In the first chapter, we theoretically substantiated the gender characteristics of anxiety manifested in boys and girls of adolescence. Based on this, we conducted a study during which it is necessary to carry out diagnostics, which allows us to identify the existing relationship between gender characteristics and anxiety manifested in adolescents.

The experimental study was carried out in the secondary school No. 293 in Moscow, in the 7th grade.

Table 1. Bank of diagnostic methods

	Name of methods			Methodological support
	Method for diagnosing the level of school anxiety Phillips		To study the level and nature of anxiety associated with school in children of middle school age.
	Scale of personal anxiety	Parishioners A.M.	Determine anxiety by a person's assessment of the anxiety of certain situations in everyday life	Workshop on developmental psychology / Ed. L.A. Golovei, E.F. Rybalko.
	Anxiety Research Test (Spielberger Questionnaire)	Spielberger Ch.D., Khanin Yu.L.	Differentiately measure anxiety as a personal property (the level of personal anxiety) and as a state (the level of situational anxiety)	Workshop on developmental psychology / Ed. L.A. Golovei, E.F. Rybalko.
	Questionnaire EPQ.	G.Yu. Eysenck	Study personality traits	Rogov E.I. Handbook of practical psychologist

The measurement of anxiety as a personality trait is especially important, since this property largely determines the behavior of the subject. A certain level of anxiety is a natural and obligatory feature of a person's vigorous activity. Each person has their own optimal, or desirable, level of anxiety - this is the so-called useful anxiety. A person's assessment of his state in this respect is an essential component of self-control and self-education for him.

Personal anxiety is understood as a stable individual characteristic that reflects the subject's predisposition to anxiety and suggests that he has a tendency to perceive a fairly wide "fan" of situations as threatening, responding to each of them with a certain reaction. As a predisposition, personal anxiety is activated when certain stimuli are perceived by a person as dangerous, associated with specific situations, threats to his prestige, self-esteem, self-respect.

Situational, or reactive, anxiety as a state is characterized by subjectively experienced emotions: tension, anxiety, concern, nervousness. This state occurs as an emotional reaction to a stressful situation and can be different in intensity and dynamic over time.

Below we examine the level of anxiety in adolescent boys and girls aged 13-14.

Method 1. Method for diagnosing the level of school anxiety Phillips

The technique was developed by Philips and is aimed at studying the level and nature of anxiety associated with school in children of middle school age. (see Appendix 1).

Consider the results obtained by us during the study (see table 2).

Table 2. The results of the methodology "Methodology for diagnosing the level of school anxiety Phillips" diagnosing the level and nature of anxiety associated with school at the ascertaining stage of the experiment

	Surname, name of the child	General anxiety at school	Experiencing social stress	Frustration of Needs for Success	Fear of self-expression	Fear of a knowledge test situation	Fear of not meeting the expectations of others	Low physiological resistance to stress	Problems and fears in relationships with teachers
	Andryushenko D.
	Valeeva K.
	Vecherkin I
	Gulinyan R.
	Guseva A.
	Dmitrienko D
	Zhdanov N.
	Zhurkina A.
	Ilyasov S
	Kadyrov D.
	Konarev I.
	Korotkova K.
	Nasyrov D.
	Nuriev A.
	Ogloblin D.
	Petrov A.
	Plekhanov I.
	Rubtsova A.
	Sarycheva D.
	Sorokin M.
	Trofimov D.
	Khabirova L.
	Chuprina D.
Total boys
Total girls
In percentages

After analyzing the results, we identified the number of children with the following types of anxiety:

I General anxiety at school - 10 boys (40%) and 10 girls (40%)

II Experience of social stress - 4 boys (16%) and 2 girls (8%)

III Frustration of the need to achieve success - 0 boys and 3 girls (12%)

IV Fear of self-expression - 5 boys (20%) and 2 girls (8%)

V Fear of a knowledge test situation - 3 boys (12%) and 6 girls (24%)

VI Fear of not meeting the expectations of others - 3 boys (12%) and 7 girls (28%)

VII Low physiological resistance to stress - 4 boys (16%) and 6 girls (24%)

VIII Problems and fears in relationships with teachers - 3 boys (12%) and 8 girls (32%)

Analysis of tabular and graphical data showed that in this group of subjects, girls experience more anxiety than boys. When processing the results for all factors, 176% of cases of anxiety were obtained in girls, and 128% in boys.

Method 2. "Scale of Personal Anxiety"

The technique was developed by A.M. Parishioners and is designed to determine anxiety by a person's assessment of the anxiety of certain situations in everyday life (see Appendix 2).

Table 3. The results of the methodology "Scale of Personal Anxiety" diagnosing anxiety in an ordinary situation at the ascertaining stage of the experiment

	Surname, name of the child	school anxiety	self-reported anxiety	interpersonal anxiety	magical anxiety
	Andryushenko D.
	Valeeva K.
	Vecherkin I
	Gulinyan R.
	Guseva A.
	Dmitrienko D
	Zhdanov N.
	Zhurkina A.
	Ilyasov S
	Kadyrov D.
	Konarev I.
	Korotkova K.
	Nasyrov D.
	Nuriev A.
	Ogloblin D.
	Petrov A.
	Plekhanov I.
	Rubtsova A.
	Sarycheva D.
	Surname, name of the child	school anxiety	self-reported anxiety	interpersonal anxiety	magical anxiety
	Sorokin M.
	Trofimov D.
	Khabirova L.
	Chuprina D.
Total boys
Total girls
In percentages

After analyzing the results, we came to the conclusion that in the group we studied, girls had higher self-esteem and magical anxiety (92%) than boys (40%). School anxiety in the study group is the same for both boys and girls (40% each), but boys have higher interpersonal anxiety (28%) than girls (16%). The study showed that anxiety is higher in girls than in boys.

Method 3. Anxiety Research Test (Spielberger Questionnaire)

The technique was developed by Spielberger C.D. and is aimed at a differentiated measurement of anxiety as a personal property (the level of personal anxiety) and as a state (the level of situational anxiety) (see Appendix 3).

Table 4. The results of the methodology "Test" Anxiety Research "(Spielberger questionnaire)" diagnosing anxiety as a personal property and as a state at the ascertaining stage of the experiment

	Surname, name of the child	situational anxiety	Personal anxiety
	Andryushenko D.
	Valeeva K.
	Vecherkin I
	Gulinyan R.
	Guseva A.
	Dmitrienko D
	Zhdanov N.
	Zhurkina A.
	Ilyasov S
	Kadyrov D.
	Konarev I.
	Korotkova K.
	Nasyrov D.
	Nuriev A.
	Ogloblin D.
	Petrov A.
	Plekhanov I.
	Rubtsova A.
	Sarycheva D.
	Sorokin M.
	Trofimov D.
	Khabirova L.
	Chuprina D.
Total boys	c - 5, y - 5, n - 2	c - 0, y - 10, n - 2
Total girls	c - 7, y - 4, n - 2	c - 11, y - 1, n - 1
In percentages

Analyzing the obtained results, we come to the conclusion that girls have higher personal and situational anxiety than boys.

Method 4. EPQ

The questionnaire was developed by G.Yu. Eysenck and is aimed at diagnosing personality traits (Appendix 4).

Table 5. Results of the EPQ methodology for diagnosing personality traits at the ascertaining stage of the experiment

	Surname, name of the child	extraversion-introversion	neuroticism	psychoticism	Personality type
	Andryushenko D.
	Valeeva K.
	Vecherkin I
	Gulinyan R.
	Guseva A.
	Dmitrienko D
	Zhdanov N.
	Zhurkina A.
	Ilyasov S
	Kadyrov D.
	Konarev I.
	Surname, name of the child	extraversion-introversion	neuroticism	psychoticism	Personality type
	Korotkova K.
	Nasyrov D.
	Nuriev A.
	Ogloblin D.
	Petrov A.
	Plekhanov I.
	Rubtsova A.
	Sarycheva D.
	Sorokin M.
	Trofimov D.
	Khabirova L.
	Chuprina D.
Total boys
Total girls
In percentages	i - 20/28, e - 28/24

Based on the data obtained during the study, it can be concluded that the majority of boys belong to the extroverted type, and the majority of girls belong to the introverted personality type. The nature of intro- and extraversion is seen in the innate properties of the central nervous system, which ensure the balance of the processes of excitation and inhibition. The results of the study also show that neurotic and psychotic personality types predominate among boys.

Based on this, based on the results of the ascertaining experiment, we can conclude that, depending on the real position of the student among peers, his success in learning, etc. identified high (or very high) anxiety will require various methods of correction. If, in the case of real failure, the work should be largely aimed at developing the necessary work and communication skills that will make it possible to overcome this failure, then in the second case, it should be aimed at correcting self-esteem and overcoming internal conflicts.

However, in parallel with this work aimed at eliminating the causes of anxiety, it is necessary to develop the student's ability to cope with increased anxiety. It is known that anxiety, having gained a foothold, becomes a fairly stable formation. Schoolchildren with increased anxiety thus find themselves in a situation of a "vicious psychological circle", when anxiety worsens the student's abilities, the effectiveness of his work, and this, in turn, further increases emotional distress. Therefore, work aimed only at eliminating the causes is not enough. Techniques for reducing anxiety are largely general, regardless of its real causes.

The problem of adolescent anxiety, as the basis of emotional disorders, is currently interdisciplinary. It refers not only to the field of child psychiatry, but also to the sphere of interests of developmental, pedagogical, medical psychology. The very concept of "anxiety" is used in various meanings, which gives rise to the uncertainty of its interpretation at the semantic level. Anxiety is considered both as a transient mental state that occurs under the influence of stress factors, and as a phenomenon accompanying the frustration of social needs, and as a specific personality trait.

Of course, not only anxiety is the cause of violations of behavior, mental and social health of a person - there are other psychological mechanisms of adverse variations in the development of the personality of a child or adolescent. However, most of the obvious violations that impede the normal course of education and upbringing are basically associated with the emotional instability of the child, that is, ultimately, with anxiety. Without knowing the causes of anxiety, the mechanisms of its development, transformation, transformation into other states, it is often simply impossible to figure out what is happening to the child, what are the true motives of his actions and, most importantly, how to help him.

An increased level of anxiety indicates a lack of emotional adaptation of the child to certain social situations. In addition, the research data of J. Reich, J. Henser and W. Mayer indicate that the state of anxiety is associated with a change in the cognitive assessment of the world around and oneself. Experimental psychological determination of the degree of anxiety involves the disclosure of the child's internal attitude to a particular situation, giving indirect information about the nature of the child's relationship with peers and adults in the family and school. Based on this, it seems relevant to create a special psychological method for multidimensional assessment of the level and nature of anxiety in adolescents of school age.

Anxiety is often accompanied by physiological symptoms such as palpitations, perspiration, diarrhea, and rapid breathing. These physical signs appear with both conscious anxiety and unconscious anxiety.

Anxiety, like fear, is an emotional response to danger. Unlike fear, anxiety is characterized primarily by vagueness and uncertainty. Anxiety, as Goldstein noted, is caused by such a danger that threatens the very essence or core of the personality.

The topic "Gender characteristics of the manifestation of anxiety in adolescents" is relevant, since anxiety is a frequent symptom of neurosis and functional psychosis, and is also included in the syndromics of other diseases or is a trigger for a disorder in the emotional sphere of a person.

Anxiety is a subjective manifestation of a person's ill-being, its maladaptation. Anxiety as an experience of emotional discomfort, a premonition of impending danger, is an expression of dissatisfaction. significant needs a person, relevance in case of situational experience of anxiety and steadily dominant in a hypertrophied body with constant anxiety.

Anxiety is a personality trait, a readiness for fear. This is a state of expedient prepared increase in the attention of sensory and motor tension in a situation of possible danger, providing an appropriate response to fear.

Fear is the most important component of anxiety, it has its own characteristics. Functionally, fear serves as a warning of impending danger, allows you to focus on its source, encourages you to look for ways to avoid it. In the case when he reaches the strength of affect, he is able to impose stereotypes of behavior - flight, stupor, defensive aggression. If the source of danger is not identified or unidentified, in this case, the resulting condition is called an alarm. Anxiety is an emotional state that occurs in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events.

Adolescents are most anxious in relationships with classmates and parents, and least anxious with strangers and teachers. Senior schoolchildren show the highest level of anxiety in all areas of communication, but their anxiety increases especially sharply in communication with their parents and those adults on whom they are to some extent dependent.

In adolescence, anxiety arises and is consolidated as a stable personal education based on the leading need in this period for a satisfying, stable attitude towards oneself. The internal conflict, reflecting the contradictions in the “I-concept”, attitude towards oneself, continues to play a central role in the emergence and manifestation of anxiety in the future, and at each stage, those aspects of the “I” that are most significant during this period are included in it.

The formation of the emotional-volitional sphere, with which the formation of personality is closely connected, is a complex and lengthy process that characterizes mental development. It proceeds under the direct influence of others, primarily adults who are raising a child.

The problem of the relationship between gender characteristics and anxiety manifested in adolescents is reflected in the scientific works of such domestic and foreign scientists as K. Guarda (theory of emotion differentiation); psychoanalytic theories (3. Freud, K. Horney); theory of C.D. Spielberger; concepts of domestic psychologists (Zakharov, I.V. Dubrovina, V.R. Kislovskaya, L.I. Bozhoviya, K.S. Lebedinskaya, V.V. Suvorova, A.M. Parishioners, N.D. Levitov, Davydov) , who consider anxiety in terms of its functions, highlighting two types of anxiety: reactive and personal, which, incidentally, coincides with the theory of Ch.D. Spielberger, who distinguishes between a state of anxiety and anxiety as a personality trait. Anxiety in the functional approach is considered as a subjective factor that organizes the activity of the individual as a whole. Also the theory of K. Izard, that anxiety is a complex plexus of fundamental emotions and others.

Target research: to consider the gender characteristics of anxiety in boys and girls of adolescence.

An object studies: adolescent boys and girls aged 13–14 years.

Item research: gender characteristics of anxiety manifested in adolescents.

Hypothesis: There is a relationship between gender characteristics and anxiety manifested in adolescents.

Tasks :

1. Conduct a theoretical analysis of the literature on the issue of gender

features and anxiety manifested in adolescents.

2. Choose methods for diagnosing anxiety

behavior of adolescent boys and girls.

3. Analyze the results of the study and

draw conclusions

Theoretical basis works are scientific and periodicals on the problem of the relationship between gender characteristics and anxiety manifested in adolescents.

Scientific novelty The work consists in the fact that in the course of the study, the specific manifestations and dynamics of anxiety and the patterns of its manifestation in boys and girls of adolescence were studied and revealed, and the relationship between changing ideas about oneself and manifestations of anxiety in a given age period was established.

Theoretical significance research is determined by the fact that the data obtained are relevant to the development of theoretical problems of adolescent anxiety, make a certain contribution to the study of the patterns of mental and personal development of adolescent boys and girls. They contribute to clarifying the understanding of the phenomenon of anxiety and its manifestations, in relation to its origin, degree of stability and factors that cause differential - psychological differences in its manifestations.

Practical significance: the results of this study can help parents and teachers in organizing educational work among adolescent boys and girls, aimed at correcting their self-esteem and anxious behavior.

Vygotsky connects personality formation, one of the most recent changes in adolescence, with the development of reflection and self-awareness. Reflection in the understanding of Vygotsky is a reflection of one's own processes in the mind of a teenager. The development of reflection in a teenager, he wrote, is not limited only to internal changes in the personality itself; in connection with its emergence, an immeasurably deeper and broader understanding of other people becomes possible for a teenager. The emergence of self-consciousness, according to Vygotsky, means a transition to a new principle of development - to mastering the internal regulation of mental processes and behavior in general. Vygotsky defines self-consciousness as social consciousness transferred inwards. Now, in his words, "functions have entered into a new relationship through personality." The development of self-consciousness, like no other aspect of mental life, Vygotsky believed, depends on the cultural content of the environment. That is why personality "is not something permanent, eternal, self-evident, but is a historical formation characteristic of a certain stage and form of development."

A.N. Leontiev, many years after the death of L.S. Vygotsky wrote that “the personality is born twice: the first time is when the child manifests in obvious forms the full motivation and subordination of his actions (the phenomenon of “bitter candy”, the loss of immediacy, and the like), the second time is when his conscious personality arises” (Leontiev A. .N.) .

In adolescence, the formation of personality is directly related to the awareness of oneself as a person. Leontiev emphasized that the problem of self-consciousness of a person is not reduced to a person's knowledge of himself, self-consciousness is the awareness of oneself in the system of social relations.

In the periodization of D.B. Elkonin, just as in the theory of L.S. Vygotsky, adolescence, like any psychological age, is associated with the emergence of something new in development. However, these new formations, in his opinion, arise from the leading activity of the previous period. Educational activity produces a “turn” of the child from focusing on the world to focusing on himself. At the beginning of adolescence, in the system of developmental education (according to Elkonin - Davydov), educational activity moves to a new, higher level. It becomes an activity aimed at self-education and self-improvement of students.

Features of development in adolescence are manifested in the following symptoms:

Difficulties arise again in relations with adults: negativism, stubbornness, indifference to the assessment of success, leaving school, since the main thing for the child now happens outside of school;

Children's companies appear (search for a friend, search for someone who can understand you);

The child begins to keep a diary.

All of the above testifies to the child's turning to himself. In all the symptoms one can see the question: what am I?

As already noted, many authors reduced these symptoms to the onset of puberty. However, as D.B. Elkonin, self-change arises and begins to be realized at first psychologically, as a result of the development of educational activity, and is only reinforced by physical changes that make turning on oneself even more intimate.

Adolescence is considered to be the period from 11 to 16 years. This period is due not only to qualitative skills and useful changes in the adolescent's body and in his environment, but is associated with the emergence of specific conditions that play an important role in the period of greatest development, but also with a dangerous link. The pubertal period is marked by rapid psycho-funological development and restructuring of the child's social activity. Powerful shifts are taking place in all areas of the child's life, making this age "transitional" from childhood to adulthood.

Comparing himself with an adult, a teenager comes to the conclusion that there is no difference between him and an adult. He begins to demand from others that he is no longer considered small, he realizes that he also has rights. The central neoplasm of adolescence is the emergence of an idea of ​​oneself as “not a child”; a teenager begins to feel like an adult, strives to be and be considered an adult, he rejects his belonging to children, but he still does not have a feeling of genuine, full-fledged adulthood, but there is a great need for recognition of his adulthood by others. D.B. Elkonin distinguished between objective and subjective adulthood in the development of adolescents.

Objective adulthood is manifested in the readiness of the child to live in a society of adults as an equal participant. Elements of objective adulthood in adolescence can be seen in the attitude of adolescents to learning and work, to parents and peers, to children and the elderly. They reveal themselves:

In the intellectual sphere - independence in the assimilation of knowledge, the desire for self-education;

Social and moral sphere - help and support for adults, defending one's own views, conformity of moral and ethical ideas to the real behavior of a teenager;

In romantic relationships with peers of the opposite sex - forms of spending free time (dates, parties, dancing);

In appearance - following the fashion in clothes, in behavior, in speech ("buzzwords").

Subjective adulthood, or a sense of adulthood, is characterized by the appearance in a teenager of an attitude towards himself not as a small child, but as an adult. The main indicators of a sense of adulthood are:

Manifestations of the need for respect, trust, recognition of independence;

The desire to protect some areas of your life from adult intervention;

The presence of one's own line of behavior, despite the disagreement of adults or peers (Elkonin D.B.).

Types of adulthood were identified and studied by T.V. Dragunova. They are varied:

1) imitation of external signs of adulthood;

2) comparing adolescent boys to the qualities of a “real man”. Sports often become a means of self-education;

3) social maturity. It arises in conditions of cooperation between a child and an adult in various activities, when a teenager takes the place of an adult's assistant. Therefore, psychologists emphasize that adolescents must be included as assistants in the corresponding adult activities;

4) intellectual adulthood. It is expressed in the desire of a teenager to know something and be able to really. This stimulates the development of cognitive activity, the content of which goes beyond the school curriculum (circles, museums, etc.). A significant amount of knowledge in adolescents is the result of independent work. Teaching acquires a personal meaning from such schoolchildren and turns into self-education.

The question of the peculiarities of the emotional world of a teenager has independent significance. Few people doubt the thesis about increased emotional excitability and reactivity of adolescence. We can assume that some features of the emotional reactions of adolescence are rooted in hormonal and physical processes.

Adolescence is often referred to as a period of disproportion in development. At this age, attention to oneself, to one's physical features increases; the reaction to the opinions of others is aggravated, self-esteem and resentment increase. Physical disabilities are often exaggerated. First of all, in comparison with childhood, the growing attention to one's body is due not only to physical changes, but also to the new social role of a teenager. People around him expect that, due to physical maturity, he should already be able to cope with certain developmental problems.

Adolescence is rich in experiences, difficulties and crises. During this period, stable forms of behavior, character traits, ways of emotional response are formed and formed; this is the time of achievements, rapidly increasing knowledge and skills; the formation of "I", the acquisition of a new social position. At the same time, this is a loss of children's attitude, the appearance of a feeling of anxiety and psychological discomfort.

Adolescents develop anxiety about the norms of development, this is due, first of all, to disproportions in development, with premature development, and its delay.

Awareness of somatic changes and their inclusion in the schema of the body is one of the most important problems of puberty. Adolescents also note the social reaction to a change in their physical appearance (approval, admiration or disgust, ridicule, contempt) and include it in their self-image. This forms a teenager's low self-esteem, lack of self-confidence, stiffness in communication and a decrease in a sense of self-worth. In addition, sexual development is very closely related to the formation of a sense of dignity and pride, personal identity.

As H. Remshidt notes, in his work “Adolescence and youth”, comparing oneself with peers becomes relevant, since the range of normal variability remains unknown, continues H. Remshidt, this can cause anxiety and lead to acute conflicts or a depressive state, and even to chronic neuroses.

This includes such functional changes in the body as precocious puberty, developmental delay, and causes of anxiety in adolescents include juvenile acne, overweight and underweight, growth retardation.

The physiological origins of emotional tension are more clearly seen in girls. They have depression, irritability, anxiety and lower self-esteem are closely associated with a certain period of the menstrual cycle, followed by an emotional upsurge. In boys, such a rigid psychophysiological dependence has not yet been found. Although puberty is difficult for them. The peak of negative reactions to adults falls on 12.5-13.5 years. Emotional reactions and behaviors of adolescents, not to mention young men, cannot be explained only by shifts in the hormonal order. They also depend on social factors and conditions of upbringing, and individually - typological differences often prevail over adults. Quite normal adolescents have higher scores on the scales of "psychopathy", "schizophrenia" and "pyromania" than adults. This means that emotional reactions that would be a symptom of an illness in an adult are statistically normal for a teenager. At the transitional age, there is a peak in the spread of the dysmorphic syndrome (nonsense of a physical defect), and after 13–14 years, the number of personality disorders increases sharply, in particular cases of depersonalization. The highest level of anxiety in all spheres of communication was found among senior schoolchildren, but their anxiety increases especially sharply in communication with parents and those adults on whom they depend to some extent. At the age of 14 to 16 years, it is especially acute. Some character traits are emphasized: such accentuations will not be pathological in themselves, however, they increase the possibility of mental trauma and deviant behavior.

The next reason is the sexual development of adolescents. In this process, the central nervous system, the place of integration of nervous and mental phenomena, plays a decisive role.

Thus, sexual needs and inclinations develop, which, under the influence of psychosocial and sociocultural factors (sex education, norms, individual mental maturity, adult examples), are expressed in behavior in different ways: psychoaffectively, i.e. as driven by a feeling of love and inclination of the relationship to a particular partner, or psycho-functionally, as a sexual satisfaction largely independent of this, unrelated to a particular partner. But sexual disturbances can arise here: for some reason there is no maturation, then there is no sexual attraction, no corresponding experiences. If the necessary psychosocial (socio-cultural) factors are absent or punishments and restrictions prevail among them, sexual needs may also disappear or underdevelopment. This can lead to a mismatch between normal development and mental experience and behavior, causing self-doubt, low self-esteem, and so on.

The range of factors that can cause emotional arousal in a person does not narrow with age, but expands. The ways of expressing emotions become more diverse, the duration of emotional reactions caused by short-term irritation increases, and so on.

It should be noted that the manifestation of anxiety can occur in 2 variants: it is fear - anger and fear - suffering, which manifest themselves in different ways, but equally maladjust the personality.

It is necessary to pay attention to the importance of family and school in the period of growing up. Since adolescence is a contradiction between the desire to appear and the inability to "be an adult." This is a contradiction between the desire for independence and the need to obey the instructions - adults.

The difficulties of adolescence are associated with increased excitability, with hypochondriacal reactions, with affectivity, with an acute reaction to resentment, with increased criticality towards elders.

If these features are not taken into account, then adolescents may develop stable deviations in moral development and behavior. This is where the relationship between parents and children is important. Since adolescence is a transitional age, a transitional period from childhood to adulthood, numerous conflicts arise that negatively affect the formation of the emotional and cognitive spheres.

The role of the reference group increases, which contributes to the break with parents as a role model. On the part of parents, restrictions and prohibitions are increasing; in connection with new changes in the family, the number of conflicts is increasing. Economic conditions can be a cause for anxiety: as a teenager constantly feels dependent, dependent. Young people are financially dependent on their parents for a long time, due to the long duration of schooling. School failure can be a cause of conflict. Tensions between parents and children are due less to generational conflict than to changing economic conditions and technological advances that make parents, like children, feel insecure and restless, which breeds anxiety and indecision, which in turn shape their own character. . Along with the parental home, the school is the most important instance of socialization. The formation of youth as a phase of age development is closely connected with the emergence of a system of universal school education. School conflicts are mainly related to academic performance, adaptation, authority and autonomy. In connection with the requirements for academic performance, conflicts arise, both with teachers and with peers. In relation to teachers, there may be a protest, a refusal to study and achieve success. This behavior occurs in both capable and critical young people. Whose expressed desire for success collides with unfavorable prospects for the future. In relationships with peers, conflicts may arise on the basis of rivalry. This affects the psychosocial adaptation of schoolchildren and the preservation of the class as a single society. Conflicts in the field of autonomy and authority are due to restrictions on freedom by school rules. Young people demand that they justify their feelings of unwanted guardianship.

Anxiety is a subjective manifestation of a person's troubles. Teenagers younger and older have their own distinctive features, and they are great, but we can talk about the typical, characteristic features of this period, according to the level and nature of mental development, adolescence is a typical era of childhood, which has a number of stages that have their own characteristics, on the one hand , and on the other hand, a teenager is a growing person, standing on the threshold of adulthood.

The achieved level of mental development, the increased capabilities of a teenager, cause him to need independence, self-affirmation, recognition by adults of his rights, his potential, including participation in socially significant affairs. Meanwhile, adults emphasize that a teenager is no longer a small child and, placing increased demands on him, sometimes continue to deny him the right to independence, opportunities for self-affirmation. This is where most of the conflict situations, resentment and various forms of protest arise.

The main neoplasm of adolescence is self-awareness, as a result of the expansion of communication, the more complicated relations of a teenager with society, with adults, with peers.

The state of anxiety is a consequence of the teenage crisis, which proceeds in different ways and disorganizes the personality of a teenager, affects all aspects of his life. These crises can cause various forms of deviant behavior and personality disorders, including anxiety, which we will discuss in more detail.

Insulting by adults of the self-esteem of a teenager is perceived by him very sensitively. Due to ignorance by adults of the periodization of age development, the personality of a teenager will develop abnormally, that is, the "crisis of adolescence" will proceed with complications. An identity crisis is characterized by a teenager's feelings of inferiority, depression, and sexual intentions. The identity crisis, according to H. Reshmidt, can be viewed as a reaction to the loss of the status of a child, to the discrepancy between biological capabilities and social ones, to uncertainty in one’s competence, in one’s status, to drastic biological changes occurring in the body of a maturing person.

Uncertainty and fears can reach such an extent that there is a fear of losing body and soul unity, therefore "teenagers often create behavioral rituals" (H. Remschmidt) .

DI. Feldstein singled out a differential analysis of a radically new mental state of a teenager, determined by the need of a growing person to assert himself in the world around him, to realize himself in communication. All this makes it possible to establish and meaningfully characterize mentally - different conditions, a kind of three stages of the crisis in the development of a teenager. The first level, called D.I. Feldstein, "locally capricious". It is characterized by the fact that the desire of a 10-11 year old adolescent is manifested in the need for adults to recognize his importance and significance, through the solution of particular problems, which is why he is called local, and capricious, because situationally determined emotions prevail in him. Moreover, the emotionally colored desire for independence manifests itself in different children in different ways, which is reflected in motivational structures. It is characteristic that 10-11 year old children try to get recognition of the very fact of their growing up.

An assessment of the behavior and attitudes of children in specially organized situations shows that the growing desire of adolescents for independence does not come down simply to the desire to achieve an understanding of certain rights from adults, but is based on their understanding of the importance of expressing specific tasks, socially approved deeds, although they sometimes do not realize them. significance.

Second level, D.I. Feldstein, called "right - significant". 12 - 13 years old teenager is not satisfied, already with his participation in a certain set of cases, decisions; he reveals the need for public recognition; there is a development not only of duties, but also, most importantly, rights in the family, society, the desire for adulthood is formed not at the level of “I want”, but at the level of “I can” and “I must”.

At the third level, “affirmative-actual”, a 14-15-year-old adolescent develops a readiness to function in the adult world, which gives rise to the desire to use their abilities, to prove themselves, which leads to the creation of their social belonging, exacerbating the need for self-determination, self-realization.

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

The most important moment in the characterization of a teenager, his new social position is his awareness of his "I". This awareness is carried out both in self-esteem and in relationships with peers and adults. An increased interest in one's personality, the need to realize and evaluate one's personal qualities were one-sidedly interpreted by a number of foreign psychologists who argue that this departure from reality is allegedly inevitably accompanied by pronounced egoism, egocentrism and autism. Meanwhile, the adolescent's need for self-observation, self-esteem, self-affirmation and self-improvement arises not from empty curiosity and a superficial desire for self-deepening and does not act as aimless self-digging, but arises from a moral need to analyze one's own merits and demerits, from the desire to understand what is in one's own actions and purpose is right and wrong, what to strive for and what to abstain from. That is, interest in oneself arises from the need for life and activity, in which the qualities of a person are revealed. As for the need to be alone observed in adolescence, they are in no way equivalent to the so-called desire for loneliness, but, with properly organized activity, is only a need for conditions favorable for concentration and reflection. Relations with peers become more complicated during this period.

The teenager has a special need for friendly relations, where only a system of real equality is possible. But conflicts on the basis of rivalry are possible. Often adolescents take an aggressive role in relation to those people from whom the threat comes: their prestige, self-esteem. In fact, the mechanism of mental protection is triggered and often it is expressed in aggression. In fact, such adolescents often have low self-esteem, increased anxiety, insecurity, and suspiciousness.

Adolescents sensitively capture the attitude of adults towards them, the assessment of which has a great influence, actively forming the self-esteem of a growing person. It can be both positive and negative.

Conflicts at school can lead to behavioral disorders that require correction, for example, to “schoolophobia”, often based on fear of school; fear of bullying and insults to absenteeism. At the same time, the parental home serves as a positive factor, is the cause of maladaptation of the teenager. This includes a number of reasons: aggravated mental conditions (disharmony in the family, frequent quarrels, conflicts, etc.), the economic situation of parents, education. The reason for the maladjustment of a teenager can serve as a consequence of leaving school. Such adolescents show personality disorders and deviations in social behavior. Their starting point is often violations of personality formation, a tendency to low mood, low self-esteem, and, consequently, self-doubt, high anxiety.

S. Buhler singled out 2 phases in the youthful period: positive and negative. The teenage stage refers to the negative phase. Its characteristic features: anxiety, irritability, aggressiveness, aimless rebellion, the desire for self-sufficiency, not supported by appropriate physical and mental capabilities. This phase begins, according to S. Buhler, at 11-13 years old, in boys at 14-16 years old.

By the age of 16–17, high school students, regardless of the type of nervous system, have a significant content and are more balanced than adolescents.

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

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

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

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

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

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

- a psychological phenomenon;

- individual psychological characteristics of a person;

- a person's tendency to experience anxiety;

- a state of heightened anxiety.

The composition of anxiety includes the concepts: "anxiety", "fear", "anxiety". Consider the essence of each.

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

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

The unifying beginning for fear and anxiety is the feeling of anxiety.

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

Fear and anxiety are two concepts that are united by some and shared by other authors. In our opinion, fear and anxiety have a common component in the form of a feeling of anxiety. Both concepts reflect the perception of a threat or lack of a sense of security. If we continue the general line, then anxiety can be compared with a deeply hidden fear of a diffuse nature.

Anxiety as a premonition of danger, an indefinite feeling of anxiety, most often manifests itself in anticipation of an event that is difficult to predict and which can threaten with its unpleasant consequences.

Anxiety has as its motive the anticipation (anticipation) of trouble and, in its rational basis, contains fears about the possibility of its occurrence. As observations show, anxiety is more inherent in people with a developed sense of self-worth, responsibility and duty, moreover, they are highly sensitive to their position and recognition among others.

In this regard, anxiety also acts as a feeling of responsibility for the life and well-being of oneself and loved ones, saturated with anxiety.

Conventionally, the differences between anxiety and fear can be represented as follows: 1) anxiety is a signal of danger, and fear is a response to it; 2) anxiety is rather a premonition, and fear is a sense of danger; 3) anxiety has a greater excitatory, and fear - inhibitory effect on the psyche. Anxiety is more typical for persons with choleric, fear - phlegmatic temperament; 4) anxiety stimuli are more general, indefinite and abstract, fear is more definite and concrete, forming a psychologically closed space; 5) anxiety as an expectation of danger is projected into the future, fear as a memory of danger has its source mainly in the past traumatic experience; 6) despite its uncertainty, anxiety is more rational (cognitive), and fear is an emotional, irrational phenomenon. Accordingly, anxiety is more of a left hemispheric phenomenon, while fear is a right hemisphere phenomenon; 7) anxiety - socially, and fear - instinctively conditioned forms of mental response in the presence of a threat.

The presented differences reflect two hypothetical poles of anxiety and fear and do not take into account transitional states. When presenting further material, we will adhere to the point of view regarding the leading role of anxiety or fear, remembering that they have the same basis in the form of a feeling of anxiety. The latter, depending on the mental structure of the individual, life experience and circumstances, can acquire the meaning of both anxiety and fear.

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

C. Spielberger identifies two types of anxiety: personal and situational (reactive).

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

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

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

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

- with the learning process - learning anxiety;

- with self-image - self-assessment anxiety;

- with communication - interpersonal anxiety.

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

I.V. Imadadze identifies two levels of anxiety: low and high. A low level is necessary for normal adaptation to the environment, and a high one causes discomfort for a person in the society around him.

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

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

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

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

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

Research by V.V. Lebedinsky allow us to conclude that children with increased anxiety are at risk for neurosis, addictive behavior, and emotional personality disorders.

Theoretically, all specific fears, in our opinion, can be divided into three groups. The fears of the first group are addressed to a person as a biological being, they threaten the body and the physical Self, this fear can be called “being nothing”. The starting point for the development of the fear of “being nothing,” that is, not living, not existing, being dead, is the fear of death. The second group of fears reflects the threat of relationships - the deprivation of society of people, this fear can be called "to be with anyone." The fears of the third group characterize a person as a social being and are associated with damage to the social or psychological status of the individual. These fears can be conditionally called the fears of “being nobody” or “being the wrong one”, that is, inconsistency.

The structure of experiences in persons of different sexes is clinically the same and has an age specificity. Psychologically understandable fears reach a degree that does not correspond to the normative reactions for a given age. At the age of 12, apatho-depressive manifestations, difficulties in concentrating are observed, at 13–16 - absenteeism and somatic symptoms. The reluctance to leave can extend not only to specific people, but also to favorite toys or familiar places. A child can always indicate exactly who or what he is afraid to part with, adolescents (especially boys) do this less willingly. In the latter, an increased dependence on the mother is noticeable in that they prefer to involve her in buying items of clothing and in assisting in entering some social activities. The autonomy of behavior suffers: the child is not able to sleep separately, visit friends or go out, run errands, stay in children's health institutions. Patients are often characterized by pathological obedience and the desire for perfectionism.

The course of the disorder is chronic with exacerbations under conditions of social stress or somatic diseases. In the follow-up period, patients are characterized by difficulties in professional adaptation, a low level of self-affirmation and increased somatization.

"Phobic disorder of childhood" as a rule, it is expressed in the form of all kinds of neurotic phobias that appear at a fairly early age and relate to a wide range of problems and various situations. At the same time, if they are not specific to any age, they are classified exclusively as neurotic disorders. This should also include phobias that are associated with a specific stage in the development of the child. To diagnose this condition, it is necessary to have at least persistent or recurring anxiety of various content, specific to a certain phase of development, excessively expressed and causing a clear decrease in social adaptation.

"Social anxiety disorder of childhood" predominates in girls, but more often attracts attention in boys, perhaps due to sociocultural expectations of passivity and timidity for the so-called "female role". This type of disorder is diagnosed at an age when fear of strangers ceases to be a normal feature of the child's psychological development. Here, special attention is paid to the difference between behavior at home and in social situations outside the family.

Such children at home are quite lively and emotional, but they can be overly intrusive and demanding with caregivers. Characteristic behavior in an unfamiliar environment is that the child blushes, switches to whispering speech or is silent, tries to hide so that he is not visible, seeks protection from guardians, cries easily when trying to involve him in any activity. Self-esteem is generally reduced, high comorbidity (association) with depressive syndromes. Disadaptation is mainly manifested in the recreation and sports area, in some cases the learning process may suffer. The delay in social development inevitably makes itself felt in adolescence, when the formation of communication skills becomes vital.

Generalized Anxiety Disorder of Childhood (GAD) more common in urban environments, in fairly wealthy families of small size. The reasons for the appearance of anxiety are diverse, the most frequent are events in the future, especially those during which a person’s activity, his social acceptability, competence and compliance with the expectations of others will be somehow evaluated. Specific vegetative manifestations do not come to the fore; visible elements of behavior are the most typical. Such children appear nervous, tense, timid, insecure, prone to self-abasement in society, and at the same time serious and mature beyond their years. They are painfully sensitive to criticism and pride themselves on their exaggerated obedience and striving for perfectionism. Commonly associated behavioral signs include nail biting, hair pulling, thumb sucking, and bedwetting. Motivation for social success usually allows patients to achieve satisfactory adjustment, which is accompanied by constant and excessive internal stress. Among other things, this disorder in a child suggests a high risk of anxiety, affective and somatoform disorders in adulthood.

By itself, GAD in terms of clinical diagnosis implies anxiety, reaching the point of panic, in connection with separation or, for older children, in connection with the anticipation of separation from the object of attachment. Anxiety is usually about imminent danger and preoccupation with death and leads to a reduction in all activities outside the home. The hallmarks of the patient are extreme shyness and the desire to be away from new situations or people. GAD is characterized by persistent, uncontrollable anxieties that can affect many areas, including anxiety about possible failure in one's work, family or social relationships, physical health, and doubts about future or past behavior.

Fears can also be intensified as a result of the wrong influence of parents, or as a result of some unforeseen circumstances, or as a result of isolation from peers.

And vice versa, age-related manifestations of obsession, anxiety and suspiciousness in adolescents weaken if they feel support from people close to him who accept him as he is and take into account his individual characteristics.

Every teenager goes through periods of increased sensitivity to the world around them, when they feel less secure than usual. At this time, he most often has fears. The presence of fears implies a certain level of intelligence, due to the development of criticality and awareness of danger, as well as the development of self-control. Each type of fear usually appears at a certain age and disappears over time.

An important place in modern psychology is occupied by the study of gender aspects of anxious behavior. Anxiety is a particularly acute problem for adolescents. Due to a number of age characteristics, adolescence is often called the “age of anxiety”. Adolescents are worried about their appearance, about problems at school, relationships with parents, teachers, peers. And misunderstanding on the part of adults only increases the discomfort.

The problem of anxiety is one of the most urgent problems in modern psychology. Among the negative experiences of a person, anxiety occupies a special place in adolescence, often it leads to a decrease in working capacity, productivity, and difficulties in communication. In a state of anxiety, a teenager experiences not one emotion, but some combination of different emotions, each of which affects his social relationships, his somatic state, perception, thinking, and behavior. It should be borne in mind that the state of anxiety in boys and girls of adolescence can be caused by different emotions. The key emotion in the subjective experience of anxiety is fear.

It is necessary to distinguish between anxiety as a state and anxiety as a personality trait of adolescents. Anxiety is a reaction to imminent danger, real or imagined, an emotional state of diffuse objectless fear, characterized by an indefinite sense of threat (as opposed to fear, which is a reaction to a well-defined danger). Anxiety is an individual psychological feature, consisting in an increased tendency to experience anxiety in various life situations, including those whose objective characteristics do not predispose to this.

Anxiety can be generated both by the real ill-being of boys and girls in the most significant areas of activity and communication for them, or it can exist in spite of an objectively favorable situation, being the result of certain personal conflicts, disorders in the development of self-esteem, etc.

Anxiety as a personality trait largely determines the behavior of adolescents. A certain level of anxiety is a natural and obligatory feature of an active active person. Every teenage boy or girl has their own optimal or desirable level of anxiety - this is the so-called beneficial anxiety. A person's assessment of his state in this respect is an essential component of self-control and self-education for him. However, an increased level of anxiety is a subjective manifestation of adolescents' distress.

Anxiety has a significant impact on self-esteem in adolescence. An increased level of anxiety in adolescents may indicate their insufficient emotional adaptation to certain social situations. This gives rise to a general attitude of self-doubt.

It is noted that the intensity of anxiety experience, the level of anxiety in boys and girls are different.

Observations of the behavior of boys and girls did not lead to the discovery of sex differences, however, when interviewing teachers and the subjects themselves, it turned out that girls are more timid and anxious.

Thus, gender differences in anxiety are not related to the age of the subjects: they are approximately the same in children and adults. However, data on various types of anxiety (general and social anxiety) are contradictory.

Feingold explains such results by methodological and methodological problems. Previously, social anxiety was understood as general anxiety. There is also a discrepancy between the results, on the one hand, of personality scales and, on the other hand, of observation of behavior. Finally, according to Feingold, the data of urban and rural subjects and representatives of different cultures may differ.

The Anxiety Study found no "pure" gender differences, but did find cultural differences.

Finally, one should think about the implications for social life of gender differences in the parameter of anxiety. Society influences the formation of personality characteristics in different sexes in a certain direction. Perhaps you should not worry about this anxiety? If it allows you to achieve success and does not harm your health, then this is a characteristic of good adaptability. However, it is necessary to investigate the level of this anxiety associated with the mental norm. Too much anxiety does not give a person peace, and he cannot be happy and prosperous. It is possible that this is a reflection of those complex social processes that are taking place in the world.

Thus, the issues of studying adolescent anxiety occupy a significant place in modern psychology. Among the most topical issues is the identification of the causes and ways to correct anxious behavior. Not the last place is occupied by the study of gender differences in the manifestation of anxiety.

2.1 Methods for diagnosing anxiety in adolescent children age at the ascertaining stage of the experiment

In the first chapter, we theoretically substantiated the gender characteristics of anxiety manifested in boys and girls of adolescence. Based on this, we conducted a study during which it is necessary to carry out diagnostics, which allows us to identify the existing relationship between gender characteristics and anxiety manifested in adolescents.

The experimental study was carried out in the secondary school No. 293 in Moscow, in the 7th grade.

Table 1. Bank of diagnostic methods

No. p / p	Name of methods	Author	Target	Methodological support
1	Method for diagnosing the level of school anxiety Phillips	Phillips	To study the level and nature of anxiety associated with school in children of middle school age.
2	Scale of personal anxiety	Parishioners A.M.	Determine anxiety by a person's assessment of the anxiety of certain situations in everyday life	Workshop on developmental psychology / Ed. L.A. Golovei, E.F. Rybalko.
3	Anxiety Research Test (Spielberger Questionnaire)	Spielberger Ch.D., Khanin Yu.L.	Differentiately measure anxiety as a personal property (the level of personal anxiety) and as a state (the level of situational anxiety)	Workshop on developmental psychology / Ed. L.A. Golovei, E.F. Rybalko.
4	Questionnaire EPQ.	G.Yu. Eysenck	Study personality traits	Rogov E.I. Handbook of practical psychologist

The measurement of anxiety as a personality trait is especially important, since this property largely determines the behavior of the subject. A certain level of anxiety is a natural and obligatory feature of the active activity of the individual. Each person has their own optimal, or desirable, level of anxiety - this is the so-called useful anxiety. A person's assessment of his state in this respect is an essential component of self-control and self-education for him.

Personal anxiety is understood as a stable individual characteristic that reflects the subject's predisposition to anxiety and suggests that he has a tendency to perceive a fairly wide "fan" of situations as threatening, responding to each of them with a certain reaction. As a predisposition, personal anxiety is activated when certain stimuli are perceived by a person as dangerous, associated with specific situations, threats to his prestige, self-esteem, self-respect.

Situational, or reactive, anxiety as a state is characterized by subjectively experienced emotions: tension, anxiety, concern, nervousness. This state occurs as an emotional reaction to a stressful situation and can be different in intensity and dynamic over time.

Below we examine the level of anxiety in adolescent boys and girls aged 13–14.

Method 1. Method for diagnosing the level of school anxiety Phillips

The technique was developed by Philips and is aimed at studying the level and nature of anxiety associated with school in children of middle school age. (see Appendix 1).

Consider the results obtained by us during the study (see table 2).

Table 2. The results of the methodology "Methodology for diagnosing the level of school anxiety Phillips" diagnosing the level and nature of anxiety associated with school at the ascertaining stage of the experiment

No. p / p	Surname, name of the child	General anxiety at school	Experiencing social stress	Frustration of Needs for Success	Fear of self-expression	Fear of a knowledge test situation	Fear of not meeting the expectations of others	Low physiological resistance to stress	Problems and fears in relationships with teachers
1	Andryushenko D.	+	+	+	+	+	+
2	Valeeva K.	+	+	+	+
3	Vecherkin I	+
4	Gulinyan R.	+	+	+	+	+
5	Guseva A.	+	+
6	Dmitrienko D	+
7	Zhdanov N.	+	+
8	Zhurkina A.	+
9	Ilyasov S	+	+
10	Kadyrov D.	+	+	+	+	+
11	Konarev I.	+	+	+	+
12	Korotkova K.	+	+	+	+	+
13	Milyan A.	+	+	+	+	+
14	Nasyrov D.	+	+
15	Nuriev A.	+
16	Ogloblin D.	+	+	+	+
17	Orlov D.	+	+	+	+
18	Petrov A.	+	+
19	Plekhanov I.	+
20	Rubtsova A.	+	+	+	+	+
21	Sarycheva D.	+	+	+	+
22	Sorokin M.	+	+
23	Trofimov D.	+	+
24	Khabirova L.	+	+	+
25	Chuprina D.	+	+	+
Total boys	10	4	0	5	3	3	4	3
Total girls	10	2	3	2	6	7	6	8
In percentages	40/40	16/8	0/12	20/8	12/24	12/28	16/24	12/32

After analyzing the results, we identified the number of children with the following types of anxiety:

General anxiety at school - 10 boys (40%) and 10 girls (40%)

II Experiencing social stress - 4 boys (16%) and 2 girls (8%)

III Frustration of the need to achieve success - 0 boys and 3 girls (12%)

IVFear of self-expression - 5 boys (20%) and 2 girls (8%)

V Fear of a knowledge test situation - 3 boys (12%) and 6 girls (24%)

VIFear of not meeting the expectations of others - 3 boys (12%) and 7 girls (28%)

VII Low physiological resistance to stress - 4 boys (16%) and 6 girls (24%)

VIIIProblems and fears in relations with teachers - 3 boys (12%) and 8 girls (32%)

Analysis of tabular and graphical data showed that in this group of subjects, girls experience more anxiety than boys. When processing the results for all factors, 176% of cases of anxiety were obtained in girls, and 128% in boys.

Method 2. "Scale of Personal Anxiety"

The technique was developed by A.M. Parishioners and is designed to determine anxiety by a person's assessment of the anxiety of certain situations in everyday life (see Appendix 2).

Table 3. The results of the methodology "Scale of Personal Anxiety" diagnosing anxiety in an ordinary situation at the ascertaining stage of the experiment

No. p / p	Surname, name of the child	school anxiety	self-reported anxiety	interpersonal anxiety	magical anxiety
1	Andryushenko D.	+	V	+	+
2	Valeeva K.	+	n	+
3	Vecherkin I	n	+
4	Gulinyan R.	+	V	+
5	Guseva A.	+	V	+	+
6	Dmitrienko D	n	+
7	Zhdanov N.	+	A	+
8	Zhurkina A.	A
9	Ilyasov S	+	A
10	Kadyrov D.	+	V	+
11	Konarev I.	+	V	+
12	Korotkova K.	+	A	+
13	Milyan A.	+	V	+	+
14	Nasyrov D.	+	V
15	Nuriev A.	A
16	Ogloblin D.	+	V	+
17	Orlov D.	+	V	+	+
18	Petrov A.	+	n	+
19	Plekhanov I.	A
20	Rubtsova A.	+	V	+
21	Sarycheva D.	+	V	+
No. p / p	Surname, name of the child	school anxiety	self-reported anxiety	interpersonal anxiety	magical anxiety
22	Sorokin M.	+	n
23	Trofimov D.	+	n	+	+
24	Khabirova L.	+	A	+
25	Chuprina D.	+	A	+	+
Total boys	10	c - 4, a - 3	7	3
Total girls	10	c - 7, a - 5	4	11
In percentages	40/40	28/48	28/16	12/44

After analyzing the results, we came to the conclusion that in the group we studied, girls had higher self-esteem and magical anxiety (92%) than boys (40%). School anxiety in the study group is the same for both boys and girls (40% each), but boys have higher interpersonal anxiety (28%) than girls (16%). The study showed that anxiety is higher in girls than in boys.

Method 3. Anxiety Research Test (Spielberger Questionnaire)

The technique was developed by Spielberger C.D. and is aimed at a differentiated measurement of anxiety as a personal property (the level of personal anxiety) and as a state (the level of situational anxiety) (see Appendix 3).

Table 4. The results of the methodology "Test" Anxiety Research "(Spielberger questionnaire)" diagnosing anxiety as a personal property and as a state at the ascertaining stage of the experiment

No. p / p	Surname, name of the child	situational anxiety	Personal anxiety
1	Andryushenko D.	56	62
2	Valeeva K.	32	47
3	Vecherkin I	40	43
4	Gulinyan R.	58	32
5	Guseva A.	52	59
6	Dmitrienko D	42	48
7	Zhdanov N.	24	32
8	Zhurkina A.	20	31
9	Ilyasov S	31	29
10	Kadyrov D.	47	31
11	Konarev I.	54	41
12	Korotkova K.	59	62
13	Milyan A.	63	65
14	Nasyrov D.	43	31
15	Nuriev A.	18	22
16	Ogloblin D.	33	45
17	Orlov D.	49	44
18	Petrov A.	40	35
19	Plekhanov I.	12	26
20	Rubtsova A.	53	59
21	Sarycheva D.	51	57
22	Sorokin M.	32	43
23	Trofimov D.	51	44
24	Khabirova L.	65	68
25	Chuprina D.	41	47
Total boys	c - 5, y - 5, n - 2	c - 0, y - 10, n - 2
Total girls	c - 7, y - 4, n - 2	c - 11, y - 1, n - 1
In percentages	in - 20/28	c - 0/44

Analyzing the obtained results, we come to the conclusion that girls have higher personal and situational anxiety than boys.

Method 4. Questionnaire EPQ

The questionnaire was developed by G.Yu. Eysenck and is aimed at diagnosing personality traits (Appendix 4).

Table 5. Results of the EPQ methodology for diagnosing personality traits at the ascertaining stage of the experiment

No. p / p	Surname, name of the child	extraversion-introversion	neuroticism	psychoticism	Personality type
1	Andryushenko D.	And	+	mx
2	Valeeva K.	uh	sf
3	Vecherkin I	And	+	m
4	Gulinyan R.	uh	+	X
5	Guseva A.	And	f
6	Dmitrienko D	And	+	fm
7	Zhdanov N.	uh	xs
8	Zhurkina A.	uh	+	X
9	Ilyasov S	And	f
10	Kadyrov D.	And	+	m
11	Konarev I.	And	+	mx
No. p / p	Surname, name of the child	extraversion-introversion	neuroticism	psychoticism	Personality type
12	Korotkova K.	uh	xs
13	Milyan A.	And	fm
14	Nasyrov D.	uh	+	X
15	Nuriev A.	uh	With
16	Ogloblin D.	And	fm
17	Orlov D.	And	m
18	Petrov A.	uh	+	X
19	Plekhanov I.	uh	+	X
20	Rubtsova A.	uh	+	mx
21	Sarycheva D.	And	m
22	Sorokin M.	uh	+	X
23	Trofimov D.	uh	sf
24	Khabirova L.	uh	With
25	Chuprina D.	And	m
Total boys	i - 5, e - 7	4	3
Total girls	i - 7, e - 6	3	2
In percentages	i - 20/28, e - 28/24	16/12	12/8

Based on the data obtained during the study, it can be concluded that the majority of boys belong to the extroverted type, and the majority of girls belong to the introverted personality type. The nature of intro- and extraversion is seen in the innate properties of the central nervous system, which ensure the balance of the processes of excitation and inhibition. The results of the study also show that neurotic and psychotic personality types predominate among boys.

Based on this, based on the results of the ascertaining experiment, we can conclude that, depending on the real position of the student among peers, his success in learning, etc. identified high (or very high) anxiety will require various methods of correction. If, in the case of real failure, the work should be largely aimed at developing the necessary skills of work and communication that will make it possible to overcome this failure, then in the second case, it should be aimed at correcting self-esteem and overcoming internal conflicts.

However, in parallel with this work aimed at eliminating the causes of anxiety, it is necessary to develop the student's ability to cope with increased anxiety. It is known that anxiety, having gained a foothold, becomes a fairly stable formation. Schoolchildren with increased anxiety thus find themselves in a situation of a "vicious psychological circle", when anxiety worsens the student's abilities, the effectiveness of his work, and this, in turn, further increases emotional distress. Therefore, work aimed only at eliminating the causes is not enough. Techniques for reducing anxiety are largely general, regardless of its real causes.

Practical recommendations developed by us for the correction of anxiety in adolescent boys and girls and the creation on their basis of a special psychological method for the correction of anxiety that meets modern psychometric criteria, which is especially important for practice modern psychologist. As a correctional exercise with teenagers, you can use the program "Seven Fairy Tales of the Rainbow"

The purpose of this cycle is to work with teenagers on an unconsciously symbolic level on the topics of Love, loneliness, the search for Meaning, true motivations, the concepts of Peace of Mind, Childhood and Adulthood, Life and Death, Sleep and Reveal. To many questions raised in fairy tales, teenagers are unconsciously looking for answers. However, there are topics on which for some reason they are little talked about. But it is the conversation about values, which goes in an unobtrusive fairy-tale form, that allows you to correct the destructive aspects of behavior, reduce the level of anxiety and aggressiveness, work out intrapersonal conflicts, and establish relationships with loved ones. This cycle is designed for 7 meetings-classes for 1.5 hours (or more). The organization of work is normal. The group members sit in a circle; after the acquaintance procedure, the host says that at a certain stage in the development of the human soul, important questions arise that are difficult to answer in ordinary words. To talk about what worries us deep down, people came up with fairy tales, parables and legends. From today's meeting, we will get acquainted with one of the cycles that gave birth to a tireless soul, a soul that asks questions. We will try to find answers or just talk about what we think is important.

Scheme of reflection on fairy tales and their discussion

Accent

Direction of reflection

Questions

The question of the causes of persistent anxiety is one of the most significant, most studied and, at the same time, the most controversial. The problem of the natural prerequisites for anxiety as a stable personality formation, the analysis of its relationship with the neurophysiological, biochemical characteristics of the body, is one of the most difficult. So, according to the data of M. Rutter, a biological factor of increased vulnerability genetically transmitted by parents can play a certain role in the occurrence of emotional and personality disorders. However, one cannot but agree with the author that in cases where we are talking“on social behavior, the role of the genetic component is rather insignificant here.”

Anxiety is a particularly acute problem for adolescents. Adolescence is a time of rapid maturation and growing up, it is a time of worries and hopes, joys and disappointments, a stubborn struggle for independence and self-affirmation. Every teenager tries to evaluate himself, but at the same time, mistakes and misconceptions, overestimation and underestimation of self-esteem may occur. Inflated self-esteem will be corrected by life itself. Adolescence is a stage of ontogenetic development between childhood and adulthood (from 11-12 to 16-17 years old), which is characterized by qualitative changes associated with puberty and entry into adulthood. During this period, the individual has increased excitability, impulsiveness, which is superimposed, often unconscious, sexual desire. The main leitmotif of mental development in adolescence is the formation of a new, still rather unstable, self-awareness, a change in the self-concept, an attempt to understand oneself and one's capabilities. At this age, the formation of complex forms of analytical and synthetic activity, the formation of abstract, theoretical thinking takes place. Of great importance is the adolescent's sense of belonging to a special "adolescent" community, the values ​​of which are the basis for their own moral assessments.

Among the possible causes of anxiety may be: physiological characteristics (features of the nervous system - increased sensitivity or sensitivity), individual characteristics, relationships with peers and parents, problems at school. One of the factors influencing the appearance of anxiety in children, as pointed out by A.I. Zakharov, A.M. Parishioners and others are parental relationships. The degree of anxiety experienced by a child is directly related to the style of his upbringing, as noted by A.S. Spivakovskaya. The formation of an unfavorable increase in anxiety is facilitated by increased parental exactingness with insufficient consideration of the child's capabilities. The child gradually comes to the feeling that he constantly does not meet the requirements, “does not live up to” them. Such a situation may arise independently of the level of achievement of the child: a feeling of inadequacy can arise both in an excellent student and in an average student. Gradually, the child's experiences can become fixed, become a stable personality trait. Such children are characterized by passivity, lack of independence, a tendency not to act, but to dream, fantasize, children are more likely to come up with fantastic adventures alone than they will actively strive to accumulate real experience in joint activities with other children.

If parents, whose children experience fears, take a closer look at their habits, character, they will definitely notice manifestations of such increased anxiety, they will see the features of an anxious personality. Anxiety can be fixed because, along with excessive demands on the child, he may find himself in a situation of increased protection, excessive care, and precautions. Then the child has a feeling of his own insignificance. Causing emotion without effort, the child begins to think of himself as something infinitely small and vulnerable, and the world around him is filled with dangers. The child's uncertainty often arises with conflicting demands, when the father sets very high demands, and the mother tends to underestimate them and do everything for the child. All this increases the child's inability to make decisions and increases the sense of danger, a sense of heightened anxiety.

Eidemiller E.G. and Yustitskis V.V. introduced the concept of "family anxiety". “Family anxiety” refers to states of often poorly recognized and poorly localized anxiety in both or one of the family members. A characteristic feature of this type of anxiety is that it is manifested by doubts, fears, concerns, primarily concerning the family. These are fears regarding the health of family members, their absences, late returns, in relation to clashes, conflicts that arise in the family. Such anxiety usually does not extend beyond the family sphere.

At the heart of "family anxiety", as a rule, lies the poorly realized uncertainty of the individual in some very important aspect for him. family life. This may be insecurity in the feelings of another spouse, insecurity in oneself; for example, an individual represses a feeling that may manifest itself in family relationships and which does not correspond to his idea of ​​\u200b\u200bhimself. Important aspects of this state are also a feeling of helplessness, a feeling of inability to intervene in the course of events in the family, to direct it in the right direction. A.M. parishioners. The researcher analyzed the relationship of anxiety between children and parents, and, according to the data obtained, the relationship between anxiety between children and parents was noted for children of preschool, primary school and adolescence. A.M. Parishioner concludes that emotional difficulties and problems are more common in those children whose parents are characterized by personality disorders, a tendency to neurosis-like states, depression, etc. However, the establishment of the above connection alone does not allow us to understand how the anxiety of children and parents is related. . So, according to the data of M. Rutter, a biological factor of increased vulnerability genetically transmitted by parents can play a certain role in this regard. Nevertheless, M.A. Parishioners, it seems much more likely that parental anxiety affects children's anxiety through imitation, influencing the child's living conditions (for example, limiting contact with peers, overprotectiveness, etc.). “That fact attracts attention,” writes A.M. Parishioners - that the most common response among parents of anxious children is a feeling of irritation, and not anxiety, despondency, as one might expect. This moment, in our opinion, is extremely important, because when communicating with an irritated adult, all the more so significant for him, the child experiences acute discomfort, which is based on guilt. Moreover, the child most often cannot understand the reason for this guilt. Such an experience leads to deep, “objectless” anxiety.

Adolescents often begin to rely on the opinions of their peers. If younger schoolchildren have increased anxiety during contacts with unfamiliar adults, then in adolescents, tension and anxiety are higher in relationships with parents and peers. The desire to live according to one's ideals, the development of these patterns of behavior can lead to clashes of views on the life of adolescents and their parents, and create conflict situations. In connection with the rapid biological development and the desire for independence, adolescents also have difficulties in relationships with peers.

Quite often there are conflicts with teachers in adolescents. Adverse relationships, conflicts, rudeness and tactless behavior of teachers towards children is often one of the main causes of anxiety. Such anxiety is described in the literature under the names "didactogeny", "didactoscalogeny", "didactogenic neurosis". In older adolescence and early adolescence, students are already largely “emancipated” from school, although the influence of teachers on their emotional well-being is also noted here (in a weaker form). Such behavior of the teacher serves rather as a trigger, a "trigger" of the state of anxiety and the actualization of anxiety as a personal formation. Moreover, such an appeal could concern both the child himself and one of his classmates.

Thus, relationships with parents, teachers and peers, disagreements in them and conflicts lead to the development of adolescent anxiety as a personal formation. However, the reasons for the anxiety of adolescents also break down in themselves, in their internal conflicts and experiences.

The internal conflict, mainly the conflict associated with the attitude towards oneself, self-esteem, self-concept, is the most important source of anxiety. An important role, of course, is played by internal conflicts related to relationships with adults. In addition, in adolescence, contradictions are expressed related to identification and social comparison with adults and peers, and in older adolescence and especially early youth, a conflict between the desire for personal autonomy and the fear of this, value contradictions. However, in all these cases, the action of contradictory tendencies is focused on the idea of ​​oneself and attitude towards oneself.

Often, persistent anxiety indicates that a person has an adverse emotional experience. The accumulation of adverse emotional experiences in adolescence is served by constant doubts about whether success is really genuine. They often expect success in cases where it is unlikely, and at the same time they are not sure of it even when the probability is high enough. They are guided not by real conditions, but by some kind of internal premonitions, expectations, hopes and fears. As a result, they really experience failure, which leads to the accumulation of negative emotional experience. And this, in turn, leads to the development of self-doubt and increased anxiety.

Even from the preadolescent age, anxiety is increasingly mediated by the features of the "I-concept", which is of a contradictory, conflicting nature. In turn, anxiety, becoming a kind of psychological barrier to success and its subjective perception, deepens and intensifies this conflict. At the level of need, it acquires the character of a contradiction between the affectively charged desire for a satisfying attitude towards oneself, success, achievement of the goal, on the one hand, and the fear of changing the habitual attitude towards oneself, on the other.

Difficulties in the perception of success and doubts even in real achievements that arise as a result of such a conflict further increase the negative emotional experience. Therefore, anxiety becomes more and more fixed, acquires stable forms of implementation in behavior and becomes a stable personal property that has its own motivating force. It is on this basis that anxiety can arise in adolescence and adolescence.

Thus, it is important to note that in adolescence, anxiety arises and is already consolidated as a stable personal education based on the leading need in this period for a satisfying, stable attitude towards oneself. The internal conflict, reflecting the contradictions in the “I-concept”, attitude towards oneself, continues to play a central role in the emergence and consolidation of anxiety in the future, and at each stage, those aspects of the “I” that are most significant during this period are included in it.

An analysis of the pedagogical and psychological literature showed that the main causes of school anxiety can be:

1. conflict between the needs of the child;

2. conflicting demands from parents;

4. conflict between the educational system of the school and the family;

5. inflexible, dogmatic system of education in the family and at school;

the orientation of the child is not on the process of learning, but on its result.

1.6.Self-assessment of a senior student.

Formation of self-esteem.

The growth of self-awareness is a characteristic feature of the personality of an older student. The level of self-awareness also determines the level of requirements of older students to the people around them and to themselves. They become more critical, make high demands on the moral character of an adult and a peer. Students make especially high demands on the moral qualities of their classmates. VF Safin studied the peculiarities of high school students' assessment of the moral and volitional qualities of their peers. It turned out that high school students in assessing the properties of their classmates prefer moral qualities to strong-willed ones. So, eighth graders only in 57% of cases prefer moral qualities, while tenth graders 72% of cases. This creates a fertile ground for the formation of moral attitudes, feelings of high school students. We also found gender differences in the assessment of personal qualities. The vast majority of girls evaluate their comrades mainly by moral properties. In young men, this trend is less pronounced. However, for young men, as they move from class to class, the number of such assessments increases. In the same study, students in grades 8–10 were asked to rate the moral qualities manifested in the behavior of their peers in points. It turned out that eighth graders generally give higher grades than tenth graders, this is due to the fact that tenth graders make higher demands on moral and volitional qualities. Teachers rate the same qualities of eighth graders 0.2-0.3 points lower, and tenth graders 0.3-0.4 points lower. This speaks of self-criticism growing in the process of the formation of a senior student. For the personality of a senior student, as studies show, self-esteem is of great importance, which indicates a high level of self-awareness. In self-esteem, high school students show a certain caution. They are more willing to talk about their shortcomings than their merits. Both girls and boys call themselves 'temper', 'rudeness', 'selfishness'. Among the positive traits, the following self-assessments are most common: 'faithful in friendship', 'I don't let my friends down', 'I will help in trouble', that is, those qualities that are important for establishing contacts with peers, or those that interfere with this, come to the fore (temper, rudeness, selfishness, etc.) Inflated self-esteem is noticeably found in the exaggeration of one's mental abilities. This manifests itself in different ways: those who study easily, they believe that in any mental work they will be at the height of their position; those who stand out for their success in a certain subject are ready to believe in their special talent; even low-performing students usually point to some other achievement. I.S.Kon noted: “The more important the assessed property is for the individual, the more likely the inclusion of psychological defense mechanisms in the process of self-assessment. According to Ya.P. than it really is.” Just like high self-esteem, low self-esteem has an unfavorable effect on a high school student. There is a feeling of insecurity, fear, apathy. In this situation, talents and abilities will not develop, and may not appear at all. Self-esteem is the awareness of one's own identity, independently of changing environmental conditions. Self-esteem is based on self-consciousness, since at a certain stage of development self-consciousness becomes self-esteem. Self-consciousness is knowledge of oneself, attitude towards this knowledge and, as a result, attitude towards oneself and it manifests itself in the form of self-esteem.

Chapter I Conclusion

The concept of "anxiety" psychologists designate a person's condition, which is characterized by an increased tendency to experiences, fears and anxiety, which has a negative emotional connotation. Having considered constructive and destructive anxiety as creative and destructive, respectively, we saw that sometimes a certain level of anxiety is simply necessary for fruitful work. A form of anxiety is a special combination of the nature of experience, awareness, its verbal and non-verbal expression in the characteristics of behavior, communication and activity. We considered two categories of forms of anxiety - open and hidden, which manifest themselves in different ways, as well as "disguised" anxiety as a way to regulate and compensate for anxiety, as one of the defense mechanisms. Speaking about the forms of anxiety, we should also mention the defense mechanisms that arise under the pressure of excessive anxiety. The most important defenses are repression, projection, reaction formation, fixation and regression. The question of the causes of persistent anxiety is one of the most significant, most studied and, at the same time, the most controversial. Anxiety is a particularly acute problem for adolescents, because this is a time of rapid maturation and maturation, a time of hopes and anxieties. Causes of teenage anxiety can be physiological features(features of the nervous system - increased sensitivity or sensitivity), individual characteristics, relationships with parents, teachers and peers, disagreements in them and conflicts. However, the causes of adolescent anxiety are also hidden in themselves, in their internal conflicts and experiences.

Despite the fact that in youth self-esteem should be adequate in most cases, we must not forget that inadequate self-esteem occurs. The discovery of oneself as a uniquely individual person is inextricably linked with the discovery of the social world in which this person has to live. Youthful reflection is, on the one hand, awareness of one’s own “I” (“Who am I? What am I? What are my abilities? Why can I respect myself?”), And on the other hand, awareness of one’s position in the world (“What is my life ideal "Who are my friends and enemies? Who do I want to become? What should I do to make myself and the world around me better?"). The first questions addressed to oneself are raised, without always being aware of this, by a teenager. This introspection is often illusory, as youthful life plans are in many ways illusory. But the very need for introspection is a necessary sign of a developed personality and purposeful self-education.

anxiety fear psychological school

The school is one of the first to open the world of social and social life to the child. In parallel with the family, he takes on one of the main roles in the upbringing of the child.

The school becomes one of the determining factors in the development of the child's personality. Many of his main properties and personal qualities are formed during this period of life, and how they are laid down largely depends on all his subsequent development.

Changes in social relationships present significant difficulties for the child.

Anxiety, emotional tension are mainly associated with the absence of people close to the child, with a change in the environment, familiar conditions and the rhythm of life. Such a mental state of anxiety is usually defined as a generalized feeling of a non-specific, indefinite threat.

The expectation of impending danger is combined with a feeling of uncertainty: the child is not able to explain what he is afraid of. Unlike the similar emotion of fear, anxiety does not have a specific source. It is diffuse and behaviorally can manifest itself in the general disorganization of activity, violating its direction and productivity.

Two large groups of signs of anxiety:

the first - physiological signs occurring at the level of somatic symptoms and sensations;

the second - the reactions occurring in the mental sphere.

The somatic and psychic symptoms of agitation are known to anyone from their own experiment. Somatic symptoms appear in an increase in the frequency of breathing and heartbeat, an increase in a single excitation, a decrease in sensitivity thresholds. These friends of any feeling, like an unexpected rush of heat to the head, cool and wet palms are still considered to be accompanying indicators of excitement.

Psychological and behavioral reactions of excitement are still the most heterogeneous, unusual and unexpected - unexpected.

Anxiety pulls because of an obstacle to decision-making, damage to the coordination of movements. From time to time, the effort of restless hope is so great, as if a person involuntarily prevents himself from illness. Anxiety, as a stable position, interferes with the clarity of the idea of ​​the return of communication, enterprise, creates problems when meeting new people. Anxiety is considered a biased sign of a person's trouble. However, in order for it to develop, a person must stock up on a load of unsuccessful, inadequate methods for overcoming the state of excitement. Therefore, in order to prevent the restless-neurotic form of the formation of a person, it is necessary to help the children find effective methods with the support of which they would be able to learn how to deal with disorder, complexes and other manifestations of psychological instability.

Each formative period has its own dominant anxiety informants. For a two-year-old baby, parting with his mother is considered a source of excitement, for six-year-old children - the lack of adequate examples of identification with guardians. In adolescence - timidity to exist not recognized by peers.

Anxiety pushes the baby into this behavior, which has the ability to free him from problems and horror. In order to free the baby from anxiety, excitement and fear, it is necessary to strengthen interest not in any way on specific signs of anxiety, but on the factors laid down in their base - life circumstances and criteria, so probably the position of the baby often appears from a feeling of indecision, from claims that turn out to be more his forces, from dangers, fierce sanctions, unbalanced endurance.

For constructive work, for a harmonious real life, the established degree of excitement is simply needed.

That degree, which does not exhaust a person, but creates the tone of his efficiency. Such anxiety does not immobilize a person in any way, but mobilizes him to overcome obstacles and conclude tasks.

That is why it is called fruitful. Specifically, it performs the adaptive function of the body's vital activity. An important property that characterizes anxiety as fruitful is probably the knowledge to embody a restless situation, to analyze it quietly, in the absence of panic. Closely connected with this is the knowledge to analyze and intend personal actions.

As if touching the pedagogical process, the emotion of excitement inevitably accompanies the child's educational activity in any school, including a personally impeccable one. In general, practically no functional cognitive activity of a person can in any way be accompanied by apprehension.

According to the Yerkes-Dodson law, the best degree of anxiety increases the productivity of efficiency. The mistress of the situation of knowing something or the newly minted, unknown, the situation of solving a problem, how soon it is necessary to add aspirations so that the indistinct becomes clear, constantly hides confusion, duality and a pretext for excitement.

It is only possible to completely throw off the state of unrest, having eliminated all the problems of knowledge, as if utopian, true, and in no way necessary.

In a significant proportion of cases, we own a craft with a destructive manifestation of excitement. After all, it is quite difficult to separate fruitful anxiety from destructive one, and it is impossible to identify here only by the formal results of educational efficiency. If anxiety forces the baby to learn better, it probably does not at all guarantee the constructiveness of his psychological experiences. Forced by important adults and completely attached to them, the baby is able to renounce self-sufficiency of actions due to the storage of closeness with these people. The shyness of loneliness gives rise to anxiety, which simply whips up the teenager, forcing him to gather all his own strength in order to whitewash the hopes of the mature and help his own authority in their eyes.

Service in a state of significant overstrain of sincere forces is capable of delivering only a temporary result, which, in the future, will turn into a psychological breakdown, the development of school neurosis and other unnecessary results. To replace psychological instability in the lower grades, middle grades 6-8, weakness and indifference come. An attentive teacher can easily understand how constructive the child's anxiety is by observing him in a situation that requires maximum activity of all his available capabilities. If he falls into a panic, despondency, begins to refuse, without even delving into the task, it means that the level of anxiety is high, anxiety is destructive. If at first he tries to solve the problem in his usual ways, and then refuses with an indifferent look, most likely, his level of anxiety is insufficient. If he carefully penetrates into the situation, he begins to sort out possible options solutions, will get carried away with the task, will think about it, even if he cannot solve it, he reveals exactly the level of anxiety that is needed.

Constructive anxiety gives originality to the decision, uniqueness of the idea, it contributes to the mobilization of the emotional, volitional and intellectual resources of the individual.

Destructive anxiety causes a state of panic, despondency. The child begins to doubt his abilities and strengths. But anxiety disorganizes not only learning activities, it begins to destroy personal structures. It's not just anxiety that causes behavioral disturbances. There are other mechanisms of deviation in the development of the child's personality. Most of the obvious violations that impede the normal course of education and upbringing are basically related to the child's anxiety. B. Kochubey, E. Novikova consider anxiety in connection with gender and age characteristics.

In preschool and primary school age, boys are more anxious than girls. They are more likely to have tics, stuttering, enuresis. At this age, they are more sensitive to the action of adverse psychological factors, which facilitates the formation of various types of neuroses.

Psychological manifestations of anxiety in boys and girls of primary school age

At the age of 9-11, the intensity of experiences in both sexes levels off, and after 12 years, the overall level of anxiety in girls generally increases, while in boys it slightly decreases.

Girls' anxiety is more often associated with other people; they are worried about the attitude of others, the possibility of a quarrel or separation from them.

The main reason for the anxiety of girls aged 15-16 is fear for relatives and friends, fears of causing them trouble, worries about their health, state of mind.

At the age of 11-12, girls are often afraid of all sorts of fantastic monsters, the dead, and also experience anxiety in situations that are traditionally disturbing for people. These situations are called archaic, because they frightened even our distant ancestors, ancient people: darkness, thunderstorm, fire, height.

At the age of 15-16, the severity of such experiences is significantly reduced.

What worries the boys the most can be summed up in one word: violence.

Boys are afraid of physical injuries, accidents, as well as punishments, the source of which is parents or authorities outside the family: teachers, school principals.

The age of a person reflects not only the level of his physiological maturity, but also the nature of the connection with the surrounding reality, the features of the inner level, the specifics of the experience.

School time is the most important stage in a person's life, during which his psychological appearance fundamentally changes.

The nature of restless experiences changes. The intensity of unrest from the main to the tenth grade increases by more than 2 times.

The degree of anxiety begins to rise roughly after 11 years, reaching a climax by the age of 20, and gradually decreases by the age of 30.

The prerequisite for the origin of excitement is constantly considered a congenital incident of the baby.

The conflicting internal states of the soul of the baby have every chance to exist due to:

Contradictory claims to him, emanating from various sources;

Inadequate claims that do not correspond to the abilities and zeal of the baby;

Unfavorable claims that set the baby in a humiliated dependent state.

In all 3 variants, there are feelings of loss of support, loss of strong guidelines in life, indecision in the world around.

Anxiety does not always appear in an obvious form, since it is considered a rather difficult condition.

The most common of emotional devices turns on almost instantly: it is better to be afraid of something than something is not clear. So, childish horrors appear. Horror is the 1st derivative of excitement.

His superiority is in his certainty, in the fact that he constantly leaves some free space.

I am afraid of dogs, I can be inactive after where the dogs are missing, and feel safe. In variants of clearly embodied horror, its object has the possibility of not possessing anything universal with a real premise of excitement that gave rise to this horror. The kid has the ability to be afraid of secondary schools, but this is based on a home incident, which he experiences in depth.

Desiring horror, in accordance with apprehension, alienates a certain amount of the greatest emotion of safety, after all, and probably a situation in which it is very difficult to exist. Therefore, the processing of restless experiences at the stage of horror does not end in any way. The more dilapidated the children, the less often the image of horror, and the more often - the rest, hidden forms of manifestation of excitement.

For some children, it is probably achieved with the support of specific ritual acts that protect them from a likely threat. A child has the opportunity to work as a model, trying not to step on the joints of concrete slabs and cracks in the asphalt.

The negative side of such rituals is a certain possibility of developing similar acts into neuroses, obsessions (obsessive neuroses).

It must be taken into account that the restless kid simply did not find any other method of dealing with fear.

For all the inadequacy and nonsense of such methods, they must be respected, not ridiculed in any way, but to help the child in other ways to respond to their own difficulties, it is impossible to destroy the island of safety without giving anything in exchange.

The refuge of almost all children, their salvation from excitement is the world of fiction. Dreaming does not continue life in any way, but opposes itself to it.

In life, I can’t run at all - in my dreams I conquer the cup at local competitions; I am not at all sociable, I do not have enough friends - in my dreams I am considered the favorite of a large company and perform bold actions that cause delight in everyone.

The fact that these children and children, in fact, would have the opportunity to achieve the object of their own desires, they, surprisingly, are not interested in any way, including if it probably costs insignificant efforts.

Their real pluses and victories await that fate.

They try not to think about what really exists, since everything present is filled with apprehension for them.

The real and practical, they change places: they live specifically in the sphere of their own dreams, and everything,

As if from outside this sphere, it is taken as a heavy dream.

Such an exit into your own ghostly little world is not very true - sooner or later the application wish of a huge lattice will break into the world of the baby and the most significant effective ways of protecting against excitement will become necessary.

Restless children often come to the usual conclusion - in order not to be afraid of anything, it is necessary to make it so that they fear me. In the words of Eric Bern, they try to give their own anxiety to others.

Therefore, brutal behavior is often considered a form of hiding personal anxiety.

Anxiety visits quite hard to consider because of anger.

For any age period there are specific areas, objects of reality.

Which cause an overestimated anxiety of the majority of children beyond the dependence on the presence of real danger or anxiety as a stable upbringing.

These age-related peaks of anxiety are considered a consequence of more important social needs. In preschoolers and younger adolescents, restlessness is considered the result of the frustration of the need for strength, security from the immediate environment, which is the case with narrow-minded adults.

In a younger teenager, the teacher also has the opportunity to be such a narrow-minded mature.

Kamenskaya V.G., who studied the age-related dynamics of anxiety with the support of projective research, found the greatest anxiety among preschoolers in communication with students in a children's garden and less anxiety with guardians.

Younger adolescents feel the greatest restlessness in relationships with mature people and less peers.

In connection with this, the following should be noted. Judging by the experimental data, a rather high level of school anxiety and, by the way, a decrease in self-esteem, are generally characteristic of the period of entering school, the first months of study.

However, after an adaptation period, usually lasting from one to three months, the situation changes: emotional well-being and self-esteem stabilize.

Such children in the first grades enrolled in the primary school program usually range from 18% to 26%.

It is advisable to start work on identifying school anxiety and overcoming it in the 1st grade around the middle of the 2nd quarter.

Research results show that children with high school anxiety in elementary grades are, as it were, at the two extreme poles in terms of academic performance.

These are either excellent students, or weak and unsuccessful students, among them there are almost no schoolchildren with good or average academic performance. psychological assistance for an excellent student with school anxiety and for a loser will be different, will have its own specific features.

Teenagers most anxious in relationships with classmates and parents, and least anxious with outside adults and teachers. Adolescence is often referred to as a period of disproportion in development.

At this age, attention to oneself, to one's physical features increases; the reaction to the opinions of others is aggravated, self-esteem and resentment increase.

Physical disabilities are often exaggerated.

Compared to childhood, the increasing attention to one's body is due not only to physical changes, but also to the new social role of a teenager.

People around him expect that, due to physical maturity, he should already be able to cope with certain developmental problems.

Adolescents develop anxiety about the norms of development, this is due, first of all, to disproportions in development, with premature development, and its delay.

Awareness of somatic changes and their inclusion in the scheme of the body - one of the most important problems of puberty.

Adolescents also note the social reaction to a change in their physical appearance (approval, admiration or disgust, ridicule, contempt) and include it in their self-image.

This forms a teenager's low self-esteem, self-doubt, constraint in communication and a decrease in self-worth.

In addition, sexual development is very closely related to the formation of a sense of dignity and pride, personal identity.

Senior schoolchildren show the highest level of anxiety in all areas of their activity and its assessment by others, unlike adolescents, they have increased anxiety in communicating with those adults on whom they depend to some extent. I. V. Dubrovina, according to a longitudinal study, revealed that in tenth graders the level of anxiety decreases sharply compared to grades 8-9, but in grade 11 it rises again, due to an increase in self-assessment anxiety. The growth of self-esteem anxiety in grades 9-11 is determined by - apparently so that these classes are graduation.

In young men, gender and individual differences in the degree of anxiety and in the nature of the factors caused (success, position among peers, self-esteem, anxiety associated with the type of GNI) are more pronounced than in adolescents.

This confirms the theory of V. S. Merlin about integral individuality. Economic conditions can be a cause for anxiety: as a young man constantly feels dependent, dependent. Young people are financially dependent on their parents for a long time, due to the long duration of schooling.

The formation of youth as a phase of age development is closely connected with the process of socialization in the conditions of the school community.

Therefore, the school anxiety of high school students is mainly associated with academic performance, adaptation, authority and autonomy. In connection with the requirements for academic performance, conflicts arise, both with teachers and with peers. In relation to teachers, there may be a protest, a refusal to study and achieve success.

This behavior is found in both calm and critical young people, whose pronounced desire for success clashes with unfavorable prospects for the future. In relationships with peers, conflicts may arise on the basis of rivalry. This affects the psychosocial adaptation of schoolchildren and the preservation of the class as a single society.

Dissatisfaction with their ambitions, claims to success, as well as fears of not getting the desired assessment in the team give rise to a state of school anxiety in young people.

An anxious student has inadequate self-esteem: low, high, often contradictory, conflict.

He experiences difficulties in communication, rarely shows initiative, behavior is of a neurotic nature, with obvious signs of maladaptation, and interest in learning is reduced. He is characterized by uncertainty in himself, in his abilities, timidity, the presence of pseudo-compensatory mechanisms, minimal self-realization.

When very high claims and strong self-doubt collide in self-esteem, acute emotional reactions (nervousness, tantrums, tears) appear as a result. In psychology, this phenomenon is called the "affect of inadequacy."

People with the affect of inadequacy want to be the first in everything, including when leadership does not have the slightest fundamental meaning.

The affect of inadequacy not only interferes with the correct formation of the person's case for himself, but also distorts almost all of its interconnections with the world around the student.

These people often expect a dirty trick, hostility from the rest. They are disposed to accept any situation, including neutral or pre-winning, as threatening. It doesn't matter what kind of environment for testing competence - an exam, an analysis - for such people, as it turned out, it was simply unbearable.

In an experiment aimed at investigating the affect of inadequacy, high school students' requirements for being ingenious were compared with a real assessment of their ability to learn and acquire knowledge. It turned out that all test-takers have the highest requirements to exist ingenious.

However, as soon as they were offered to solve puzzles for ingenuity, i.e. created an environment that urged a real assessment of their own abilities, only a few wanted to take part in this.

Only a few showed the ratio of the importance of the requirements to their self-esteem. Most of the high school students categorically refused to take part in solving problems, while the psychological nature of these refusals was different.

Usually, adequate conceit, corresponding to the degree of requirements, was considered good for becoming a person of a teenager of senior school age.

Recent studies show that it is more productive to assume the highest conceit, the highest or very highest degree of requirements, which have every chance, including exceeding the real abilities of the student.

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

Anxiety is a subjective manifestation of a person's troubles.

The manifestation of anxiety can occur in 2 variants: it is fear - anger and fear - suffering, which manifest themselves in different ways, but equally maladjust the personality.

To diagnose school anxiety, it is important for a teacher and parents to know behavioral features anxious children.

Anxious children are distinguished by frequent manifestations of anxiety and anxiety, as well as a large number of fears, and fears and anxiety arise in those situations in which the child, it would seem, is not in danger. Anxious children are especially sensitive. The child may be worried: while he is in the garden, suddenly something will happen to his mother.

Anxious children are often characterized by low self-esteem, in connection with which they have an expectation of trouble from others. This is typical for those children whose parents set impossible tasks for them, demanding this, which the children are not able to fulfill, and in case of failure, they are usually punished, humiliated (“You can’t do anything! You can’t do anything! ").

Anxious children are very sensitive to their failures, react sharply to them, tend to refuse those activities, such as painting, in which they have difficulty.

In these children, you can notice a noticeable difference in behavior in and out of class. Outside of classes, these are lively, sociable and direct children, in the classroom they are clamped and tense. Teachers answer questions in a quiet and deaf voice, they may even begin to stutter. Their speech can be either very fast, hasty, or slow, difficult. As a rule, prolonged excitement occurs: the child pulls clothes with his hands, manipulates something.

Anxious children are prone to bad habits of a neurotic nature (they bite their nails, suck their fingers, pull out their hair, masturbate). Manipulation with their own body reduces their emotional stress, soothe them.

Drawing helps to recognize anxious children. Their drawings are distinguished by an abundance of shading, strong pressure, as well as small image sizes. Quite often such children "get stuck" on details, especially small ones.

Restless children have a stern, restrained idea of ​​a face, lowered eyes, sits neatly on a chair, tries not to work with unnecessary movements, not to rattle in any way, likes not to direct the interest of those around them in any way. Such children are called shy, timid. The ancestors of their peers traditionally set them as a model for their own tomboys: “Look how well Alexander behaves. And, surprisingly, this whole list of virtues is visited by the truth - these kids behave "correctly".

However, some guardians are worried about the behavior of their own children. "Alexandra loves to work only what she is addicted to. There is no way to intrigue him with something new." "Milasha is completely angry. Almost like in tears." "Alyosha constantly sits in the building, he does not want to visit circles or the sports section." The behavior of restless children is distinguished by frequent manifestations of anxiety and excitement, these children live in constant tension, feeling danger all the time, feeling as if in any episode they have every chance of meeting with failures. We see it necessary to study the circumstances of school anxiety in high school students from the first years of a child’s life, because, in accordance with the views of the bulk of experts and also in accordance with the results of supervision accumulated by ethnic pedagogy, the origins of almost all neurotic phenomena lie in infancy. Among the circumstances that cause childish restlessness, in the main place, according to the view of E. Savina, is probably the wrong education and negative deeds of the baby with the guardians, especially with the mother. So the deviation, non-recognition by the mother of the baby causes him anxiety because of the impossibility of satisfying the need for love, affection and protection. In this case, horror appears: the baby feels the conditionality of material love (“If I arrange it badly, they won’t adore me in any way”). Dissatisfaction with the baby's need for love will inspire him to achieve its satisfaction by any means.

Childish restlessness can exist as a result of the symbiotic relationship between the baby and the mother, as soon as the mother feels like a single whole with the child, tries to protect him from the problems and problems of life. It "binds" to itself, keeping from invented, non-existent threats. As a result, the baby checks the excitement, as soon as he remains in the absence of his mother, he simply disappears, worries and fears. Instead of vigor and self-sufficiency, lethargy and bondage develop.

In those cases where upbringing is quickly based on excessive demands, with which the baby is in no way able to cope or cope with difficulty, fussiness has the possibility of becoming shy in no way to cope, to do in no way in any way, as it should be. Often, the forefathers cultivate "devotion" of behavior: the message to the child is likely to include strict control, a demanding system of recognized standards and rules, an anomaly from which drags because of a censure and inevitable punishment. In these variants, the fussiness of the baby has the possibility of being imposed by fear of a deviation from the generally recognized standards and rules set by mature people ("If I work in any way, as my mother said, she will not adore me in any way", "If I act in any way, as it should be, I will be punished").

In general, restlessness is considered a manifestation of a person's troubles. In a number of cases, it is practically nurtured in a restless - suspicious emotional atmosphere of the family, in which the ancestors themselves are disposed to constant fears and anxiety. The baby becomes ill with their moods and adopts an unhealthy form of reaction to the outside world. In this case, the old slogan to the teacher to feed only himself before that sounds very appropriate. If you don’t want your baby to prompt a wary and cowardly beast, look truthfully at yourself: did he take over this manner from you?

But such a nasty personal zest sometimes occurs in children, whose ancestors are in no way susceptible to suspiciousness and are generally cheerful. These ancestors are well aware of what they want to achieve from their own children. They pay special attention to the endurance and cognitive achievements of the baby. Therefore, various tasks are constantly put before him, which they are obliged to settle in order to whitewash the highest hopes of the guardians. The child will cope with all the tasks not always in accordance with the relics, but probably also causes indignation of the elders. As a result, the baby, as it turned out, was in a situation of constant increased hope: whether he was able to get to the guardians or resolved some kind of omission, due to which condemnation and censure will follow. The situation has the ability to intensify the inconsistency of parental claims. If the baby does not understand in any way how one or another of his steps will be regarded, however, in principle, he anticipates a likely indignation, then his entire presence is colored with intense alertness and apprehension.

The child's restlessness can also be imposed by the features of the teacher's interaction with the child, the prevalence of an authoritarian manner of communication or inconsistency in claims and assessments. Both in the main and in the other variants, the baby is in constant tension because of the horror of not fulfilling the requests of mature ones, not "getting" to them, starting a solid framework.

When talking about rigid limits, we mean the limits set by the teacher. These include limiting unexpected energy in fun (in particular, in mobile ones) in efficiency, on walks, etc.; limiting childish spontaneity in exercises, for example, cutting off children ("The name of the educator of the Syrian state is Ninosa Petrovna, and with me ... Silently! I see everything! The hostess will come to everyone!"); suppression of childish initiative ("put it at the moment, after all, I did not talk to grab the leaves in pakshi!", "Shut up immediately, I'm talking!"). It is also allowed to include the interruption of the psychological manifestations of children as limitations. So, if in the process of businesslike impressions the baby has impressions, they need to be thrown out, which the authoritarian teacher has the opportunity to interfere with ("probably who after that is funny, Petrov ?! Probably I will smile as soon as I look at your pictures", "What are you Are you crying? She tortured everyone with her own tears!"). The rigid limits set by an authoritarian teacher often imply a high pace of the lesson, which keeps the child in constant tension for a long time and gives rise to the fear of not being in time or doing it wrong.

The disciplinary measures applied by such a teacher most often come down to censure, shouting, negative assessments, punishments.

An inconsistent teacher causes anxiety in the child by not giving him the opportunity to predict his own behavior.

The constant variability of the requirements of the educator, the dependence of his behavior on mood, emotional lability entail confusion in the child, the inability to decide what he should do in this or that case.

The teacher also needs to know the situations that can cause children's anxiety, especially the situation of rejection by peers; the child believes that the fact that they do not love him is his fault, he is bad (“they love good ones”) to deserve love, the child will strive with the help of positive results, success in activities. If this desire is not justified, then the anxiety of the child increases.

The next situation is the situation of rivalry, competition, it will cause especially strong anxiety in children whose upbringing takes place in conditions of hypersocialization.

In this case, children, getting into a situation of rivalry, will strive to be the first, at any cost to achieve the highest results.

Another situation is the situation of heightened responsibility.

When an anxious child gets into it, his anxiety is due to the fear of not meeting the hope, expectations of an adult and being rejected by him.

In such situations, anxious children are distinguished by an inadequate reaction.

In case of their foresight, expectation or frequent repetitions of the same situation that cause anxiety, the child develops a stereotype of behavior, a certain pattern that allows avoiding anxiety or reducing it as much as possible.

These patterns include a systematic fear of engaging in activities that cause anxiety, as well as the silence of the child instead of answering questions from unfamiliar adults or those to whom the child has a negative attitude. Also, to the emergence and development of anxiety and fear, they are able to intensively influence the developing imagination of children of a fairy-tale type. At 2 years old, this is a Wolf - a click with teeth that can hurt, bite, eat like a little red riding hood. At the turn of 2-3 years, children are afraid of Barmaley. At 3 years old for boys and at 4 years old for girls, the "monopoly on fear" belongs to the images of Baba Yaga and Kashchei the Immortal. All these characters can just acquaint children with the negative, negative sides of human relationships, with cruelty and deceit, callousness and greed, as well as danger in general. At the same time, the life-affirming mood of fairy tales, in which good triumphs over evil, life over death, makes it possible to show the child how to overcome the difficulties and dangers that arise.

One of the most common causes of anxiety caused by mistakes schooling, are excessive requirements for the student, an inflexible, dogmatic system of education that does not take into account the child's own activity, his abilities, interests and inclinations.

The most common type of such education is the "you must be an excellent student" system.

Expressed manifestations of anxiety are often observed even in well-performing children, who are distinguished by conscientiousness, exactingness towards themselves, combined with an orientation towards grades, and not towards the process of cognition.

In an effort to develop schoolchildren in the first place such qualities as conscientiousness, obedience, accuracy, teachers often exacerbate their already difficult situation, increasing the pressure of requirements, failure to comply with which entails internal punishment for such children.

This leads to a feeling of insecurity in their abilities, to a feeling of anxiety.

According to the Moscow researchers we have already cited: The leading cause of neurotic fears, various forms of obsessions in this group of schoolchildren were acute or chronic traumatic situations, unfavorable family conditions, wrong approaches to raising a child, as well as a teacher and classmates.

Any orientation of a student to external success, to such a result of activity that can be evaluated, compared, sharply increases the possibility of developing anxiety.

When a student is judged by a specific result of his actions (by an examination mark or level of athletic achievement), creative looseness is replaced by the fear of "what if I can't?" or the negative certainty "I'm sure I can't."

Some trends in the existing system of education reinforce, even in the absence of such a difficult system, regarding adolescents in accordance with the result.

The appraisal approach to the child that appeared at school was adopted by almost all guardians, who turned their own parental love into a product, because of which children are obliged to pay good grades not only in general education, but also in music and sports schools.

One of the most popular school troubles associated with apprehension is the problem of overload. Overwork leads to failure, and the experiment of failure, cumulatively, gives birth to horror, indecision, psychological instability and the latest bad luck. Exams are one of those things.

Exams for the vast majority of high school students are not only a period of intensive work, but also psychological stress. An exam situation with the participation of parents, preliminary "pumping", indispensable waiting for one's turn outside the door often becomes a serious mental trauma.

Only a day of complete rest after the exam can "restore the form" of the student.

Unfortunately, psychologists note, exam schedules and the traditions of their organization often contradict elementary psychological rules. In modern pedagogy and psychology, the still little-studied problem of the dependence of exam anxiety on mental properties of personality.

In the experiments of advanced foreign, Russian and Kazakh specialists in psychology, quite a few precedents have been accumulated, proving that the behavior of individuals in critical situations depends on their characteristic types of an angry system, unusual character.

Any particular student, in accordance with the different, pulls a "difficult" situation and shows a different level of anxiety, depending on his own interest in the final result.

Emphasizing for analysis the methods of educational efficiency, due to the weakness (power) of an angry system, in the supervision of N.S. Leites, A.K. Baymetov and other professionals, generalized by V.S. Merlin and Y. Strelyau confirmed that in academic efficiency students with a weak angry system are characterized by constant testing of their own deeds, extensive introduction of drafts, notes, careful brainstorming, pronunciation or a thorough recording of the upcoming answer, concert, and also correctness, uniformity in work, extensive implementation additional literature, the zeal to study 1 in silence. Getting tired quickly, students with a weak nervous system try to complete tasks as far in advance as possible in order to prevent "storm" and avoid risk.

Despite all this, they are very nervous in exams and often do not fully disclose their knowledge.

The methods of their educational activity are a kind of indicator of the weakness of the nervous system in the style of educational activity.

Researchers of the style of educational activity of schoolchildren have shown that it is closely related to natural properties, in particular, the characteristics of the nervous system.

Even the special retraining undertaken on groups of students by M.B. Prusakova, did not change their natural style. Therefore, we have the right to expect such a connection between the style of activity, in particular its regularity, and the characteristics of the nervous system among high school students.

A huge reserve for increasing the educational success of high school students is an increase in the regularity of classes, the development of a systematic approach to educational activities.

Systematism in knowledge (classes) is especially necessary for high school students with a weak nervous system.

Students with a strong nervous system are hardy, low-fatigue, if necessary (before an exam, test) they use the time intended for sleep for classes.

Calm, with high self-control, they sometimes answer on a "guess".

All this is inaccessible to high school students with a weak nervous system: the awareness of gaps in preparation increases the already great excitement, anxiety, creating the basis for breakdowns.

Hence their desire to know all the program material, and this is possible only through regular daily activities.

In the presence of specially diagnosed indicators of the energy level of the nervous system, in the event of a weakness of the nervous system, irregularity, non-systematic educational work is unacceptable, because. Assault, exams, rush jobs can not only lead a student to failures in studies, but also cause neurotic disorders.

It is no coincidence that the main problems of school anxiety in schoolchildren with a weak type of nervous system stand out.

Firstly, due to natural features (fatigue, hypersensitivity, reactivity), this type requires increased care and respect.

Secondly, according to V.S. Merlin, today ""the most common methods of training and education are those that are designed for a strong type of nervous system"".

Summarize. What contributes to the formation of school anxiety and its consolidation?

Several factors can be identified.

These include:

training overload;

the inability of the student to cope with the school curriculum (an overestimated degree of difficulty of the curriculum, pedagogical desolation, lack of professionalism of the teacher);

mental eunuchoidism of chronic failure;

inadequate hopes on the part of guardians (prior to this, only hopes relating to school performance).

Rather than the more ancestors are oriented towards the acquisition by the child of great learning outcomes, the restlessness is the most pronounced in the baby;

negative dealings with teachers (the manner in which the teacher interacts with the pupils, the teacher's inflated requests, selective news to the child who violates the rule of conduct in the lesson;

frequently repeated frequent assessment and examination situations; - replacement of the school team or negative things in the team (favorable things with classmates are considered an important resource for motivating attendance at secondary educational institutions);

individuality of the teenager's angry system (powerlessness, switchability of angry actions).

Judgment: from the foregoing alone, it follows that the action of anxiety, anxiety, is allowed to be ruled in some measure - provoke it, implement it, convert it, guarantee conditions suitable for it, striving to ensure that this process leads to the rise and improvement of the person .

Anxiety has a clearly embodied age specificity, which is found in its sources, content, forms of manifestation and prohibition.

For any age period, there are specific areas, objects of reality that cause excessive anxiety for the majority of children beyond the dependence on the presence of real danger or anxiety as a stable upbringing.

These "age-related anxieties" are considered to be the result of more important social needs. In young children, anxiety is generated by separation from their mother. At the age of 6-7 years, the main role is played by adaptation to school, in adolescence - the treatment of mature (guardians and teachers), in early youth - the news of the future and the difficulties associated with gender relations. At the same time, age-related types of anxiety are interrelated and the earliest of them are often considered to be the promises of the next. The table of contents of psycho-correctional and preventive work should depend on the type of the teenager's angry system, the importance of the formation of educational skills and the importance of the development of the necessary knowledge and skills base by the teenager.

1

The article analyzes the relationship between the manifestations of personal, situational and school anxiety with professional inclinations in children of older adolescence. At the same time, the following characteristics of the subjects were taken into account: gender, the level of situational and personal anxiety, the dominant type of professional inclinations. Taking into account the difference in the psychophysiological characteristics of boys and girls in adolescence, the study involved the differentiation of subjects by gender and a comparative analysis between subjects of different sexes in all respects. The results of our experimental study allow us to highlight the specifics of the manifestations of anxiety and professional inclinations in boys and girls of adolescence, as well as the nature of the relationship between these indicators. The work carried out makes it possible to outline ways to optimize the psychological support of adolescents in terms of correcting the manifestations of anxiety, assistance in professional self-determination of adolescents, as well as psychological education of their social environment.

adolescence

school anxiety

situational anxiety

personal anxiety

professional inclinations

professional orientation of schoolchildren

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2. Maloletkova A.V. Reducing situational anxiety as an indicator of the effectiveness of the psychological preparation of students of a pedagogical university [Text]: author. dis. … cand. psychol. Sciences (19.00.07) / Maloletkova Anna Vasilievna; KSTU im. A.N. Tupolev. - Kazan, 2003. - 20 p.

3. Milova Yu.V. Regulation of fear and anxiety in the context of the concept of personal health / Yu.V. Milova // Scientific and methodological electronic journal "Concept". - 2016. - No. 10 (October). – P. 89–97. – URL: http://e-koncept.ru/2016/16216.htm (accessed 11/15/2016).

4. Parishioners A.M. Anxiety in children and adolescents: psychological nature and age dynamics / A.M. parishioners. - M .: Moscow Psychological and Social Institute; Voronezh: Publishing House of NPO "MODEK", 2000. - 304 p.

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The problem of the influence of the emotional state of adolescents on all spheres of their life is studied comprehensively and diversified. However, it does not lose its relevance, especially in relation to modern adolescents and the social situation of their development. Against the background of significant psychophysiological changes inherent in adolescence, modern education offers children very stressful situations: the introduction of the main state exam (OGE) at the end of the ninth grade; the need for professional self-determination in the same period; complex changes in the field of vocational education, requiring a teenager to quickly navigate the situation, but often do not provide enough information; the lack of competence among older people to effectively help a teenager in solving these problems, etc. These and other factors lead to the fact that one of the dominant emotional states of modern adolescents is anxiety. When a person is constantly in a certain emotional state, it gradually develops into a personality quality, in our case, into anxiety.

It is advisable in these conditions to organize the psychological support of the educational process, taking into account the above factors. Therefore, it is necessary to investigate and take into account the mutual influence of manifestations of anxiety and various spheres of life and self-determination of adolescent children in order to optimize the psychological and pedagogical assistance to children in these situations, taking into account these factors in the process of general and professional education of young people, psychological and pedagogical education of subjects of the educational process.

One of the most important areas of adolescent self-determination is professional self-determination. The transition to a system of two-level higher education, changes in the requirements for the level of input knowledge when entering vocational training institutions are forcing modern young people to be determined in this aspect at an earlier age, namely, by the end of their education in the middle classes. Therefore, the study of the relationship between this sphere of self-determination and adolescent anxiety is, in our opinion, relevant and in demand.

The purpose of our study is to study the relationship between anxiety and professional inclinations in older adolescents. The study of the problem of anxiety and professional inclinations of adolescents is reflected in the works of such researchers as: K.M. Gurevich, A.E. Klimov, A.K. Markova, S.N. Chistyakova, N.S. Pryazhnikov, A.M. Parishioners, V.I. Dolgov and many others.

Anxiety - 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. Parishioners A.M. identified the following signs of teenage anxiety:

Experiences, feelings: positive, mobilizing; pronounced fear of failure, catastrophic failure; waiting intolerance; desire to run away, hide, disappear; feeling of loneliness, insecurity; feelings of inferiority, helplessness, guilt, shame;

Behavioral: the child constantly twists something in his hands, pulls paper, clothes, hair; sucks a pen, finger, hair, clothes; bites nails, pen; tense, constrained, unable to relax; increased fussiness, distraction, often crying;

Physiological: easily blushes (turns pale), the face is covered with spots; sweats a lot in significant situations; trembling, trembling hands; shudders violently at unexpected handling, unexpected sounds; cardiopalmus; difficulty breathing; somatic complaints: abdominal pain, urge to urinate, throbbing in the temples, headache, etc.; sleep disturbance, eating disorders, etc.

However, the manifestations of anxiety have not only external characteristics, they are indirectly reflected in many significant aspects of a teenager's life.

To conduct an experimental study, we used the following psychodiagnostic methods: manifestations of anxiety - the scale of situational and personal anxiety Spielberger C.D. - Khanina Yu.L., method for diagnosing the level of school anxiety Phillips (Beeman N. Phillips), professional inclinations - differential diagnostic questionnaire (DDO) E.A. Klimov.

Research base - MBOU gymnasium No. 1, Ishimbay (Republic of Bashkortostan); MAOU "Secondary School No. 26", Sterlitamak (Republic of Bashkortostan). A total of 96 ninth grade students (50 girls and 46 boys) took part in the study. The age of the subjects - 14-15 years. The pilot study was conducted in March-April 2016, which corresponds to the second academic semester.

The obtained data were processed using the methods of mathematical statistics: primary statistical processing, determination of the significance of differences using the t-test (Student's test) and X 2 -test (Pearson's test), correlation analysis, analysis and interpretation of the results. The choice of methods and techniques was determined by the purpose of the study.

Using the Spielberger-Khanin technique, we carried out the diagnosis of situational and personal anxiety. In the analysis, we took into account the gender differences of the subjects. The results are shown in table 1.

Table 1

Frequency distribution of subjects by levels of situational and personal anxiety

Parameter		Number of test subjects (%)		Significance of differences (X 2 -criterion)
		boys
situational anxiety
Personal anxiety

An analysis of the data presented in the table allows us to conclude that adolescent girls and boys differ significantly in the severity of both personal and situational anxiety. At the same time, the vast majority of girls demonstrate an average level of anxiety, while boys have rather high rates for a high level of both considered types of anxiety. In our opinion, this may be due to both the psychophysiological characteristics inherent in adolescence and the lower competence of boys in terms of responding to or compensating for their anxious experiences.

We studied the manifestations of anxiety in adolescents using the Phillips method of diagnosing the level of school anxiety. Data analysis using this technique was carried out taking into account the gender differences of the subjects. Average values ​​for each scale are given as a percentage of the maximum value of this scale. The results are shown in table 2.

table 2

Comparative analysis of manifestations of school anxiety in adolescent boys and girls

Parameter	Average (%)		Significance of differences (t-test)
	boys
General anxiety at school
Frustration of the need to succeed
Fear of self-expression
Fear of a knowledge test situation

The data obtained by us allow us to draw conclusions about the pronounced manifestations of school anxiety in both groups of subjects, since the author of the test speaks of increased anxiety of the child in this parameter, if the number of matches on the scale is more than 50%, and high anxiety - more than 75%. In our case, in both boys and girls, such manifestations as the fear of self-expression and inconsistency with the expectations of others are “leading”.

Interestingly, in general, the manifestations of school anxiety are more pronounced in girls - in contrast to the results of the previous method. This is confirmed by the significance of differences in such parameters as frustration of the need to achieve success and low physiological resistance to stress. In our opinion, this may indicate a more pronounced career orientation of girls at this age, their greater dependence on the opinions of others, as well as on social stereotypes.

The diagnostics of the professional inclinations of the subjects was carried out by us according to the differential diagnostic questionnaire (DDO) by E.A. Klimov, taking into account the gender differences of the subjects. The results are shown in table 3.

Table 3

Frequency distribution of subjects by types of professional inclinations

The results of diagnostics of professional preferences revealed significant differences in the professional inclinations of adolescent boys and girls. So, if boys have the main preference for the type "Man - technology", then girls tend to the type "Man - nature". It is interesting to note that both samples showed minimal interest in the type of profession "Man - a sign system", although modern requirements for professionals in almost all areas require informational competence associated with this particular type of profession.

To study the nature of the relationship of the studied parameters, we used the correlation analysis according to K. Pearson, which was carried out in each group of subjects. In table 4, we reflected the significant correlation relationships for each sample, noting the value of the correlation coefficient. In this case, the sign in front of the numerical value reflects the direction of the correlation relationship: "+" - direct correlation; "-" - inverse correlation.

Table 4

The relationship of professional inclinations with manifestations of anxiety in children of older adolescence

Types of professional inclinations	The value of the correlation coefficient	Anxiety indicators
BOYS (46 persons)
"Man - nature"		Fear of not meeting the expectations of others
"Man - technology"		Fear of not meeting the expectations of others
"Man is man"		Fear of self-expression
		situational anxiety
"Man - sign system"		Personal anxiety
		situational anxiety
		Low physiological resistance to stress
GIRLS (50 persons)
"Man - technology"		General anxiety at school
		Fear of self-expression
		Fear of not meeting the expectations of others
		Problems and fears in relationships with teachers
"Man is man"		Personal anxiety
"Man - sign system"		Experiencing social stress
"Man - an artistic image"		Experiencing social stress
		Personal anxiety

The nature of the relationship between professional inclinations of adolescents and manifestations of anxiety reflects significant differences in the samples, as well as the "popularity" of certain manifestations of anxiety in relation to the types of professions. So, in boys, the fear of not meeting the expectations of others is interconnected with the "Man-Nature" type and inversely correlates with the "Man-Technology" type. In our opinion, this paradox is due to the widespread use of information technology in modern society Therefore, publicity, the expectations of the surrounding people can be associated with modern youth with information and technical competence. Situational anxiety is higher in boys who prefer the type of profession "man-to-man", and is less pronounced in those who prefer to work with sign systems.

In adolescent girls, a slightly different picture is observed. Girls who prefer to work with technology are not afraid to deceive the expectations of other people, relationships with teachers, but they have a high level of fear of self-expression. In our opinion, this may be a factor in the desire of such adolescents to leave the world of real relationships for the world of information technology. Girls with high personal anxiety and experiencing social stress prefer to work with an artistic image; and their peers, who are predisposed to work with people and sign systems, have a low level of similar indicators. Unlike boys, girls consider working with people as a resource, and not a factor of anxiety, which may be due to the psychosocial characteristics of girls.

It should be noted that, based on the results of the analysis of both samples, two independent factors can be distinguished: this is the frustration of the need to achieve success and the fear of a situation of knowledge testing. Indeed, these factors have nothing to do with the professional inclinations of ninth graders, despite the existing social stereotypes that professional preferences should, to one degree or another, take into account the success of education.

The analysis of the relationship between anxiety and professional preferences of ninth graders made it possible to identify their specificity and significant differences for boys and girls. This allows us to optimize not only the process of correction of anxiety in adolescents, but also to analyze their professional inclinations.

So, boys need correction of both situational and personal anxiety to a greater extent, in girls in adolescence, these indicators are almost normal. However, indicators of school anxiety have an opposite trend: three out of eight indicators turned out to be expressed in boys - general anxiety at school, fear of self-expression and fear of not meeting the expectations of others. In girls, the frustration of the need to achieve success and low physiological resistance to stress are added to these indicators. It is in these areas that it is expedient, in our opinion, to organize work to correct adolescent anxiety.

One of the optimal forms of work in the correction of anxiety may involve the identification of typical situations that carry the most stressful load for adolescents, including those related to the professional future. After identifying such situations, it is necessary to reduce the lack of information on a specific situation, since the lack of information is one of the main factors in the formation of human anxiety. To do this, it is possible to organize work on the formation of individual effective models of behavior in the most difficult situations for a person by playing them in the training mode. A good effect is teaching teenagers how to regulate fear and anxiety.

Thus, the study of the relationship between anxiety and professional inclinations of adolescents is relevant and of practical importance in terms of organizing psychological assistance to adolescents, as well as to specialists working with adolescent children.

Bibliographic link

Maloletkova A.V. RELATIONSHIP OF ANXIETY AND PROFESSIONAL INclinations IN CHILDREN OF OLD ADOLESCENT AGE // Modern problems of science and education. - 2016. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=25657 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"