adults. An unsatisfied need for attention leads to an increase in even greater passivity, invisibility, which makes it difficult for already insufficient contacts. When adults encourage the activity of children, show attention to the results of their educational activities and search for ways of creative self-realization, a relatively easy correction of their development is achieved.
The extreme, most unfavorable cases for the development of the child are strict, total control in authoritarian upbringing and the almost complete absence of control, when the child is left to himself, neglected. There are many intermediate options:
parents regularly tell their children what to do;
the child can express his opinion, but when making a decision, parents do not listen to his voice;
the child can make separate decisions himself, but must obtain the approval of the parents, parents and the child have almost equal rights when making a decision;
the decision is often made by the child himself;
the child himself decides to obey his parental decisions or not.
Let us dwell on the most common styles of family education, which determine the characteristics of the child's relationship with his parents and his personal development.
Democratic parents value both independence and discipline in their child's behavior. They themselves grant him the right to be independent in some areas of his life; without prejudice to his rights, at the same time demand the fulfillment of duties. Control based on warm feelings and reasonable care, usually not too annoying; he often listens to explanations why one should not do one thing and another should be done. The formation of adulthood in such relationships takes place without any special experiences and conflicts.
Authoritarian parents demand unquestioning obedience from the child and do not consider that they should explain to him the reasons for their instructions and prohibitions. They tightly control all spheres of life, and they can do it and not quite correctly. Children in such families usually become isolated, and their communication with their parents is disrupted. Some children go into conflict, but more often children of authoritarian parents adapt to the style of family relationships and become insecure, less independent..
The situation becomes more complicated if high demands and control are combined with an emotionally cold, rejecting attitude towards the child. A complete loss of contact is inevitable here.
An even more difficult case is indifferent and cruel parents. Children from such families rarely treat people with trust, experience difficulties in communication, are often cruel themselves, although they have a strong need for love.
The combination of an indifferent parental attitude with a lack of control - hypoprotection - is also an unfavorable variant of family relationships. Children are allowed to do whatever they want, no one is interested in their affairs. Behavior becomes out of control. And children, no matter how they sometimes rebel, need their parents as a support, they must see a model of adult, responsible behavior, which could be guided by.
Hyper-custody - excessive concern for the child, excessive control over his entire life, based on close emotional contact - leads to passivity, lack of independence, difficulties in communicating with peers.
Conclusion
A child comes into this world helpless and defenseless. His life, health, future depend entirely on his parents. The child believes in their love and good relations and hope for their protection. One of the biggest forces children need to learn to deal with is the stress of fear and anxiety. Currently, the number of anxious 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.
The well-being of parent-child relationships depends on the style of upbringing that dominates in the family: in families of children with a high level of anxiety, such styles of relations as “rejection” and “infantilization” of the child, disbelief in his strength and capabilities prevail, while for families of children with an average level of anxiety, the most characteristic are "recognition", "cooperation", a positive attitude towards the failures of the child.
The position of the mother affects the level of anxiety of the child:
- children with a high level of anxiety perceive the mother as dominant, imperious, suppressing, suppressing any manifestation of independence; at the same time, they experience a sense of their own helplessness, disbelief in their own strength;
- children with an average level of anxiety perceive their mother as a significant figure for themselves, experience emotional closeness to her, feel themselves significant, important subjects in the system of family relations.
Parental attitudes and reactions influence the formation of anxiety in children:
- parents of children with a high level of anxiety have conflicting parental attitudes, in contrast to the parents of children with an average level of anxiety, who tend to adhere to a consistent line of behavior in relations with children;
- for parents of children with a high level of anxiety, the most characteristic are such attitudes as “suppression of the will of the child”, “avoiding communication with the child”, “protecting the child from difficulties”, “limiting the mother to the role of mistress of the house”;
- for parents of children with an average level of anxiety, the most significant reactions are “giving the child the opportunity to speak out”, “strictness of parents”.
Thus, parental rejection carries a negative affective experience for the child and can have negative consequences, manifested in the emergence of anxiety in situations related to interaction with the outside world.
In our work, we have proved the relationship between the style of parenting and the degree of their anxiety. That is, the psychological well-being and state of anxiety, the health and calm development of the child depends, first of all, on the attitude of parents towards their child.
Bibliography
- Ackerman N. The role of the family in the emergence of disorders in children // Reader: Family Psychotherapy. - St. Petersburg: Peter, 2000.- 512s.
- Astapov V.M. Anxiety in children. - M.: PER SE, 2005. - 160 p.
- Varga A.Ya. Introduction to System family psychotherapy. - Publisher: Kogito-Centre, 2009.
- Zakharov A.I. Day and night fears in children. - S-P., 2000.
- Zeigarnik B.V., Bratus B.S. Essays on the psychology of abnormal personality development M., 2003.
- Zimnyaya I.A. Key competencies - a new paradigm of the result of education. Higher education today.-2003.-№5.
- Ivanova S. P. The development of social skills of "difficult" adolescents in the process of cooperatively structured educational activities // Vestn. psychosocial and correctional and rehabilitation work. 2005. No. 2. S. 64-69.
- Kalinina N. V. Formation of social competence as a mechanism for strengthening the mental health of the younger generation // Psychological Science and Education. 2001. No. 4.
- Karabanova O.A., S.V. Molchanov. The role of the family in the development of the child's personality: / Comp. and the general edition of O.A. Karabanova, S.V. Molchanov - M., 2006.- 158 p.
- Kuzmina N.V. Professionalism of the personality of the teacher and master of industrial training. - M., 1990. / Higher education today. No. 5. 2003.
- Libin A.V. Differential psychology. The science of similarities and differences between people. - Publishing house: "EKSMO". 2008
- Lisina M.I. Ways of influence of the family and children's institution on the formation of the personality of a preschooler // Psychological foundations for the formation of personality in conditions of public education. - M., 2005.
- Lisina M.I., Kapchelya G.I. Communication with adults and psychological preparation of children for school. – Chisinau, 2003.
- Lukyanova I. I. Basic needs of age as a basis for the development of social competence in adolescents // Psychological Science and Education. 2001. No. 4.
- Lyutova E.K., Monina G.B. Cheat sheet for adults: Psychocorrective work with hyperactive, aggressive, anxious and autistic children. M.: Genesis, 2005. - 192 p., ill.
- Markovskaya I.M. Parent-child interaction training. - St. Petersburg: LLC Publishing house "Rech", 2005. - 150 p., ill.
- Miklyaeva A.V., Rumyantseva P.V. School anxiety: diagnosis, prevention, correction. - St. Petersburg: Speech, 2007. - 248 p., ill.
- Nartova-Bochaver S. Psychology of personality and interpersonal relations. - M .: From EKSMO-Press, 2001.
- Fundamentals of psychology: Workshop / Ed.-sost. Stolyarenko L.D. - Rostov n / a: "Phoenix", 2001.
- Panfilova M.A. Game therapy of communication - M., 2000.
- Workshop on developmental psychology / Ed. L. A. Golovey, E. F. Rybalko. SPb., 2002
- Parishioners A.M. Psychology of anxiety: preschool and school age (+CD). 2nd ed. - St. Petersburg: Peter, 2009. - 192 p.: ill. - (Series "Child psychologist").
- Parishioners A.M. Anxiety in children and adolescents: Psychological nature and age dynamics - Moscow-Voronezh., 2005.
- Psychology of younger schoolchildren / Ed. V.V. Davydov. - M., 2006.
- Psychocorrectional and developmental work with children. Ed. I.V. Dubrovina. M.: Academa, 2007.
- Raven John. Competence in modern society. Identification, development and implementation. - M., 2002.
- Raigorodsky D.Ya. Encyclopedia of psychodiagnostics. Psychodiagnostics of children. Samara: Publishing House "Bahrakh - M", 2008. - 624 p.
- Savina E., Shanina N. Anxious children. /J. "Preschool education", 2003, No. 4.
- Sibirtsova G. N. Desk Book Deputy. director of the school for educational work. Rostov, 2005.
- Dictionary of a practicing psychologist / Comp. Golovin S.Yu. - Minsk: Harvest, 2001.
- Reference book of practical psychologist. Psychodiagnostics / under the general. Ed. S.T. Possokhova. – M.: AST; St. Petersburg: Owl, 2005. - 671, p.: ill.
- Spivakovskaya A. Psychotherapy: play, childhood, family - LLC April Press, CJSC Publishing House EKSMO - Press, 2000.
- Fadin A. Fear -2. // Youth-2004 - №10-С.43
- Friedman I. Child and Society // Family and School. - No. 9. - 2002. - P. 24-27.
- Callous O. E., Kiseleva. Family way and career. - M.; Vologda, 2006.
- Schottenloer G. Drawing and image in therapy. St. Petersburg, 2001.
- Eidemiller EG, Yustitskin V. Psychology and psychotherapy of the family. - St. Petersburg: Peter, 2000. - 400 p.