The article reveals the problem of personal anxiety of younger schoolchildren. The concept of anxiety, it’s components, types, functions and causes are revealed.
Keywords : anxiety, anxiety level, younger schoolchildren.
Why is it important to be able to identify the level of personal anxiety in primary school children and be able to correct it?
Recently, the life of society has changed dramatically, this is confirmed by modern research. Now even the very young generation is faced with strong emotions, emotional tension and anxiety [10].
The anxiety that underlies a number of psychological difficulties of childhood, include many developmental disorders of the child. Anxiety is considered as an indicator of a “pre-neurotic state”, it’s role is extremely high in violations of child behavior [13].
High anxiety affects the success of primary school education, which can affect the fate of the child and his future life. [5].
Why is it necessary to master the techniques of reducing anxiety in primary school children?
The importance of preventing and overcoming anxiety is important not only when integrating a child into the learning environment, but also when preparing children for difficult situations in life.
A certain level of anxiety is normal characteristic of all people and is necessary for an optimal adaptation of a person to reality. However, the presence of anxiety as a sustainable education indicates a violation in personal development [11].
Anxiety is a stable personal education that persists for a fairly long period of time. It has it’s own motivating force and constant forms of realization in behavior with a predominance of compensatory and protective manifestations [12].
Anxiety includes several components: emotional (unpleasant experiences, fear, guilt, etc.), cognitive (disorders of attention, memory and thinking), bodily (sensations like a lump in the throat, tachycardia, etc.), behavioral (increased irritability, avoidance of certain situations).
The functions of anxiety include: a warning function (anxiety can serve as a signal of a potential threat or danger. When a person feels anxious, it can make them more alert and cautious in dangerous situations. Thus, anxiety can help prevent possible dangers). Motivational function (moderate anxiety can serve as motivation for action. It can encourage a person to prepare for important tasks, improve productivity, and solve problems. Thus, anxiety can stimulate activity and the achievement of goals). A signal of unmet needs (anxiety may indicate some unmet needs or problems in a person's life. It can be a signal of the need for changes in relationships, work, or other aspects of life). A way to adapt to new situations (anxiety can help a person adapt to new situations and unknown challenges. Anxiety can help prepare for possible changes and make new achievements [11]).
The use of the definition of two types of anxiety proposed by Spielberg in psychological research has become widespread in recent years:
— Character anxiety is a stable individual characteristic reflecting a predisposition to anxiety. Personal anxiety is activated when certain stimuli are perceived by a person as dangerous for self-esteem and self-esteem.
— Situational anxiety — this condition occurs as an emotional reaction to a stressful situation and can be different in intensity and dynamism over time [15].
G. P. Lavrentiev and T. M. Titarenko distinguished high, medium and low levels of anxiety:
— A low level of anxiety means the absence of significant anxiety or fear. Children with low levels of anxiety feel calm and relaxed even in stressful situations.
— An average level of anxiety means that the child may sometimes feel anxious, but it is usually moderate and controlled. This is a normal reaction to stressful situations and can help the student stay alert and motivated.
— High levels of anxiety are characterized by excessive anxiety, nervousness and stress. Children with high levels of anxiety may experience panic attacks, constant restless thoughts, and physical symptoms of anxiety [9].
The causes of anxiety can be different. Some children experience it due to genetic factors or heredity, others due to adverse life circumstances such as the loss of a loved one, parental divorce or traumatic events. Stress at work or in your personal life can also cause anxiety. There are many reasons why children may experience anxiety. [7] Some of the most common causes include:
— Physiological anxiety is anxiety related to the innate features of the child's central nervous system;
— Psychological anxiety is anxiety related to the child's inner feelings, excessive anxiety and sensitivity to criticism;
— Social anxiety is a pronounced concern about other people'`s opinions, a constant fear of public failure [12].
With dominant biological anxiety, the main factor will be the individual characteristics of the child's central nervous system. In this case, it is necessary to refer the parents and the child to specialists such as a neurologist or psychiatrist, who will be able to make a more accurate diagnosis and draw up a treatment plan with possible medical intervention.
With dominant psychological anxiety, it is necessary to focus on cognitive restructuring (a technique for understanding negative emotions and moods, and to combat the automatic reactions that are behind them). In this case, you need to help the child develop more realistic and positive thinking.
With dominant social anxiety, emphasis should be placed on the development of social communication. As part of this factor, it is necessary to teach the child active listening, develop empathy and the ability to establish contact with other people, as well as work on self-confidence and self-goal4 step is to reveal to students the approximate basis for performing the action (OOD) stated in the goal.
Thus, anxiety is a fairly common problem that covers all areas of life and affects it’s quality. Anxiety has it’s own structures, types, and degree of severity, which makes it a complex personal education.
References:
- Avedisova A. S. Anxiety disorder of separation in adults — a new diagnostic category [Text] / A. S. Avedisova, I. A. Arkusha, K. V. Zakharova // Journal of Neurology and Psychiatry named after C. C. Korsakov. — 2018. — Vol. 118. No. 10. — pp. 66–75
- Arkusha I. A. Prevalence and clinical typology of separation anxiety disorder in adults [Text] / I. A. Arkusha, A. S. Avedisova, K. V. Zakharova // Neurological Bulletin. — 2019. — vol. 51. — No. 3. — pp. 32–35
- Baturina O. S. Psychology of mistakes in family education: theoretical analysis of the problem [Electronic resource] / O. S. Baturina // Fundamental research. — 2013. — No. 11–7. — pp. 1497–1504 — Access mode: https://fundamental-research.ru/ru/article/view?id=33372
- Bozhovich L. I. Personality and it’s formation in childhood [Text] / L. I. Bozhovich. — St. Petersburg: Peter, 2008. — 400 p.
- Vygotsky L. S. Psychology of human development [Text] / L. S. Vygotsky. — M.: Eksmo, 2005. — 1136 p.
- Gottman J. The emotional intelligence of a child. A practical guide for parents [Text]/ J. Gottman, J. Dekkler // Emotional intelligence of a child. A practical guide for parents; translated from the English by G. Fedotova. — M.: Mann, Ivanov and Ferber, 2015. — 226 p.
- Dolgotov T. V. Anxiety is a factor in the formation of motivation for success, avoidance of failure [Text] / T. V. Dolgotov — Moscow: Publishing house of the Book Laboratory, 2020. — 126 p.
- Dubinskaya V. V. About feelings in psychotherapy. Separation [Text] / V. V. Dubinskaya — Rostov-N./D.: Publishing house of Mini Type, 2022. — 234 p.
- Lavrentiev G. P. Questionnaire for determining the level of anxiety in children [Electronic resource]/ G. P. Lavrentiev, T. M. Titarenko // — Access mode: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://detok.org/data/documents/172_Oprosn_Lavrentva.Titarenko.pdf
- Minazova V. M. Research of anxiety of younger schoolchildren and psychocorrection through games: an article in the proceedings of the conference [Electronic resource]/ Minazova V. M., Magomedova Z. Z.// Actual problems of the modern family. Materials of the All-Russian scientific and practical conference with international participation — Grozny — 2021. 470–474 p. — Access mode: https://elibrary.ru/item.asp?id=46102726
- Nechaenko I.Ya. The relationship of parenting style and self-esteem of a younger student / I.Ya. Nechaenko // Modern trends in the development of science and technology. — 2016. — No.10–13. — pp.97–99.
- Parishioners A. M. Revised scale of children's manifest anxiety (RCMAS) [Electronic resource] /A. M. Parishioners — 1972. — Access mode: https://scales.arabpsychology.com/s/revised-childrens-manifest-anxiety-scale-rcmas /]
- Parishioners A. M. Psychology of anxiety: preschool and school age [Text] / A. M. Parishioners. — St. Petersburg: Peter, 2009. — 119 p.
- Spielberger C. D. Conceptual and methodological problems of anxiety research / C. D. Spielberger. — Moscow // Anxiety and anxiety: a textbook: [textbook] / comp. V. M. Astapov. — St. Petersburg: Per Se, 2008. — pp. 85–99.
- Spielberger Ch.D. Scale of assessment of the level of reactive and personal anxiety [Electronic resource]/ Ch.D. Spielberger in the adaptation of Yu.L. Khanin // State-Trait-Anxiety-Inventory for Children (STAIC) — 1973.– 6 p. — Access mode: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.nekrasovspb.ru/doc/18spilberg.pdf
