Topicthis work "The influence of the style of parent education on anxiety of preschool children" is particularly relevant to date 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 the child is mediated by communication and interaction with adults , first of all, with the parent.

According to the authors such as E. Erikson, A. Freud, M. Klein, D.Vinnikott, E. Bronfenbrenner, J. Balby, M.Ensworth, P. Krittenden, A.Bandura, L.S.Vugotsky, A. N. LEONTEV, D.B. Elkonin, L.I. Borovich, M.I. Lisin, etc., family as the nearest social environment of the child, satisfies the child's need for accepting, 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 a child's worldview.

In the process of raising a child in a family, a parental position becomes of particular importance, including components such as the features of the emotional attitude towards child, motives, values \u200b\u200band parents' objectives, the style of interaction with the child, ways to solve problem situations, social control and the expression in the style of parental education ( Kh.Dzineot, D, Bumrind, A.E. Delo, A.Y. Varga, A.A. Bodalev, V.V.Stolin, Yu.B.Gippenreiter, A.S.Pirovakovskaya, O.A. Karabanova) .

Anxiety is an individual psychological peculiarity, which consists in an increased tendency to experience anxiety in a wide variety of life situations, including those that do not predispose. The alarm state includes a whole complex of emotions, one of which is fear.

The degree of study. A large number of studies are devoted to the problem of anxiety, from various fields of science and practice: psychology and psychiatry, biochemistry, physiology, philosophy, sociology. All this relates to a greater extent to Western Science.

In the domestic literature of research on the problem of anxiety, quite a little, and they are quite fragmented. A relatively large number of works are devoted to children of school age (which is largely related to the problem of readiness for school).

The significance of the study of the alarming states, starting at earlier age, due to the fact that the possibility of detecting prerequisites for this emotional and personal education is increasing.

Currently, the number of disturbing children of preschool age, distinguished by increased concern, uncertainty, emotional instability. The solution to this problem requires as an early determination of the causes of the occurrence and features of the manifestation of anxiety in children in order to further correction and prevention.

Object of study - Anxiety of preschool children.

Subject of study - Communication of the styles of parental education with increased anxiety in preschool age.

Concerning purposeour study was theoretical study of the characteristics of the styles of parenting education and their relationship with anxiety of preschoolers.

Research tasks:

1. Analysis of literature on the research topic;

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

3. Remove the features of anxiety from preschoolers;

4. Allocate the basic styles of parent education and their features;

5. Theoretically consider the connection of the styles of parenting education and increased anxiety from preschoolers.

Methodological basis of work:Concept of D.B. Elconin on the periodization of mental development; The roles and significance of the leading type of activity in the mental development of the child; Research in the field of children's and parental relations (E.G.Eedemieller, V.Justitzkis, A.S.Pirovakovskaya, A.Ya.varga, O.A. Karabanova); The principle of a holistic approach to personality (B.G. Ananyev, L.I. Anzheferova), subject-acting approach (K.A.Abulkhanova-Slavskaya, A.V. Bruslysky, V.V. Zakovka, S.L. Volubystein, E.A. Sergienko).

The theoretical basis of the dissertation was the studies of A.M. Parishioners (1978-2007), representations FB Berezina (1988-1994) on the phenomena of an anxiety, representations Y.L. Khanina (1980) about the zone of optimal functioning as a basis to understand the influence of anxiety on the activity, L.N. Abolina (1989) on the content and features of the emotional human experience.

Hypothesis Research:we suggested that the increased anxiety of preschoolers may have a connection with the style of parental education.

Scientific novelty of research It is that in Russian literature there are not enough special research on the topic of our project.

Theoretical valuethe work is determined by the fact that the role and importance of the style of parental education in the emergence of anxiety in children of preschool age is shown.

Ronated pedagogical and psychological conditions and methodological materials on their implementation make it possible to increase theoretical, and applied level of training of psychologists, defectologists and teachers, as well as can be used for further research on the problems of communication of the style of parental education and the emergence of anxiety in preschool children.

Practicalsignificance. The results of the work can be used in the practice of age and psychological and family counseling to solve the problems of optimization, prevention and correction of the style of parental education.

Knowledge of the features of the alarming of anxiety preschoolers determines the direction of psychological work with the studied categories of the subjects with the aim of regulating anxiety in the most constructive ways and ensuring the process of personality adaptation as a more successful and effective

1. The effect of anxiety in domestic and foreign psychology

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

Representatives of the psychodynamic direction (M. Klein, A.Freid, Z. Freud) suggest that anxiety is a conscious experience with which an increase in the ability to treat danger by struggle or avoiding. In this case, the presence of sustainable anxiety is associated with the existing rigid protective mechanisms of the individual. (Kozlova E.V., 1997, 16-20 p.)

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

It was found that anxiety, relatively easily arising, in the future acquires the quality of persistent formations, with difficulty changing by reappection. The source of socio-situational anxiety is experience, that is, a certain type of emotional reactions acquired earlier in similar or other content, but as much significant situations. Some of such reactions can contribute to the success in achieving the goals, other, actualizing the experiences of incompetence, low self-esteem, helplessness, stimulate the response of avoidance, which leads to an increase in emotional tension and, accordingly, to consolidate the alarming reactions and the forms of avoiding behavior.

The theoretical analysis of psychological literature makes it possible to note that the approaches to the study of the phenomenon differ already at the stage of determining 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 sustainable education (V.R. Kislovskaya, Yu.L. Khanin, and others); Anxiety as experiencing an indefinite threat and fear as a reaction to a specific, defined real danger (FB Berezin, Yu.A. Khanin, etc.); anxiety and stress (Selre); Anxiousness of the personal (representing a relatively constant tendency to frequent and intensive experiences of the state of anxiety) and the situational (considered as anxiety caused by real or potentially threatening situations) (N.V. Iedadze, A.M. parishioners, etc.).

It is noted that the episodic state of anxiety associated with the sensation of discomfort and the expectations of such a person can transform into an individual psychological feature of the individual - anxiety that manifests itself in the tendency of person to frequent and intensive anxiety experiences.

In addition, most authors adhere to the opinion that anxiety, emerging already in preschool age, with an unfavorable coincidence of circumstances to adolescence becomes a relatively sustainable personal characteristic (L.V. Borozdina, E.A. Zalumenova, A.I. Zakharov, A.M. Podishozhan, A.O. Prokhorov, etc.) (Imedadze I.V., 1980, 54-57 p.)

Each of these areas considers only a certain face of the phenomenon of anxiety, which generates some narrowness in his understanding. In a modern period, an important trend is the consideration of anxiety in the unity of cognitive, emotional and behavioral variables, which makes it possible to submit it as a complex, multicomponent psychological phenomenon.

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

¾ alarm as a state

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

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

Understand the phenomenon of anxiety, as well as for the causes of its occurrence, it is quite difficult. In a state of anxiety, we are usually experiencing not one emotion, but some combination of various emotions, each of which has an impact on our social relationships, on our somatic state, to perception, thinking, behavior. It should be borne in mind that the alarm state of different people can be caused by different emotions. Fear is a key emotion in subjective anxiety experience. (Isard K. E., 2000, 464 p.)

The first notion of "anxiety" and "fear" proposed to distinguish between Z. Freud, noting that the alarm "refers to the state and does not express attention to the object, meanwhile as fear indicates just an object." (Freud Z., 1996, 99 p.)

Many scientists and researchers involved in the problem of anxiety - for example, Freud, Goldstein and Horney, - Accordingly, it claims that anxiety is a vague concern and that the main difference between fear of anxiety is that the fear is a reaction to a specific danger, while the object of anxiety is the danger of "deprived object". (Rogov E.I., 1996, 529 p.)

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

Z. Freud had three alarm theories:

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

¾ The second - examined it as a re-surprising of birth (FREUD, 1915);

¾ Third, which can be viewed as a final psychoanalytic alarm theory, says about the presence of two types of anxiety.

According to the third alarm, Freud Theory There is a primary and alarm. Each of these species have the answer "ego" to an increase in instinct or emotional tension. In this case, the alarm is a guard mechanism that warns the "ego" about the impending threat to its equilibrium, and the primary anxiety is an emotion accompanying the decay "Ego". The signal alarm function is to prevent the primary alarm, giving the "ego" to take precautions (protection), so it can be considered as directed by the vigilance form. The primary alarm indicates the failure of protection and manifests itself in nightmares. (Freud Z., 1996, 109 p.)

Another famous psychoanalyst, O. Rank was for a long time one of the nearest Freud employees. However, the materials of his psychotherapeutic practice led him to the development of the concept of the transfer and the desire to modify the classical technique of psychoanalysis. Psychotherapy of the wound was aimed at overcoming memories of the "horror of birth." In his book "Birth injury" (1923), he argued that the main source of anxiety is a born injury (and caused by it), which every person receives at the time of the emergence of the mother and separation from the mother. According to his concept, due to the blocking of memories of this fear, an intrapersonal conflict arises, and the desire of a person to a safe, merged with the mother, is sublimated in various activities. (Rank O., 2004, 77 p.)

Sieren Kyurkegor is convinced that "anxiety can always be understood only in her connection with the freedom of man." (Jansen F.I., 1994, 24 p.)

Freedom is the purpose of the development of the individual; From a psychological point of view, "Fortunate is freedom." Freedom for Kierkegara is opportunity.Last quality is directly related to a spiritual aspect of man; In fact, if we replace the word "spirit" in the work of Kierkegara, we do not distort the meaning of his philosophy. A distinctive feature of a person separating him from all other animals is that a person has opportunities and is able to realize these opportunities. According to Kierkegaran, a person is constantly sitting on the opportunity, he thinks about the possibilities, he imagines them and is able to move the opportunity to reality in a creative act.

Freedom carries alarm. Anxiety, according to Kierkhera, is a state of a person who is facing his freedom. He even claims that the alarm is "the possibility of freedom." Whenever a person imagined the opportunity, at the same moment is potentially present and anxiety. Anxiety always accompanies opportunities. Curkegegor thinks that the more personality has (or creative abilities), the more he can experience anxiety. The opportunity ("I can") becomes a reality, and between the first and second, it is necessarily alarm. "Ability means that i can.In logical systems, thoughts often refer to the transformation of the possibility of reality. But in fact everything is not so simple. Between the first and second lies one decisive moment. This is anxiety ... ". (Jansen F.I., 1994, 44 p.)

In his work, K. Gorni notes that anxiety denotes an emotional response to a danger that can be accompanied by physical sensations. Horney highlighted two types of anxiety - physiological anxiety and psychological anxiety. (Horney K., 2002, 56 p.)

The physiological is connected with the desire of a person to satisfy their immediate needs - in food, drink, comfort. However, over time, if these needs are satisfied, this concern goes. In the same case, if its needs are not satisfied, anxiety increases, being a background for general neurotic human.

The problem of natural prerequisites of anxiety as a sustainable personal education, analysis of its relationship with neurophysiological, biochemical features of the body, is one of the most difficult. Thus, according to M. Ratter, a certain role in the emergence of emotional and personal disorders can play a biological factor in increased vulnerability. At the same time, it is impossible to disagree with the author that in cases where it comes to "social behavior, then here the role of the genetic component is quite insignificant." (Ratter M., 1999, 78 p.)

As a rule, the alarm always has a reason, that is, a person knows why he worries: because of the upcoming exam, due to the fact that the child is delayed at school, due to trouble at work ... Psychological factors emergence and consolidation Its as relatively sustainable personal education can be divided into the following groups:

Ø External anxiety sources

1. Family education Family education factors, primarily the relationship between the "mother-child", is standing out at the moment as a central, "basic" cause of anxiety, almost all researchers of this problem, almost no matter what psychological direction they belong.

2. Success and effectiveness.

3. Relationship with others

Ø Internal Sources Anxiety

1. Internal conflict. The internal conflict, mainly conflict associated with the attitude towards himself, self-esteem, is allocated as an essential source of anxiety.

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

If the reason disappears, a person is calm again. But sometimes everything is more or less normal, and he does not leave a feeling of anxiety, or the reaction to ordinary events is excessive, or anxiety arises by this regard, to which a person would not pay attention. External alarms are the most different - one individual has an activity, the other, on the contrary, becomes low, but almost always behavior is inadequate and unmotivated. It is exactly the extent to which the alarm is expressed, distinguishes the norm from pathology. (Kozlova E.V., 1997, 19 p.)

Anxiety is usually increased with neurophelical, severe somatic diseases, as well as in healthy people who are experiencing the consequences of a psychotrauma, and in persons with deviating behavior. In general, anxiety is a manifestation of subjective disadvantaged personality.

Sometimes anxiety takes hypertrophied forms. As a mental state, it is accompanied by the painful waiting for imaginary danger and manifests itself in strong experiences, uncertainty. A person is afraid to face unknown circumstances, he constantly feels inner tensions, anxiety, moving into all-consuming fear, panic, - inside everything trembling and shakes, as such people say.

Situations that cause such states are diverse, and the manifestations of anxiety are individual and multi. Some are afraid to be in crowded places (social phobias, agoraphobia), others are afraid of a closed space (claustrophobia), others are afraid to enter the bus ... Sometimes anxiety acquires a generalized nature when a person does not feel safe in any of the situations. Often a panic reaction develops on a rank event: a person is ready to flee to nowhere, just to get rid of this state. But else, he does not find peace. In all such cases, anxiety and fear are exaggerated. And although the person himself often realizes that there is nothing to fear, it does not facilitate his suffering.

In the psychological sphere, anxiety is manifested in changing the level of personal claims, in reducing self-esteem, determination, self-confidence. Personal anxiety affects motivation. In addition, there is anxiety inverse relationship with such features of the individual as: social activity, principle, good faith, the desire for leadership, determination, independence, emotional sustainability, confidence, performance, degree of neuroticism and introversion.

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

The historical aspect of anxiety analysis allows to consider the reasons for this personality property, which can also lie on the social, psychological and psychophysiological levels. (Podishozhan A.M., 2000, 35 p.)

The process of development of an alarm state can be traced on the alarming row FB. Berezina, which in the order of increasing gravity includes the following phenomena: the feeling of internal tension - hyperestsemical reactions - Association itself - fear - the feeling of the inevitability of the impending catastrophe is anxious and childish excitement. (Berezin FB, 1988, 13-21 p.)

From the severity of the anxiety and the intensity of its increase depends on the fullness of the representation of the elements of the alarm: at a low intensity of the alarm of its manifestation, it may be limited to a feeling of internal tension, the initial elements of the series may not be traced during the gradual development and sufficient severity, all elements of the series may be traced during gradual development and sufficient severity. All the phenomenological manifestations of anxiety may be observed with the participation of the same hypothalamic structures, in this case, regardless of premature personalities, replace each other when changing the severity of anxiety disorders. All this testifies in favor of ideas about the unified nature of anxiety.

Anxiety as an identity property largely determines the behavior of the subject. Anxiety can be generated as a real disadvantage of personality in the most significant areas of activity and communication, and therefore, contrary to objectively safeguard, being a consequence of certain personal conflicts, violations, etc.

An increased level of anxiety is a subjective manifestation of the disadvantaged personality. The criminality of anxiety is not only that it includes anxiety, insecurity, but also determines the specific globility, the perception of the environment as an uncertain, alien and even hostile. (Berezin FB, 1988, 37 p.)

From the definition of concepts it follows that anxiety can be viewed as:

Psychological phenomenon;

Individual psychological feature of the person;

The tendency of man to experience anxiety;

The state of elevated concern.

Sustainable anxiety arising against the background of socio-psychological disadvantaged and sense of own inferiority is considered in modern studies as a component of the adolescent development period in the conditions of visual deprivation. So for example, a tendency to self-analysis, emotional lability, imperidity and adolescence of a teenager with impaired vision in the conditions of limiting social contacts can lead to painful closetness and concentration on themselves and their problems. Internal conflict enhances the instability of the social status, which in turn enshrines the anxiety and stereotypes of response in emotional situations (V.P. Gudonis, V.Z. Deniskin, I.G. Kornilova, A.G. Litvak, L.I. Solntva and Dr.).

2. Durable features of the anxiety of preschoolers

Pre-school 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 ripening and improvement of the life systems and the functions of the body occurs, the habits, presentations, 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 surveys. (Zakharov A.I., 1993, 47 p.)

Currently, the point of view is prevailing, according to which anxiety, having a natural basis (the property of nervous and endocrine systems), is in line with a lot of social and personal factors.

As written J.M. Glosman and V.V. Zotkin: "Structural identity changes are formed not immediately, but gradually, as negative personalities are consolidated, trends to perceive a fairly wide range of situations as threatening and responding to them alarm state." (Glosman Zh.m., Zotkin V.V., 1983, 67 p.)

A.I. Zakharov believes that anxiety is emerging already in early childhood and with an unfavorable coating of circumstances (anxiety and fears in adults surrounding the child, traumating life experience) anxiety develops into anxiety ... Turning into sustainable character traits; And it happens in senior preschool age. (Zakharov A.I., 1993, 55 p.)

A.O. Prokhorov represented the process of forming 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 concrete activities and behavior.

· At the third stage, the formed neoplasm acquires the nature of the property of the personality. (Prokhorov A.O., 1996, 32-4 p.)

A.M. The parishioners suggests that anxiety in preschool age can be a stable personal formation that remains for a sufficiently long period of time. It can have its own misfortune and sustainable forms of implementation in behavior with a predominance in the latest compensatory and protective manifestations. (Podishozhan A.M., 2007, 78 p.)

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

Along with important experience of children's parental relations in the family, a child who has a beginner attending a kindergarten, and then school, significantly expands the spectrum of social contacts, which is undoubtedly affected by its emotional personal sphere, general development.

Speaking about the age features of anxiety of preschool children Libin A.V. It notes that this condition can be caused by changes in living conditions, a habitual activity, a dynamic stereotype impairment, can be provoked by the action of an irritant, conditionally associated with a nuisance, threat, and sometimes caused by anticipation of imagined troubles or threats, can also be delayed by delay in the expectation of the expected object or actions (more often when delaying something pleasant, significant). (Libin A.V., 1999, 67 p.)

Some psychologists (LS Vygotsky. S. Hall, E. Erickson, etc.) associate high anxiety with a crisis of development.

In children of junior preschool age, anxiety - a rare phenomenon and, as a rule, is unbearable. The older the child, the more realistic of his anxiety. If young children are worried about supernatural monsters breaking through them through the threshold of the subconscious, then the senior preschoolers will already be disturbed by the situation associated with violence, expectation, mockery. (Grogidina V.A., 1996, 86 p.)

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

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

What kind of anxiety will experience a person more often - largely depends on the style of upbringing in the family. If parents are constantly trying to convince the child in his helplessness, then in the future, in certain moments, he will experience a relaxing alarm, if the parents set up a child to achieve success through overcoming obstacles, then in responsible moments he will experience a mobilizing alarm.

At the same time, the terms "anxiety" and "fear" are clearly distinguished. "Fear" is interpreted as a specific emotion. Anxiety consists of a variety of emotions, one of which is the fear of one. (Isard K. E., 2000, 234 p.)

The emotion of fear is experiencing people at any age, but each age is inherent in their "age fears". In two years, the child is most often afraid of visiting a doctor, and since three years, the number of specific fears is significantly reduced, and they come to shift symbolic fears, such as fear of darkness, loneliness.

In 6-7 years, the presenter is the fear of his death, and in 7-8 - the fear of the death of parents. From 7 to 11 years old, the child is most afraid of "be not the one," do something wrong, do not correspond to generally accepted standards.

Psychologists also revealed an interesting pattern: the higher the intellect of the child, the more he is experiencing fears.

The so-called school anxiety begins to form in preschool age. It is believed that it arises due to the collision of the child with the requirements of training and seeming impossibility to comply with them. Moreover, the majority of first-graders are experiencing not because of bad marks, but due to the threat to spoil relations with teachers, parents, peers.

A.I. Zakharov believes that the senior preschoolers anxiety is not yet a steady feature of character and during psychological and pedagogical correction relative to reversible. (Zakharov A.I., 1993, 87 p.)

On the other hand, at the practical level (when it comes to the impact of the state of anxiety, the self-regulation of this state, about "work with anxiety", the methods of overcoming it, etc.) there is sufficient consent.

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 of 5-7 years, as well as increased sensitivity to environmental impacts and stressful situations. (Materials from the site:

Mental health - the foundation of the spiritual development of the child. Recently, there is an increase in border neuropsychiatric disorders in children and adolescents.

It is proved that there is a close relationship between mental equilibrium and physical health, and a positive state is among the most important conditions for the development of the individual. Modern conditions of society, instability in family relationships and early intellectualization contribute to the manifestation of violations in the emotional development of the preschooler, which exacerbate the sensitivity of the child, increase the level of anxiety, lead to neurotic. The anxiety is caused by the tendency to concern and the universities coming to the child from the outside, from the world of adults, from the system of those relationships that are asked by parents in the family, educators, children in interpersonal interaction.

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

As you know, L.S. Vigotsky conducts a thought of the unity of intellectual and affective in the organization of the simplest and most complex forms of mental life. (Vygotsky LS, 1991, 45 p.)

S.Y. Rubinshtein believes that the Mental Unit always includes the unity of the components of intellectual and affective. (Rubinstein S.Ya., 1999, 34 p.)

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

The non-formation or violation of emotional-volitional features causes a child in the difficulty of intellectual tasks, which in turn has a negative impact on the development of the child's personality.

Disorders in the emotional sector of children not only reduce intellectual possibilities, but also can lead to violation of behavior, as well as cause social disadvitalization. The 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 the spheres of the psyche of the child: affective-emotional, communicative, moral, cognitive.

Studs of Stepanov S.S. It is possible to conclude that children with increased anxiety relate to risk groups on neurosis, additive behavior, emotional personality violations. (Stepanov S.S., 2002, 144 p.)

Anxious child has an inadequate self-esteem: understated, overestimated, often controversial, conflict. It is difficult to communicate, rarely manifests the initiative, the behavior of a recreation nature, with obvious signs of deadaption, and interest in study is reduced. He is characterized by uncertainty, fearness, the presence of pseudo-forming mechanisms, minimal self-realization.

The alarming children most often include the least popular children of the group, as they are often unsure of themselves, closed, poorly, or vice versa, too sociable, annoying. The reason for unpopularity is sometimes their misinterpretation due to self-satisfaction, so these children are rather can not be leaders in interpersonal relationships. (Calvin S., Gardner L., 1997, 66 p.)

The result of the initiativeness of the alarming children is that other children have a desire to dominate them, which leads to a decrease in the emotional background of the alarm, to the tendency to avoid communication, internal conflicts arise related to the sphere of communication, the uncertainty in itself increases. At the same time, as a result of the lack of favorable relationships with peers, the state of tension and anxiety appears, which create either a sense of inferiority and depression or aggressiveness.

A child with low popularity without hoping for sympathy and help from peers, often becomes egocentric, alienated. It is bad in both cases, as it can contribute to the formation of a negative attitude towards children, people in general, vitality, hostility, striving for solitude.

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

A. M. Podishozhan believes that high anxiety has mainly a negative, disorganizing influence on the results of children of preschool age. Such children can see the difference in behavior in class and out of them. "Out of occupation, these are alive, sociable and direct children, in class they are clamped and tense. They answer the questions of the teacher of a quiet, deaf voice, can even start stuttering. Speech can be both very fast, hurried and slowed down, difficult. As a rule, a motor arousal arises, the child is pulling clothes with his hands, manipulates something. " (Podishozhan A.M., 2007, 78 p.)

X. Count, studying children's anxiety, also investigated its influence on the activity, in particular the game of children in football. He found that the worst players were most disturbing. During its study, X. The Count established the fact that the level of anxiety of a child is associated with parental care, that is, a high anxiety in a child is the result of excessive parental care. (Kozlova E.V., 1997, 19 p.)

In research E.A. Savina, N.A. Shanina, about the connection of self-esteem and the level of anxiety, it was revealed that the alarming children are often characterized by low self-esteem, "in connection with which they have any expectation of such an expectation from the surrounding ... Anxious children are very sensitive to their failures, they are sharply reacting to them, tend to refuse from that activity in which difficulties are experiencing "(Garbuzov V.I., 1990, 176 p.)

Vrono E.M. Directly indicates that anxious state is an indicator of the weakness of the nervous system, the chaoticness of nervous processes. On the other hand, it is known that if the leading in the formation of temperament is a genetic, constitutional factor, then in the character it will manifest itself along with the median social influence. This presentation determines the social approach to consideration of the causes of child anxiety. The birth of self-esteem occurs in preschool age. (Vrono E.M., 2002, 224 p.)

Children with increased anxiety distinguishes excessive concern, and sometimes they are afraid of not the event itself, and its premonitions. Often they expect the worst. Children feel helpless, fear to play new games, start up to new activities. They have high demands on their own, they are very self-critical. The level of their self-esteem is low, such children really think that worse than others in everything they are the most ugly, stupid, clumsy. They are looking for promotion, adult approval in all matters.

Somatic problems are also characteristic of the disturbing children of preschool age: abdominal pain, dizziness, headaches, spasms in the throat, difficulty breathing, etc. During manifestation, they often feel dry mouth, com in the throat, weakness in the legs, heart palpitations.

The psychological peculiarities of the development of the personality of a disturbing child of preschool age can be attributed:

Ø The predominance of the position of "lowness", inferiority;

Ø Immediately sensual attitude towards yourself;

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

Ø uncertainty, dependence on someone else's opinion;

Ø The child is formed a negative idea of \u200b\u200bhis own personality;

Ø is noted an unstable assessment of the disease, increasing pessimism and depressiveness;

Ø Changes the hierarchy of motifs, their motivating force is reduced. (Volkov B.S., Volkova N.V., 2001, 255 p.)

For disturbing children, it is characterized by the impossibility of making a decision, fluctuations, doubts, difficulties at the beginning of work, the fear of making the first step, a pronounced orientation phase in each task. They tend to separate all actions for individual operations and to carefully analyze.

In the studies of Molchanova G. V. It is shown that there is a link between the level of operational development and individual characteristics in the mental activity of children. The pronounced individual features of the type of anxiety inhibit the operational development of children. (Molchanov G.V.: # "_ Toc253555081"\u003e 4.Vids of parenting style styles

Back in the XIX century, advanced Russian writers and teachers understood education as the interaction of equal participants. Noted that all upbringing in the family holds on love for children. And the love of parents ensures the full development and happiness of children.

Raising love does not deny control from parents. According to psychologists, exploring the problems of family education, control is necessary for a child, because outside the control of adults can not be targeted education. The child is lost in the world around the world, among people, rules, things. At the same time, control enters into a contradiction with the need of a child to be independent. It is necessary to find such forms of control that would correspond to the child's age and did not infringe upon its independence, at the same time contributing to the development of self-control.

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

The style of parental education is considered as a personality feature, "based on the combination of individual variables (personal properties, expectations and representations, ways of impact) and manifested in a certain form of interaction with children." (Libin A.V., 1999, 67 p.)

Holding to classic terminology, we use the traditional classification of relationship styles: connamed, authoritarian and democratic, but sometimes we call the connamed 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", "dictate", "dominance") - all decisions take parents who believe that the child must obey their will, authority.

Parents limit the independence of the child, do not consider it necessary to somehow justify their demands, accompanying them with strict control, harsh prohibitions, spokes and physical punishments. In adolescence, the authoritarity of the parents gives rise to conflicts and hostility. The most active, strong children resist and rebellious, become excessively aggressive and often leave the parental house as soon as they can afford it. Robust, the insecure is taught in all their parents, without performing attempts to decide anything on their own.

With this upbringing in children, only the mechanism of external control is formed, based on the feeling of guilt or fear before the punishment, and as soon as the threat of punishment from outside disappears, the behavior of a teenager can become potentially antisocial. Authoritarian relations exclude mental intimacy with children, therefore, between them and parents rarely arise a sense of attachment, 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 opinion and advice of parents. Parents demand from children meaningful behavior and try to help them, sensitive to their requests. At the same time, parents show hardness, care about the justice and consistent observance of the discipline, which forms the right, responsible social behavior.

Connorative style (In the terminology of other authors - "liberal", "indulgent", "hypopka") - the child is properly not directed, practically does not know the prohibitions and restrictions on the part of parents or does not fulfill the instructions of parents, for whom the inability, inability or unwillingness to lead children .
Being more adults, such children conflict with those who do not indulge them, are not able to take into account the interests of other people, establish strong emotional relations, are not ready for restrictions and responsibility. On the other hand, perceiving the lack of leadership by parents as a manifestation of indifference and emotional rejection, children feel fear and uncertainty.

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

Subsequently, other characteristic styles of family education were also allocated.

Chaotic style (inconsistent leadership) is the absence of a single approach to education, when there are no clear, specific, specific requirements for the child or there are contradictions, disagreements in the choice of educational funds between parents.

With this style of education, one of the important basic needs of the person is frustrated - the need for stability and ordering of the surrounding world, the presence of clear guidelines in behavior and estimates.

The unpredictability of parental reactions deprives the child's feeling of stability and provokes an increased anxiety, uncertainty, impulsiveness, and in difficult situations even aggressiveness and unforgettability, social deadaption.

With this upbringing, self-control and sense of responsibility are not formed, the immaturity of judgments, understated self-esteem.

Cutting style (Hyperopka, a concentration of attention in the child) - the desire to constantly be around the child, to solve all the problems that arise. Parents are vigilantly followed by the behavior of the child, limit his independent behavior, disturbing that something can happen to him.

Despite the external care, the care of the style of education leads, on the one hand, to the excessive exaggeration of its own significance in the child, on the other - to the formation of anxiety, helplessness, the delay of social maturity. (Brzlav G.M., 1990, 144 p.)

From the analysis of the literature, it should be, in such a way that the most common mechanism for the formation of the characteristic features of a child responsible for self-control and social competence is the interiorization of funds and control skills used by their parents.

At the same time, adequate control involves a combination of emotional reception with a high volume of requirements, their clarity, consistency and consistency in the presentation of the child.

Children with adequate parental practices are characterized by Xopic adaptation to the environment and communicating with peers, are active, independent, initiative, friendly and empathic.

The most favorable child's identity is considered a democratic style of upbringing. With this method of leadership, parents, against the background of unconditional emotional adoption, rely on dialogue and mutual trust, successfully combine control and encouragement, stimulate the development of the initiative and independence in the child.

According to most authors (Adler A., \u200b\u200bGarbuzov V.I., Bondarenko E.A., Bommerind D.Yu, Keigh, and others.) Authoritarian, connivor and indifferent styles of parental education have a negative impact on the process of forming a child's personality, Promote both early neurotic, and the formation of persistent abnormalities of character.

Consider the most typical styles of erroneous education:

Emotional rejection of the child.

With a rejection, everything in the child causes an adult to annoy: and eats not so, and crying too much, etc. The rejection always leads to the formation of an insecurity in itself: if the child does not like their own parents, he cannot have confidence in its own power. In the end, the child has a response rejection of parents, which can be transferred to other adults. In the nature of the child, traits of instability, negativism, demonstrations are formed. With a weak temperament, a complete dependence on other people is formed.

HyperSocial education.

With this style of conscious rejection, no, but there is no accounting for the characteristics of the child. He must follow in his development a tough parent program in accordance with the "ideal" current prescriptions scientists or fashion. As a result, the child may form a complex of inferiority, constant inconsistency with parental expectations, which leads to the formation of anxious nature.

Anxious-mens upbringing.

The child loves soften, and such love turns into the fear of losing it. Often, this type of education is observed in families with a single child, weakened or later that appeared. The child is not allowed to walk, they are not allowed to play with peers, as a result of all the stages of socialization he passes with a significant lag and experiencing expressed difficulties of adapting to new situations, in particular to the kindergarten.

Egocentric education.

With this type of education, the child grows with the complete absence of at least some discipline. All his desires are satisfied immediately. He is the idol of the whole family, and everything can be. As a result, the child is not accustomed to accept and understand the interests of other people, arbitrary control of him is sharply reduced. He cannot wait for his turn, the slightest obstacles perceives aggressively. The team gets along with difficulty. Demonstrative reactions may arise as uncertainty in itself. (Aleshina Yu.E., 1994, 458 p.)

Despite the fact that in domestic and foreign literature, the influence of family education for the formation of a child's personality formation is quite deeply and in detail, the question of the specific manifestations of the influence of educational principles on various structural elements of the individual, including anxiety remained.

5. The place of the style of parent education for increased anxiety of children of preschool

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

In "Healthy" families, parents and children are associated with natural everyday contacts. It is a close communication between them, as a result of which spiritual unity arises, the coherence of major life aspirations and actions. The natural basis of such relations is related relations, feelings of motherhood and paternity, which manifest themselves in parental love and caring attachment of children and parents. (Averin V.A., 1998, 121 p.)

Many parents are 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 and the source of mental injury and the diverse personal disorders associated with it: neurosis, psychosis, psychosomatic diseases, sexual perversions and behavioral deviations.

To the family atmosphere, its condition and prospects, a person is sensitive throughout his life. However, the family has the greatest influence on the emerging personality. The family is being attached to the attitude of a child to himself and others. It occurs in it primary socialization of the individual, the first social roles are mastered, the basic values \u200b\u200bof life are laid. Parents naturally affect their children: through the mechanisms of imitation, identification and interiorization of parental behavior samples. The unique catalyst for family education is related feelings. Family education is individually, and therefore it is impossible to replace with any surrogates of anonymous education. Its absence or flaw is almost impossible to fill in the subsequent life of a person.

Educational microsocum, part of social microcers, which carries out a directional and unired educational impact and affects the formation of the child's personality.

Family in the educational microsocyum, this small circle of communication, belongs to the main role. The family carries out educational impacts and influence of positive and negative focus depending on the personal characteristics of the parents, their attitudes towards the child and its upbringing, the style of family education. In each family based on related feelings and affections, there is a special emotional-psychological microclimate, family roles are formed. These and many other parameters, intertwining among themselves, and determine the family as an educational microsocium. (Karabanova O.A., 2001, 386 p.)

The educational potential of the family is its ability to implement the function of education, development and socialization of the child. Most researchers, such as Mímirov V.M., connects it with a psychological atmosphere, a system of interpersonal relations, the nature of attitudes towards children, their interests, needs, level of psychological and pedagogical and general culture of parents, family life, structure, individually typological features of parents . (Karabanova O.A., 2004, 320 p.)

According to Ovcharovarov, the moral and psychological climate of the family has the greatest importance for the formation of a person, which determines and mediate all other factors. In turn, the family microclimate itself depends on the nature of family and, above all, married and parental relations.

The question of the causes of anxiety currently remains open. However, many authors as one of the reasons for the elevated level of anxiety of preschoolers and younger students consider the wrong style of parental education.

E. Yu. Brel conducted a special study aimed at identifying socio-psychological factors affecting the formation of childhood anxiety. This study made it possible to conclude that such socio-psychological factors, such as parental dissatisfaction with their work, material provisions and housing conditions, have a significant impact on the emergence of anxiety in children. (Smirnova I.O., Bykov M.V., 2001, 596 p.)

Research A.N. Leontiev, A.R. Luria, D.B. Elkonin and others have shown that the mental development of the child is determined by its emotional contact and peculiarities of cooperation with parents.

Thus, it is possible to argue with all certainty that the family type of families, the position that adults is occupied by adults, the styles of relationships and the role they are given to the child in the family are affected. Influenced by the type of parental relationship is formed by the identity of the child. In this case, the family relationships may have a diverse nature, and the use of ineffective type of parental relationship leads to anxiety in a child. (Podishozhan A.M., 2000, 35 p.)

It should be noted that at present, the factors of family education are distinguished as a central, "basic" cause for children, and, above all, the mother-child relationship system (N.M. Gordetsova, 1978; A.I. Zakharov, 1988; . Spevakovskaya, 1988; V.S. Manova-Tomova, 1981; M. Ratter, 1987, etc.).

The family affects the child, on the features of his character, on his identity 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 parental relationships.

Obviously, social instability, loss (or threat of loss) by adults of their social position, insecurity, in tomorrow, the feeling of guilt for providing a family worse than others, generates some adult desire to peel it on children as It is manifested in many cases of ill-treatment of children (Butver K., 1991, Ratter M, 1987, etc.), provoking the emergence of situations that cause anxiety in children.

Such a personal feature as anxiety, one of its reasons is the type in which the child was brought up, on how their relations with children were built.

To the style of education, leading to the appearance of childhood anxiety, you can attribute almost all incorrect types. The cause of anxiety may be inconsistent education, since the child is constantly in conflicting conditions. Very often, such children do not know what it is possible, and what can not, and do not know how to actually enroll in one or another situation, so as not to cause the condemnation of parents. The child lives in unfavorable and changing conditions, which is forced to adapt all the time. (Azarov Yu.P., 1993, 603c.)

Anxiety can manifest itself in a child and with this style of education as a "explicit rejection". Here the reason is that the child does not feel the love of parents, they tightly control the behavior of the child, are not interested in its inner world. With this style of upbringing, the child lives in fear of making a mistake, is afraid to take the initiative, he feels no one who is not necessary, the burden for parents.

Ultransmittent type of education can also lead to anxiety in children. In this case, parents impose increased demands for which their personal ambitions often cost. These requirements, as a rule, disagree with the possibilities of the child, as a result of which the child lives in constant fear, not to justify the hopes of his parents, which in turn increases the level of anxiety of the child.

Such styles of upbringing as ultra-demand and permissiveness can be called each other opposites.

And the same, and the other have an adverse effect on the developing personality of the child.

A high probability of education of anxious child by parents that make up the type of hyperpretation. In this case, the adult communication with the child is authoritarian in nature, the child loses confidence in himself and in his power, he is constantly afraid of a negative assessment, begins to worry about what he will do something wrong.

Education by type of hyperteks can be combined with symbiotic education. In this case, adult communication with the child can be as an authoritarian, the same democratic. Parents with certain characteristic features are inclined to establish such relationships with the child - alarming, distinctive. Having established close emotional contact with the child, such a parent infects her son or daughter with his fears, contributes to the formation of anxiety.

The pathological chosenness of the characteristic features of the parents gives rise to specific features of attitudes towards the child. (Arakelov N., Shishkova N., 1998, 18 p.)

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

So, often "delegation" - a stubborn desire to make from the child "itself" (developed, erudite, decent, socially successful) - is compensation for a sense of low value, incapacity, experiences as a loser. The projection of parental conflicts on the child does not predesend, however, the style of a parental relationship: in one case it will turn into an openly emotional rejection of a child who does not correspond to the ideal parent image; In another case, it will take a more sophisticated form: according to the protective mechanism for the formation of the reaction will be wrapped with hyperopic or hyperpotration. The conflict attitude towards the child is very exacerbated, especially if there is a small child in the family: parents usually tend to overestimate the advantages of the younger, against the background of which the shortcomings of the child are real and imaginary - perceived by their parents as unbearable. "(Astapov V.M., 2001, 160 p.)

There is absolutely no sense of debt, absolutely no habit of doing something with love, to the end ... In his character there is nothing male - internally gentle, cowardly, always does what it is impossible, soda ... "But a three-year-old daughter -" Little Woman, coquetty, affectionate, smart, cunning, smart. "Such parents are often waiting for confirmation from a psychologist that their child is really bad, it needs to be re-released.

From a psychologist, they are waiting for a kind of indulgence, justifying the rejection of the child and liberating parents from the unconscious feeling of guilt in front of him. Rejection or emotional rejection, especially dramatically for both sides in incomplete families, where the mother pursues the fear that the child will reproduce the unwanted feathers of the Father, "I'm afraid that the genes will affect." The hidden rejection can be masked here by hyperpractix, in extreme variants - the dominant hyperpoteccent.

The formation of such adverse enhancement of anxiety contributes to increased parental demands with insufficient accounting of the child's capabilities.

The child gradually comes to the feeling that it constantly does not comply with the requirements, "does not reach" to them. Such a situation may occur out of connection with the level of achievements of the child: the feeling of non-compliance with the requirements may arise both in the excellent student and at the average student. Gradually, the child's experience can be fixed, become a steady feature feature. For such children, passivity is characterized, insufficient independence, the tendency does not act, and dream, fantasy, children are more likely to come up with fantastic adventures, which will actively strive to accumulate real experience in joint activities with other children. If parents whose children experience fears, carefully look at their habits, character, they will definitely notice the manifestations of such an increased anxiety, see the features of anxiety. (Druzhinin V.N., 1996, 528 p.)

Anxious child is constantly in a state of increased anxiety, he feels that he displaces to the requirements of the parents, not quite such as he would like to see. Anxiety can also be recorded because, along with the overwhelmed requirements for the child, he may be in a situation of increased overall, excessive care, precautions. Then the child has a sense of own insignificance. Causeing lunizing without effort, the child begins to think about himself as something endlessly small and vulnerable, and the world around the world is filled with dangers. The child's uncertainty arises often and in controversial requirements when the Father sets very high demands, and the mother tends to underestimate them and do everything for the child. All this increases the inability of a child to making decisions and strengthens the feeling of danger, a sense of increased anxiety.

Zakharov A.Ie says that the most favorable for the child will be if parents can find the "golden middle" in the upbringing of their children. It can be concluded that the most favorable education style will be the type of "adoption and love". (Zakharov A.I., 1993, 47 p.)

Specialists advise parents and teachers to use the following methods: as often as possible to call a child by name and praise it in the presence of other children and adults.

In kindergarten, you can note the achievements of a child on specially decorated stands ("Star of the week", "Our successes"). Avoid tasks that are performed for a certain fixed pedagogue time. Ask such children, preferably, not at the beginning and not at the end of the lesson, but in the middle.

Do not hurry and customize the child with the answer.
It is very important, learning a child to remove muscle and emotional stresses. The emotional tension of the alarming children is most often manifested in muscle clamps in the field of face and neck. In addition, they are typical of the stomach muscles. To help children reduce tension - and muscle and emotional - you can teach them to perform relaxation exercises.

In addition to relaxation games, games with sand, clay, water, paint drawing (fingers, palms) are very useful.
The use of massage elements and even a simple trituration of the child's body, also contribute to the removal of muscle tension.

Conclusion

Sustainable interest in the problem of anxiety was reflected in the works of many domestic and foreign scientists (Z. Freud, K. Horney, Ch. Spielberger, A.M. Podishozhan, L.M. Kostina, etc.), which is often considered as evidence of the degree Its descriptive, and in some extent completion.

Meanwhile, research on the problem of anxiety is most often discussed by issues relating to its definition, differentiation from other, closely in meaning, phenomena, possible causes of occurrence, as well as issues focused on developing anxiety correction programs in the form of specially organized classes and trainings. In this case, there are little methods and mechanisms for independent overcoming anxiety, as well as the role of anxiety in the adaptation process.

When evaluating the state of the problem of anxiety in psychological science, two, at first glance, mutually exclusive trends: on the one hand, references to the insecurity and uncertainty, the meaning and ambiguity of the very concept of "anxiety", and on the other hand, the presence of explicit coherence between researchers A number of key issues that allows you to outline some common contours of this problem, for example, by the ratio of anxiety as a state and anxiety as a property, by understanding the function of alarm 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.

Indeed, in recent decades, the attitude of Russian psychologists to the problem of anxiety has changed significantly due to sharp changes in the life of society, generating uncertainty and unpredictability of the future and, as a result, the experience of emotional tensions, frustration, anxiety and anxiety.

Anxiety is the tendency of an individual to experience an alarm characterized by a low threshold of the alarm reaction: one of the main parameters of individual differences. A certain level of anxiety is a natural and mandatory feature of the active activity of the individual. Each person has its optimal or desirable anxiety level is the so-called useful anxiety. The assessment by the person of his state in this regard is for him a significant component of self-control and self-education. However, an elevated level of anxiety is a subjective manifestation of disadvantaged personality. Anxiety is an indicator of disadvantaged personal development and, in turn, has a negative impact on him. The same influence also has insensitivity to real disadvantage, "security", which arises under the action of protective mechanisms, primarily displacing, and manifested in the absence of anxiety even in potentially threatening situations.

Currently, two main types of anxiety are distinguished.

Anxiety as a state (synonyms: reactive anxiety, situational anxiety) includes such components as subjective senses of voltage, anxiety, excitement, fears, as well as signs of activation of the autonomic nervous system. Very high reactive anxiety may cause violations.

The second kind of anxiety is anxiety as a personal property (synonyms, personal anxiety, characterological anxiety). Personal anxiety characterizes a relatively stable "tendency to worry", i.e. The tendency to perceive stressful situations as dangerous or threatening and reacting to them the state of anxiety (i.e. increasing reactive anxiety).

The most acute dynamic characteristics of the problem of anxiety acquires in preschool age. This is due to many psychological peculiarities of preschoolers, thanks to which anxiety may be entrenched 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 personality and the source of mental injury and related to various personal disorders: neurosis, psychosis, psychosomatic diseases, sexual perversions and behavior deviations, in particular an increased anxiety.

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However, especially important importance from the point of view of the analysis of the causes of the nature of character, as well as the occurrence of unexicotic psychogenic violations of behavior, neurosis and neurosis-like states, the following sustainable combinations have.

Sustainable combinations of various rates of education are the type of non-harmonic education.

Inseparable hyperpretation. The child is in the center of the attention of the family, which is committed to the maximum satisfaction of his needs. This type of education contributes to the development of demonstrative (exteroid) and hypertension features of the teenager.

Dominant hyperpretation. The child also in the center of attention of parents who give him a lot of strength and time, however, at the same time, deprive him of independence, put numerous limitations and prohibitions. In hypertension teenagers, such prohibitions enhance the reaction of emancipation and determine acute affective extrapunitive reactions. With a disturbing (psychostenical), sensitive, asthenic types of personality accentuations, the dominant hyperpretation increases asthenic traits.

Increased moral responsibility. This type of education is characterized by a combination of high child requirements with reduced attention to its needs. Stimulates the development of the damns of anxious (psychostenical) personality accentuation.

Emotional rejection. In the extreme version, this is upbringing by the type "Cinderella". At the heart of emotional rejection lies aware of or, more often, unconscious identification of the child's parents with any negative moments in their own life. A child in this situation can feel a hindrance in the life of parents who establish a large distance in relations with him. Emotional rejection forms and strengthens the features of an inert-impulsive (epileptoid) accentuation of personality and epileptoid psychopathy, leads to decompensation and the formation of neurotic disorders in adolescents with emotionally labile and asthenic accentuations with severe applications of parents with children to the fore. Emotional reasanced the form of beating and torture, deprivation of pleasures, dissatisfaction of their needs

Hypoprotection (hypoopka) The child is granted to himself, parents are not interested in them and do not control it. Such education is particularly unfriendly under hypertension and unstable types.

The next stage of our study, after all methods, was the analysis of the resulting empirical data, their comparison and identification of the peculiarities of the level of anxiety of adolescents and the features of the style of family upbringing.

2.2. Analysis of the results

So, as a result of the diagnosis to determine the severity of situational and personal anxiety, adolescents included the following data, which are presented in Table 1 and Chart 1.

Table 1

Equality Level Situational anxiety Personal anxiety Low 26.6 40 Middle 40 33.4 High 33.4 26.6

Chart 1.

The severity of the situational and personal anxiety of adolescents, in%

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

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

Thus, for most adolescents, a sense of anxiety is associated with certain situations (situational anxiety is more pronounced), however, 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

Elementary level School self-esteem interpersonal magic low 26.6 40 13.3 33.4 Average 40 33.4 40 40 High 33.4 26.6 46.7 26.6

Chart 2.

The reasons that cause anxiety in adolescents in%

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

Interpersonal anxiety is associated with the following situations: When you need to contact a stranger, when the surrounding people look at a teenager and evaluate him when there is a laughter behind his back, conflicts arise in the process of communication, especially with parents, when those surrounding inadequate For example, belong to it as a small, etc.

Also cause anxiety situations associated with school learning. A high level of school anxiety was detected in 33.4% of adolescents, the average in 40%, low in 26.6%.

School anxiety arises in the following situations: When you need to answer at the board, when the teacher makes a remark when you need to communicate with someone from the school directorate, during the test of knowledge 9Control, polls, etc.), when a teenager awaits parents from the parent meeting When it expects a situation of failure, when it 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 kind of anxiety arises in the following situations: when the teenager faces something for him in incomprehensible, heated, when he sees the "bad" dreams when believes in signs, predictions, etc.

A high level of self-assessing anxiety was revealed in 26.6% of adolescents, the average - in 33.4%, low - 26.6% of respondents.

Sasheeporative anxiety is associated with the following situations: When there is a situation of competition, comparing a teenager with other peers, when their achievements are compared when they are criticized in the presence of other people when a teenager awaits a situation of success or failure in activities when a teenager evaluates his appearance, thinks about the opposite field When it takes for something new.

Thus, the emergence of anxiety in adolescents are primarily associated with situations of interpersonal interaction and with the school, hereinafter - situations that scare a teenager due to the fact that he cannot understand and explain them, as well as the situation when the teenager evaluates himself and his opportunities.

Table 3.

Comparative analysis of the level of anxiety of a teenager and features of the style of parental education (average values \u200b\u200bof the answers of mother and father)

Level of anxiety teen hyperpecification Hypoprotection indulgence ignoring the needs of the child Excessive requirements - obligations insufficient requirements of the obligations Excessive requirements of prohibitions Lack of requirements of prohibitions Excessive sanctions Minimum sanctions Bottom 1 1 1 1,5 1,5 2 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 WP 3 1 2 3 2 2 2 3 3 2 2 2 2 2 2,5 1 2 2 2 1 2 CP 3.5 1.5 1.5 2 2.5 2 2 2 , 5 3 3 СР 3 2 2 3 2 2,5 3 2,5 3 3 СР 3.5 2 2 3 3,5 2 3 2 3,5 3 СР 4 3 2 3,5 2 3 3,5 3 2 3 height 4.5 2.5 2 4.5 4.5 2 5 2 4.5 2 SERSE 5 2.5 2 4 4.5 2.5 5 2.5 5 1.5 SERSE 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 families of adolescents with a low level of anxiety disorders associated with the process of education, was not detected.

In the families of adolescents with an average level of anxiety, a tendency to the following types of violations of the style of education was revealed: hyperpotration, ignoring the needs of the child, excessive requirements - duties, excessive requirements - prohibitions, excessiveness of sanctions and minimity of sanctions.

In the families of adolescents with a high level of anxiety, the following types of education style violations are revealed: hyperpretation, ignoring the needs of a child, excessive requirements - duties, excessive requirements - prohibitions, excessiveness of sanctions.

In order to confirm or refute the put forward assumption that there is a link between the severity of the anxiety and the style of family education, the data obtained has been subjected to correlation analysis.

Calculations are presented in the Appendix.

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

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

A feature of the relationship between parents and adolescents with an average level of anxiety is the desire of parents is somewhat stricter than to communicate with the child, the predominance of duties and prohibitions, the ambiguity of the position in relation to 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 load of responsibilities and the numerous prohibitions, with a violation of which are applied tough sanctions.

These breeding violations and cause a teenager frustration, waiting for punishment, censure, prohibition. These negative experiences cause a high level of situational anxiety, and a continuous anxiety associated with a frequency interaction situation with parents contributes to the fact that the feeling of anxiety is fixed at the level of personal characteristics. From here, such a trait is formed, as an anxiety, which will accompany the adult man already throughout life and postpone the imprint on the style of its interaction with the outside world and attitude to itself.

Teenagers with a high degree of anxiety fall into the risk group, since these features of education impede the normal and harmonious flow of the process of mental and personal development of the teenager.

To solve this problem, specially organized correction and developmental classes and adolescents are often needed, and with parents, in order to reduce the level of anxiety of the adolescent himself, and secondly, to optimize children - parental relations

Psychoprofilact and psychocorrection work on overcoming the anxiety of adolescents is carried out immediately in several directions, comprehensively: first, this work directly with adolescents, secondly, work with parents, thirdly, with other adults who surround a teenager (teachers, such as ) And with peers.

So, direct work with adolescents includes two main tasks:

First, a decrease in the level of detected anxiety at the moment of the life of a teenager (correctional work) secondly, teenage training in ways of self-regulation, the formation of certain personal qualities and strategies of behavior and response (developing work) The most effective work is considered when the teenager himself can control Your emotional state in various stressful situations can choose the best ways to respond to these situations. That is, preventive work with teenagers will have more prolonged and more persistent results.

In the process of individual and group classes with adolescents, the following corrective and educational tasks are solved:

Pupils in students of tolerance in communicative situations, formation of installations for cooperation, mutual assistance, willingness to reasonable compromise;

The upbringing of their habits take care of their psychophysical state in the process of preparing for the answer, with the answer itself, when performing test work, passing the exam;

The formation of schoolchildren needs to be in an optimal psycho-emotional state both during rest and when performing any work;

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

The development of schoolchildren of composure, as well as the skills and skills of psychophysical self-regulation, which will enable the student to feel more confident in the answers to the teacher, perform testing and exams;

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

Correctional work includes the cooperation of many specialists who interact with the adolescent: a school psychologist, teachers, a social teacher, in some cases - doctors.

At the initial stages of the correctional work, it is necessary to identify students constituting a group of increased risk of neuropsychiatric disruptions, for these students, a special approach is needed in the implementation of the educational process aimed at reducing the influence of stressful situations to the child's psyche (for example, exam situations, speeches to the audience, Communication with the Directorate, etc.).

Next requires correctional work to reduce the level of anxiety. Such work will have more success if you are individually conducted. Initially, it is necessary to work out the primary causes of the high level of anxiety in adolescents from the risk group, and only then work with specific symptoms (this work can already pass in the group).

Working with parents also includes several directions:

Correctional - is conducted with parents whose children relate to the risk group due to a high level of anxiety;

Preventive - with parents whose children can get into a risk group due to an increased level of anxiety;

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

Educational work is aimed at considering issues such as the role of relationships in the family in the emergence and consolidation of anxiety; The influence of the method of presenting the requirements for the child, the optimal ratio of duties, opportunities and restrictions, the formation of a child of a 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 and so on.

Working with teachers is also built in the form of psychocorrection, psychoprophylaxis and enlightenment.

Teachers should represent what factors of school life and the educational process can provoke the development of the alarming of the child, strengthen it.

Teachers should understand that anxiety is a negative feeling that prevents the child adequately and as efficiently implemented in the educational process.

The special role of teachers is to form students to motivate success and avoid failures, attitudes towards mistakes.

Serious, emotionally spent conversations with a child to hold alone, and not publicly.

Do not worry yourself, do not transfer personal anxiety to the student.

Teach children to adequate perception of reality, level the alarm about events that have not yet happened.

Be able to argue evaluation and mark.

To be able to recognize the right to make a mistake.

Teach children reflection.

Thus, work on optimizing problems associated with anxiety of adolescents is a single set of correctional, developing and preventive measures in which all parties to the educational process are involved: among students themselves, and parents, teachers, and specialists, in whose competence. solve such questions.

Conclusion This research work is devoted to one of the most pressing problems of modern psychology and pedagogy - to study the peculiarities of the anxiety of adolescents and its relationship with the peculiarities of children's parent relations.

Unstable socially - economic conditions of the life of modern person lead to a sharp increase in violations of nervous psychological nature.

One such violation is an elevated level of anxiety, which is the most significant risk factor leading to human neuropsychiatric diseases.

Especially strongly given a negative impact on the psyche of the adolescent, since it is at this age that an active process of forming the character of a high school student is noted.

Therefore, an important role to reduce the unfavorable influence of the Conditions of the Social Environment is given to the family, as the Chief Institute of Socialization of the Teenager.

In the family in the process of direct communication with parents and other relatives, in the process of observing family relationships, the child knows the world surrounding, assimilates certain social roles and installations, adopt behavioral models and habits. In the process of this socialization, the personal development of the child occurs, the formation of its nature.

If the harmony of family relationships is broken, then the harmony of the personal development of the child is disturbed, undesirable features and properties of his personality begin to form and enshrine.

These undesirable characteristics include pronounced anxiety.

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

That is why the study of the connection of the features of children's parental relations and anxiety of adolescents today comes to the fore as possible in preschool psychology and pedagogy.

Based on this, the purpose of this research work was to study the influence of children's parent relations on anxiety of adolescents.

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

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

The cause of the pronounced anxiety of adolescents most often advocates violations in the system of children's parent relations.

The results of the diagnosis have shown that adolescents are primarily influenced by such violations in the parent relationship system as a rejection of the child, the authoritarian style of family education, excessive load on the teenager in terms of responsibilities, many prohibitions, as well as ignoring the needs of the child.

Thus, the hypothesis put forward that there is a relationship between the features of children's parent relations and the severity of the anxiety of adolescents, confirmed.

However, this work should be considered as the initial stage of studying the problem of the relationship of children's parent relations and severity of adolescents, as well as the problems of the effectiveness of special correctional classes aimed at reducing the anxiety of preschoolers and data obtained as a result of the study, need more detailed and deep test.

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

Vygotsky, L. S. Questions of children's psychology. - St. Petersburg, 1999

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

Zakharova, E. I. Study of the singularities of the emotional side of children's-parent cooperation // Magazine of a practical psychologist. - 1996. - № 6.

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

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

Kiseleva, M. V. Art - therapy in working with children: Guide for children's psychologists, teachers, doctors and specialists working with children. - SPb, 2008

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

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

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

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

Markovskaya, I. M. Training cooperation of parents with children. - SPb., 2000

Mukhina, V.S. Age Psychology: Development Phenomenology, Childhood, Advocacy. - M., 1999

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

Mei, R. The problem of anxiety / trans. from English A. G. Gladkov. - M., 2001

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

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

Obukhova, L. F. Children's psychology. - M., 1996

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

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

Psychology of man from birth to death / Ed. A. A. Rean. - SPb., 2002

Podishozhan, A. M. Study of personal anxiety in the context of the theory of L. I. Bajovich // Formation of a person in ontogenesis. Sat Scientific Tr. - M., 1991. With. 89 - 98.

Podishozhan, A. M. Causes, Prevention and Overcoming Anxiety // Psychological Science and Prevention. - 1998. - № 2. - C.11-17

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

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

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Smirnova, E. O. Experience in the structure of the structure and dynamics of the parental relationship // Questions of psychology. - 2000. - № 3. - P. 34-36

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Eidemeyller, E.G., Justitskis, V. Psychology and psychotherapy of the family. - St. Petersburg, 1999

Attachment 1

Calculation of the correlation between indicators of severity of the anxiety of adolescents and the characteristics of the style of family education from parents

Respondent's №T LT School-based self-assessing interpersonal magic hyperpretation Hypoprotection indulgence ignoring the needs of the child Excessive requirements - obligations Insufficiency of requirements of obligations Excessive requirements of prohibitions The failure of the requirements of prohibitions Excessive sanctions Minimum sanctions 1 21 17 2 2 2 2 1 1 1 1,15 1,2 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 2 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 35 3 11 47 44 7 5 7 5 4 3 2 3,5 2 3 35 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 XR 39.2 36,26 667 5,4 4,666 667 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 11,9 182 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 × 1929 1754 1241 1034 1929,175,125,125,255,140,555,1255 × xy2 2055.5 1180.5 965.5 1853 1699 5 1203 1892 1301 1870.5 1150 Sums XY3 309.5 177,5 144,5,280,57,180,5,286,125,282,5,171 × XY4 269 154.5 124,540,255,255 250 166 Sums XY5 337 193,5 158 303.5 278.5 196 310,5 212,5 307 187 amounts XY6 249.5 143 119 225.5 205.5 147 229.5 160.5 228 141.5

hypoprotection Ignoring the needs of the child Excessive requirements - obligations Insufficient requirements of obligations Excessiveness of the requirements of prohibitions. Insufficiency of the requirements of prohibitions Excessive sanctions Minimum sanctions CT 0.96 0.82 0.64 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-psychic 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 Magic T 0.94 0.77 0.57 0.93 0 , 84 0.57 0.88 0.22 0.84 -0.11

Appendix 2.

Common Protocol Study Anxiety Teenagers

№ ST LT School School Self-Delicate Interpersonal Magic 1 21 Bottom 17 NEW 2 BOT 2 NED 2 BOTH 2 NED 2 24 BOTH 19 BOTH 3 BOTH 2 BOTH 3 BOTH 3 BOTH 3 26 BST 21 BOTH 3 BOTH 3 NED 4 CP 3 BOTH 4 28 NED 23 BOTH 3 BOTH 3 BOTH 4 WP 3 BAL 5 33 CP 26 BOTH 4 WP 3 BOTH 5 WP 3 LED 6 35 WD 28 BST 4 WP 3 BED 5 WP 4 Wed 7 38 Wed 32 Wed 4 Wed 4 Wed 5 Wed 4 Wed 8 41 CP 35 Wed 5 Wed 4 Wed 5 Wed 4 CP 9 42 Wed 37 Wed 6 CP 5 CP 6 SERIE 5 CP 10 44 CP 42 CP 6 CP 5 CP 7 SERIE 5 CP 11 47 SERE 44 CP 7 SERIE 5 CP 7 SEX 5 WED 12 49 Chapter 48 High 8 High 7 High 8 High 6 Sewage 13 51 High 52 High 8 High 7 High 9 High 6 Sere 14 53 High 57 High 9 High 8 High 9 High 7 Sere 15 56 High 63 High 9 High 9 High 10 High 9 7 High Family Education Style

No. HyperProtecting Hypoprotection indulgence ignoring the needs of the child Excessive requirements - obligations Insufficiency of the requirements of obligations Excessiveness of the requirements of prohibitions The failure of the requirements of prohibitions Excessive sanctions Minimum sanctions 1 1 1 1 1,5 1,5 2 2 2 1,1 2 2 2 2 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 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 the style of family education on anxiety of adolescents

1.2. Psychological peculiarities of adolescence

1.3. Family education style as a factor in the formation of anxiety in adolescence Chapter 2. Empirical study of the influence of the style of family education on anxiety of adolescents

2.1. Stages and research methods

Appendix 2.

List of references

1.Astapov, V. M. Functional approach to learning alarm state // Anxiety and anxiety. - St. Petersburg, 2001. p. 156 - 165.

2.Besin, F. B. Mental and psycho-physiological adaptation of a person. - L., 1988

3.Berk, L. Child Development. - St. Petersburg., 2006

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

5.Ghoto, L. S. Questions of children's psychology. - St. Petersburg, 1999

6.Magotsky, L. S. Pedagogical Psychology / Ed. V. V. Davydova. - M., 1999

7. Zakharova, E. I. Study of the characteristics of the emotional side of the parent-child interaction // Magazine of a practical psychologist. - 1996. - № 6.

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

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

10.Kiselieva, M. V. Art - therapy in working with children: Guide for children's psychologists, teachers, doctors and specialists working with children. - SPb, 2008

11.kashkarova, T. A. Psychological analysis of problems of child-parent relations // School of health. - 2004. - No. 2.- with. 5-14

12.Kriag, the psychology of development. - St. Petersburg., 2006

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

15. Markovskaya, I. M. Training of the interaction of parents with children. - SPb., 2000

16.Mukhina, V.S. Age Psychology: Phenomenology of Development, Childhood, Advocation. - M., 1999

17. MEY, R. Summary and synthesis of theories of anxiety // Anxiety and anxiety. - St. Petersburg, 2001. p. 215 - 223.

18. Mei, R. The problem of anxiety / trans. from English A. G. Gladkov. - M., 2001

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

20. Makushin, O.P., Tenkova, V. A. Methods of psychodiagnostic and psychotherapeutic work with family. - Voronezh, 2008

21.Obukhov, L. F. Children's psychology. - M., 1996

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

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

24.Shology of a person from birth to death / Ed. A. A. Rean. - SPb., 2002

25.Prichozhan, A. M. Study of personal anxiety in the context of the theory of L. I. Bowovich // Formation of the personality in ontogenesis. Sat Scientific Tr. - M., 1991. With. 89 - 98.

26.Priches, A. M. Reasons, prevention and overcoming anxiety // Psychological science and prevention. - 1998. - № 2. - C.11-17

27. Personal psychology in the works of domestic psychologists / Sost. L. V. Kulikov. - SPb., 2000

28.Rean, A.A., Kolominsky, Ya. L. Social Pedagogical Psychology / Rean A. A., Kolominsky Ya. L. - SPb., 2000

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

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

31.Slovar of a practical psychologist / Sost S. Yu. Golovin. - Minsk, 1998

32.Smirnova, E. O. Experience in the study of the structure and dynamics of the parental relationship // Questions of psychology. - 2000. - № 3. - P. 34-36

33.Spilberger, Ch. D. Conceptual and methodological troubleshooting problems // Stress and anxiety in sports. - M., 1983

34.Travel and anxiety / Sost. and total. ed. V. M. Astapova. - SPb., 2001

35.Gorn, K. Neurotic Personality of our time. Samoenalysis / Horney K. - M., 2004

36.Hiell, L., Siegler, D. Theory of Personality (Basic Provisions, Research and Application). - St. Petersburg, 2007

37.Stterbaty, M. Psychology of fear. - M., 2006

38.Eemitsell, E.G., Justitskis, V. Psychology and family psychotherapy. - St. Petersburg, 1999

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• Introduction
• 1.3 The concept of anxiety
• Conclusions by chapter I
• 2.2 Analysis of research results. Practical recommendations for parents
• Conclusion
• List of references
• Applications

Introduction

Family for the child is the nearest circle of communication, which forms his psyche and relationship with the outside world. The influence of parents on children is unconditionally and multifaceted, especially in adolescence. For this reason, family education plays a decisive role in the formation of the identity of the child, and the family institution is the most important condition for its development and formation.

The psychological and pedagogical literature presents a large number of works that study the types of parental relationships to the child due to their influence on the development of his personality, characteristics of character and behavior (Bowlby, 1988; Garbuzov, 1990; Zakharov, 1995; Einsworth, 1963; and others. ).

Convincing and demonstrative observations and research devoted to the influence of incorrect or disturbed parental relations, for example, maternal deprivation (I. Landgmeer, Z. Mateyachik, 1985; E.T. Sokolova, 1981; D. Bowlby 1953; MD Einsworth, 1964 ). In domestic science and practice, parental relationships studied: A.Ya. Varga, V.V. Stolin, A.S. Spivakovskaya et al.

Domestic psychologists proposed a wide classification of the styles of family education, as well as the types of parental relationship, contributing to the emergence of a particular development abnormal (A.E. person, 1979; E. Eidhelder, 1999). However, we believe that such a number of research on this topic is not enough, and the question of the relationship of the style of family education and the level of anxiety of adolescents is not fully disclosed.

One of the consequences of violations in the child's education is the emergence of anxiety. Anxiety has a negative impact not only to emotional, but also on the cognitive development of the child. Its particularly significant effects in adolescence when the child enters adult life.

All the above is evidence of the importance and relevance Problems reconciliation styles family education and level anxiety teenagethat determined the topic of the course work.

Purpose The work is to study the relationship of the style of family education and the level of anxiety of adolescents.

An object Research - family upbringing.

Thing - the relationship of the style of family education and the level of anxiety of adolescents.

The purpose and subject of research predetermined the following it tasks:

a) analyze the methodological, scientific literature on the issue of research;

b) reveal the concept of family education and anxiety as an individual psychological characteristics;

c) identify the peculiarities of the adolescence;

d) identify the features of the styles of family education and the level of anxiety of adolescents;

e) determine the relationship of the style of family education and the level of anxiety of adolescents.

When performing work used methods:

· Analysis of methodical, scientific literature on the issue of research;

· Conversation;

· Questioning;

· Testing.

Methods:

· Methods "Children and parent relations in adolescence" - parent with the eyes of a teenager;

family upbringing anxiety teenager

· Methods of studying anxiety as the property of the personality of Spielberger - Khanina.

Theoretical significance The work is that the material on the problem of research is assembled and systematized. Practical significance The work is determined by the possibility of using the presented materials in the work of psychologists and teachers with parents and adolescents.

The work consists of administration, two chapters: theoretical, where the analysis of scientific material and the generalization of the data is carried out, and the practical, which examines the relationship of the style of family education and the level of anxiety of adolescents, as well as conclusions, tables, applications and illustrations.

Analysis of the collected materials allowed us to formulate a common hypothesis Studies: It is assumed that there is a relationship between the style of family education and the level of anxiety of adolescents.

Chapter I. Theoretical analysis of the problem of the interconnection of the style of family education and the level of anxiety of adolescents

1.1 Family education specificity

A family There is a historically changing social group, the universal signs of which is a heterosexual connection, a system of related relationships and the development of social and individual qualities of personality and implementing certain economic activities.

Education is a focused and organized process of personality formation. In a wide social sense, education is the transfer of accumulated experience from older generations to younger. The experience is understood as well-known knowledge, skills, ways of thinking, moral, ethical, legal norms - in a word, all created in the process of historical development The spiritual heritage of mankind.

In a narrow social sense, under the upbringing means a directional impact on a person by public institutions in order to form certain knowledge, views and beliefs, moral values, political orientation, preparation for life.

Family education is more or less conscious efforts to cultivate the child, taken by senior family members who are aimed at ensuring that the younger family members meet the senior ideas about what the child should be, a teenager, a young man.

Family education is an integral part relative to the socially controlled human socialization (along with social education and religious education).

There is a certain specificity of family education in contrast to the education of public. By nature, its family upbringing is based on the feeling. Initially, the family, as a rule, is based on a sense of love that determines the moral atmosphere of this social group, the style and tone of the relationship of its members: manifestation of tenderness, caress, care, tolerance, generosity, the ability to forgive, sense of duty. A sense of love with all the harmony of various nuances of his manifestation accompanies the child, starting from the intrauterine existence to adulthood. This gamma of feelings has a beneficial effect on the development and education of the child: gives him an impassive feeling of happiness, reliability of existence, a sense of security from external adversity, and in the face of parents - authoritative advisers, assistants, defenders, senior friends.

Most of the authors allocate such parameters of the parent's interaction with the child: Autonomy - control (E.S. Sheffer, R.K. Bell, S. Brody, E.E. Makcobi, V. Skotz); Rejection - adoption (A. Roe, M. Segelman, A. and Zakharov, D.I. Isaev, A.Ya. Varga); Requirement (E.E. Maccobi, O. Conner, P. Salary); The degree of emotional intimacy, attachment (J. Bowlby, T. Khomenautauskas); rigor (E.E. Maccobi, P. Salary); Inconsistency - sequence (S. Brody, E.E. Makcobi, A.I. Zakharov).

The classification of family education types should be based on such parameters as the emotional adoption of the child by the parent, interest in the child and concern for him, the demandingness for the child, democracy or authoritarianism in family relations. Summarizing all existing classifications of child-parent relations, E.T. Sokolova and I.G. Chesnokov, for example, release two axes, two dimensions: love - control. The first axis expresses the emotional attitude of the parent to the child, the parental installation and how he perceives his own child. Love or adoption is respect for the child, concern for him, understanding his inner world, patient attitude towards his psychophysical features, promoting independence and initiative. Hostility, rejection is a disrespectful attitude towards a child, cruelty, negligence, inattention. The axis (autonomy - control) describes the types of disciplinary regulation of the child's behavior. Their extreme options are complete autonomy, bordering the neglect, and excessively strict, harsh control, suggesting the absolute submission of the parental will, preventing all the initiative and self-identity of the child.

Detailed classification of inadequate types of family education based on perennial studies, Dana Persiako A.E. The following ten types of family education are highlighted: Hypoprotection, dominant hyperpretation, indulgent hyperpread, education in the cult of disease, emotional rejection, illness, increased moral responsibility, contradictory education and education outside the family.

Thus, there is a rather extensive phenomenology of parental relations (positions), the styles of education, as well as their consequences - the formation of the individual characteristic characteristics of the child in the framework of normal or deviating behavior (Zakharov A. and, Davydova O. and, Eiderman E.G., person A.E., Varga A.Ya., etc.). You can also meet a description and unfavorable, pathologically pointed characteristic features of the personality of parents leading to a particular violation in the upbringing (Zakharov A.I., Kulikova TA, Varga A.Ya., etc.).

However, this initially positive for the development of a child of the gamma of feelings can become both a positive and negative education factor. Here is the measure of manifestation of feelings. Having lost his parental love, the child grows with unfriendly, embittered, worn to the experiences of other people, bold, non-peers in the team, and sometimes - closed, uncountable, excessively shy, etc., which negatively affects the adaptation at school.

Grown in an atmosphere of excessive love, posting, reverence and reverence The little person early develops the features of egoism and egocentrism, stockiness, spoils, sassay, hypocrisy, etc., which is also reflected on the adaptation of the child at school.

If there is no proper harmony of feelings in the family, if in general the child is subject to the influence of an immoral atmosphere, violent, and often low-lying passions, emotionally negative manifestations in relation to the child himself, then often in such families the child's development is complicated, family education becomes an adverse factor in the formation of a person, such Family atmosphere further threatens an anxiety.

Another feature of family education is the fact that the family is a multi-year social group: it has representatives of two, three, and sometimes four generations. And this means - various value orientations, various criteria for estimates of life phenomena, various ideals, points of view, convictions. These are different, in something similar, in something directly opposite, life positions and peculiar positions of educators and educated. Moreover, the same person can be a raised and educator: Children - Moms, Pope - Grandparents - great-grandmothers and great-grandfathers. And, despite this tangle, the contradictions, all family members sit in one dining table, are resting together, they are doing a household, they arrange holidays, create certain traditions, enter into a wide variety of relationships.

The family has psychological mechanisms of socialization, which ensure the content and nature of such a significant influence of the family on the child. Such psychological mechanisms of socialization should include reinforcement and identification.

Reinforcement. Parents react in a certain way to the child's behavior: approve, encourage or punish it for violation of some rules. Thus, the child has the first knowledge about what is good and that bad, i.e. Certain norms of behavior.

Identification. Children imitate parents, consciously and unconsciously focus on their example. The child appears in meaningful ideas about social roles and samples of behavior. It is important what content in one or another family is filled with the specified mechanisms.

Depending on what kind of education methods prevail among the parents, the relationships of adults and children are developing.

Another feature of family education is that it is organically merged with all the vital activity of a growing person: in the family, the child is included in all vital activities - intellectual-informative, labor, public, value-oriented, artistic and creative, gaming, free communication. And all stages passes: from elementary attempts to the most complex social and personal meaningful forms of behavior.

Family education also has a wide temporary range of exposure: it continues all the human life, occurs at any time of the day, at any time of the year. His beneficial (or dumpless) influence the person is experiencing even when he is outside the house: in kindergarten, at school, at work, on vacation in another city, in a business trip. However, the family pays certain difficulties, contradictions and shortcomings of educational impact.

Based on the specifics of the family as a personalized personality development environment, a system of principles of family education is built:

children should grow and raised in the atmosphere of goodwill, love and happiness;

parents must understand and take their child as it is, and contribute to the development of the best in it;

educational impacts should be based on age-related, genital and individual characteristics;

the dialectical unity of sincere, deep respect for personality and high demanding to her should be based on family education;

the personality of the parents themselves is an ideal model for imitating children;

education should be built with a positive support in a growing person;

optimism and major - the basis of style and tone of communication with children in the family.

These principles can be expanded, supplemented, modified. The main thing is that they were. And so that the humanistic idea of \u200b\u200bthe highest value of the child is permeated, it will have a positive effect on the success of learning the child.

The child in its development passes through certain stages, but also his parents, the family will be afraid one betrayal stage after another, and each stage has its own specific tasks, features and difficulties. Under these conditions, the dynamics of growth and relationships are largely determined by such factors as family values \u200b\u200band educational styles.

1.2 Family Education Styles

Family education - These are targeted, conscious educational impacts carried out by parents in order to form certain qualities, skills.

Educational impacts are carried out on the basis of the reinforcement mechanism - encouraging the behavior that adults are considered correct, and, causing a violation of the established rules, parents are introduced into the consciousness of the child a certain system of norms, compliance with which gradually becomes a child with habit and internal needs for a child; Identification mechanism - the child imitates parents, focuses on their example, tries to become the same.

When considering the educational activities of parents allocate:

· Various styles of education;

· Educational factors;

· Educational position of parents, etc.

Many work dedicated to child-parental relationships are based on the proposed D. Bumrind more than 30 years ago, the typology of family education styles described three main styles: authoritarian, authoritative, but democratic and consigning.

Authoritarian style (in the terminology of other authors - "autocratic", "dictate", "dominance") - all solutions take parents who believe that the child must obey their will, authority.

Parents limit the independence of the child, do not consider it necessary to somehow justify their demands, accompanying them with strict control, harsh prohibitions, spokes and physical punishments. In adolescence, the authoritarity of the parents gives rise to conflicts and hostility. The most active, strong teenagers resist and rebellious, become excessively aggressive and often leave the parental house as soon as they can afford it. Robust, unsure teenagers are involved in everyone who obey their parents, without performing attempts to decide anything on their own. If in relation to the senior mothers teenagers tend to implement more "resolving" behavior, then authoritarian fathers are firmly adhere to the elected type of parental authority.

With this upbringing in children, only the mechanism of external control is formed, based on the feeling of guilt or fear before the punishment, and as soon as the threat of punishment from outside disappears, the behavior of a teenager can become potentially antisocial. Authoritarian relations exclude mental intimacy with children, therefore, between them and parents rarely arise a sense of attachment, 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.

Teenagers are included in the discussion of family problems, participate in decision-making, listen and discuss the opinion and advice of parents. Parents demand from children meaningful behavior and try to help them, sensitive to their requests. At the same time, parents show hardness, care about the justice and consistent observance of the discipline, which forms the right, responsible social behavior.

Connorative style (in the terminology of other authors - "liberal", "condescending", "hypopka") - the child is not properly directed, practically does not know the prohibitions and restrictions on the part of parents or does not fulfill the instructions of the parents for whom the inability, inability or unwillingness to lead the children.

Becoming more adults, such teenagers conflict with those who do not push them, are not able to take into account the interests of other people, establish strong emotional relations, are not ready for restrictions and responsibility. On the other hand, perceiving the lack of leadership by parents as a manifestation of indifference and emotional rejection, children feel fear and uncertainty.

Family inability to control the behavior of a teenager can lead to its involvement in asocial groups, since the psychological mechanisms necessary for independent, responsible behavior in society have not formed.

Subsequently, other characteristic styles of family education were also allocated.

Chaotic style (the inconsistent leadership) is the absence of a single approach to upbringing, when there are no clear, specific, specific requirements for the child or there are contradictions, disagreements in choosing educational funds between parents.

With this style of education, one of the important basic needs of the person is frustrated - the need for stability and ordering of the surrounding world, the presence of clear guidelines in behavior and estimates.

The unpredictability of parental reactions deprives the child's feeling of stability and provokes an increased anxiety, uncertainty, impulsiveness, and in difficult situations even aggressiveness and unforgettability, social deadaption.

With this upbringing, self-control and sense of responsibility are not formed, the immaturity of judgments, understated self-esteem.

Cutting style (Hyperopka, a concentration of attention in the child) - the desire to constantly be around the child, to solve all the problems that arise. Parents are vigilantly followed by the behavior of the teenager, limit his independent behavior, disturbing that something can happen to him.

Despite the external care, the guarding style of education leads, on the one hand, to the excessive exaggeration of its own significance in the teenager, on the other - to the formation of him anxiety, helplessness, delaying social maturity.

1.3 The concept of anxiety

The word "alarming" is noted in dictionaries from 1771. One authors believe that the word "alarm" means a repeating signal of danger from the enemy three times.

In the psychological dictionary anxiety - This is an individual psychological peculiarity, which consists in an increased inclination to experience anxiety in a wide variety of life situations, including those that do not predispose.

Anxiety anxiety should be distinguished. If the alarm is an episodic manifestation of anxiety, excitement, then anxiety is a steady state.

Anxiety is not associated with any particular situation and manifests almost always.

In psychological literature, you can meet different definitions of this concept, although most studies agree on the need to consider it differentiated - as a situational phenomenon and as a personal characteristic, taking into account the transition state and its dynamics.

So A.M. The parishioners indicates that anxiety is an experience of emotional discomfort associated with the expectation of disadvantaged, with a premonition of threatening danger. There are anxiety as an emotional state and as a stable property, a trait of a person or temperament.

By definition R.S. Nemova, "Anxiety - constantly or a situationally designed person's property come to a state of increased concern, feel fear and anxiety in specific social situations."

E. Savina, Associate Professor of the Department of Psychology of the Oryol State Pedagogical University, believes that anxiety is defined as a sustainable negative experience of anxiety and expectations of such as surrounding.

By definition of S.S. Stepanova "Anxiety - the experience of emotional disadvantages associated with the premonition of danger or failure."

Thus, the concept of "anxiety" psychologists denote the state of a person who is characterized by an increased tendency to experience, concerns and anxiety having a negative emotional color.

The term "anxiety" is also used to refer to sustainable individual differences in the tendency to experience this state. In this case, anxiety means a person's trait. Anxiety as a feature, or personal anxiety, is not manifested directly in behavior. But its level can be determined on the basis of how often and how intensively the individual has an anxiety status.

By world statistics, the usual "noariness rate" is 15%, in Russia - 60-75%.

1.4 Anxiety as a violation of the emotional sphere of adolescents

The teenage period of the child's life is due not only to high-quality skills and useful changes in the body and surrounded by a teenager, but also by the fact that it is associated with the emergence of specific states that play an important role in the period of the greatest development.

Teenage age is rich in experiences, difficulties and crises. During this period, there are stable forms of behavior, character traits, and emotional response methods; It is time for achievements, rapidly building knowledge, skills; The formation of "I", gaining a new social position. At the same time, these are losses of children's worldview, the emergence of feelings of anxiety and psychological discomfort.

Teenage age is often called a period of disproportion in development. At this age increases attention to itself, to its physical characteristics; The reaction to the opinion of others will be exacerbated, the feeling of self-esteem and syradiability increases. Physical disadvantages are often exaggerated. First of all, compared with childhood, increasing attention to its body is due not only by physical changes, but also a new social role of a teenager. The surroundings expect thanks to physical maturity, it should already cope with certain development issues.

Adolescent develops anxiety about and developmental norms, this is due primarily to disproportions in development, with premature development, and its delay.

Awareness of somatic changes and their inclusion in the body scheme is one of the most important problems of the period of puberty. Teenagers also celebrate a social response to change their physical appearance (approval, admiration or disgust, mockery, contempt) and include it into an idea of \u200b\u200bthemselves. It forms a low self-esteem in a teenager, not self-confidence, stiffness in communicating and reducing the feeling of self-esteem. In addition, sexual development is very closely related to the formation of a sense of dignity and pride, personal identity.

Urgent to become, as H. Remshmidt notes, in his work "Teenage and Youth Age", comparing itself with peers, since the range of normal variability remains unknown, continues H. remshidt, it can cause anxiety and lead to acute conflicts or depressive state and even To chronic neurosis.

This includes such functional changes in the body, as premature puberty, developmental delay, also to the reasons of anxiety in adolescents, can be attributed to youthful acne, excess and missing weight, growth delay.

The next reason can be distinguished by sexual development of adolescents. In this process, the CNS plays a decisive role, the place of integration of nervous and mental phenomena.

Thus, sexual needs and deductions are developing, which are under the influence of psychosocial and socio-cultural factors (sexual education, norms, individual mental maturity, examples of adults) are different in behavior:

· Psycho-purity, i.e. as a movable sense of love and the inclination of relationships to a specific partner;

· Psychofunciologically, as largely independent of this, unrelated sexual satisfaction with a specific partner.

But sexual disorders may occur here:

· If no reasons for ripening are not, it does not arise that there is neither sexual attraction that do not appropriate experiences;

· If there are no necessary psychosocial (socio-cultural) factors or among them, punishments and restrictions prevail, sexual needs may also disappear or underdeveloped.

This may lead to mismatch between normal development and mental experience and behavior, causing self-esteem, decreased self-esteem, etc.

It should be noted that the manifestation of anxiety can occur in 2 versions: this is anger - anger and fear - suffering that are different in different ways, but the personality is equally disadvantaged.

It is necessary to pay attention to the significance of the family and school during the period of growing up. Since the teenage age is a contradiction between the desire to appear and the inability to "be adults". This contradiction between the desire for independence and the need to obey the instructions of adults.

The difficulties of adolescence are associated with increased excitability, with hypochondriac reactions, with affectiveness, with an acute reaction to the insanity, with increased criticality in relation to the elders.

If these features are not taken into account, then adolescents can form sustainable deviations in moral development and behavior. And there is no relationship between parents and a child. Since adolescent age is a transitional age, a transitional period, from childhood to adulthood, there are numerous conflicts that adversely affect the formation of an emotional and cognitive sphere.

The role of the reference group increases, which contributes to the rupture with parents as a sample to imitate. Restrictions and prohibitions increase from parents; In connection with the new changes in the family, the number of conflicts is increasing. Economic conditions may cause anxiety: as the teenager constantly feels dependent, independent. Young people long depend on parents financially, due to the long duration of school learning. Incidentally in school may be the cause of conflicts. The tense relationship between parents and children is due not to so much conflict between generations, how many changed economic conditions and technological progress, in the face of which parents, like children feel unsure and restless, which generates anxiety and indecision, and they in turn form their own character .

Along with the parental home, the school is the most important instance of socialization. The formation of the youth as a phase of age development is closely related to the emergence of a system of universal school education. School conflicts are mainly associated with performance, adaptation, authority and autonomy. In connection with the requirements for achievement, conflicts arise, both with teachers and peers.

In relation to teachers, protest may arise, the refusal to do and achieve success. This behavior is also found in capable and critical young people. Whose pronounced desire to success faces unfavorable prospects for the future. In relations with peers, conflicts on the basis of rivalry may arise. This affects the psychosocial adaptation of schoolchildren and preserving the class as a single society. Conflicts in the field of autonomy and authority are due to the constraints of freedom by school regulations. Young people demand, justify them feel over themselves unwanted custody.

Anxiety is a subjective manifestation of disadvantaged personality. Teens have their own distinctive features, and they are great, but we can talk about typical, characteristic features of this period. In terms of the level and nature of mental development, adaptability is a typical era of childhood, which has a number of stages that have their own characteristics, on the one hand, and on the other hand, a teenager is a growing man standing on the threshold of adulthood.

The achieved level of mental development, the increased opportunities of the teenager, cause him a need for independence, self-affirmation, recognition from adults of his rights, its potential opportunities, including participation in socially significant cases. Meanwhile, adults, emphasize that the teenager is no longer a small child and presenting enhanced requirements to him, sometimes they continue to refuse him in the right to independence, self-affirmation opportunities. Hence the majority of conflict situations, insults and a variety of protests.

The main neoplasm of adolescence is self-consciousness, as a result of expanding communication, the complicated teen relationship with society, with adults, with peers.

The state of anxiety is a consequence of the adolescent crisis, which proceeds, differently and disorganizes the identity of the teenager, affects all directions of his life. These crises can cause different forms of devoid behavior and personal violations, including anxiety on which we will focus on more detail.

Insulting adults a sense of own dignity of a teenager, perceived by him very sensitive. Because of the ignorance by adults, the periodization of age development, the personality of the teenager will develop abnormally, that is, the "crisis of adolescence" will proceed with complications. For the identity crisis, the experience of inferiority, depressive condition and sexual intentions, is characteristic of the teenager. The crisis of identity, according to H. Remshmidt, can be considered as a reaction to the loss of the status of the child, on the inconsistency of the biological possibilities of social, the insecurity of its competence, in its status, on sharp biological changes occurring in the body of an adhent man.

Insecurity and fears can achieve such an extent that the fear of losing bodily and mental unity arises, on this "often teenagers create behavioral rituals."

DI. Feldstein highlighted a differential analysis of the radical - new mental state of a teenager determined by the need of a growing person to approve himself in the surrounding world, to realize himself in communication. All this allows you to establish and meaningfully characterize mentally - different conditions, a kind of three stages of a crisis of the teenager development. The first level, called D.I. Feldstein, "locally - capricious". It is characterized by the fact that the desire of 10 - 11 years of a summer teenager manifests itself in the need for recognition from adults of its importance and importance, through the solution of private tasks, according to this, it is called local, and the capricious, for the fact that the situation-conditioned emotions prevail in it. Moreover, the emotionally painted desire for independence is manifested in different children in different ways, which is reflected in the motivational structures. It is characteristic that 10 - 11 years old children try to get recognition of the very fact of their mature.

The assessment of the behavior and the relationship of children in specially organized situations show that the growing desire of adolescents to independence is not to be reduced simply by the desire to achieve from adults understanding certain rights, but to build on the understanding of the importance of expressing specific tasks, socially approved cases, although they sometimes do not realize them Significance.

Second level, D.I. Feldstein, called "right - meaningful" .12 - 13 flight teenager is not satisfied, already with its participation in a certain set of cases, decisions; He has a disclosure of public recognition; There is not only the duties, but the main, the rights in the family, society, the desire for adulthood is formed not at the level of "I want", but at the level "I can" and "I have to".

At the third level, the "approvingly valid", at the 14th-15-year-old teenager develops readiness for functioning in an adult world, which creates the desire to apply their capabilities, to express themselves, which leads to the creation of its social admission, exacerbating the need for self-determination, self-realization.

Thus, the study of the adolescent level on the basis of a change in one of the main indicators of their mental state - the need for independence, self-affirmation, makes it possible to consider not just the younger and older adolescents, but also to reveal the complex dynamics of their gaining development.

The most important moment in the characteristic of the adolescent, his new social position is the awareness of their "I". This awareness is carried out in self-esteem and in relations with peers, adults. Increased interest in his personality, the need for awareness and evaluation of their personal qualities was unilaterally interpreted by a number of foreign psychologists, arguing that this waste from reality is allegedly inevitably accompanied by pronounced egoism, egocentrism and autism. Meanwhile, the need for a teenager in self-observation, self-assessment, self-affirmation and self-improvement arises not from empty curiosity and surface attraction to self-sufficiency and does not act as aimless self-confidence, but appears from moral need to analyze their advantages and disadvantages, from the desire to understand that in own actions and The objectives are correct and incorrect, which should be achieved and from what to refrain. That is, interest in yourself arises from the need of life and activity in which the qualities of the individual are revealed. As for the need observed in adolescence, to be alone, they are in no way equivalent to the so-called striving for loneliness, and represents with properly organized activity only the need for conditions favorable for concentration and reflection. Complete relationships with peers in this period.

A teenager is experiencing a special need for friendly relations, where the system of real equality is possible. But conflicts are possible on the basis of rivalry. Often, teenagers occupy an aggressive position towards those people from which the threat comes: their prestige, self-esteem. In fact, the mechanism of mental protection is triggered and is often expressed in aggression. In fact, such adolescents often have low self-esteem, increased anxiety, uncertainty, constancy.

Teenagers are sensitive to the attitude towards them adults, whose assessment has a great influence, actively forming a growing person's self-esteem. It can be both positive and negative.

Conflicts at school can lead to the correction of behavioral violations requiring the correction, for example, to "schoolophobia", the basis of the Fear of School often; Fear of bullying and insults to the absenteeism. At the same time, the parent house serves as a positive factor, is the cause of adadaptation of a teenager. This includes a number of reasons: burdened mental conditions (disharmony in the family, frequent quarrels, conflicts, etc.), economic situation of parents, education. The reason for the adadaptation of a teenager can serve as a result of departure from school. Such teenagers have personal violations and deviations of social behavior. Their initial item is often served by violations of personality formation, a tendency to reduced mood, understated self-esteem, and, therefore, uncertainty in themselves, high anxiety.

Sh. The Bullman allocated 2 phases in the youth period: positive and negative. Teenage stage belong to the negative phase. Its characteristic features: anxiety, irritability, aggressiveness, a blunt riot, the desire for self-sufficiency, not supported by the relevant physical and mental capabilities. This phase begins, according to S. Bulller at 11 - 13 years old, for boys at 14 - 16 years.

Conclusions by chapter I

Theoretical analysis of the problem of the interconnection of the style of family education and the level of anxiety of adolescents allowed us to draw the following conclusions:

· Cammia for a child is the nearest circle of communication, which forms his psyche and relations with the outside world. The influence of parents on children is unconditionally and multifaceted, especially in adolescence;

· One of the consequences of violations in the education of the child is the emergence of anxiety;

· If there is no proper harmony of feelings in the family, it is often in such families the development of the child is complicated, family education becomes an adverse factor in the formation of a person, such a family atmosphere further threatens anxiety;

· Depending on what kind of education methods prevail among the parents, the relationship between adults and children, the style of upbringing is built;

· Anxiety is a subjective manifestation of disadvantaged personality;

· Causes of teenage anxiety are different: functional changes in the body, social reaction to the change in their physical appearance, sexual development of adolescents, relations between parents and child and others

Chapter II. Empirical study of the relationship of the style of family education and the level of anxiety of adolescents

2.1 Program for the study of the interconnection of the style of family education and the level of anxiety of adolescents

The hypothesis of our research was to assume that there is a relationship between the style of family education and the level of anxiety of adolescents. The purpose of the work was raised by a study of this relationship.

The object of the study was chosen family education, and the subject is the relationship of the style of family education and the level of anxiety of adolescents.

To achieve the goal of the study, the following practical tasks were delivered:

a) take away several families, as part of which there are children of adolescence (12 - 15 years old);

b) Choose a technique for:

· Setting the type of family relationships;

· Measurements of the level of anxiety of adolescents;

c) Experimentally measure the level of anxiety of adolescents, depending on the style of family education.

In order to verify this hypothesis, a study was conducted, in which the following methods were used:

· Observation;

· Testing;

· Questioning.

As well as techniques:

· Methodology Eidemeyller E.G., Yustitzkis V.V. "Analysis of family relationships" (DC);

· Methods of studying anxiety as the properties of the personality of Spielberger - Khanina;

· Methods "Children and parental relations in adolescence" - parent with the eyes of a teenager.

The study was attended by 10 full families, which contains children of adolescence. The total number of adolescents 10 - 5 girls and 5 boys, students of 9th grade MOU SOSH No. 5 of Karachev Bryansk region.

The study procedure consisted in observing, conducting the survey, testing of adolescents and their parents and in the subsequent identification and comparison of the level of anxiety of adolescents, depending on the style of upbringing in the family.

Observation.

At the initial stage, psychological and pedagogical observation is used as one of the main methods. Observation is one of the most ancient psychodiagnostic methods. Its dignity is non-standardity of the procedure and the lack of the need for the consent of the subject to its conduct. The basic principles of this method formulated in the 20s of the twentieth century. M.Ya. Bass (1975), are as follows:

· In the process of observation, the objective external manifestations of the subject under study are maximally recorded;

· Observation is implemented continuously;

· Recording is carried out selectively.

Scientific observation is carried out in accordance with the objectives of the study by selection of the necessary facts, registration and record of results.

Psychological-pedagogicalobservationperteenagers.

In the process of psychological and pedagogical observation of children, the following parameters of their communicative-behavioral, emotional and volitional and personal spheres are taken into account:

· The desire of a child to contact with parents;

· The nature of the interaction (benevolence, negativity, initiative in the implementation of contact);

· Pretty contact form (verbal, tactile, visual, mediated);

· Situations causing communicative difficulties in a child;

· Features and nature of behavioral manifestations (optimism, anxiety, shyness, aggressiveness, hysterium, dedication and closetness);

· Features of the expression of the eyes and face (anxiety, fear, joy, aggression, detachment);

· Features of the prevailing emotional background (optimistic, neutral-business, disturbing, depressive, uncertain, gloomy, etc.);

· Character and content of statements (optimistic, unsure, aggressive and gloomy).

Psychological-pedagogicalobservationperparentsteenage.

Observation of parents is carried out in several parameters. Considered:

· The desire (lack of aspiration) to establish adequate contacts with the child;

· Form and nature of interaction with the child;

· Features of communicative behavior in collaboration with the child (goodwill, affection, rigidity, rudeness, indifference, etc.);

· Features of using a variety of leisure forms (games, excursions, walks, reading evenings, etc.) for communication with the child;

· Selection of a preferential contact form with a child (verbal, tactile, visual, mediated contact, i.e. through someone).

When studying families raising adolescents, the emotional and personal features of children are estimated using the observation method, as well as the individual and psychological characteristics of their parents. Based on the observed personal reactions, the tone of the conversation, vibration (trembling) of the voice and other features most significant in everyday communication, data on the characteristic changes in the personality, behavioral reactions obtained by using formalized techniques are confirmed.

Experimental methods.

The study of the psychological characteristics of children with deviations in the development and personal characteristics of their parents is carried out by using special personal diagnostic techniques: questionnaires and projective techniques. For the same purpose, some clinical and psychological and diagnostic techniques are applied. The use of standardized techniques requires the use of the following criteria:

· Rigid regulatory procedure, i.e. accurate compliance with the instructions, strictly defined ways of presenting a stimulus material, non-interference of the psychologist in the activities of the subject;

· Standardization of uniform requirements for the procedure of experiment and unified evaluation criteria;

· Reliability, accuracy of psychological measurements, their consistency in the primary and reuse of the test on the same subjects;

· Validation (comprehensive suitability of the methodology for examination of one or another characteristic of the object), i.e. Compliance of the technique to the measured property.

Questionnaires are among the most common diagnostic tools. Among them are distinguished: personal questionnaires, questionnaires of state and mood, questionnaires - questionnaires. When studying the problems of parents and other family members, it is recommended to use personal questionnaires.

Personal questionnaires cover the spectrum of problems that characterize the cardinal features of the individual - the mental properties of the individual. The identification of mental properties allows you to determine the direction of the individual, within which the features of its needs, motives and goals are revealed. The mental properties also include the temperament, character and ability of the personality. Personal questionnaires (L.F. Burlachuk, S.M. Morozov, 2000, p.225) include the following types:

§ questionnaires of personality

§ typological sources,

§ the questionnaires of motifs,

§ questionnaires of interests

§ Questionnaires of values

§ Settlement questionnaires.

Projective techniques are techniques that allow, mediated by simulating some life situations and relationships, investigate the properties of the personality, protruding directly or in the form of various installations, such as "meaningful experiences", "personal meanings", etc. Projective techniques (lat. Projectio - Throwing forward) are based on the phenomenon of projections, the meaning of which is expressed in attributing to external objects (to other persons, subjects) properties inherent in the individual itself.

Methoddiagnosticsparenitskyrelations.

It is difficult to overestimate the influence of family and family relations on the formation of the child's personality. Recently, in Russian families, cardinal socio-cultural and moral and psychological transformations occur, which make the problem of children's and parental relations increasingly relevant to social and psychological research. However, such studies need an adequate method for analyzing and evaluating the parental relationship to the child.

Among the methods of diagnosis of parental relations are currently dominated by either clinical techniques (AEV E.G. Eidemeyller), or Western Analogues, adapted for the domestic sample (Pary E. Shaefer, Fast T. Gehring, etc.). For the past ten years, the most famous and used method of diagnosing a parental position in relation to a specific child is a questionnaire developed in 1986 A.Ya. Varga together with V.V. Metropolitan (Oro).

Methods of Eidemeyller E.G. and Justitzkis V.V. "Analysis of family relationships" (QA)

This technique allows you to determine how parents raise a child in the family. It is measured by 11 scales related to the violations of the process of education: hyperpretation, hypoprotection, indulgence, ignoring the needs of the child, the excessiveness of the child's duties, the insufficiency of the child's duties, the excessive prohibition requirements, the lack of prohibition requirements for the child, the severity of sanctions (punishments ) For violation of the requirements of the child, the minimity of sanctions, the instability of the education style.

Then you can get an answer to the question: why they raise it like this, measuring the following 9 scales related to personal problems of parents that they decide due to the child. Expansion of the sphere of parental feelings, preference in adolescence of children's qualities, educational insecurity of the parent, phobia of the loss of the child, the underdevelopment of parental feelings, the projection on the child (teenager) of their own unwanted qualities, making conflict between spouses in the sphere of education, preference for male qualities, preference for women's qualities.

An additional twenty-first scale was built by A.L. Lichtarnikov and measures the association of relations in the family. The scale is created by the method of contrasting groups: the paragraphs of the QAP questionnaire, having significant differences in the T-criterion with the level of significance no worse than 0.01 on samples a) healthy families; B) families with a child who committed an offense and are registered in the IDD. The high values \u200b\u200bof the scale of asocial relations in the family receive conflict families, where there is no mutual understanding between parents and between parents and a child, parents do not know what the child is busy and do not trust him, give it to himself, sometimes unpredictably punished, manipulate them, setting up a child against another spouse. This scale could be otherwise called the scale of simple brutal games.

Short description scale.

1. Violation of the process of education in the family

Earlier in the literature, such types of deviations in the education of children, as a hypo - and hyperpretation, emotional rejection, were considered in detail. Accounting for the peculiarities of education is most important in the study of the etiology of unexicotic pathological disorders of behavior and deviations of the identity of children and adolescents. See the description of the scales of the Questionnaire of the ASV and the instructions for the diagnosis of types of non-harmonic education.

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One of the factors affecting the emergence of anxiety in children, as indicated by A.I. Zakharov, A.M. Parishioners and others are parental relationships.

We analyze the studies of foreign and domestic authors on this issue.

K. Montpard believes that cruel education leads to the characterological development of braking type with fertility, timidity and simultaneous selective dominance; Pendulum-like education (today I will ban, I will be allowed tomorrow) - to pronounced affective states in children, neurasthenia; guarding education leads to a sense of dependence and creating low volitional potential; Insufficient education - to the difficulties in social adaptation.

S. Bluemenfeld, I. Alexandrengo, Gerorgitz believe that parental hyperpretation or radical neglect leads to instability and aggressiveness of children.

P.A. Liegeft said that insufficient and cruel attitude towards the child gives a "malicious-scored" type of children, with immersion in senses, with instability of behavior and violations in the communicative sphere; Excessively discontinuous - "soft-scored" type with dependent behavior, coldness and indifference; Education by the type "Cummy family" - ambition, superproatability, desire to be first and disposed of others.

THEM. Balinsky believed that strictly unfair attitude towards children in the family is the cause of the development of a painful mental state; an excessive indulgent attitude - the cause moving through the edge of emotionality in children; Excessive demands - the cause of the heart weakness of the child.

V.N. Meatishchev, E.K. Yakovleva, R.A. Zachepetsky, s.g. Fairybeerg said that education in conditions of strict, but contradictory requirements and prohibitions leads to the emergence of a predisposing factor for neurosis, obsessive states and psychstay; Education in the type of excessive attention and satisfying all the needs and desires of the child - to the development of hysterical traits of character with egocentrism, increased emotionality and the absence of self-control; The presentation to the children of unbearable requirements - as an etiological factor of neurasthenia.

E.G. Sukhareva does the following conclusions: contradictory and degrading education leads to the aggressive-protective type of children's behavior with increased excitability and instability; despotic education - to passively protective type of behavior with brakes, timidity, uncertainty and addiction; Superflook, protection - to the infanilized type of behavior with bright affective reactions.

Research V.S. Mukhina, TA Repina, M.S. Lisina and others indicate that the reason for building a negative ratio of parents to the child is the ignorance of the psychological characteristics of age, tasks, contents, forms, methods of upbringing the child.

Among the reasons for children's anxiety, in the first place, according to E. Savina, is the wrong education and adverse relationship of a child with parents, especially with his mother. So the rejection, the rejection of the mother of the child causes his alarm due to the impossibility of meeting the need for love, in caress and protection. In this case, fear arises: the child feels the conventionality of material love ("if I do a bad thing, I will not love"). The dissatisfaction of the child's need for love will encourage him to seek her satisfaction with any ways. Children's anxiety can be a consequence of the symbiotic relationship of the child with his mother, when a mother feels one whole with a child, trying to protect him from the difficulties and trouble of life. She "binds" to itself, preventing from imaginary, non-existent dangers. As a result, the child is worrying when it remains without a mother, it is easily lost, worried and afraid. Instead of activity and independence, passivity and dependence are developing.

In cases where education is based on the overestimated requirements, with which the child cannot cope or cope with difficulty, anxiety can be caused by fear not to cope, do not do, it is often necessary to have a "correctness" of behavior: attitude towards a child may include Hard control, strict system of norms and rules, the retreat of which entails the censure and punishment. In these cases, the child's anxiety can be invented by fear of retreat from the norms and rules installed by adults ("if I do not do as my mother said, she will not love me," if I do not do it, they will punish me ").

The child's anxiety can be caused and the peculiarities of the interaction of the parent with the child, the prevalence of authoritarian style of communication or inconsistency of requirements and evaluations. And in the first and in the second cases, the child is in constant voltage due to fear not to fulfill the requirements of adults, not to "please" them, proceed with a rigid framework. Speaking of tough framework, we mean the restrictions established by the parent. These include limitations of spontaneous activity in activities, for walks, etc.; Restriction of child bearer, for example, tearing off the children ("Mom, and I ... quiet! I see everything! I'll go!"); Preventing the children's initiative ("Put now, I did not say to take the dough in hand!", "Immediately silent, I say!"). The restrictions can also be attributed to the interruption of emotional manifestations of children. So, in the process of the child, there are emotions, they need to throw them out, what can the authoritarian type of education be hampered ("is it funny there?! That I will laugh when I look at your assessments," and what are you sobbing? Tortured everyone tears! ")

The hard frames installed by an authoritarian parent often holds a child in constant voltage within a long time and breeds fear do not have time or do wrong. Disciplinary measures applied by such a parent most often reduced to the censures, sinks, negative estimates, punishments. The constant variability of parent's claims, the dependence of its mood behavior, emotional lability entails confusion in the child, the inability to decide how it should be received in one way or another.

Parents also need to know situations that may cause childhood anxiety, primarily the situation of non-acceptance by peers; The child believes: he doesn't like him, there is his fault, he is bad ("love the good") to earn love, the child will strive with the help of positive results, success in activities. If this desire is not justified, the child's anxiety increases.

The situation of rivalry, competition, especially strong anxiety, it will cause children, the education of which takes place in hyperocialization conditions. In this case, children, falling into the situation of rivalry, will strive to be the first, at any cost to achieve the highest results. The situation of accepted responsibility. When an alarming child falls into her, his anxiety is due to fear not to justify the hope, an adult expectations and be rejected.

In such situations, anxiety children differ, as a rule, inadequate reaction. In case of their foresight, waiting or frequent repetitions of the same situation that causes an alarm, a child has a stereotype of behavior, a certain template that allows you to avoid anxiety or to reduce it as much as possible. These templates include systematic fear of participating in those activities that are concerned, as well as the silence of the child instead of answers to the questions of unfamiliar adults or those to whom the child belongs negatively.

In general, anxiety is a manifestation of the person's disadvantage. In some cases, it literally cultivated in an alarming-alarming psychological atmosphere of a family, in which parents themselves are inclined to constant concerns and concern. The child is infected with their moods and adopt the unhealthy reaction to the outside world. In this case, the old appeal to the educator to raise, first of all, he sounds extremely appropriate. If you do not want your child to remind a wary and gravily animal, take a look honestly on yourself: if you didn't take such a manner.

However, such an unpleasant individual feature is sometimes manifested in children whose parents are not subject to constancy and are generally optimistic. Such parents tend to know well what they want to achieve from their children. They pay special attention to the discipline and cognitive achievements of the child. Therefore, it is constantly a variety of tasks that they must decide to justify the high expectations of the parents. It will not always be able to cope with all the tasks of the child, but it raises the discontent of the elders. As a result, the child turns out to be in a situation of constant busy expectation: whether he managed to please parents or allowed some kind of omission for which the disapproval and renewing will follow. The situation can be exacerbated by inconsistency of parental requirements. If the child does not know for sure how one or another his step is rated, but in principle there will be possible dissatisfaction, then all its existence is painted in hard ward and anxiety.