Introduction
Chapter 1. Theoretical aspects of studying the problem of the influence of style family education on adolescent anxiety
1.1. Anxiety as a psychological category
1.2. Psychological features of adolescence
1.3. Family parenting style as a factor in the development of anxiety in adolescence
Chapter 2. Empirical study of the influence of family parenting style on adolescent anxiety
2.1. Stages and methods of research
2.2. Analysis of results
2.3. Tips for Reducing Teen Anxiety
Conclusion
Bibliography
Annex 1
Appendix 2

Fragment for review

However, the following stable combinations are of particular importance from the point of view of analyzing the causes of character deviations, as well as the occurrence of non-psychotic psychogenic behavioral disorders, neuroses and neurosis-like conditions.
Stable combinations of various traits of upbringing represent a type of inharmonious upbringing.
Pandering hyperprotection. The child is the center of attention of the family, which strives for maximum satisfaction his needs. This type of education promotes the development of demonstrative (hysterical) and hyperthymic personality traits in a teenager.
Dominant hyperprotection. The child is also the center of attention of the parents, who devote a lot of effort and time to him, however, at the same time, they deprive him of independence, setting numerous restrictions and prohibitions. In hyperthymic adolescents, such prohibitions enhance the emancipation reaction and cause acute affective reactions of the extrapunitive type. With anxious-suspicious (psychasthenic), sensitive, asthenic types of personality accentuations, dominant hyperprotection enhances asthenic traits.
Increased moral responsibility. This type of upbringing is characterized by a combination of high demands on the child with reduced attention to his needs. Stimulates the development of traits of anxious and suspicious (psychasthenic) personality accentuation.
Emotional rejection. In the extreme version - this is education like "Cinderella". The basis of emotional rejection is the conscious or, more often, unconscious identification by the parents of the child with any negative aspects in own life. A child in this situation may feel like a hindrance in the life of his parents, who establish a great distance in their relationship with him. Emotional rejection forms and strengthens the traits of inert-impulsive (epileptoid) personality accentuation and epileptoid psychopathy, leads to decompensation and the formation of neurotic disorders in adolescents with emotionally labile and asthenic accentuation
When parents abuse their children, emotional rejection comes to the fore, manifested by punishment in the form of beatings and torture, deprivation of pleasures, and dissatisfaction of their needs.
Hypoprotection (hypoprotection) The child is left to himself, the parents are not interested in him and do not control him. Such upbringing is especially unfavorable for accentuations of the hyperthymic and unstable types.
The next stage of our research, after carrying out all the methods, was to analyze the obtained empirical data, compare them and identify the characteristics of the connection between the level of anxiety of adolescents and the characteristics of family education style.

2.2. Analysis of results

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

Level of anxiety Situational anxiety Personal anxiety Low 26.6 40 Average 40 33.4 High 33.4 26.6
Diagram 1
Severity of situational and personal anxiety in adolescents, %

So, as can be seen from the table, with regard to situational anxiety, 26.6% of the adolescents surveyed demonstrate a low level; 40% of respondents – average; 33.4% of adolescents have a high level of situational anxiety.
As for personal anxiety, 40% of the adolescents surveyed have a low level of personal anxiety; 33.4% - average; 26.6% - low.
Thus, for the majority of adolescents, the feeling of anxiety is associated with certain situations (situational anxiety is more pronounced), but for a quarter of the respondents, anxiety is a personal characteristic (personal anxiety).
Next, we analyzed which situations in a teenager’s life most cause him to feel anxious.
The data is presented in Table 2 and Diagram 2.
table 2

Level of anxiety 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
Diagram 2
Causes of anxiety in adolescents, %

So, as can be seen from the table, the situations that cause the greatest anxiety in adolescents are related to interpersonal communication: 46.7% of the surveyed adolescents demonstrate a high level of anxiety, 40% - an average level, and only 13.3% - a low level of anxiety.
Interpersonal anxiety is associated with the following situations: when it is necessary to address a stranger, when others look at the teenager and evaluate him, when there is laughter behind him, it is necessary to speak in front of an audience, when conflicts arise in the process of communication, especially with parents, when others inadequately evaluate the teenager , for example, they treat him as small, etc.
Situations related to schooling are also alarming. High level school anxiety was detected in 33.4% of adolescents, average in 40%, low in 26.6%.
School anxiety occurs in the following situations: when you need to answer at the blackboard, when the teacher makes a remark, when you need to communicate with someone from the school administration, during a knowledge test, tests, surveys, etc.), when a teenager is waiting for his parents from a parent-teacher meeting , when he expects that a situation of failure will arise, when he cannot cope with the task, etc.
The so-called magical anxiety is expressed as follows: 26.6% of adolescents demonstrate a high level, 40% - average, 33.4 - high.
This type of anxiety arises in the following situations: when a teenager is faced with something incomprehensible to him, supernatural, when he sees “bad” dreams, when he believes in omens, predictions, etc.
A high level of self-esteem anxiety was detected in 26.6% of adolescents, an average level in 33.4%, and a low level in 26.6% of respondents.
Self-evaluative anxiety is associated with the following situations: when a situation of competition arises, comparing a teenager with other peers, when their achievements are compared, when they are criticized in the presence of other people, when a teenager expects a situation of success or failure in an activity, when a teenager evaluates his appearance, thinks about the opposite sex when taking on something new.
Thus, the occurrence of anxiety in adolescents is primarily associated with situations of interpersonal interaction and with school, then - situations that frighten a teenager due to the fact that he cannot understand and explain them, as well as situations when a teenager evaluates himself and his possibilities.
Next, we analyzed the data obtained during the diagnostics of style features parenting. The results are shown in Table 3.
Table 3
Comparative analysis of a teenager’s anxiety level and parenting style characteristics (average values ​​of mother’s and father’s responses)

Level of anxiety of a teenager hyperprotection hypoprotection pandering ignoring the needs of the child excessive demands - obligations insufficiency of demands of obligations excessive demands of prohibitions insufficiency of demands of prohibitions excessive sanctions minimal sanctions low 1 1 1 1.5 1.5 2 1.5 2 1 2 low 2 1 2 2 2 1 .5 2 3 2.5 2 bottom 2.5 2 1.5 2.5 2 1 2 2 2 2 bottom 2.5 1.5 1 1 1 2 3 2 3 2 bottom 3 2 1 2.5 2.5 2 2.5 2 2 1.5 avg 3 1 2 3 2 2 2 3 3 2 avg 3 2 2 2.5 1 2 2 2 1 2 avg 3.5 1.5 1.5 2 2.5 2 2 2 .5 3 3 avg 3 2 2 3 2 2.5 3 2.5 3 3 avg 3.5 2 2 3 3.5 2 3 2 3.5 3 avg 4 3 2 3.5 2 3 3.5 3 2 3 high 4.5 2.5 2 4.5 4.5 2 5 2 4.5 2 high 5 2.5 2 4 4.5 2.5 5 2.5 5 1.5 high 5 2.5 1, 5 5 4.5 3 4.5 2.5 5 1 high 5 3 2 5 5 2 5 2.5 5 2
So, as can be seen from the table, no violations associated with the upbringing process were identified in families of adolescents with a low level of anxiety.
In families of adolescents with an average level of anxiety, a tendency towards the following types of parenting style violations was identified: hyperprotection, ignoring the child’s needs, excessive demands - responsibilities, excessive demands - prohibitions, excessive sanctions and minimal sanctions.
In families of adolescents with high levels of anxiety, following types violations of the parenting style: hyperprotection, ignoring the needs of the child, excessive demands - responsibilities, excessive demands - prohibitions, excessive sanctions.
In order to confirm or refute the assumption that there is a connection between the severity of anxiety and the style of family education, the data obtained were subjected to correlation analysis.
The 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 indicators of the severity of anxiety and such features of parental attitudes as.
Thus, the put forward hypothesis was confirmed
So, a feature of relationships in families of adolescents with low levels of anxiety is democratic style relationships, adequate perception of a teenager, adequate balance of permissions and prohibitions, rewards and sanctions.
A feature of the relationship between parents and adolescents with an average level of anxiety is the desire of parents to communicate somewhat more strictly than they should with the child, the predominance of responsibilities and prohibitions, and the ambiguity of their position regarding sanctions.
A feature of the relationship between parents and adolescents with a high level of anxiety is a directive style of communication, ignoring the needs of the child, an excessive burden of responsibilities and a large number of prohibitions, if violated, strict sanctions are applied.
These violations of upbringing cause frustration in the teenager, expectation of punishment, censure, and prohibition. These negative experiences cause a high level of situational anxiety, and the constant anxiety associated with the frequently repeated situation of interaction with parents contributes to the fact that the feeling of anxiety is fixed at the level of personal characteristics. From here, such a character trait as anxiety is formed, which will accompany an adult throughout his life and leave an imprint on the style of his interaction with the outside world and his attitude towards himself.
Adolescents with a high degree of anxiety are at risk, since these features of upbringing interfere with the normal and harmonious course of the process of mental and personal development of a teenager.
To solve this problem, specially organized correctional and developmental classes are often necessary with both teenagers and parents in order, firstly, to reduce the level of anxiety of the teenager himself, and secondly, to optimize the child-parent relationship

Psychoprophylactic and psychocorrectional work to overcome adolescent anxiety is carried out in several directions at once, comprehensively: firstly, it is work directly with adolescents, secondly, work is carried out with parents, thirdly, with other adults who surround the teenager (teachers, for example ) and with peers.
So, direct work with teenagers includes two main tasks:
Firstly, reducing the level of identified anxiety at the current moment in a teenager’s life (corrective work)
Secondly, teaching a teenager ways of self-regulation, developing certain personal qualities and strategies of behavior and response (developmental work)
The most effective work is considered when the teenager himself can control his emotional condition in various stressful situations, can choose the optimal ways to respond to these situations. That is, preventive work with adolescents will have longer and more lasting results.
In the process of individual and group lessons with teenagers, the following correctional and developmental tasks are solved:
Fostering tolerance in students in communicative situations, developing attitudes toward cooperation, mutual assistance, and readiness for reasonable compromises;
Instilling in them the habit of taking care of their psychophysical state in the process of preparing for an answer, during the answer itself, when completing a test, passing an exam;
Formation in schoolchildren of the need to be in optimal psycho-emotional state both during rest and when performing any work;
Formation of communicative competencies in students: skills and abilities to competently build communication (business, interpersonal), prevent emotional conflicts, correctly resolve emerging contradictions, manage the development of a communicative situation;
Development of self-control in schoolchildren, as well as skills and abilities of psychophysical self-regulation, which will enable the student to feel more confident when answering the teacher, completing tests and passing exams;
Training in psychological skills to effectively overcome destructive conditions - distress, depression, dysphoria.
Correctional work involves the cooperation of many specialists interacting with a teenager: a school psychologist, teachers, a social worker, and in some cases a doctor.
At the initial stages of correctional work, it is necessary to identify students who constitute a group at increased risk of neuropsychic breakdowns,
These students require a special approach to the educational process, aimed at reducing the impact of stressful situations on the child’s psyche (for example, exam situations, speaking in front of an audience, communicating with management, etc.).
Next, corrective work is needed to reduce the level of anxiety. Such work will be more successful if carried out individually. First, it is necessary to work through the primary causes of high levels of anxiety in adolescents at risk, and only then work with specific symptoms (this work can already take place in a group).
Working with parents also includes several areas:
Corrective – conducted with parents whose children are at risk due to high levels of anxiety;
Preventive – with parents whose children may be at risk due to increased levels of anxiety;
Educational – for all parents, including the first two groups.
Educational work is aimed at addressing such issues as the role of family relationships in the emergence and perpetuation of anxiety; the influence of the method of presenting demands on the child, optimal ratio responsibilities, opportunities and limitations, the formation of a child’s sense of security and self-confidence, the influence of the emotional well-being of adults on the emotional well-being of children of different ages etc.
Work with teachers is also built in the form of psychocorrection, psychoprophylaxis and education.
Teachers must understand what factors in school life and the educational process can provoke the development of a child’s anxiety and intensify it.
Teachers must understand that anxiety is a negative feeling that prevents a child from being adequately and most effectively realized in the educational process.
The special role of teachers is to develop in students the motivation for success and avoidance of failure, and attitude towards mistakes.
We can give several specific recommendations for teachers on how to behave so as not to provoke or increase the child’s anxiety:
Conduct serious, emotionally costly conversations with your child in private, not in public.
Do not worry yourself, do not convey personal anxiety to students.
Teach children to adequately perceive reality, to level out anxiety about events that have not yet happened.
Be able to justify the assessment and mark.
Be able to admit the right to make mistakes yourself.
Teach children reflection.
Thus, work to optimize problems associated with adolescent anxiety represents a single complex of correctional, developmental and preventive measures, in which all parties to the educational process participate: students themselves, parents, teachers, and specialists who are competent to resolve such issues.

Conclusion

This research work is devoted to one of the most pressing problems modern psychology and pedagogy - the study of the characteristics of adolescent anxiety and its connection with the characteristics of child-parent relationships.
Unstable socio-economic living conditions of modern man lead to a sharp increase in neuropsychiatric disorders.
One of these violations is elevated level anxiety, which is the most significant risk factor leading to human neuropsychiatric diseases.
This is especially strong Negative influence on the psyche of a teenager, since it is at this age that active process formation of the character of a high school student.
Therefore, an important role in reducing the adverse impact of the conditions of the social environment is assigned to the family, as the main institution of the adolescent's socialization.
In the family, in the process of direct communication with parents and other relatives, in the process of observing family relationships, the child learns the world around him, learns certain social roles and attitudes, adopts behaviors and habits. In the process of this socialization, the personal development of the child, the formation of his character, also takes place.
If the harmony of family relationships is violated, then the harmony of the child's personal development is violated, undesirable traits and properties of his personality begin to form and consolidate.
Such undesirable characteristics include severe anxiety.
Normally, anxiety for a person performs the function of orientation in the social space, warns and protects against the negative impact of stress factors on the personality. However, if anxiety is strongly expressed, it becomes an obstacle to normal personal development and self-realization.
That is why the study of the relationship between the characteristics of child-parent relationships and adolescent anxiety comes to the fore today within the framework of preschool psychology and pedagogy.
Based on this, the purpose of this research work was a study of the influence of child-parent relationships on adolescent anxiety.
In this paper, the concept and essence of anxiety as a psychological phenomenon in the psychological pedagogical literature; psychological characteristics of adolescence have been studied; the main styles of family education that influence the process of the child's personal development are characterized; empirically studied the features of the influence of child-parent relationships on the anxiety of adolescents.
The results of theoretical and practical research allowed us to draw the following conclusions.
The cause of severe anxiety in adolescents is most often violations in the system of child-parent relations.
The diagnostic results showed that the formation of severe anxiety in adolescents is primarily influenced by such violations in the parental relationship system as rejection of the child, authoritarian style of family education, excessive burden 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 characteristics of child-parent relationships and the severity of anxiety in adolescents was confirmed.
However this work should be considered as First stage studying the problem of the relationship between child-parent relationships and the severity of adolescents, as well as the problem of the effectiveness of special correctional classes aimed at reducing the anxiety of preschoolers and the data obtained as a result of the study require more detailed and in-depth verification.

Bibliography

Astapov, V.M. Functional approach to the study of the state of anxiety // Anxiety and anxiety. – St. Petersburg, 2001. p. 156 – 165
Berezin, F.B. Mental and psychophysiological adaptation of a person. – L., 1988
Burke, L. Child development. – St. Petersburg, 2006
Bozhovich, L.I. Personality and its formation in childhood. - M., 1968
Vygotsky, L.S. Questions of child psychology. - St. Petersburg, 1999
Vygotsky, L.S. Educational psychology / Ed. V.V. Davydova. – M., 1999
Zakharova, E.I. Study of the characteristics of the emotional side of child-parent interaction // Journal of Practical Psychologist. – 1996. – No. 6.
Izard, K.E. Psychology of emotions. – St. Petersburg, 2000
Ilyin, E.P. Emotions and feelings. – St. Petersburg, 2001
Kiseleva, M.V. Art therapy in working with children: A guide for child psychologists, teachers, doctors and specialists working with children. – St. Petersburg, 2008
Koshkarova, T.A. Psychological analysis of problems of child-parent relations // School of Health. - 2004.- No. 2.- p. 5-14
Kraig, G. Developmental Psychology. – St. Petersburg, 2006
Leaders, A.G. Psychological examination of the family. – M., 2006
Myers, D. Social psychology. – St. Petersburg, 1999
Markovskaya, I.M. Parent-child interaction training. – St. Petersburg, 2000
Mukhina, V.S. Developmental psychology: phenomenology of development, childhood, adolescence. – M., 1999
May, R. Summary and synthesis of anxiety theories // Anxiety and anxiety. – St. Petersburg, 2001. p. 215 – 223
May, R. The problem of anxiety / Per. from English A.G. Gladkova. – M., 2001
Maklakov, A.G. General psychology. – St. Petersburg, 2001
Makushina, O.P., Tenkova, V.A. Methods of psychodiagnostic and psychotherapeutic work with the family. – Voronezh, 2008
Obukhova, L. F. Child psychology. - M., 1996
Ovcharova, R.V. Psychological support of parenthood. - M., 2003
Osipova, A.A. General psychocorrection. – M., 2000
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Prikhozhan, A.M. The study of personal anxiety in the context of the theory of L.I. Bozovic // Personality formation in ontogenesis. Sat. scientific tr. – M., 1991. p. 89 – 98
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Rubinstein, S.L. Fundamentals of general psychology. – St. Petersburg, 1999
Sinyagina, N.Yu. Psychological and pedagogical correction of parent-child relationships. - M., 2001
Dictionary of practical psychologist / Compiled by S.Yu. Golovin. – Minsk, 1998
Smirnova, E.O. Experience in studying the structure and dynamics of parental attitudes // Questions of psychology. – 2000. – No. 3. – P. 34–36
Spielberger, C.D. Conceptual and methodological problems in the study of anxiety // Stress and anxiety in sports. – M., 1983
Anxiety and anxiety / Comp. and general ed. V.M. Astapova. – St. Petersburg, 2001
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Shcherbatykh, G.M. Psychology of fear. – M., 2006
Eidemiller, E.G., Yustickis, V. Psychology and psychotherapy of the family. – St. Petersburg, 1999

Annex 1
Calculation of the correlation between the indicators of the severity of anxiety in adolescents and the characteristics of the style of family education on the part of parents

Respondent No. ST LT school self-evaluated interpersonal magical overprotection hypoprotection indulgence ignoring the needs of the child excessive demands - obligations insufficient requirements of obligations excessive requirements of prohibitions insufficient requirements of prohibitions excessive sanctions minimal sanctions 1 21 17 2 2 2 2 1 1 1 1.5 1.5 2 1, 5 2 1 2 2 24 19 3 2 3 3 2 1 2 2 2 1.5 2 3 2.5 2 3 26 21 3 3 4 3 2.5 2 1.5 2.5 2 1 2 2 2 2 4 28 23 3 3 4 3 2.5 1.5 1 1 1 2 3 2 3 2 5 33 26 4 3 5 3 3 2 1 2.5 2.5 2 2.5 2 2 1.5 6 35 28 4 3 5 4 3 1 2 3 2 2 2 3 3 2 7 38 32 4 4 5 4 3 2 2 2.5 1 2 2 2 1 2 8 41 35 5 4 5 4 3.5 1.5 1.5 2 2.5 2 2 2.5 3 3 9 42 37 6 5 6 5 3 2 2 3 2 2.5 3 2.5 3 3 10 44 42 6 5 7 5 3.5 2 2 3 3.5 2 3 2 3.5 3 11 47 44 7 5 7 5 4 3 2 3.5 2 3 3.5 3 2 3 12 49 48 8 7 8 6 4.5 2.5 2 4.5 4.5 2 5 2 4.5 2 13 51 52 8 7 9 6 5 2.5 2 4 4.5 2.5 5 2.5 5 1.5 14 53 57 9 8 9 7 5 2.5 1.5 5 4.5 3 4.5 2, 5 5 1 15 56 63 9 9 10 7 5 3 2 5 5 2 5 2.5 5 2 Xavg 39.2 36.26667 5.4 4.666667 5.933333 4.466667 3.366667 1.966667 1.7 3 2.7 2.1 3.066667 2.366667 3.033333 2.133333 S 11.09182 14.37988 2.354327 2.193063 2.344192 1.552264 1.172096 0.667262 0, 414039 1.210077 1.346954 0.507093 1.251666 0.399404 1.355764 0.6114 amounts XY1 2154 1241 1034 1929 1753 1284.5 1967 1403.5 1943.5 1255 amounts XY2 2055, 5 1180.5 965.5 1853 1699, 5 1203 1892 1301 1870.5 1150 amounts XY3 309.5 177.5 144.5 280 257 180.5 286 194.5 282.5 171 amounts XY4 269 154.5 124.5 244 225 155 250 166.5 247 146 amounts 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

Hyperprotection Hypoprotection Indulgence Ignoring the needs of the child Excessive demands - obligations Insufficient requirements of obligations Excessive requirements of prohibitions Inadequate requirements of prohibitions Excessive sanctions Minimal sanctions ST 0.96 0.82 0.54 0.88 0.79 0.63 0.84 0.19 0, 76 0.01 LT 0.95 0.82 0.49 0.91 0.85 0.59 0.89 0.17 0.81 -0.09 school T 0.95 0.83 0.50 0.93 0.86 0.62 0.91 0.21 0.82 -0.09 Self-assessed T 0.93 0.82 0.43 0.92 0.87 0.51 0.92 0.07 0.83 -0 .18 Interpersonal T 0.97 0.84 0.49 0.92 0.86 0.55 0.91 0.14 0.83 -0.14 Magical T 0.94 0.77 0.57 0.93 0 .84 0.57 0.88 0.22 0.84 -0.11
Appendix 2
Summary study protocol
Teen Anxiety

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

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

1. Astapov, V.M. Functional approach to the study of the state of anxiety // Anxiety and anxiety. – St. Petersburg, 2001. p. 156 – 165
2.Berezin, F.B. Mental and psychophysiological adaptation of a person. – L., 1988
3. Burke, L. Child development. – St. Petersburg, 2006
4. Bozhovich, L.I. Personality and its formation in childhood. - M., 1968
5.Vygotsky, L.S. Questions of child psychology. - St. Petersburg, 1999
6.Vygotsky, L.S. Educational psychology / Ed. V.V. Davydova. – M., 1999
7. Zakharova, E.I. Study of the characteristics of the emotional side of child-parent interaction // Journal of Practical Psychologist. – 1996. – No. 6.
8.Izard, K.E. Psychology of emotions. – St. Petersburg, 2000
9. Ilyin, E.P. Emotions and feelings. – St. Petersburg, 2001
10. Kiseleva, M.V. Art therapy in working with children: A guide for child psychologists, teachers, doctors and specialists working with children. – St. Petersburg, 2008
11.Koshkarova, T.A. Psychological analysis of problems of child-parent relations // School of Health. - 2004.- No. 2.- p. 5-14
12. Craig, G. Developmental psychology. – St. Petersburg, 2006
13. Leaders, A.G. Psychological examination of the family. – M., 2006
14.Myers, D. Social psychology. – St. Petersburg, 1999
15.Markovskaya, I.M. Parent-child interaction training. – St. Petersburg, 2000
16. Mukhina, V.S. Developmental psychology: phenomenology of development, childhood, adolescence. – M., 1999
17. May, R. Summary and synthesis of theories of anxiety // Anxiety and anxiety. – St. Petersburg, 2001. p. 215 – 223
18. May, R. The problem of anxiety / Per. from English A.G. Gladkova. – M., 2001
19. Maklakov, A.G. General psychology. – St. Petersburg, 2001
20. Makushina, O.P., Tenkova, V.A. Methods of psychodiagnostic and psychotherapeutic work with the family. – Voronezh, 2008
21. Obukhova, L. F. Child psychology. - M., 1996
22. Ovcharova, R.V. Psychological support of parenthood. - M., 2003
23. Osipova, A.A. General psychocorrection. – M., 2000
24. Human psychology from birth to death / Ed. A.A. Reana. – St. Petersburg, 2002
25.Parishioners, A.M. The study of personal anxiety in the context of the theory of L.I. Bozovic // Personality formation in ontogenesis. Sat. scientific tr. – M., 1991. p. 89 – 98
26.Parishioners, A.M. Causes, prevention and overcoming anxiety // Psychological science and prevention. – 1998. - No. 2. - pp. 11-17
27. Personality psychology in the works of domestic psychologists / Comp. L.V. Kulikov. – St. Petersburg, 2000
28. Rean, A.A., Kolominsky, Ya.L. Social pedagogical psychology / Rean A.A., Kolominsky Ya.L. – St. Petersburg, 2000
29. Rubinshtein, S.L. Fundamentals of general psychology. – St. Petersburg, 1999
30. Sinyagina, N.Yu. Psychological and pedagogical correction of parent-child relationships. - M., 2001
31. Dictionary of a practical psychologist / Compiled by S.Yu. Golovin. – Minsk, 1998
32.Smirnova, E.O. Experience in studying the structure and dynamics of parental attitudes // Questions of psychology. – 2000. – No. 3. – P. 34–36
33. Spielberger, C.D. Conceptual and methodological problems in the study of anxiety // Stress and anxiety in sports. – M., 1983
34. Anxiety and anxiety / Comp. and general ed. V.M. Astapova. – St. Petersburg, 2001
35. Horney, K. The neurotic personality of our time. Introspection / Horney K. - M., 2004
36. Kjell, L., Ziegler, D. Theories of personality (understandings, research and application). – St. Petersburg, 2007
37. Shcherbatykh, G.M. Psychology of fear. – M., 2006
38. Eidemiller, EG, Yustickis, V. Psychology and psychotherapy of the family. – St. Petersburg, 1999

1.2. The influence of parental relationships on anxiety

in children of older preschool age.

Before considering issues related to the influence of parental relationships, let's pay attention to what constitutes anxiety.

In psychological science, there is a significant amount of research devoted to the analysis of various aspects of the problem of anxiety.

The concept of “anxiety” is multifaceted. It has been noted in dictionaries since 1771. There are many versions explaining the origin of this term. Most researchers agree that this concept should be considered differentiated – as a situational phenomenon and as a personal characteristic.

In the psychological dictionary, “anxiety” is considered as an individual’s tendency to experience anxiety, characterized by a low threshold for the occurrence of an anxiety reaction: one of the main parameters individual differences.

According to R.S. Nemov, anxiety is defined as the ability of a person to enter a state of increased anxiety, to experience fear and anxiety in specific social situations.

V.V. Davydov interprets anxiety as an individual psychological feature, consisting in an increased tendency to experience anxiety in a wide variety of life situations, including such social characteristics that do not imply this.

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

Psychological phenomenon;

Individual psychological characteristics of a person;

A person's tendency to experience anxiety;

A state of heightened anxiety.

Anxiety includes the following concepts: “anxiety”, “fear”, “worry”. Let's consider the essence of each.

Fear is an affective (emotionally acute) reflection in a person’s mind of a specific threat to his life and well-being.

Anxiety is an emotionally heightened sense of an upcoming threat. Anxiety, unlike fear, is not always a negatively perceived feeling, since it is also possible in the form of joyful excitement, exciting expectations.

The common thread between fear and anxiety is the feeling of restlessness.

It manifests itself in the presence of unnecessary movements or, conversely, immobility. The person becomes lost, speaks in a trembling voice, or becomes completely silent.

Along with the definition, researchers identify different kinds and anxiety levels.

Ch. Spielberger distinguishes two types of anxiety: personal and situational (reactive).

Personal anxiety assumes a wide range of objectively safe circumstances as containing a threat (anxiety as a personality trait).

Situational anxiety usually occurs as a short-term reaction to a specific situation that objectively threatens a person.

A.I. Zakharov draws attention to the fact that in older preschool age anxiety is not yet a stable character trait; it has situational manifestations, since it is during the period of preschool childhood that the formation of personality occurs in a child.

A.M. Parishioners distinguishes types of anxiety based on situations related to:

With the learning process - learning anxiety;

With self-image – self-esteem anxiety;

With communication – interpersonal anxiety.

In addition to the types of anxiety, its level structure is also considered.

I.V. Imedadze distinguishes two levels of anxiety: low and high. Low is necessary for normal adaptation to the environment, and high causes discomfort for a person in the surrounding society.

B.I. Kochubey, E.V. Novikov distinguishes three levels of anxiety associated with activity: destructive, insufficient and constructive.

Anxiety as a psychological feature can have various forms. According to A.M. Parishioners, a form of anxiety is understood as a special combination of the nature of the experience, awareness of verbal and non-verbal expression in the characteristics of behavior, communication and activity. She identified open and closed forms of anxiety.

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

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

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

Research by V.V. Lebedinsky allow us to conclude that children with increased anxiety belong to risk groups for neuroses, additive behavior, and emotional personality disorders.

So, what is he, an anxious child?

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

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

Here is a selection of studies by foreign and domestic authors on this issue.

K. Montpard believes that cruel upbringing leads to the characterological development of the inhibitory type with fearfulness, timidity and simultaneous selective dominance; pendulum-like education (today we will prohibit it, tomorrow we will allow it) – to pronounced affective states in children, neurasthenia; protective upbringing leads to a feeling of dependence and the creation of low volitional potential; insufficient education - to difficulties in social adaptation.

S. Blumenfeld, I. Aleksandrenko, G. Georgits believe that parental hyperprotection or radical neglect leads to instability and aggressiveness in children.

P.A. Lesgaft said that an insufficient and cruel attitude towards a child results in a “maliciously downtrodden” type of child, with self-absorption, instability of behavior and disturbances in the communication sphere; excessively ingratiating – a “softly downtrodden” type with dependent behavior, coldness and indifference; upbringing according to the “family idol” type – ambition, extreme diligence, the desire to be first and control others.

THEM. Balinsky believed that strict unfair treatment of children in the family is the reason for their development of a painful mental state; an overly indulgent attitude is a reason that goes over the edge of emotionality in children; Excessive demands are the cause of the child’s mental weakness.

V.N. Myasishchev, E.K. Yakovleva, R.A. Zachepetsky, S.G. Fayeberg said that upbringing in conditions of strict but contradictory demands and prohibitions leads to the emergence of a predisposing factor for neurosis, obsessive states and psychasthenia; education of the type of excessive attention and satisfaction of all the needs and desires of the child - to the development of hysterical character traits with egocentrism, increased emotionality and lack of self-control; presenting unbearable demands on children - as an etiological factor of neurasthenia.

E.G. Sukhareva makes the following conclusions: contradictory and humiliating upbringing leads to an aggressive-defensive type of behavior in children with increased excitability and instability; despotic education - to a passively protective type of behavior with inhibition, timidity, uncertainty and dependence; overprotection, protection - to an infantilized type of behavior with vivid affective reactions.

Research by V.S. Mukhina, T.A. Repina, M.S. Lisina and others indicate that the reason for building a negative attitude of parents towards a child is ignorance of the psychological characteristics of the age, tasks, content, forms, methods of raising a child.

From the point of view of learning and development, the main characteristics of a six-year-old child are that:

a) a child can voluntarily control his behavior, as well as the processes of attention and memory, emotional reactions (A.V. Zaporozhets).

b) in any type of activity can go beyond the immediate situation, realize the time perspective, and at the same time retain in consciousness a chain of interconnected events or different states substance or process (N.N. Poddyakov).

c) the development of imagination takes on leading importance (L.S. Vygotsky).

Thus, the material under study allowed us to determine the essence of the concept of anxiety and its impact on the personal development of the child. One of the factors influencing its growth is the characteristics of the parent’s attitude towards the child: strict, cruel attitude, parenting styles, the position of the parents in relation to the child, lack of emotional contact with the child, limited communication with him, ignorance of the age and individual characteristics of the baby.

In order to build a positive relationship with your child, it is important to know how to do this. Let's consider the authors' research on this issue.

1.3.Approaches to correcting anxiety in children

in the system of parent-child relationships

According to domestic and foreign authors (A.I. Zakharov, E.B. Kovaleva, R.V. Ovcharova, A.A. Osipova, A.S. Spivakovskaya, A. Adler, K. Rogers, G.L. Landrat and others) the correction of various disturbances of emotional states and disharmony in personality development is very important.

Correction is a system of measures aimed at correcting deficiencies in a person’s psychological development or behavior using special means of psychological influence.

Psychological correction is an activity that is aimed at increasing the client’s ability to participate in a variety of areas (in learning, behavior, in relationships with other people), at revealing a person’s potential creative reserves.

Psychological correction varies in types and forms.

By type: symptomatic, causal; cognitive sphere; personalities; affective-volitional sphere; behavior; interpersonal relationships.

By form: individual; group; mixed; programmed; directive; not directive; ultra-short; long-term; general; private; special.

Despite differences in theories, goals, procedures and forms of correctional work, the psychological impact in general boils down to the fact that one person is trying to help another.

R.V. Ovcharova, based on the reasons for the ineffectiveness of parental relationships, such as: pedagogical and psychological illiteracy of parents; rigid parenting stereotypes; personal problems and the characteristics of parents brought into communication with the child; the influence of the characteristics of communication in the family on the relationship of parents to the child, etc., suggests cognitive-behavioral training as the main method of correction.

Cognitive-behavioral training is carried out using role-playing games and a video training program.

Rationale for the method: family is an integral system. And that is why the problems of the parent-child dyad cannot be solved only through psychocorrection of the child or parent. Parallel work allows you to increase the efficiency of classes.

A.A. Osipova identifies socio-psychological training as a means of correcting parent-child relationships.

Social-psychological training is understood as the practice of psychological influence based on active methods group work. This implies the use of unique forms of teaching knowledge, skills, and techniques in the field of communication, activity and correction.

Socio-psychological training is one of the methods of active learning and psychological influence, carried out in the process of intensive group interaction and aimed at increasing competence in the field of communication, in which general principle student activity is complemented by the principle of reflection on the own behavior of other group members

In the process of socio-psychological training, various methodological techniques are used: group discussion (basic methodological technique), role-playing game, non-verbal exercises, and so on.

E.B. Kovaleva, studying the anxiety of children, drew attention to the fact that the growth of anxiety in a preschooler has a certain influence on the emotional child-parent relationship. As a result, the child is under pressure from the parents. As a correction of anxiety in children, it was proposed to influence his self-awareness through the level of his development.

Methods for correcting the organic level: herbal and vitamin therapy, relaxation and concentration exercises, pay attention to the daily routine, nutrition, walks, adequate sleep.

Methods for correcting the individual level of self-consciousness are aimed at stabilizing the emotional state, at developing empathy and adequate protective manifestations (game therapy, eye therapy, active therapy, etc.).

Methods for correcting the personal level: an exercise like "Getting into the image", therapeutic communication, as well as effective projective techniques: drawing fears, compiling stories using special pictures, and so on.

According to A.G. Kharcheva, the family for a preschooler is a “social microscope”, in which he gradually joins social life. Often, mistakes are made in the upbringing of children that are associated with the parents' misconception about the upbringing of the child, ignorance of his psychological, age and individual characteristics, which leads to violations in the system of child-parent relationships.

In order to develop a positive type of parent-child relationship, according to T.A. Markova, G. Kravtsov, T.N. Doronov, S.I. Mushen-

Ko and others, it is necessary to develop pedagogical literacy among parents. At the present stage, a system of work with parents or forms of cooperation has developed that contribute to the improvement of the pedagogical culture of parents. When working with parents, both collective and custom uniform work. Collective forms of work include: a meeting for parents, workshops, seminars. Individual: consultations, moving folders, conversations, home visits.

In the light of innovative approaches to the upbringing and education of preschoolers, such forms as family clubs, family newspaper competitions, the creation of a home video library, the participation of parents in children's sports events, cultural trips (to the theater, museum, cinema, exhibitions), visits to nature and etc.

Analyzing the approaches of the authors of the correction of child-parent relationships, the most significant, in our opinion, are the forms of work to enrich the knowledge of parents (meetings, individual consultations, various clubs, the study by parents of psychological and pedagogical literature on raising children).

Researchers note that training (cognitive-behavioral, socio-psychological) can be used to correct child-parent relationships.

The problem of parent-child relationships, as can be seen from numerous studies by psychologists and teachers, is really relevant.

The influence of parental attitudes on the child has been the subject of many studies by foreign and domestic psychologists and teachers (A.V. Petrovsky, A.I. Zakharov, A.Ya. Varga, V.V. Stolin, S. Soloveichik, P.F. Lesgaft and others ).

Parental relationships are a system of various feelings towards a child, behavioral stereotypes practiced in communication with him, peculiarities of perception and understanding of the child’s character and personality, and his actions.

Researchers identify types of parental relationships (dictation, guardianship, non-interference, parity, cooperation). Using an ineffective type of parental attitude leads to anxiety in the child. Child's anxiety initial stage manifests itself situationally, but can subsequently develop into a personal one. To prevent anxiety from becoming personal, it is necessary to saturate parents with knowledge about the psychological characteristics of their child’s age, about the tasks, forms, and methods of education.

In order to identify the influence of parental relationships on the child, we carried out the ascertaining stage of the study.

CHAPTER 2. STUDYING THE FEATURES OF THE DEVELOPMENT OF CHILDREN-PARENT RELATIONS IN THE FAMILY

Purpose: to study the features of the development of parent-child relationships in the family

1. Determine the level of knowledge and ideas among parents about the tasks, content and methods of raising children.

2. Determine satisfaction with your position in the child’s family.

3. Find out the parental attitude towards the child.

The research methodology consisted of two groups of methods. The first group of methods is aimed at studying the child’s position in the family.

When working with children we used the following methods:

Drawing test “Kinetic Family Drawing” (R. Burns and S. Koufman);

“Unfinished sentences” technique.

The second group of methods is aimed at identifying parents’ knowledge about

child and the study of parental relationships with children.

When working with parents, we used the following methods:

Questionnaire;

Testing: “Parental attitude towards children” (A.Ya. Varga, V.V. Stolin).

The study was conducted on the basis of MDOU No. 43 in Usolye-Sibirskoye. We examined 30 children of senior preschool age and their families.

We began our work by examining children. For this purpose, the test of R. Burns and S. Koufman “Kinetic Family Drawing” was used.

Goal: - study of interpersonal relationships in the family (through the eyes of a child);

Identifying relationships in the family that cause anxiety in the child.

Methodology:

The child is offered a sheet of paper and pencils. A condition is set: you need to draw your family so that its members are busy with something

Formative features are considered to be the quality of the image: careful drawing or carelessness in drawing individual family members, the colorfulness of the image, the position of objects on the sheet, shading, size.

The analysis of the results of the drawings was carried out according to the following indicators:

1. Children have concerns about the attitude of adults towards them.

2.Emotional stress and distance.

3.Discomfort.

4. The presence of hostility towards adults.

Based on these indicators, the levels of influence of family relationships on the child were identified.

A high level of parent-child relationships includes drawings where the child is comfortable in the family, all family members are present in the drawing, and in the center of the drawing is the child himself surrounded by his parents; depicts himself and his parents as elegant, carefully draws every line, there is a smile on the faces of adults and children, calmness can be seen in poses and movements.

Average level of child-parent relationships: absence of any family member, presence of anxiety, the child draws himself sad, away from his parents, presence of hostility towards adults through shading of details, absence of some parts of the body (hands, mouth).

Low level child-parent relationships: the presence of one of the parents with an object that threatens the child (belt), a frightened expression on the child’s face, a feeling of emotional tension through use in the drawing dark colors.

The presence of hostility towards parents can be traced through the drawing of such details as spread arms, splayed fingers, bared mouth, etc.

Analysis of the drawings showed that out of 30 families, only 9 families (30%) can be classified as having a high level of parent-child relationships.

As an example, let's look at a few pictures. Nastya S. places herself in the center, surrounded by her father and mother. He portrays himself and his parents as cheerful and happy, he draws all the lines clearly, there are many colors in the drawing. All this indicates well-being in parent-child relationships.

The drawing by Gali K. shows the whole family at dinner. There are smiles on the faces of adults and children, the lines are clearly drawn, and calmness can be seen in the poses of adults and children. The picture shows that the girl in this family is comfortable and cozy.

15 families (50%) can be classified as having an average level of parent-child relationships. As an example, consider a drawing by Artyom S. The child drew the whole family, all family members are smiling, except Artyom himself (he has no mouth at all). Everyone's arms are spread out to the sides. Everything suggests that the child is not very comfortable in this family.

We classified 6 families (20%) as having a low level of parent-child relationships. Let's take as an example a drawing by Igor R. The boy depicted only himself and his dad; they are quite distant from each other, which speaks of a feeling of rejection. In addition, dad takes a rather aggressive position: his farts are spread out to the sides, his fingers are long and emphasized. Mom is missing from the picture. Analyzing this drawing, one can understand that the child is not satisfied with his position in the family and the attitude of his parents towards him.

After the children drew a family, we proposed a number of questions, the answers to which allowed us to identify the reasons that cause anxiety in children in the system of parent-child relationships:

Physical punishment;

Lack of communication with parents;

Unfavorable family situation (alcoholism of one of the parents);

Communicate with your child in a raised voice.

The test results are presented in Diagram 1.

Diagram 1.

Legend:

(9 children)

(15 children)

Low level of parent-child relationships (6 children)

Based on the results of this test, we can judge that not all families have an atmosphere of positive parent-child relationships. Basically they are variable in nature.

So, we identified 6 children who were not satisfied with their position in the family. 15 children often experience discomfort, although they are satisfied.

As a result of previous diagnostics, we assumed that these children were not satisfied with their relationships with their parents.

“Unfinished sentences” technique.

Purpose: To obtain additional information about the attitude of parents towards children and children towards parents, to identify the reasons that cause anxiety in children.

Methodology:

Children are asked to complete a series of sentences without pre-thinking. The survey is conducted at a fast pace so that the child answers the first thing that comes to mind (Appendix 1).

The results of this survey helped us identify children's attitudes towards their parents. Positive relationships are observed in 9 children (30%).

So, Sveta V. answered: “My dad is very cheerful,” “My mom and I love to cook”; Seryozha A.: “My mother is kind”, “My dad and I play with construction sets”; Stas V.: “My mother kisses me.”

6 children (20%) experience negative relationships.

So, Vadim K. answered: “I think that my mother rarely hugs me; Igor R.:

“My mother swears”; Artyom A.: “I feel happy when my dad leaves.”

In 50% of cases, children sometimes experience emotional discomfort in the family. So, Anya S. explained: “My dad and I never play,” “My mom and I like to go for walks.”

Good relationships developed in 9 families (30%): Nastya S., Denis P., Alyosha K., Polina K., Sveta V., Seryozha A., Stas V., Katya P., Natasha B.

So, Denis P. said: “When mom and dad leave home, I miss you”; Katya P.: “I play at home with mom and dad. They love me."

In 21 families (70%) children are not satisfied with their relationship with both parents or with one of them. Ruslan M.: “When I play noisily, dad yells at me”; Anya K.: “My mother often punishes me for not playing with my brother”; Igor R.: “When mom and dad leave home, I’m afraid to be alone.”

Based on the results of our research, we identified the reasons that cause anxiety in a child:

Fear of physical punishment;

Fear of being left at home alone;

Lack of parental affection;

Screams from parents for misbehavior.

These manifestations were observed in the responses of 21 children (70%). Of these, 15 (50%) had some causes, causing anxiety. In 6 children (20%) all these reasons were noted, and only in 9 (30%) cases anxiety was not observed.

Based on the results of this technique, we can conclude that in many families children experience anxiety in relationships with their parents, and there is no mutual understanding between them.

To survey parents, a 10-question questionnaire was developed (Appendix No. 2).

Purpose: to identify the level of knowledge and ideas among parents about raising a six-year-old child.

Methodology:

Parents were asked to answer questions that allowed us to determine their level of knowledge. Processing of the results showed that out of 30 parents, only four (13%) have sufficiently complete knowledge about raising children of the sixth year of life. For example, Gali K.’s mother knows how to properly raise a child, what needs to be done for this, how to build a relationship with a child, and regulate her emotional attitude and behavior.

Twenty people (67%) have insufficient knowledge about the child and highlight one aspect or another in his upbringing.

Three parents (10%) have partial, fragmentary knowledge about the child and his upbringing. And three parents (10%) completely refused to answer, which indicates their lack of knowledge on this issue.

Thus, we state that most parents do not have a sufficient level of knowledge about the characteristics of their child’s age, about the forms, methods, and methods of education.

To identify parental attitudes towards children, a test questionnaire of parental attitudes by A.Ya. Varga, V.V. Stolin.

Purpose: to study the identification of parental attitudes towards children.

Methodology:

Parents were offered forms with questions (61 questions). Each question had either a positive or a negative answer.

The basis for the assessment was the key to the questionnaire, which made it possible to identify the level of parental relationships.

In our opinion, the most optimal level of parental relations is cooperation - this is a socially desirable way of parental behavior. The parent highly evaluates the abilities of his child, feels a sense of pride in him, encourages initiative and independence, and tries to be on an equal footing with him.

The neutral level includes relationships of the “symbiosis” and “little loser” types. A parent sees his child younger than real age, strives to satisfy his needs, protect him from the difficulties and troubles of life, does not provide him with independence.

We classified this type of parental relationship as rejection and “authoritarian hypersocialization” as a negative level of parental relationships. The parent perceives his child as bad, unadapted. Requires unconditional obedience and discipline from him. For the most part, he feels anger, irritation, and annoyance towards the child.

After analyzing the parents' responses, we received the following picture of parental attitudes towards children:

Optimal parental relationships with the child are observed in 10 families (33%).

14 families (47%) can be classified as neutral.

Parental relationships that are negative are manifested in six families (20%).

Based on the results of this technique, we see that most families use ineffective relationships with the child, which leads to an increase in anxiety in children.

Comparing the data from this technique and the results of tests aimed at examining children, we found that violations in parental relationships with children affect their emotional state, in particular, the manifestation of anxiety.

Thus, as a result of the study, summarizing the results obtained, we identified the levels of parent-child relationships in the family. The criteria for determining the levels of parent-child relationships for us were:

Children's relationships with parents;

Parents' knowledge about raising a child;

Parental relationships with children.

High level - characterized by a sufficient amount of knowledge and ideas of the parent about raising a child. The child feels comfortable and cozy in the family. Parents respect their child and approve of his interests

and plans, try to help him in everything, encourage his initiative and independence.

Average level - characterized by an insufficient amount of knowledge and ideas of the parent about raising a child. Parents violate relationships with children, the child feels lonely, they do not provide him with independence.

Low level – characterized by parents’ ignorance of raising children. The child is not satisfied with his family situation and experiences increased anxiety. Parents perceive their child as bad, unadapted, unsuccessful, and experience irritability and resentment towards the child.

The survey results are presented in Diagram 2.

Diagram 2.

Legend:

High level (9 children)

Intermediate level (15 children)

Low level (6 children)

The results of our study showed that medium and low levels in the development of parent-child relationships attract special attention, since certain disturbances can be traced in the relationships between parents and children, which affect the development of anxiety in children.

In our opinion, the reasons that led to an increase in anxiety in children are that:

Parents do not have a complete understanding of raising a child;

The child does not feel cozy and comfortable in the family (he is not satisfied with his position in the family);

Children grow up in conditions of shortage of kindness, affection, love; afraid of punishment;

In family - unfavorable environment; overprotectiveness.

To overcome anxiety in children caused by disturbances in parent-child relationships, we have drawn up a program aimed at correcting them.

CHAPTER 3. CORRECTION PROGRAM FOR CREATION

PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS TO OVERCOME

ANXIETY IN CHILDREN IN THE SIXTH YEAR OF LIFE IN THE SYSTEM

CHILDREN-PARENT RELATIONSHIPS.

The purpose of the correction program:

Creation of psychological and pedagogical conditions for overcoming anxiety in children through the correction of child-parent relationships;

Testing effective forms of working with parents aimed at improving pedagogical literacy.

1. Formation of knowledge about the psychological and pedagogical characteristics of a child of the sixth year of life.

2. Formation of positive relationships between parents and children.

3. Correction of anxiety in children in the system of parent-child relationships.

The correctional program was aimed at working with parents and children. The content of the work was implemented through a number of stages:

Propaedeutic;

Introductory;

Developmental;

Control and evaluation.

At the formative stage, 20 parents and 20 children took part in the study (the content of correctional work is indicated in Table 1).

CORRECTIONAL WORK PROGRAM

	PARENTS
1. Propaedeutic stage. Relieving anxiety and tension in the relationship between parents and children; Increased self-confidence; Eliminating negative emotions. (one lesson). 2. Introductory stage. Goal: to increase the psychological and pedagogical literacy of parents; develop skills aimed at communicating between children and parents. (three lessons).	Joint parent-child activities 1. Meeting parents and children in a circle: All participants stand in a circle and join hands. The presenter invites everyone to name themselves and tell about themselves what they consider important so that others know about them (who they work for, what they like to do, etc.). 2. Psychological games and exercises aimed at relaxation. (“Compliments”, “Magic Ball”). 1. The study of psychological and pedagogical 1. Conduct ethical conversations on topics: literature: (Mukhina "Six-year-old" Family Holidays "," How to be child"). polite." 2. Watching a video film: “Six years old - 2. Drawings of children reflecting a family ka, what are you like? and each parent individually. 3. Parent meeting on the topic: 3. Drawing up stories about the family. “We and our parents. Family

	PARENTS
3. Developmental stage. Purpose: To develop the ability to communicate with children, build correct relationships, evaluate children according to their capabilities. Contribute to the elimination of anxiety in children through joint activities with parents. (4 lessons)	1. Discussions: 1. Exercise "Tell your fears" The role of parental expectations. What 2. Drawing on the theme “Tell your they can provoke and breed fear.” in children?”, “How do our fears become the fears of our children.” 2. Creation and resolution pedagogical situations. 3. Drawing up characteristics on your child. Joint parent-child activities. Making crafts from natural materials. Psychological games: "Siamese twins", "Blind man and guide".
4. Control and evaluation stage. Goal: Analysis of relationships, Emotional contact between children and their parents. (2 lessons)

Progress of corrective work:

The first stage, aimed at establishing friendly relations with parents and children, began with acquaintance. The presenter said his name and talked about himself and invited the others to do the same. During the games, not all parents and children were relaxed. Igor M.’s mother gave up the game altogether.

The overall impression of the lesson for parents and children is positive.

At the second stage, parents were more active and listened with interest to the lecture on the psychological characteristics of six-year-old children. They noted the relevance of this topic. Watching the film caused an emotional response, many parents looked at their children with different eyes.

The parent meeting that was held helped many parents understand that they are raising their children the same way they once raised themselves, and they realized their mistakes in raising them.

Children also took an active part in the conversations. Everyone was happy to talk about the holidays they celebrate with their families. Most children love "New Year" and "Birthday". Ruslan M. said: “I love Easter most of all, my mother and I paint very beautiful eggs.”

At the third stage, all parents took an active part in the discussion. There was an active discussion when resolving pedagogical situations. Most parents had no difficulty describing their child.

To identify children's fears and develop the ability to talk about their negative experiences openly, we conducted the “Tell Your Fears” exercise with children. At first, the children did not dare to say what they were afraid of, but after the presenter spoke about their childhood fears, the children joined the conversation and told their fears. Only Ruslan M. said: “I don’t know what I’m afraid of!” The children took part in drawing their fears with pleasure.

During the joint parent-child lesson, many interesting crafts were made. It was clear that the children really enjoyed working together with their parents. Vadim K. and his dad made a very beautiful bird. After making the crafts, an exhibition was organized.

Everyone also participated in the games with pleasure. Only Igor R.’s mother thought that the exercises her son was doing were too difficult, and she refused them, which caused a negative reaction in the child.

Basically, classes at this stage took place in a warm and friendly atmosphere.

At the fourth stage, parents shared their impressions of the classes. They came to the general conclusion that they began to look at their children differently, reconsidered their relationship with them, and began to pay attention to their child as an individual.

Vadim K.’s dad said: “I liked your classes so much, I discovered a lot of new things for myself, I understood where we made mistakes when raising our son. Now we have a favorable atmosphere at home and our family can be called happy.”

Children with great love made gifts in the form of drawings for their parents.

As a result, we held a sports festival for children and parents, which was held in a very fun atmosphere.

It all ended with a tea party. Parents and children shared their positive emotions. Anya K.’s mother said: “We have all become one big happy family.”

Thus, correctional classes made it possible to establish warmer emotional contact between parents and children and contributed to the consolidation of goodwill and understanding in their relationships.

In our opinion, the most effective forms work there were discussions, as everyone expressed their opinion and the whole group found the most optimal solution problems: replaying pedagogical situations, because from the outside you can better see and realize the mistakes that you yourself make; Joint activities with children - they bring parents and children closer together and help them better understand each other.

In order to identify the effectiveness of the correction program we implemented, a control stage was carried out using the methods of the ascertaining stage of the study.

Analysis of the results obtained convinced us that significant changes have occurred in parent-child relationships (diagram 1, 2).

Diagram 1.
Diagram 2

Legend:

High level of parent-child relationships

Average level of parent-child relationships

One family out of twenty remained at a low level of parent-child relationships; 14 (70%) families have moved to a high level of parent-child relationship; 5 (25%) families - at the average level (a comparative analysis of data from the ascertaining and control stages of the experiment is shown in diagram 3.4).

Diagram 3.

Diagram 4.

Legend:

High level of parent-child relationships

Average level of parent-child relationships

Low level of parent-child relationship

From the results of the diagram, we see that there has been a trend toward improvement in parent-child relationships; in most children, anxiety has decreased to an optimal level. One (3%) family of Igor R. Remained at a low level of parent-child relationships, but improvements are noticeable in this family as well. Igor became kinder towards other children, more open and cheerful.

In our opinion, individual sessions with this family will help or cope with their existing relationship problems.

CONCLUSION

An analysis of psychological and pedagogical literature has shown that anxiety is a serious emotional barrier that complicates a child’s life.

Anxiety affects children's mental health.

The process of personal development takes place at the stage of preschool childhood.

One of the main causes of childhood anxiety is a violation child-parent relationships. This mainly occurs because parents do not know enough about the psychological characteristics of their child and use the methods of raising their parents.

The results of the work done proved the reliability of our hypothesis. It is the creation of an environment of emotional comfort and mental well-being in the family, the accumulation of parental knowledge about psychological characteristics of this age, about the forms and methods of child upbringing, the integrated use of means and methods of psychological and pedagogical correction contributed to a significant improvement in parent-child relationships and a decrease in the level of children's anxiety.

Elaboration 9.0 (1.2) 7.5 (1.7) 10.3 (2.9) 22.4 (8.8) To assess the level of anxiety of parents, as well as differentiate anxiety into reactive and personal in order to more for a subtle analysis of its influence on the development of the mental and creative abilities of children of senior preschool age, we used the “Self-Esteem Scale” technique, authored by Ch.D. Spielberger, and which...

Correction is the unity of diagnosis and correction. In this paragraph, we briefly described some types of emotional disorders in children of senior preschool age. What psychological methods of diagnosing and correcting emotional disorders in preschool age are used by psychologists we will describe in the next paragraph. 1.3 Psychological methods correction of emotional disorders in...

Introduction. 3

1. The concept of anxiety in domestic and foreign psychology. 7

2. Age-related characteristics of anxiety in preschoolers. 16

3. The influence of anxiety on the mental and intellectual development of preschool children. 19

4.Types of parenting styles. 24

5. Relationship between parenting style and increased anxiety in preschool children 30

Conclusion. 38

References.. 41

Introduction

The topic of this work, “The influence of parental education style on the anxiety of preschool children,” is particularly relevant today due to the fact that, according to modern ideas about the driving forces, sources and conditions for the development of the human psyche and personality, the mental development of a child is mediated by communication and interaction with adults, first of all, with a parent.

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

In the process of raising a child in a family, the parental position, including such components as features emotional attitude towards the child, motives, values ​​and goals of parenting, style of interaction with the child, ways of resolving problem situations, social control and expression in the style of parenting (H. Janot, D. Baumrind, A. E. Lichko, A. Ya. Varga, A. A. Bodalev, V. V. Stolin, Yu. B. Gippenreiter, A. S. Spivakovskaya, O. A. Karabanova).

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

Degree of knowledge. A large number of studies have been devoted to the problem of anxiety, from various fields of science and practice: psychology and psychiatry, biochemistry, physiology, philosophy, sociology. All this applies to a greater extent to Western science.

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

Subject This work, “The influence of parental education style on the anxiety of preschool children,” is especially relevant today due to the fact that, according to modern ideas about the driving forces, sources and conditions of the development of the human psyche and personality, the mental development of a child is mediated by communication and interaction with an adult , first of all, with the parent.

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

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

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

Degree of knowledge. A large number of studies have been devoted to the problem of anxiety, from various fields of science and practice: psychology and psychiatry, biochemistry, physiology, philosophy, sociology. All this applies to a greater extent to Western science.

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

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

Currently, the number of anxious preschool children, characterized by increased anxiety, uncertainty, and emotional instability, has increased. Solving this problem requires the earliest possible identification of the causes and characteristics of the manifestation of anxiety in children for the purpose of its further correction and prevention.

Object of study– anxiety in preschool children.

Subject of study– the connection between parenting styles and increased anxiety in preschool age.

Due to this purpose Our research was a theoretical study of the characteristics of parenting styles and their connection with anxiety in preschoolers.

Research objectives:

1. Analysis of literature on the research topic;

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

3. Identify the characteristics of anxiety in preschoolers;

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

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

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

The theoretical basis of the dissertation was the research of A.M. Parishioners (1978–2007), representations by F.B. Berezina (1988–1994) about the phenomena of the alarm series, ideas of Yu.L. Khanina (1980) about the zone of optimal functioning as the basis for understanding the influence of anxiety on activity, L.N. Abolina (1989) about the content and characteristics of human emotional experience.

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

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

Theoretical value The work is determined by the fact that it shows the role and significance of parental education style in the occurrence of anxiety in preschool children.

Well-founded pedagogical and psychological conditions and methodological materials for their implementation make it possible to increase the theoretical and applied level of training of psychologists, defectologists and teachers, and can also be used for further scientific research on the problems of the connection between the style of parental education and the occurrence of anxiety in preschool children.

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

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

1. The concept of anxiety in domestic and foreign psychology

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

Representatives of the psychodynamic school (M. Klein, A. Freud, Z. Freud) suggest that anxiety is a conscious experience, which is associated with an increase in the ability to deal with danger by fighting or avoiding. Moreover, the presence of persistent anxiety is associated with the established rigid defense mechanisms of the individual. (Kozlova E.V., 1997, 16-20 pp.)

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

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

Theoretical analysis of psychological literature allows us to note that approaches to the study of the phenomenon diverge already at the stage of defining the concept of “anxiety”.

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

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

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

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

Back in the 50s of the 20th century, the famous psychologist Cattell formulated the concept of two types of anxiety:

¾ anxiety as a state

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

Let's consider the essence of these two manifestations: anxiety and anxiety.

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

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

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

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

Z. Freud had three theories of anxiety:

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

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

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

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

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

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

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

Freedom brings with it anxiety. Anxiety, according to Søren Kierkegaard, is the state of a person faced with his freedom. He even claims that anxiety is “the possibility of freedom.” Whenever a person imagines possibilities, anxiety is potentially present at the same moment. Anxiety always accompanies the realization of opportunities. Kierkegaard thinks that the more possibilities (or creativity) a person has, the more anxiety he is likely to experience. Possibility (“I can”) becomes reality, and between the first and the second there necessarily lies anxiety. "Opportunity means that I can. Logical systems of thought often talk about turning possibility into 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. Horney notes that anxiety refers to an emotional reaction to danger, which may be accompanied by physical sensations. Horney identified two types of anxiety - physiological anxiety and psychological anxiety. (K. Horney, 2002, 56 p.)

Physiological is associated with a person’s desire to satisfy his basic needs - food, drink, comfort. However, over time, if these needs are met, this anxiety goes away. In the same case, if his needs are not met, anxiety increases, being the background for the person’s general neuroticism.

The problem of the natural preconditions of anxiety as a stable personal formation, the analysis of its relationship with the neurophysiological, biochemical characteristics of the body, is one of the most difficult. Thus, according to M. Rutter, a biological factor of increased vulnerability, genetically transmitted by parents, can play a certain role in the occurrence of emotional and personal disorders. At the same time, one cannot but agree with the author that in those cases when we are talking about “social behavior, the role of the genetic component here is rather insignificant.” (Rutter M., 1999, 78 p.)

As a rule, normally anxiety always has a reason, that is, a person knows why he is worried: because of an upcoming exam, because a child is late at school, because of troubles at work... Psychological factors in the emergence and persistence of anxiety as a relatively stable personal formation, it can be divided into the following groups:

Ø External sources of anxiety

1. Family education Factors in family education, primarily the mother-child relationship, are currently identified as the central, “basic” cause of anxiety by almost all researchers of this problem, almost regardless of what psychological direction they belong to.

2. Success and effectiveness of activities.

3. Relationships with others

Ø Intrapersonal sources of anxiety

1. Internal Conflict. The most important source of anxiety is an internal conflict, mainly a conflict associated with one’s attitude towards oneself, self-esteem, and self-concept.

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

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

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

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

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

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

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

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

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

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

Anxiety as a personality trait largely determines the subject’s behavior. Anxiety can be generated both by real ill-being of the individual in the most significant areas of activity and communication, and it can exist in spite of an objectively favorable situation, being a consequence of certain personal conflicts, violations, etc.

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

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

Psychological phenomenon;

Individual psychological characteristics of a person;

A person's tendency to experience anxiety;

A state of heightened anxiety.

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

2. Age-related characteristics of anxiety in preschoolers

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

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

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

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

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

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

· At the first stage, its origin occurs.

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

· At the third stage, the formed neoplasm acquires the character of a personality property. (Prokhorov A.O., 1996, 32-44 pp.)

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

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

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

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

Some psychologists (L.S. Vygotsky, S. Hall, E. Erikson, etc.) associate high anxiety with a developmental crisis.

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

A number of authors include pathological habits that can arise at any age after two years and they intensify if the child is nervous (B. Spock), which can have different forms and contents (A.I. Zakharov).

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

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

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

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

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

Psychologists have also discovered an interesting pattern: the higher a child’s intelligence, the more fear he experiences.

The so-called school anxiety begins to form in preschool age. It is generally accepted that it arises as a result of the child’s collision with the demands of learning and the seeming impossibility of meeting them. Moreover, the majority of first-graders are worried not because of bad grades, but because of the threat of ruining relationships with teachers, parents, and peers.

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

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

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

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

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

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

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

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

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

Lack of formation or violations of emotional and volitional characteristics causes difficulty in the child’s intellectual tasks, which in turn has a negative impact on the development of the child’s personality.

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

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

Research Stepanov S.S. allow us to conclude that children with increased anxiety belong to risk groups for neuroses, additive behavior, and emotional personality disorders. (S.S. Stepanov, 2002, 144 p.)

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

Anxious children are most often among the least popular children in the group, as they are often unsure of themselves, withdrawn, uncommunicative, or, conversely, too sociable and annoying. The reason for unpopularity is sometimes their lack of initiative due to lack of self-confidence, so these children are less likely to be leaders in interpersonal relationships. (Calvin S., Gardner L., 1997, 66 pp.)

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

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

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

A. M. Prikhozhan believes that high anxiety has a mainly negative, disorganizing effect on the performance of preschool children. In such children, you can notice a difference in behavior in and outside of class. “Outside of class, these are lively, sociable and spontaneous children; in class they are tense and tense. They answer the teacher’s questions in a quiet, muffled voice, and may even begin to stutter. Their speech can be either very fast and hasty, or slow and labored. As a rule, motor excitement occurs, the child fiddles with clothes with his hands, manipulates something.” (Parishioner A.M., 2007, 78 p.)

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

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

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

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

Somatic problems are also typical for anxious children of preschool age: abdominal pain, dizziness, headaches, spasms in the throat, difficulty shallow breathing, etc. When anxiety manifests itself, they often feel a dry mouth, a lump in the throat, weakness in the legs, cardiopalmus.

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

Ø the predominance of the position of “low value”, inferiority;

Ø direct-sensual attitude towards oneself;

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

Ø lack of self-confidence, dependence on other people’s opinions;

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

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

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

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

Research by Molchanov G.V. shows that there is a connection between the level of operational development and individual characteristics in the mental activity of children. Pronounced individual characteristics such as anxiety inhibit the operational development of children. (Molchanov G.V. :#"_Toc253555081">4. Types of parenting styles

Back in the 19th century, advanced Russian writers and teachers understood education as the interaction of equal participants. They noted that all upbringing in a family is based on love for children. And the love of parents provides full development and the happiness of children.

Parenting with love does not negate parental control. According to psychologists who study the problems of family upbringing, control is necessary for the child, because without adult control there can be no purposeful upbringing. The child gets lost in the world around him, among people, rules, things. At the same time, control comes into conflict with the child’s need to be independent. It is necessary to find forms of control that are appropriate to the child’s age and do not infringe on his independence, while simultaneously promoting the development of self-control.

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

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

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

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

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

With such upbringing, children develop only a mechanism of external control, based on feelings of guilt or fear of punishment, and as soon as the threat of punishment from the outside disappears, the teenager’s behavior can become potentially antisocial. Authoritarian relationships exclude spiritual closeness with children, so a feeling of affection rarely arises between them and their parents, which leads to suspicion, constant vigilance 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 to and discuss the opinions and advice of their parents. Parents demand meaningful behavior from their children and try to help them, being sensitive to their needs. At the same time, parents show firmness, care about fairness and consistent discipline, which forms correct, responsible social behavior.

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

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

Subsequently, other characteristic styles of family education were identified.

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

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

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

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

Nurturing style(overprotection, concentration on the child) - the desire to constantly be near the child, to solve all the problems that arise for him. Parents vigilantly monitor the child’s behavior, limit his independent behavior, and worry that something might happen to him.

Despite external care, the nurturing style of parenting leads, on the one hand, to an excessive exaggeration of the child’s own importance, and on the other, to the development of anxiety, helplessness, and delayed social maturity. (Breslav G.M., 1990, 144 p.)

From the analysis of the literature, it follows that the most common mechanism for the formation of a child’s characterological traits responsible for self-control and social competence is the internalization of the means and skills of control used by parents.

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

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

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

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

Let's look at the most typical styles of erroneous parenting:

Emotional rejection of the child.

When rejected, everything in the child causes annoyance in the adult: he eats the wrong way, cries too much, etc. Rejection always leads to the development of self-doubt in a child: if the child is not loved own parents, he cannot have confidence in his own abilities. In the end, the child develops a reciprocal rejection of the parents, which can be transferred to other adults. Traits of instability, negativism, and demonstrativeness are formed in the child’s character. With a weak temperament, it is formed complete dependence from other people.

Hypersocial education.

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

Anxious and suspicious education.

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

Egocentric education.

With this type of upbringing, the child grows up in the complete absence of any discipline. All his desires are satisfied immediately. He is the idol of the whole family, and he can do anything. As a result, the child is not accustomed to accepting and understanding the interests of other people, and his voluntary control is sharply reduced. He cannot wait his turn, he perceives the slightest obstacles aggressively. It is difficult to get along in a team. Demonstrative reactions may occur as self-doubt grows. (Aleshina Yu.E., 1994, 458 pp.)

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

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

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

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

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

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

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

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

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

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

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

The question of the causes of anxiety currently remains open. However, many authors consider incorrect parenting style to be one of the reasons for the increased level of anxiety in preschoolers and primary schoolchildren.

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

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

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

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

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

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

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

Parenting styles that lead to the appearance of childhood anxiety include almost all incorrect types. The cause of anxiety may be inconsistent upbringing, as the child is constantly in contradictory conditions. Very often, such children do not know what is possible and what is not, and do not know what is the right thing to do in a given situation so as not to cause condemnation from their parents. The child lives in unfavorable and changing conditions to which he is forced to constantly adapt. (Azarov Yu.P., 1993, 603 p.)

Anxiety can manifest itself in a child even with such a parenting style as “overt rejection.” Here the reason is that the child does not feel the love of his parents, they strictly control the child’s behavior, and are not interested in his inner world. With this style of parenting, the child lives in fear of making a mistake, is afraid to take initiative, and feels useless and a burden to his parents.

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

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

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

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

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

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

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

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

There is absolutely no sense of duty, there is absolutely no habit of doing something with love, to the end... There is nothing masculine in his character - internally gentle, cowardly, always does what is not allowed, on the sly... "But his three-year-old daughter is "small a woman, flirtatious, affectionate, smart, cunning, quick-witted." Such parents often wait for confirmation from a psychologist that their child is really bad and needs to be re-educated.

The psychologist is expected to give a kind of indulgence, justifying the child’s rejection and freeing the parents from the unconscious feeling of guilt in front of him. Rejection or emotional rejection is especially dramatic for both sides in single-parent families, where the mother is haunted by the fear that the child will reproduce the undesirable traits of the father - “I’m afraid that the genes will tell.” Hidden rejection can be masked here by hyperprotection, in extreme cases - by dominant hyperprotection.

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

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

An anxious child is constantly in a state of heightened anxiety; he feels that he does not live up to the demands of his parents, and is not quite what he would like to see. Anxiety can also be recorded because, along with inflated demands on the child, he may find himself in a situation of increased protection, excessive care, and precautions. Then the child has a feeling of his own insignificance. Causing tenderness without effort, the child begins to think of himself as something infinitesimal and vulnerable, and the world around him is filled with dangers. A child’s insecurity often arises when there are conflicting demands, when the father sets very high demands, and the mother tends to lower them and do everything for the child. All this increases the child’s inability to make decisions and increases the feeling of danger and increased anxiety.

Zakharov A.I says that the most favorable thing for the child will be if parents can find a “golden mean” in raising their children. We can conclude that the most favorable parenting style will be “acceptance and love.” (Zakharov A.I., 1993, 47 p.)

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

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

You should not rush or push the child to answer.
It is very important to teach the child ways to relieve muscle and emotional tension. Emotional tension in anxious children most often manifests itself in muscle tension in the face and neck. In addition, they tend to tighten their abdominal muscles. To help children reduce tension - both muscular and emotional - you can teach them to perform relaxation exercises.

In addition to relaxation games, games with sand, clay, water, and painting with paints (fingers, palms) are very useful.
Using elements of massage and even simply rubbing the child’s body also helps relieve muscle tension.

Conclusion

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

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

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

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

Anxiety is an individual’s tendency to experience anxiety, characterized by a low threshold for the occurrence of an anxiety reaction: one of the main parameters of individual differences. A certain level of anxiety is a natural and obligatory feature of an individual’s active activity. Each person has their own optimal or desired level of anxiety - this is the so-called useful anxiety. A person’s assessment of his condition in this regard is an essential component of self-control and self-education for him. However, an increased level of anxiety is a subjective manifestation of personal distress. Anxiety is an indicator of poor personal development and, in turn, has a negative impact on it. Insensitivity to real adversity, “security” that arises under the influence of defense mechanisms, primarily repression, and manifested in the absence of anxiety even in potentially threatening situations.

Currently, there are two main types of anxiety.

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

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

The problem of anxiety acquires its most acute dynamic characteristics in preschool age. This is due to many psychological characteristics of preschoolers, thanks to which anxiety can become 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 the individual, and a source of mental trauma and various associated personality disorders: neuroses, psychoses, psychosomatic diseases, sexual perversions and behavioral deviations, in particular increased anxiety.

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