Psychological recommendations for self-regulation of behavior and stress management. Summary: Psychological recommendations for managing attention

Dear teachers!!!

The formation of the student's personality occurs, first of all, in the classroom. Therefore, the teacher tries to increase interest in learning at each stage of the lesson through individual, independent, group work, a differentiated approach, a game, and creating a situation of success in the lesson. Tasks and material should be selected so that it is accessible in presentation, colorfully designed, has elements of entertainment, competitiveness, contains information and facts that do not go beyond the curriculum.

1. Providing partial freedom of choice.

2. Interest and joy should be the main experiences for the student in the learning process

3. When teaching, it is necessary to take into account the needs, interests and aspirations of children.

4. The most powerful incentive in learning "It worked!!!" The absence of this stimulus means that there is no point in learning. It is necessary to teach the child to understand what is not clear to him, starting from the smallest. Break one large task into subtasks so that the child can do them independently. If a child achieves mastery in some kind of activity, then internal motivation will grow.

5. The growth of self-confidence, one's own strengths contributes to the strengthening of internal motivation.

6. Celebrate your child's accomplishments. Evaluation of his achievements will help to continue learning. For example, a list of successes can help him become self-reliant.

7. Don't punish failure, failure itself is a punishment. Fear and tension hinder the learning process. Failure reduces motivation.

8. For schoolchildren, the very personality of the teacher is important (very often, even boring material explained by a favorite teacher is well absorbed).

9. Present content correctly educational material to keep it interesting.

10. Change the methods and techniques of teaching.

11. If possible, try to turn to each student more often in the lesson, providing constant “feedback” - correcting what is not clear or misunderstood.

12. Grade the student not for a single answer, but for several (on different stages lesson) - introduce the forgotten concept of a lesson score.

13. Constantly and purposefully engage in the development of qualities that underlie the development of cognitive abilities: speed of reaction, all types of memory, attention, imagination.

The main task of each teacher is not only to teach, but also to develop the child's thinking by means of his subject.

14. Try, whenever possible, to integrate knowledge by linking the topics of your course with both related and other academic disciplines, enriching knowledge, expanding the horizons of students.

15. In every possible way to arouse in students an interest in learning - to be interesting yourself, to make interesting methods presenting information and making your discipline interesting.

16. The game is a powerful stimulus of interest in the surrounding life. It would seem that the game is only for small children. But practice shows that this is not the case. The greatest effectiveness of game motivation shows in the middle school age. The younger ones are more manageable, the older ones are more mature and purposeful. The middle age just needs to be hooked with something exciting and inspirational. Various ages dictate completely different games. This is due to those neoplasms that are formed in the human psyche as they grow older. Games younger age more linear, junior middle - command, senior middle - imply a vivid implementation in personal actions, in high school it becomes important to act out and reconstruct unfamiliar images, interesting and unusual models reality. Each age finds its own in the game, and in general, gaming activity has a huge effect on the formation of a person’s personality, his knowledge and thinking.

17. Creating a situation of success, through the implementation of tasks feasible for all students, the study of new material based on old knowledge.

18. Positive emotional mood, through the creation of a friendly atmosphere of trust and cooperation in the lesson, bright and emotional speech of the teacher.

19. Reflection, through evaluation own activities and the activities of others, assessment of the result of activities, questions requiring multiple answers (for example, “why was it difficult?”, “What did you discover, learn in the lesson?”, Etc.).

20. Amusement, an unusual beginning of the lesson, through the use of musical fragments, game and competitive forms, humorous minutes.

21. Inclusion of students in collective activity, through the organization of work in groups, game and competitive forms, mutual verification, collective search for a solution to the problem, the “trial and error method”, students helping each other.

22. An unusual form of presentation of the material.

23. Cooperation in the classroom, through joint problem solving and conflict resolution, heuristic conversation, educational discussion, highlighting the essential features of objects, classification, generalization, modeling.

24. Stimulation of activity, through evaluation, gratitude, verbal encouragement, an exhibition of the best works, the provision of minor assistance by the teacher, the complication of tasks.

25. Find out what is the reason for the low motivation of students: inability to learn or mistakes of an educational nature. After that, work on problem areas.

26. In order to increase the child's interest in the educational process, contact with the child and a trusting atmosphere are very important.

27. Creating an atmosphere of enthusiasm, optimism and faith in children in their abilities and capabilities.

28. Apply new information technologies.

29. The game is the strongest motivating factor that satisfies the need of schoolchildren for the novelty of the material being studied and the variety of exercises performed. game, namely role-playing game provides ample opportunities to enhance the educational process.

30. Respect the personality of each child.

Memo to the teacher.

What needs to be considered?

not only the educational achievements of the student, but also his health, family difficulties, living conditions and other objective factors that influence the formation of the child's personality.

difficulties of adaptation of the student in transitional periods.

individual personality traits of the student.

Tracking the course of development of the processes of training, education.

The process of socialization of the child in the team.

Psychological and pedagogical support for each child.

Success orientation.

The choice of personality-oriented educational technologies.

Observation, guidance, correction of the dynamics of the development of intelligence, creative abilities.

The acquisition by students of solid knowledge with the possibility of using them in new situations.

Formation of general educational skills and abilities.

Preservation of the existing stock of health of schoolchildren in the process of obtaining secondary education.

It is necessary to harmonize the requirements of all subject teachers.

Consider the difficulties of the adaptation period, the age characteristics of fifth-graders in the choice of terminology, the selection of methodological techniques.

Create an atmosphere of goodwill, sincerity, build your relationship with students, taking into account their individuality, readiness for educational communication.

Pay special attention to the organization of the educational process: readiness for the lesson (availability of the necessary teaching and writing materials, order on the desk); correct design of the notebook, various types of work; diary requirements.

Make uniform disciplinary requirements the norm: start a lesson with a bell; prepare for a lesson at recess; instill a culture of dialogue, do not interrupt either the teacher or the student; a raised hand is a signal of a question or answer; we answer, leaving the desk, for a detailed answer we leave the board.

We finish the lesson with a bell, we do not detain children.

We do not leave homework at the very end of the lesson - it must be commented on, given instructions for registration. Remember the rule: homework should bring a sense of satisfaction to the student, stimulate success.

Do not overload students with unnecessary homework, dose them taking into account the level of preparation of the student, the hygiene requirements of age.

Keep track of the pace of the lesson - a high pace prevents many children from learning the material.

The subject teacher must remember that the lesson in the 5th grade should be with frequent changes in activities, include a physical minute.

In the lessons, the norm of writing should not be exceeded; in all lessons, the main general educational task is the formation of speech and communication skills.

New learning activities should be accompanied by clear instructions.

Pay special attention in all lessons to the development of stage-by-stage skills in working with text.

Students should know their rights and obligations, the rules of conduct in the classrooms, the safety rules, the rules of duty.

Every day at the end of the school day, check for assignments for the next day.

The task of the teacher is to know the difficulties in mastering the educational material in a timely manner to come to the rescue.

At meetings of methodological associations, class and school-wide meetings, develop uniform requirements for students (observe a single spelling regimen, assessment criteria).

Develop general learning skills, teach children how to study correctly.

Set up emotional contact with the students' parents.

Never use assessment as a means of punishing a student. Evaluation of achievements should be a focus on success, contribute to the development of motivation for learning, and not its decrease.

Notice the positive dynamics in the development of each individual student (you cannot compare "Masha with Petya", you can - "Petya of yesterday and today").

To develop the reflective skills of students - the ability to look at themselves "from the outside", "through the eyes of others"; improve the skills of self-control and self-esteem, gradual approach to an objective, adequate self-esteem. Use the method of joint (teacher-student; student - other students) assessments of the student's own achievements, opportunities and prospects for his development.

Develop self-control skills, the ability to evaluate your work and the work of the class. Don't be afraid to admit your mistakes. Constantly analyze all the pros and cons in your work.

Diversify the method of working in groups, in pairs, individually.

Do not create psycho-traumatic situations when grading for tests, for a quarter, etc., give grades not formally, but taking into account the personal characteristics and achievements of each student.

Along with the assessment, use positive value judgments more often (“well done, good answer, did it”, etc.).

Use the reward system, namely: photos best students, diplomas, thanks to parents (written, oral), positive entries in the diary.

Be sure to keep in touch with the class teacher, learn about the problems of the child, his health, family relationships.

Do not allow pedagogical manipulation.

During the first month (September) of training, use "no-double" training.

Use the student diary wisely to communicate with parents.

When planning educational work, take into account the dynamics of the mental performance of a fifth grader during the day, week.

Take into account the individual psychological characteristics of the child: temperament and the “workability” associated with it, pace, switching, attention features, physical activity etc.

Remember, when you go to the class of the fifth graders, you go to the lesson for the children.

Rely in working with children on their real knowledge, skills and abilities, and not prescribed in textbooks.

Be polite with children.

Do not use the call to the board or the written test of knowledge as a means of maintaining discipline.

Reassure the child before testing knowledge, reassure him for a good result.

When calling to the board, first say the task, and then call the child so that he has an answer plan in his head. Give yourself time to focus on the answer and calm down.

Having called the child to the board, let him speak, do not knock him down with comments that are not related to the material being explained.

Having called the child to the board and giving him a task to complete - step back, do not “stand above your soul”, do not embarrass the child with your close proximity to him.

If the child makes a mistake, call one of his classmates to help him - it’s more fun for two at the blackboard and the teacher is not so serious.

Communicate in advance the criteria for assessing the quality of knowledge in your subject (at the beginning of the lesson, and not after the answer at the blackboard).

Don't forget: “The student and the teacher are allies. Learning must be conflict-free.

What should teachers take into account in order for the process of training, education and development to proceed more evenly, consistently and efficiently?
- Take into account not only the educational achievements of the student, but also his health, family difficulties, living conditions and other objective factors that influence the formation of the child's personality.
- Take into account the difficulties of adaptation of the student in transitional periods.

Take into account the individual personal characteristics of the student.

What needs to be done correctly?

Tracking the course of development of the processes of training, education.

The process of socialization of the child in the team.

What will help your child learn better?

Psychological and pedagogical support for each child.

Success orientation.

The choice of personality-oriented educational technologies.

Observation, guidance, correction of the dynamics of the development of intelligence, creative abilities.
- The acquisition by students of solid knowledge with the possibility of using them in new situations.
- Formation of general educational skills and abilities.

Preservation of the existing stock of health of schoolchildren in the process of obtaining secondary education.

The class teacher is a very significant figure in the educational process. It is a pity if its functions are only an addition to the incomplete pedagogical load. From class teacher the microclimate in the class team depends entirely, in many respects - the results of educational activities.
If the class teacher himself has communication difficulties, it will be difficult for him to establish contacts with children, teachers, and parents. If he is not a teacher by profession, it will not be easy for him to monitor the educational process, to influence it, taking into account the interests of students and the wishes of their parents.

If the class teacher is only an indifferent executor of his direct functional duties, does not "sick" for each student with his soul, then who then will think about overloads, take care of maintaining the student's health, take care of developing abilities and attracting all the potentialities of each child, will do everything from him that the development of the class team and each student in it should not go downhill, not in a straight line, but in an increasing direction?

1. At the first parent-teacher meeting, it is necessary to introduce new teachers, to facilitate the establishment of contact between parents and them.

2. Maintain contact with students' parents (meetings, letters, phone calls, etc.).
3. Keep in constant contact with the school psychologist and social worker.
4. Help new students remember the names and surnames of classmates and full names. subject teachers (you can use business cards, nameplates that are placed on the desk at each lesson).

6. Familiarize yourself with the child's living conditions, family relationships, and the child's health (according to the child's medical record).

7. Carry out a competent seating of children in the classroom, taking into account their individual characteristics, psychological compatibility, health, and the wishes of their parents.

Recommendations for subject teachers.

1. Take into account the difficulties of the adaptation period, the age characteristics of fifth-graders in the choice of terminology, the selection of methodological techniques.

2. Do not overload students with unnecessary homework assignments, dose them taking into account the student's level of preparation, hygiene requirements of age.

3. Keep track of the pace of the lesson - a high pace prevents many children from learning the material.
4. Establish emotional contact with students in the classroom.

5. At meetings of methodological associations, classroom and school-wide meetings, develop uniform requirements for students (observe a single spelling regimen, assessment criteria).
6. Develop general learning skills, teach children how to study correctly.

7. Establish emotional contact with the parents of students.

8. Never use assessment as a means of punishing a student. Evaluation of achievements should be a focus on success, contribute to the development of motivation for learning, and not its decrease.
9. Notice the positive dynamics in the development of each individual student (you cannot compare "Masha with Petya", you can - "Petya of yesterday and today").

10. Develop self-control skills, the ability to evaluate your work and the work of the class. Don't be afraid to admit your mistakes. Constantly analyze all the pros and cons in your work.
11. Diversify the method of working in groups, in pairs, individually.

12. Do not create psychotraumatic situations when grading for tests, for a quarter, etc., give grades not formally, but taking into account the personal characteristics and achievements of each student.

13. Along with the assessment, use positive value judgments more often (“well done, good answer, did it”, etc.).

14. Use a reward system, namely: photos of the best students, diplomas, thanks to parents (written, oral), positive entries in the diary.

15. Keep in touch with the class teacher, find out about the child's problems, his health, family relationships.

16. Avoid pedagogical manipulation.

17. During the first month of training (September) use "no-double" training.
18. Use student diary wisely to communicate with parents.

19. When planning educational work, take into account the dynamics of the mental performance of a fifth grader during the day, week.

20. Take into account the individual psychological characteristics of the child: temperament and the “workability” associated with it, pace, switching, attention features, physical activity, etc.

Remember: when you go to the class of the fifth graders, you go to the lesson for the children.
explaining new material, do not rush, repeat once again.

Rely in working with children on their real knowledge, skills and abilities, and not on those prescribed in textbooks.
Create situations of success in the classroom so that the children are not afraid to answer and believe in themselves and their strengths.

Reproach the child for really perfect in this moment misconduct, not remembering the past and not giving a negative forecast for the future.

Be polite with children.

Call to the board by name and only in a good mood.

Do not use the call to the board or the written test of knowledge as a means of maintaining discipline.
Reassure the child before testing knowledge, reassure him for a good result.
When calling to the board, first say the task, and then call the child so that he has an answer plan in his head. Give yourself time to focus on the answer and calm down.

Having called the child to the board, let him speak, do not knock him down with remarks that are not related to the material being explained.

Having called the child to the board and giving him a task to complete, step back, do not “stand above your soul”, do not embarrass the child with your immediate proximity to him.

Stop other children from laughing at a classmate's bad answer.

When the child answers at the blackboard, avoid physical contact with the child (stroke on the head or hand) - this knocks them out of their thoughts and does not allow them to concentrate.

If the child makes a mistake, call someone to help him
classmates - together at the blackboard is more fun and the teacher is not so serious.

Communicate in advance the criteria for assessing the quality of knowledge in your subject (at the beginning of the lesson, and not after the answer at the blackboard).

Class teachers, give your children at least 5-10 minutes a day, even if you don’t spend anything with them that day; just come and visit them and greet them.

Adaptation of a left-handed child at school.

left-handedness - this is not a disease, not the result of a teacher's mistakes, it is one of the options for the normal development of the body, which often depends on the innate genetic features of the structure of the child's brain. Under no circumstances should you overtrain your child. By retraining a left-handed child to the right hand, neurosis can be formed: restless sleep, sleepwalking, tics, obsessive movements, stuttering, enuresis. A child may develop a sense of inferiority, an inferiority complex, an inability to communicate with people, etc.

To increase the effectiveness of teaching left-handed children, it is necessary to turn to the capabilities of the right hemisphere as often as possible, given their greater speed and emotionality of perception, generalization, integrity, imagery, and the involvement of involuntary memory. It is necessary to include manipulation with layouts and models in the educational process. You can activate the possibilities of the right hemisphere, using all kinds of schemes. When learning, left-handers are more guided by sensory sensations (visual, tactile, etc.), and not by speech. For a better understanding of the material, they need to rely on an object, a drawing, a visual aid. For left-handers, it is difficult to work in large groups under strictly regulated conditions and strict subordination. They need their own initiative and intuition, individual work, when there is no strict regulation, strict subordination.

Dear teachers!

Remember that hyperactivity is not a behavioral problem, not the result of bad parenting, but a medical and neuropsychological diagnosis that can only be made based on the results of special diagnostics.

The problem of hyperactivity cannot be solved by volitional efforts, authoritative instructions and beliefs. A hyperactive child has neurophysiological problems that he cannot cope with on his own. Disciplinary measures of influence in the form of constant punishments, remarks, shouts, lectures will not lead to an improvement in the child's behavior, but rather worsen it. Effective results in the correction of attention deficit hyperactivity disorder are achieved with the optimal combination of drug and non-drug methods.

The school program for the correction of hyperactive children should rely on cognitive correction to help children cope with learning difficulties.

1. Ignore the defiant actions of the child.

2. Reward his good behavior.

3. During lessons, it is advisable to limit distractions to a minimum.

4. Choosing a seat at a desk for a hyperactive student - in the center of the class opposite the blackboard.

5. Provide the ability to quickly seek help from the teacher in cases

difficulties.

6. Classes for him should be built according to a clearly planned stereotypical schedule.

calendar.

8. Assignments offered in the lessons, the teacher should write on the board.

9. Only one task is given for a certain period of time.

10. If the student has to complete a large task, then it is offered to him in the form

successive parts, and the teacher periodically controls the progress of work on each of the parts,

making the necessary adjustments.

11. During the school day, opportunities are provided for motor "relaxation":

physical labor, sports activities.

OPEN LETTER FROM HYPERACTIVE CHILDREN TO TEACHERS

DEAR TEACHER!!! To make it easier for you to live with us, and we loved you:

1. Do not load us with boring and tedious work. More life! More dynamics! We all can!

2. Do not try to give us long instructions! At the fifteenth word we are more interested in

what color socks the neighbor has than your instructive speech. Be specific, to the point, nothing more.

ten words.

3. Don't require us to be attentive, careful, and diligent at the same time.

This is beyond our strength!

4. In general, remember: praise and censure affects us more than others.

"Homework as a means of increasing academic performance and interest in learning"

Despite the simple name, the topic is complex. I believe that a correct understanding of it is necessary for every teacher.

Homework plays a big role in the life of every student. The task of the teacher is to teach children to do homework independently, to teach them to master the skills of mental work that they need not only for learning, but also for practical activities in the present and future.

“It is absolutely necessary to teach children to work independently,” said N.K. We need to teach the generation to acquire knowledge on their own.”

With the transition of the school to new curricula, the requirements for homework and self-training have increased. After all, the knowledge gained in the lesson is consolidated and improved during homework. Therefore, the student's homework is a very important link in the process of obtaining new knowledge.

If the student does not work at home, then even with the most active work in the classroom, he will not receive deep and solid knowledge. Moreover, the systematic failure to do homework leads to a loss of knowledge, to forgetting facts and skills. The student loses the base that is the starting point for obtaining new knowledge. His activity in the lesson falls, new things are learned with difficulty, and gradually he falls into the number of lagging students.

Why do some students not do their homework?

One of the reasons is insufficient instruction of the teacher. “On call” are the numbers of examples and tasks, and explanations for them are not given. Children in these cases, as a rule, write down assignments for home hastily, without thinking about what is to be done. Of course, at home, one of the guys will figure it out and do it himself, parents or smarter comrades will help someone. And someone, being face to face with an incomprehensible task, will not complete it. He won't do it once, twice, a third time... Here is one of the options for how neglect begins, poor progress is born.

From my own experience, I was convinced that the wrong method of explanation homework leads to incorrect execution or non-performance at all. The first necessary condition that every teacher must fulfill is to check the record of the students of the homework class. It is not difficult to do this.

When is the best time to write homework? How do you get everyone in the class to do their homework and come back the next day with homework prepared?

Homework can be set immediately after the name of the topic of the lesson, thus targeting all students for the correct assimilation of the material in the class, which will then be used at home when preparing homework. It is possible to set homework in the middle of the lesson, when the lesson material is being consolidated.

At home you will do exercise number 300

Read the assignment for it.

What is causing you difficulty?

Children can be given a task at the end of the lesson, but always before summing up the lesson. This is a creative task, the discussion of which at the beginning or middle of the lesson would distract students from main topic lesson.

Another reason for not doing homework is that it is too hard to do. The student does not know how to approach the problem. Often a task done in class is very different from homework. Unbearable tasks undermine the student's faith in his own strength, kill interest in the subject and, thus, become the cause of poor progress. From this follows the conclusion: to give tasks, using the material of the textbook, well-learned by the children.

In the second grade, children get acquainted with equations of a complex type. It is impossible after the first lesson on this topic to let the children solve the equation at home on their own. After all, it is better to prevent a mistake in the classroom than to correct a mistake made at home. Everyone knows that children will turn to their parents for help, and they will begin to retrain them in their own way, according to their ability. And only when you are convinced that most of the children have mastered the topic, it is possible to let them solve the equation at home on their own. And with the rest of the guys to conduct additional individual work until this topic will not be accepted by the student. This does not mean that a well-performing student should wait until the whole class has mastered the topic. Such children should be given an individual task (of a creative, developmental nature).

But it also happens that a student is prepared to do homework, is able to complete a more difficult task, but does not want to work at home and comes with an unfinished task. In elementary school, such cases are rare, but if they happen, then the fault of the teacher is here:

Did not interest the student in his subject

Perhaps home conditions do not allow the student to work fruitfully

The student lacks a sense of responsibility

No parental control

The method of checking the completion of homework has a great influence on the activation of students' homework. Checking can be varied, as are homework assignments. The form of their verification also depends on the nature of the tasks. It should be remembered that homework, if it is given on the material recently studied in the lesson, must be checked in the class the next day. The test is educational in nature. Evaluating the individual work of each student, we have the opportunity to identify the characteristic mistakes of each of them and create statistics on the mistakes of the entire class, which in the future will allow us to correct the work of the teacher in the right direction. By evaluating the work of children, we thereby evaluate our own work, that is, the very feedback that allows us to find the optimal method of teaching a particular issue is carried out here. However, it must be remembered that the assessment of the work of students must be approached differentially, that is, everything must be taken into account: the character, abilities of the child, home conditions.

The reason for the failure may lie in the inability to work independently. Do it yourself Any task requires, first of all, that the child be able to correctly and quickly prepare the workplace so that everything necessary for classes is conveniently located and there is nothing superfluous on the table. The student should develop the habit of maintaining the necessary order on the table throughout the work.

It is important that the student is able to think over the course of the upcoming work in advance: to determine in what order the lessons should be prepared. various subjects, to understand what is the meaning and what is the purpose of each task, outline the most rational way to complete it, and then act in accordance with this plan.

It is also necessary to be able to check the completed task, find and correct errors, and figure out what reasons led to these errors.

Finally, independent work requires the ability to economically spend working time.

Children must be taught all this, taught not only because otherwise the student will not be able to independently acquire knowledge in the future, but also because without these skills he is not able to complete the homework assignments on his own.

Therefore, from the first days of the child's stay at the teacher's school primary school must instill the skills they need to independent work.

Particularly favorable conditions are available for self-training in extended day groups. It is here that children should acquire the necessary skills when doing independent work.

To help students, teachers should create reminder tips how to organize homework; how to solve the problem; how to work on bugs, etc.

At parent-teacher meetings, parents should be introduced to the methods of teaching homework.

Teaching children to do their homework well is one of the important funds increase academic achievement and interest in learning.

Make full use of all the textbook material, without neglecting the tasks for each type of work

Systematically learn to correctly perform tasks for each exercise

Plan homework-like, task-like assignments for self-study in the classroom

Diversify homework using various sources (dictionaries, books on reading, articles, Internet resources)

To include in homework tasks with elements of creativity

In tasks in mathematics, the Russian language, include compiling puzzles, charades, quizzes, entertaining squares

For weak students, make individual assignments on cards

The effective performance of official duties in mentally stressful situations of activity makes serious demands on the emotional and volitional qualities of a lawyer: decisiveness, perseverance, self-control, emotional balance, endurance, composure, prudence, composure, self-confidence, responsiveness, fairness, etc. The formation of these qualities is directly related to the stress experienced by a person and the experience of behavior in stressful situations.

Frequent stress and the inability of a lawyer to relieve mental stress using self-regulation methods (autogenic training, autohypnosis, muscle relaxation, bodily and respiratory therapy, meditation, etc.) can lead to an increase in the degree of anxiety, emotional instability and even nervous breakdowns. In order to regulate their behavior and resist stress, lawyers must have a clear understanding of the main factors influencing his education. These factors are often cited as:

heavy workload (overload) with work;

long distance between work and home (traffic stress);

insufficient wages and economic incentives;

radical changes in job responsibilities or working conditions (promotion, transfer to another department, etc.);

the process of entering a new position;

the need to often compromise in the name of securing a career;

increased responsibility for decision-making, including in criminal and civil cases;

a feeling by a lawyer of a discrepancy between what he should, what he would like and what he really does;

lack of time in the investigation of criminal cases;

threat to personal and professional authority;

lack of feedback from higher managers on the evaluation of labor results;

unsatisfactory business relations with the manager, colleagues and subordinates;

perception of the negative factors of the crime event (the presence of corpses, wounds in living persons, acute stress in relatives who have lost loved ones, etc.);

possible danger to life and health during the detention of persons suspected of committing crimes;

threats of reprisals from representatives of the criminal world;

uncertainty of job tasks and responsibilities;

lack of authority in decision-making on issues within official competence;

uncertainty of career growth, lack or limited possibility of promotion to a higher position;

change in the organizational structure of the enterprise or reorganization;

unfavorable socio-psychological climate in the professional team;

interpersonal conflicts and mobbing.

In addition to the factors of professional activity, the formation of chronic stress and emotional instability in the behavior of a lawyer can be influenced by situations of a family, domestic nature and spending time outside of work ( marital problems; divorce; financial difficulties; alcohol abuse; moving to a new place of residence; death of spouse; death of a relative or friend; disease; loss of a spouse's job; the problem of "fathers and children", etc.).

The basic rule of overcoming stress is the ability of a lawyer to overcome troubles, not to treat them passively, while not falling into anger, blaming others and not accumulating examples of the injustice of fate. The response to stress should be meaningful and balanced. One should not succumb to the first emotional impulse, one should be self-possessed and cold-blooded, look at the world realistic and also realistic to act.

American psychotherapist D. Powell offers some tips to help you survive stress with the least loss.

1. Remember how you felt when everything was fine. When you imagine yourself in a comfortable situation, there are sensations associated with it.

2. Relax physically. If the body and muscles are relaxed, then the psyche cannot be in a tense state.

3. Try to be realistic when you describe the situation to yourself or your loved ones; in which you are. Avoid words like "never", "always", "hate".

4. Live for today. Set goals for today and reach them.

5. Do not allow yourself to "drown" in self-pity, do not refuse help. Love, friendship and help are powerful tools in the fight against stress.

6. Make stress work for you. Many people have overcome stress by refusing to become losers. They met the test with their heads up. If you can accept a negative event (such as losing your job) as a need to take a positive action (such as finding a better job), you will defeat stress at its very weapon.

7. Try not to think of past events as defeat.

8. Treat stress as a source of energy. Treat every problem life presents as a challenge.

9. You cannot be responsible for the behavior of others, but you can control your reaction to their actions. Your main victory is a victory over your emotions.

10. Don't try to please everyone, it's unrealistic, you have to please yourself from time to time.

11. Draw a mental picture of your future and compare it with the short-term crisis that you are currently experiencing.

In the practice of lawyers use various methods dealing with stress and relieving mental tension. First of all, it is necessary to name the method of mandatory analysis of the situation that has arisen, which involves identifying the factors that caused stress and deciding on ways to overcome it.

Noteworthy is the "shutdown" method, which recommends temporary elimination of complex, stressful problems, shifting attention to rest, hobbies, interests, activities. exercise and so on. In order to "disable" it is advisable to follow these tips:

a) have lunch outside the institution, enterprise, organization;

b) during lunch, do not conduct conversations related to professional activities;

c) try to completely disconnect from official business during the lunch break, not answer the phone, do a little physical workout, etc.;

d) actively relax in their free time (use active forms of recreation - sports, walks in the park, forest, etc.);

e) do not neglect humor at work, as it relieves excessive mental stress;

e) participate in public life organizations, in sports events, in amateur art activities, etc.

Effective methods of dealing with stress include various ways of relaxation and self-hypnosis (see below for a description of the exercises).

In stress management great importance has relaxation or relaxation. It is known that relaxation

reduces inner anxiety;

improves attention and allows you to focus on the situation; - soothes the body and soul;

suppresses anxiety and creates favorable conditions for works lawyer.

EXERCISES

Exercise "Anti-stress relaxation" (recommended by the World Health Organization)

1. Sit comfortably (you can lie down at home), clothes should not hamper your movements.

2. Close your eyes and breathe slowly and deeply. Inhale and for 10 seconds. hold your breath. Exhale slowly, watch the relaxation and mentally say to yourself: "Inhale and exhale, like an ebb and flow." Repeat the procedure 5-6 times, rest 20 seconds.

3. By force of will, contract individual muscles or their groups. Hold the contraction for 10 seconds, relax the muscles. Thus, walk all over the body, carefully monitor what is happening to it. Repeat the procedure three times.

4. Try to imagine as concretely as possible the feeling of relaxation that pervades you from bottom to top: from your toes through your calves, thighs, torso to your head. Repeat to yourself: "I calm down, I am pleased, nothing disturbs me."

5. Imagine that the feeling of relaxation pervades all parts of your body. You feel the tension leaving you. You feel that your shoulders, neck, facial muscles are relaxed, you resemble a rag doll. Enjoy the sensation you experience for 30 seconds.

6. Count to 10, mentally telling yourself that with each subsequent number, your thoughts are becoming more and more relaxed. Now your only concern is how to enjoy the state of relaxation.

7. There comes an "awakening". Count to 20. Say to yourself: "When I count to 20, my eyes will open, I will feel alert. Unpleasant tension in the limbs will disappear."

Exercise "Psychological gymnastics"

The first part is lying on your back with your eyes closed. A person engaged in psychohygienic gymnastics mentally pronounces the following self-hypnosis formula: "I am completely calm." Then, perhaps more vividly, you need to imagine that the right hand is very heavy, mentally pronouncing the formula to yourself: “My right hand is very heavy. It seemed to be filled with lead. Heaviness spreads throughout the body. right hand. I'm covered in warmth, like in a warm bath. A slight coolness blows over the forehead.

The second part - you need to imagine: "I am cheerful and calm. Breathing is free, even, deep. I seem to be charged with internal energy. Freshness and vigor fill me. I control myself without effort. A fruitful day lies ahead. ... Get up!"

The third part is to get out of bed and start exercising.

Evening mental gymnastics is carried out before going to bed. Lying in bed, pay special attention to the feeling of warmth in the limbs and throughout the body.

Exercise "Breathing" ha "standing"

Take a full breath, while raising your hands up, touching your ears with them, hold your breath for a few seconds. Bending down quickly, let your hands hang freely and exhale air through your mouth, making the sound "ha" not with a voice, but with air pressure. Then, taking a slow breath, straighten up, raising your arms above your head. When inhaling, it is desirable to figuratively imagine how positive qualities (strength, calmness, freshness, health) are “absorbed” with the air flow, and during exhalation, everything negative is “given away” (weakness, anxiety, fear, illness).

The effect of the exercise is to reduce the degree of anxiety, depressive phenomena, and increase efficiency. It is advisable to perform the exercise daily

First aid in an acute stressful situation

1. The first and main rule says that in an acute stressful situation, you should not make any decisions, as well as try to make them (with the exception of natural disasters or an attack by an intruder, when we are talking to save your life).

2. Listen to the advice of your ancestors - count to 10.

3. Take care of your breath. Inhale slowly through your nose and hold your breath for a while. Exhale gradually, also through the nose, focusing on the sensations associated with your breath.

4. If a stressful situation caught you in the room, then stand up if necessary and, apologizing, leave the room. You always have the opportunity to go to the toilet or some other place where you can be alone.

5. Take every chance to wet your forehead, temples and arteries on your hands with cold water.

6. Slowly look around, even if the room you are in is familiar to you and looks quite ordinary. Looking from one object to another, mentally describe their appearance.

7. Then look out the window at the sky. Focus on what you see. When you are in last time looked at the sky? Isn't the world beautiful?

8. Having collected water in a glass or palms, slowly, as if intently, drink it. Concentrate your attention on the sensations as the water flows down your throat.

9. Straighten up, put your feet shoulder-width apart and, as you exhale, bend over, relaxing your neck and shoulders, so that your head and arms hang freely to the floor. Breathe deeply, watch your breath. Keep doing this for one to two minutes. Then slowly straighten up. Be careful not to dizzy.

The concept of attention

Attention is a mental process that is not an independent form of reflection, but the organization of certain forms of reflection (sensations, perceptions, memory, thinking, imagination, emotions and feelings), as a result of which something is reflected in consciousness more clearly, and the other less distinctly. Attention is the focus and concentration of consciousness on a particular object. The object of attention can be any object or phenomenon of the objective world or a whole group of them, the properties and qualities of these objects, as well as the actions, thoughts, ideas and experiences of the individual himself.The initial form of attention is the orienting reflex, or, as IP Pavlov called it, the "what is it?" reflex, which is a reaction to everything new, unexpected, unknown.Attention in itself is not the same mental process as, for example, perception, memorization, thinking or imagination. We can perceive, remember, think, but we cannot be "occupied with attention". Attention is a special form of human mental activity, a necessary condition for any activity.Depending on the nature of the object to which the attention of a person is directed, there are external and internal attention. External attention - attention directed to the objects and phenomena around us. Inner attention is attention directed to one's own thoughts, feelings and experiences. This division, of course, is conditional to a certain extent, since in a number of cases we think intently in connection with the perception of an object or phenomenon, trying to understand it, to penetrate deeply into its essence.Attention has an external expression, manifested in a number of active adaptive movements for a better perception of the object. A person takes a specific posture, peers, listens, excessive movements are delayed, breathing slows down; with concentrated internal attention, a person sometimes freezes in a motionless pose, "holding" his breath, his gaze seems to be absent, rushes into the distance, so that the environment does not distract him.

Qualities of attention

Attention is a multifaceted process characterized by a number of qualities, the main of which are: intensity, volume, concentration, direction, stability, activity, switching and distribution.The intensity of attention is a quality that determines the efficiency of perception, thinking and memory and the clarity of consciousness in general. The greater the interest in the activity (the greater the consciousness of its significance) and the more difficult the activity (the less familiar it is to a person), the greater the influence of distracting stimuli, the more intense (intense) attention will be.The amount of attention is a quality determined by the number of simultaneously reflected objects, it depends on the meaningfulness of the perceived objects and the possibility of their grouping into semantic blocks. So, for example, the number of simultaneously perceived letters, when they are presented separately, is no more than six. If syllables or words can be formed from them, then the number of perceived and simultaneously reflected letters can be determined by their number in four to six words.Concentration of attention is the quality of attention, which determines its high intensity with a volume of one object.Orientation is primarily understood as the selective nature of the course of cognitive activity, an arbitrary (intentional) or involuntary (unintentional) choice of its objects. At the same time, selectivity is manifested not only in the choice of this activity, the selection of individual influences, but also in their more or less long-term preservation (keeping images in the mind).Sustainability of attention is determined by the duration of maintaining concentrated attention. This is a characteristic of attention over time. Sustainability indicator - high productivity of activity (volume, accuracy of work) for a certain period of time. The duration of intensive concentration depends on a number of conditions: the nature and content of the activity, attitude to the object of attention. It is impossible to concentrate on the same object for a long time if it does not change itself or if it cannot be viewed from different angles. The degree of stability of attention increases with increasing complexity of the object of attention.The activity of the individual is of great importance for the stability of attention. Personal activity can be manifested in externally expressed practical actions with objects of attention or in internal mental activity associated with solving problems that require the most complete reflection of the objects of attention.Attention switching is a rapid shift of attention due to a consciously and intentionally set new task. It can manifest itself in the transition either from one object of a certain activity to another, or from one operation to another. In this case, the switch occurs within a single activity.The efficiency of switching depends on the characteristics of the previous and subsequent activities (switching indicators decrease significantly when moving from easy to difficult activity, and in the opposite case they increase). The success of the switch is related to the attitude of a person to the previous activity: the more interesting the previous activity and the less interesting the next one, the more difficult the switch. There are significant individual differences in switchability. Some people move quickly and easily from one activity to another. For others, this transition requires a long time and effort, which is associated with such a feature of the nervous system as the mobility of nervous processes.Unlike conscious switching of attention, distraction is an involuntary deviation of attention from the main activity to extraneous objects. Distractions have a negative effect on work performance. The distracting effect of extraneous stimuli depends on their characteristics and on the nature of the work performed. Sudden, intermittent, unexpected stimuli, as well as those associated with emotions, are very distracting. With prolonged performance of monotonous work, the effect of side stimuli intensifies as fatigue increases. The distracting effect of extraneous stimuli is more pronounced in mental activity that is not associated with external supports. It is stronger with auditory perception than with visual perception.The ability to withstand distractions is called noise immunity. In the development of this ability in humans, significant individual differences are observed, due both to differences in the nervous system, namely its strength, and special training aimed at improving noise immunity.The distribution of attention is understood as its quality, which determines the ability of a person to simultaneously perform several actions, dispersing attention between them. The level of distribution of attention depends on a number of conditions: on the nature of the combined activities (they can be homogeneous and heterogeneous), on their complexity (and, in this regard, on the degree of mental stress required), on the degree of familiarity and familiarity with them (on the level of mastering the basic techniques activities). The more complex the combined activities, the more difficult it is to distribute attention. When combining mental and motor activity, the productivity of mental activity can decrease to a greater extent than that of motor activity. It is difficult to combine two types of mental activity. The distribution of attention is possible if each of the activities performed is familiar to a person, and one of them is familiar to some extent, automated (or can be automated). The less automated one of the combined activities, the weaker the distribution of attention. If one of the activities is fully automated and only periodic control of consciousness is required for its successful implementation, a complex form of attention is noted - a combination of switching and distribution.

Types of attention . According to the activity of a person in the organization of attention, three types of attention are distinguished: involuntary, voluntary, post-voluntary.Involuntary attention is the concentration of consciousness on an object due to the peculiarity of this object as an irritant. Any sufficiently strong irritation - loud noises, bright lights, Strong smell- can involuntarily attract attention. Of particular importance for attracting attention is the contrast between stimuli. Novelty is one of the important features of stimuli that cause involuntary attention. And this means not only absolute novelty (this irritant has never affected a person before), but also relative (an unusual combination of familiar stimuli).Involuntary attention can also be caused by feelings associated with perceived objects. The reasons for involuntary attention also include the influence of previous experience, in particular the impact of a person's knowledge and habits.One of the most important reasons involuntary attention are the interests of man. The direction of involuntary attention, as shown by numerous experimental studies, depends on the structure of activity. This means that attention to an object (action) is determined by the place that this object occupies in the structure of activity. Thus, attention is usually attracted by the purpose of the activity and is not attracted by the methods of its implementation (operations). However, if strong skills are not developed (for the driver - gear changes, etc.), the operations themselves become the goal and attract attention.Arbitrary attention occurs when a person sets himself certain tasks, conscious goals, which determines the selection of individual objects (influences) as objects of attention. At the same time, the focus and concentration of attention do not depend on the characteristics of the objects themselves (influences), but on the set, intended goal, task. Under such conditions, a certain effort of will is often required in order to preserve the object of concentration, that is, not to be distracted, and also to maintain a certain intensity of the concentration process. This is especially evident when there are extraneous and at the same time new and strong stimuli in the environment, when one has to concentrate, as it were, in spite of their influence. Thus, voluntary attention is a manifestation of the will. Emphasizing this feature of voluntary attention, it is sometimes called volitional attention.As well as involuntary, voluntary attention is associated with feelings, previous experience of the individual, her interests. The influence of these moments, however, with voluntary attention affects indirectly. The activity itself may not directly arouse interest, but since its performance is necessary to solve an important task, it becomes the subject of attention.The third type of attention is post-voluntary. This kind of attention occurs after voluntary attention has been called. When performing an activity, it often first requires the organization of the focus of attention and an effort of will to maintain it. However, as difficulties are overcome, as one deepens into activity, work captures, captivates a person, arouses interest in the subject of labor, in the very process of labor. This is how the transition from voluntary attention to post-voluntary attention occurs. The latter type of attention is associated with conscious tasks and goals, that is, it is caused intentionally, so it cannot be identified with involuntary attention. On the other hand, this attention is also dissimilar to voluntary attention, since it no longer requires volitional efforts or noticeable volitional efforts to maintain attention. The most intense and fruitful mental activity is associated with this type of attention.The considered three types of attention are closely intertwined by mutual transitions and complement each other in the practical activity of a person. Therefore, the task of forming attention includes not only the formation of voluntary attention and the development of involuntary attention, but the formation of such personality traits that would facilitate the transition of voluntary attention to post-voluntary attention.Attention management tips.

Attention as a mental process, expressed in the focus of consciousness on certain objects, often manifesting itself, gradually turns into a stable property of the individual - mindfulness.People vary in the degree of development of this property, the extreme case is often called inattention.Depending on the forms of inattention, we can speak of three types of it. The first type - absent-mindedness - occurs with distractibility and a very low intensity of attention, excessively easily and involuntarily switching from object to object, not lingering on any one.Another type of inattention is determined by high intensity and difficult switching of attention.The third kind of inattention is the result of overwork. This type of inattention is caused by a permanent or temporary decrease in the strength and mobility of the nervous processes. It is characterized by a very weak concentration of attention and even weaker switching.The formation of mindfulness, which begins in childhood, is the management of attention in the process of work. Maintaining sustained attention depends on a number of conditions: awareness of the significance of the activities performed and a sense of responsibility for the work performed. A clear understanding of the specific task of the activity performed, familiar working conditions. Interests play an important role in stimulating attention. With the development of interest, steady attention is created. The emergence of indirect interests. The very activity that a person performs may not arouse his immediate interest, but he may have a steady interest in the result of the activity. On this basis, there is an indirect interest in activity as a means to achieve the desired goal. Creation of favorable conditions for the performance of activities, that is, the exclusion of negatively acting stimuli. The volumes of distribution of attention should be formed as a certain labor skill of simultaneous performance of several actions in conditions of an increasing pace of work. The development of stability of attention must be ensured by the formation of volitional qualities of a person. For the development of switching attention, it is necessary to select appropriate exercises with a preliminary explanation of the "routes of switching".

Psychological exercises for the development of attention.

You can develop attention with the help of the following psychological exercises: 1. "Games, Indians" for the development of attention span: - two or more competitors are shown many objects at once for a short time, after which each separately tells the judge what he saw, trying to list and describe in detail as many objects as possible. So, one magician achieved that, quickly passing by the shop window, he could notice and describe up to 40 objects.2. "Typewriter" - This classic theatrical exercise develops concentration skills. Each person is given 1-2 letters from the alphabet, the teacher says the word and the participants have to "speak" it on their typewriter. They call the word and clap, then the person with whose letter the word begins clap, then the teacher's clap - the second letter, the student's clap, etc.3. "Who is faster?" People are encouraged to strike out as quickly and accurately as possible in a column of any text any frequently occurring letter, such as "o" or "e". The success of the test is assessed by the time it was completed and the number of errors made - missing letters: the smaller the value of these "indicators, the higher the success. At the same time, success should be encouraged and interest stimulated.To train the switching and distribution of attention, the task should be changed: it is proposed to strike out one letter with a vertical line, and the other with a horizontal one, or, on a signal, alternate the strikethrough of one letter with the strikethrough of another. Over time, the task can become more difficult. For example, cross out one letter, underline another, and circle the third.The purpose of such training is the development of habitual actions brought to automaticity, subordinated to a specific, clearly perceived goal. The time of tasks varies depending on age (younger students - up to 15 minutes, teenagers - up to 30 minutes)."Proofreading". The facilitator writes several sentences on a piece of paper with skipping and rearranging letters in some words.A person is allowed to read this text only once, immediately correcting the mistakes with a colored pencil. Then he passes the sheet to the second student, who corrects the remaining errors with a pencil of a different color. It is possible to conduct competitions in pairs.

Introduction

The concept of attention

Qualities of attention

Conclusion

Bibliography

1. INTRODUCTION

A person is constantly exposed to a wide variety of stimuli. Human consciousness is not able to grasp all these objects simultaneously with sufficient clarity. Something is in the field of clear consciousness, something is not quite clearly realized, something is very vague, and much is not noticed at all. From the mass of surrounding objects - objects and phenomena - a person selects those that are of interest to him, correspond to his needs, life plans. Any human activity requires the selection of an object and focus on it.

2. The concept of attention

Attention - this is a mental process that is not an independent form of reflection, but the organization of certain forms of reflection (sensations, perceptions, memory, thinking, imagination, emotions and feelings), as a result of which something is reflected in consciousness more clearly, and the other less clearly . Attention is the focus and concentration of consciousness on a particular object. The object of attention can be any object or phenomenon of the objective world or a whole group of them, the properties and qualities of these objects, as well as the actions, thoughts, ideas and experiences of the individual himself.

The initial form of attention is the orienting reflex, or, as IP Pavlov called it, the “what is it?” reflex, which is a reaction to everything new, unexpected, unknown.

Attention in itself is not the same mental process as, for example, perception, memorization, thinking or imagination. We can perceive, remember, think, but we cannot be "occupied with attention". Attention is a special form of human mental activity, a necessary condition for any activity.

Depending on the nature of the object to which the attention of a person is directed, there are external and internal attention. External attention - attention directed to the objects and phenomena around us. Inner attention is attention directed to one's own thoughts, feelings and experiences. This division, of course, is conditional to a certain extent, since in a number of cases we think intently in connection with the perception of an object or phenomenon, trying to understand it, to penetrate deeply into its essence.

Attention has an external expression, manifested in a number of active adaptive movements for a better perception of the object. A person takes a specific posture, peers, listens, excessive movements are delayed, breathing slows down; with concentrated internal attention, a person sometimes freezes in a motionless pose, “holding” his breath, his gaze seems to be absent, rushes into the distance, so that the environment does not distract him.

3. Qualities of attention

Attention is a multifaceted process characterized by a number of qualities, the main of which are: intensity, volume, concentration, direction, stability, activity, switching and distribution.

Attention intensity- this is a quality that determines the effectiveness of perception, thinking and memory and the clarity of consciousness in general. The greater the interest in the activity (the greater the consciousness of its significance) and the more difficult the activity (the less familiar it is to a person), the greater the influence of distracting stimuli, the more intense (intense) attention will be.

attention span- this is a quality determined by the number of simultaneously reflected objects, it depends on the meaningfulness of the perceived objects and the possibility of their grouping into semantic blocks. So, for example, the number of simultaneously perceived letters, when they are presented separately, is no more than six. If syllables or words can be formed from them, then the number of perceived and simultaneously reflected letters can be determined by their number in four to six words.

Concentration of attention- this is the quality of attention, which determines its high intensity with a volume of one object.

Under directionality understand, first of all, the selective nature of the course of cognitive activity, the arbitrary (intentional) or involuntary (unintentional) choice of its objects. At the same time, selectivity is manifested not only in the choice of this activity, the selection of individual influences, but also in their more or less long-term preservation (keeping images in the mind).

Sustainability of attention is determined by the duration of maintaining concentrated attention. This is a characteristic of attention over time. Sustainability indicator - high productivity of activity (volume, accuracy of work) for a certain period of time. The duration of intensive concentration depends on a number of conditions: the nature and content of the activity, attitude to the object of attention. It is impossible to concentrate on the same object for a long time if it does not change itself or if it cannot be viewed from different angles. The degree of stability of attention increases with increasing complexity of the object of attention.

Personal activity important for sustained attention. The activity of a personality can be manifested in outwardly expressed practical actions with objects of attention or in internal mental activity related to solving problems that require the most complete reflection of the objects of attention.

Switching attention - it is a rapid movement of attention, due to a consciously and deliberately set new task. It can manifest itself in the transition either from one object of a certain activity to another, or from one operation to another. In this case, the switch occurs within a single activity.

The efficiency of switching depends on the characteristics of the previous and subsequent activities (switching indicators decrease significantly when moving from easy to difficult activity, and in the opposite case they increase). The success of the switch is related to the attitude of a person to the previous activity: the more interesting the previous activity and the less interesting the next one, the more difficult the switch. There are significant individual differences in switchability. Some people move quickly and easily from one activity to another. For others, this transition requires a long time and effort, which is associated with such a feature of the nervous system as the mobility of nervous processes.

Unlike conscious switching of attention, distraction is an involuntary deviation of attention from the main activity to extraneous objects. Distractions have a negative effect on work performance. The distracting effect of extraneous stimuli depends on their characteristics and on the nature of the work performed. Sudden, intermittent, unexpected stimuli, as well as those associated with emotions, are very distracting. With prolonged performance of monotonous work, the effect of side stimuli intensifies as fatigue increases. The distracting effect of extraneous stimuli is more pronounced in mental activity that is not associated with external supports. It is stronger with auditory perception than with visual perception.

The ability to withstand distractions is called noise immunity. In the development of this ability in humans, significant individual differences are observed, due both to differences in the nervous system, namely its strength, and to special training aimed at increasing noise immunity.

Under the spotlight understand its quality, which determines the ability of a person to simultaneously perform several actions, dispersing attention between them. The level of distribution of attention depends on a number of conditions: on the nature of the combined activities (they can be homogeneous and heterogeneous), on their complexity (and, in this regard, on the degree of mental stress required), on the degree of familiarity and familiarity with them (on the level of mastering the basic techniques activities). The more complex the combined activities, the more difficult it is to distribute attention. When combining mental and motor activity, the productivity of mental activity can decrease to a greater extent than that of motor activity. It is difficult to combine two types of mental activity. The distribution of attention is possible if each of the activities performed is familiar to a person, and one of them is familiar to some extent, automated (or can be automated). The less automated one of the combined activities, the weaker the distribution of attention. If one of the activities is fully automated and only periodic control of consciousness is required for its successful implementation, a complex form of attention is noted - combination of switching and races definitions .

4. Types of attention

According to the activity of a person in the organization of attention, three types of attention are distinguished: involuntary, voluntary, post-voluntary.

involuntary attention- this is the concentration of consciousness on an object due to the peculiarity of this object as an irritant. Any sufficiently strong irritation - loud noises, bright lights, pungent smells - can involuntarily attract attention. Of particular importance for attracting attention is the contrast between stimuli. Novelty is one of the important features of stimuli that cause involuntary attention. And this means not only absolute novelty (this irritant has never affected a person before), but also relative (an unusual combination of familiar stimuli).

Involuntary attention can also be caused by feelings associated with perceived objects. The reasons for involuntary attention also include the influence of previous experience, in particular the impact of a person's knowledge and habits.

Introduction

The concept of attention

Qualities of attention

Conclusion

Bibliography

1. INTRODUCTION

A person is constantly exposed to a wide variety of stimuli. Human consciousness is not able to grasp all these objects simultaneously with sufficient clarity. Something is in the field of clear consciousness, something is not quite clearly realized, something is very vague, and much is not noticed at all. From the mass of surrounding objects - objects and phenomena - a person selects those that are of interest to him, correspond to his needs, life plans. Any human activity requires the selection of an object and focus on it.

2. The concept of attention

Attention - this is a mental process that is not an independent form of reflection, but the organization of certain forms of reflection (sensations, perceptions, memory, thinking, imagination, emotions and feelings), as a result of which something is reflected in consciousness more clearly, and the other less clearly . Attention is the focus and concentration of consciousness on a particular object. The object of attention can be any object or phenomenon of the objective world or a whole group of them, the properties and qualities of these objects, as well as the actions, thoughts, ideas and experiences of the individual himself.

The initial form of attention is the orienting reflex, or, as IP Pavlov called it, the “what is it?” reflex, which is a reaction to everything new, unexpected, unknown.

Attention in itself is not the same mental process as, for example, perception, memorization, thinking or imagination. We can perceive, remember, think, but we cannot be "occupied with attention". Attention is a special form of human mental activity, a necessary condition for any activity.

Depending on the nature of the object to which the attention of a person is directed, there are external and internal attention. External attention - attention directed to the objects and phenomena around us. Inner attention is attention directed to one's own thoughts, feelings and experiences. This division, of course, is conditional to a certain extent, since in a number of cases we think intently in connection with the perception of an object or phenomenon, trying to understand it, to penetrate deeply into its essence.

Attention has an external expression, manifested in a number of active adaptive movements for a better perception of the object. A person takes a specific posture, peers, listens, excessive movements are delayed, breathing slows down; with concentrated internal attention, a person sometimes freezes in a motionless pose, “holding” his breath, his gaze seems to be absent, rushes into the distance, so that the environment does not distract him.

3. Qualities of attention

Attention is a multifaceted process characterized by a number of qualities, the main of which are: intensity, volume, concentration, direction, stability, activity, switching and distribution.

Attention intensity- this is a quality that determines the effectiveness of perception, thinking and memory and the clarity of consciousness in general. The greater the interest in the activity (the greater the consciousness of its significance) and the more difficult the activity (the less familiar it is to a person), the greater the influence of distracting stimuli, the more intense (intense) attention will be.

attention span- this is a quality determined by the number of simultaneously reflected objects, it depends on the meaningfulness of the perceived objects and the possibility of their grouping into semantic blocks. So, for example, the number of simultaneously perceived letters, when they are presented separately, is no more than six. If syllables or words can be formed from them, then the number of perceived and simultaneously reflected letters can be determined by their number in four to six words.

Concentration of attention- this is the quality of attention, which determines its high intensity with a volume of one object.

Under directionality understand, first of all, the selective nature of the course of cognitive activity, the arbitrary (intentional) or involuntary (unintentional) choice of its objects. At the same time, selectivity is manifested not only in the choice of this activity, the selection of individual influences, but also in their more or less long-term preservation (keeping images in the mind).

Sustainability of attention is determined by the duration of maintaining concentrated attention. This is a characteristic of attention over time. Sustainability indicator - high productivity of activity (volume, accuracy of work) for a certain period of time. The duration of intensive concentration depends on a number of conditions: the nature and content of the activity, attitude to the object of attention. It is impossible to concentrate on the same object for a long time if it does not change itself or if it cannot be viewed from different angles. The degree of stability of attention increases with increasing complexity of the object of attention.

Personal activity important for sustained attention. The activity of a personality can be manifested in outwardly expressed practical actions with objects of attention or in internal mental activity related to solving problems that require the most complete reflection of the objects of attention.

Switching attention - it is a rapid movement of attention, due to a consciously and deliberately set new task. It can manifest itself in the transition either from one object of a certain activity to another, or from one operation to another. In this case, the switch occurs within a single activity.

The efficiency of switching depends on the characteristics of the previous and subsequent activities (switching indicators decrease significantly when moving from easy to difficult activity, and in the opposite case they increase). The success of the switch is related to the attitude of a person to the previous activity: the more interesting the previous activity and the less interesting the next one, the more difficult the switch. There are significant individual differences in switchability. Some people move quickly and easily from one activity to another. For others, this transition requires a long time and effort, which is associated with such a feature of the nervous system as the mobility of nervous processes.

Unlike conscious switching of attention, distraction is an involuntary deviation of attention from the main activity to extraneous objects. Distractions have a negative effect on work performance. The distracting effect of extraneous stimuli depends on their characteristics and on the nature of the work performed. Sudden, intermittent, unexpected stimuli, as well as those associated with emotions, are very distracting. With prolonged performance of monotonous work, the effect of side stimuli intensifies as fatigue increases. The distracting effect of extraneous stimuli is more pronounced in mental activity that is not associated with external supports. It is stronger with auditory perception than with visual perception.

The ability to withstand distractions is called noise immunity. In the development of this ability in humans, significant individual differences are observed, due both to differences in the nervous system, namely its strength, and to special training aimed at increasing noise immunity.

Under the spotlight understand its quality, which determines the ability of a person to simultaneously perform several actions, dispersing attention between them. The level of distribution of attention depends on a number of conditions: on the nature of the combined activities (they can be homogeneous and heterogeneous), on their complexity (and, in this regard, on the degree of mental stress required), on the degree of familiarity and familiarity with them (on the level of mastering the basic techniques activities). The more complex the combined activities, the more difficult it is to distribute attention. When combining mental and motor activity, the productivity of mental activity can decrease to a greater extent than that of motor activity. It is difficult to combine two types of mental activity. The distribution of attention is possible if each of the activities performed is familiar to a person, and one of them is familiar to some extent, automated (or can be automated). The less automated one of the combined activities, the weaker the distribution of attention. If one of the activities is fully automated and only periodic control of consciousness is required for its successful implementation, a complex form of attention is noted - combination of switching and races definitions .

4. Types of attention

According to the activity of a person in the organization of attention, three types of attention are distinguished: involuntary, voluntary, post-voluntary.

involuntary attention- this is the concentration of consciousness on an object due to the peculiarity of this object as an irritant. Any sufficiently strong irritation - loud noises, bright lights, pungent smells - can involuntarily attract attention. Of particular importance for attracting attention is the contrast between stimuli. Novelty is one of the important features of stimuli that cause involuntary attention. And this means not only absolute novelty (this irritant has never affected a person before), but also relative (an unusual combination of familiar stimuli).

Involuntary attention can also be caused by feelings associated with perceived objects. The reasons for involuntary attention also include the influence of previous experience, in particular the impact of a person's knowledge and habits.

One of the most important reasons for involuntary attention is the interests of a person. The direction of involuntary attention, as shown by numerous experimental studies, depends on the structure of activity. This means that attention to an object (action) is determined by the place that this object occupies in the structure of activity. Thus, attention is usually attracted by the purpose of the activity and is not attracted by the methods of its implementation (operations). However, if strong skills are not developed (for the driver - gear changes, etc.), the operations themselves become the goal and attract attention.

Arbitrary attention arises when a person sets himself certain tasks, conscious goals, which determines the selection of individual objects (impacts) as objects of attention. At the same time, the focus and concentration of attention do not depend on the characteristics of the objects themselves (influences), but on the set, intended goal, task. Under such conditions, a certain effort of will is often required in order to preserve the object of concentration, that is, not to be distracted, and also to maintain a certain intensity of the concentration process. This is especially evident when there are extraneous and at the same time new and strong stimuli in the environment, when one has to concentrate, as it were, in spite of their influence. Thus, voluntary attention is a manifestation of the will. Emphasizing this feature of voluntary attention, it is sometimes called volitional attention.

As well as involuntary, voluntary attention is associated with feelings, previous experience of the individual, her interests. The influence of these moments, however, with voluntary attention affects indirectly. The activity itself may not directly arouse interest, but since its performance is necessary to solve an important task, it becomes the subject of attention.

The third kind of attention after arbitrariness noe. This kind of attention occurs after voluntary attention has been called. When performing an activity, it often first requires the organization of the focus of attention and an effort of will to maintain it. However, as difficulties are overcome, as one deepens into activity, work captures, captivates a person, arouses interest in the subject of labor, in the very process of labor. This is how the transition from voluntary attention to post-voluntary attention occurs. The latter type of attention is associated with conscious tasks and goals, that is, it is caused intentionally, so it cannot be identified with involuntary attention. On the other hand, this attention is also dissimilar to voluntary attention, since it no longer requires volitional efforts or noticeable volitional efforts to maintain attention. The most intense and fruitful mental activity is associated with this type of attention.

The considered three types of attention are closely intertwined by mutual transitions and complement each other in the practical activity of a person. Therefore, the task of forming attention includes not only the formation of voluntary attention and the development of involuntary attention, but the formation of such personality traits that would facilitate the transition of voluntary attention to post-voluntary attention.

Attention as a mental process, expressed in the orientation of consciousness to certain objects, often manifesting itself, gradually turns into a stable property of the individual - attentiveness.

People differ in the degree of development of this property, the extreme case is often called inattention.

Depending on the forms of inattention, we can speak of three types of it. The first type - absent-mindedness - occurs with distractibility and a very low intensity of attention, excessively easily and involuntarily switching from object to object, not lingering on any one.

Another type of inattention is determined by high intensity and difficult switching of attention.

The third kind of inattention is re result fatigue. This type of inattention is caused by a permanent or temporary decrease in the strength and mobility of the nervous processes. It is characterized by a very weak concentration of attention and even weaker switching.

The formation of mindfulness, which begins in childhood, is the management of attention in the process of work. Maintaining sustained attention depends on a number of conditions: awareness of the significance of the activities performed and a sense of responsibility for the work performed. A clear understanding of the specific task of the activity performed, familiar working conditions. Interests play an important role in stimulating attention. With the development of interest, steady attention is created. The emergence of indirect interests. The very activity that a person performs may not arouse his immediate interest, but he may have a steady interest in the result of the activity. On this basis, there is an indirect interest in activity as a means to achieve the desired goal. Creation of favorable conditions for the performance of activities, that is, the exclusion of negatively acting stimuli. The volumes of distribution of attention should be formed as a certain labor skill of simultaneous performance of several actions in conditions of an increasing pace of work. The development of stability of attention must be ensured by the formation of volitional qualities of a person. For the development of switching attention, it is necessary to select appropriate exercises with a preliminary explanation of the "routes of switching".

6. Psychological exercises to develop attention

You can develop attention with the help of the following psychological exercises:

1. "Games, Indians" for the development of attention span: - two or more competitors are shown many objects at once for a short time, after which each separately tells the judge what he saw, trying to list and describe in detail as many objects as possible. So, one magician achieved that, quickly passing by the shop window, he could notice and describe up to 40 objects.

2. "Typewriter" - This classic theatrical exercise develops concentration skills. Each person is given 1-2 letters from the alphabet, the teacher says the word and the participants have to “speak” it on their typewriter. They call the word and clap, then the person with whose letter the word begins clap, then the teacher's clap - the second letter, the student's clap, etc.

3. "Who is faster?" People are encouraged to cross out a common letter in a column of any text as quickly and accurately as possible, such as "o" or "e". The success of the test is assessed by the time it was completed and the number of errors made - missing letters: the smaller the value of these "indicators, the higher the success. At the same time, success should be encouraged and interest stimulated.

To train the switching and distribution of attention, the task should be changed: it is proposed to strike out one letter with a vertical line, and the other with a horizontal one, or, on a signal, alternate the strikethrough of one letter with the strikethrough of another. Over time, the task can become more difficult. For example, cross out one letter, underline another, and circle the third.

The purpose of such training is the development of habitual actions brought to automaticity, subordinated to a specific, clearly perceived goal. The time of tasks varies depending on age (younger schoolchildren - up to 15 minutes, teenagers - up to 30 minutes).

"Correction". The facilitator writes a few sentences on a piece of paper With omission and rearrangement of letters in some words.

A person is allowed to read this text only once, immediately correcting the mistakes with a colored pencil. Then he passes the sheet to the second student, who corrects the remaining errors with a pencil of a different color. It is possible to conduct competitions in pairs.

7. Conclusion

Thus, we can conclude that the task of forming attention includes not only its development as a separate psychological process, but also the formation of such personality traits that would facilitate the transition of voluntary attention to post-voluntary. This includes the formation of a sense of responsibility for the work performed, motivation for the successful completion of activities, the development of interest, and a clear organization of the activities performed. Specific tasks, as well as the creation of favorable conditions for active, independent work.

Bibliography

Granovskaya R.M. Elements of practical psychology. L. 1991

Galizo M.V. Domashenko I.A. Atlas of psychology. M. 1986

Workshop on General Psychology. M. 1978

Stolyarenko L.D. Fundamentals of psychology. 1995

Krutetsky V.A. Psychology. M. 1986

Kazakov V.G. Kondratieva L.L. Psychology. M 1989.

Rogov E.I. Practical psychology in education. M. 1996.

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MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA

State educational institution of higher professional education

Volgograd State Pedagogical University

Faculty of Psychology and Social Work

Department of Psychology of Education and Development

Graduate work

specialty 030301 "Psychology"

Executor:

Oreshkina Natalya Gennadievna

(gr. PS-PSZ-63)

Scientific adviser:

Yurina Elena Alexandrovna

Senior Lecturer

Volgograd 2011

INTRODUCTION

CHAPTER 1. THEORETICAL STUDY OF DISTURBANCES IN THE EMOTIONAL SPHERE OF A TEEN

1.1 PSYCHOLOGICAL CHARACTERISTICS OF ADOLESCENT AGE

1.2 THE CONCEPT AND POSSIBLE OPTIONS OF DISORDERS OF THE EMOTIONAL SPHERE IN ADOLESCENT AGE

1.3 TYPES OF ANXIETY, FEATURES OF ITS MANIFESTATION IN ADOLESCENTS

CONCLUSIONS ON THE FIRST CHAPTER

CHAPTER 2. EMPIRICAL STUDY OF ADOLESCENT ANXIETY

2.1. RATIONALE FOR THE RESEARCH PROGRAM

2.2 RESULTS AND DISCUSSION

2.3 PREVENTING ANXIETY IN ADOLESCENTS

CONCLUSIONS ON THE SECOND CHAPTER

CONCLUSION

LITERATURE

APPS

INTRODUCTION

In our time, various social structures that influence the dynamics of the development of the personality of a teenager have been subject to drastic changes: family, school, informal youth associations. Means do not always play a positive role mass media, often destructively influencing the psyche of a teenager, creating prerequisites for violations of his emotional-volitional sphere, the occurrence of mental disorders, deviant behavior. The psychological distress of adolescents, in particular with regard to the emotional sphere, has far-reaching consequences for the personal development of adolescents in general.

Recent years have brought a radical change in the situation - in our country and abroad, there has been a significant increase in interest in the problem of psycho-emotional distress in adolescents from the side of general, pedagogical, developmental, clinical psychology. Fundamental theoretical works, large-scale epidemiological and longitudinal studies appear. This is indicated by the latest studies of A.M. Parishioners (2007), A.I. Podolsky (2007), D.I. Feldstein (2010), V.M. Astapova 2010). In particular, according to the large-scale scientific and practical project “Search for Resources for Improving the Psychological Well-Being of Adolescents in Russia, Ukraine, and Kyrgyzstan,” adolescents themselves, teachers, and parents speak about psycho-emotional ill-being [Podolsky, Idobaeva, 2007].

The problem of anxiety occupies a special place in modern scientific knowledge. A significant number of studies have been devoted to it, not only in psychology, but also in medicine, physiology, philosophy, and sociology.

Talking about the state of the anxiety problem in psychological science Two seemingly mutually exclusive tendencies can be distinguished. On the one hand, in studies devoted to the problem of anxiety, there are references to the lack of development and uncertainty, ambiguity and ambiguity of the very term "anxiety", both in our country and abroad. It is pointed out that quite heterogeneous phenomena are often summed up under this term and that significant differences in the study of anxiety exist not only within one direction, the subjectivity of the use of this term is emphasized. On the other hand, there is agreement between researchers on a number of key points that make it possible to outline some of the “general contours” of anxiety (considering it in the “state-property” ratio, understanding the functions of the state of anxiety and persistent anxiety, etc.) and to single out the anxious personality type [Parishioners , 2007, p.5].

The interest of Russian psychologists in the study of anxiety has also increased recently. This is due to drastic changes in the life of society, giving rise to uncertainty and unpredictability of the future and, as a result, experiences of emotional tension, anxiety, anxiety.

The study of anxiety at different stages of childhood is important both for revealing the essence of this phenomenon and for understanding the age-related patterns of development of the emotional sphere of a person, the formation, consolidation and development of emotional and personal formations. It is anxiety, as noted by many researchers and practical psychologists, that underlies a number of psychological difficulties in childhood, including many developmental disorders that serve as a reason for contacting the psychological service of education. Anxiety is considered as an indicator of a "preneurotic state", its role is extremely high in behavioral disorders, such as, for example, delinquency and addictive behavior in adolescents. The importance of preventing anxiety and overcoming it is important in preparing children and adults for difficult situations (exams, competitions, etc.), in mastering new activities [Prikhozhan, 2007, p.6]. Of particular concern is the manifestation of anxiety in adolescents. The age period characterized by rapid psychophysiological development and restructuring of the child's social activity. “A teenager is no longer a child, but not yet an adult, although he considers himself to be such. But the attitude of adults towards a teenager remains the same, " children's level". This leads to conflicts, and can also cause the development of certain mental disorders in adolescents, including disorders in the emotional sphere” [Vygotsky, 1984, p. 442].

All of the above indicates the relevance of studying the problem of adolescent anxiety. In this regard, we formulated the topic of our study as follows - « Development of psychological recommendations for the prevention and overcoming of a high level of anxiety in adolescents» .

Targetresearch-to identify the level of anxiety in adolescents and develop psychological recommendations for the prevention and overcoming of a high level of anxiety in adolescents.

hypothesessresearch:

1. Adolescent boys tend to display open anxiety due to the manifestation of higher anxiety, unlike girls.

2. Adolescents with a high level of general anxiety are characterized by a high level of "magic" anxiety.

To achieve this goal, it is necessary to solve the following hAdachas:

1. To study the state of development of the problem under study in the scientific psychological literature.

2. Make a program diagnostic study and to diagnose the level of anxiety of adolescents.

3. To reveal gender and age differences in the levels of situational and personal anxiety in adolescents aged 12-13 years.

4. Draw up a certificate-conclusion with recommendations for the prevention of an increased level of anxiety in adolescents.

5. On the basis of scientific, theoretical and applied manuals in psychology, develop recommendations for the work of a teacher-psychologist to prevent an increased level of anxiety.

6. Draw up a program of preventive measures with adolescents and their parents in order to educate them about the psychological characteristics of adolescence, as well as about the manifestations of anxiety (parents' meeting, class hour). Make recommendations to parents on ways to overcome the personal and situational anxiety of adolescents.

Object of study- the emotional sphere of adolescents.

Subject of study- Anxiety of younger teenagers.

To organize and conduct the study, we used the following methods: theoretical analysis of scientific literature (monographs and periodicals) on the problem of anxiety in adolescence, psychodiagnostic methods (A.M. Prikhozhan’s personal anxiety scale, Ch.D. Spielberger’s anxiety self-assessment scale (adapted by Yu.L. Khanin), children's version explicit anxiety scale (CMAS), option (A)), methods of statistical analysis (correlation analysis).

Base of empirical research: the study involved students of the 6th grade, MOU secondary school with in-depth study of the French language No. 20, in the amount of 44 people, including 27 girls and 17 boys.

Practical significance Our work lies in the fact that the results of the study and the developed recommendations can be used in the practical activities of a teacher-psychologist of an educational institution in working with anxious children, in the pedagogical activities of a class teacher, as well as in the educational activities of parents.

Structureand scope of work: The work is presented on 52 pages and consists of an introduction, two chapters and a conclusion. The work contains 8 drawings. The list of references contains references to 55 sources. Applications are given at the end of the work. The total volume of work - 96 pages.

prevention emotion anxiety teenager

CHAPTER 1. THEORETICAL STUDY OF VIOLATIONS
EMOTIONAL SPHERE OF A TEENAGER

1.1 Psychological characteristics of adolescence

The stage of human development from 10 to 15 years in psychology is traditionally called adolescence, as well as a transitional, difficult, critical age [Feldstein, 2002].

Already in the very linguistic meaning of the word "teenager", which comes from the Latin verb adolescere - to grow, mature, move forward, leave guardianship, become an adult - contains the quintessence of the developmental features of a child aged 10 to 15 years old, striving to acquire independence, social maturity finding your place in life. L.I. Bozhovich connects the crisis of adolescence with the emergence during this period of a new level of self-awareness, a characteristic feature of which is the appearance in a teenager abilities and needs to know oneself as a person, which possesses its inherent qualities. This gives rise to a teenager's desire for self-assertion, self-expression (i.e., the desire to express himself in those personality traits that he considers valuable) and self-education. Deprivation of the above needs is the basis of the crisis of adolescence [Bozhovich, 2008].

originality social development situation adolescent is that he is included in a new system of relationships and communication with adults and peers, taking a new place among them, performing new functions.

Compared with a younger student, a teenager must establish relationships not with one, but with many teachers, take into account the peculiarities of their personality and requirements (sometimes contradictory). All this determines a completely different position in relation to teachers and educators, a teenager, as it were, emancipates himself from the direct influence of adults, becoming more independent.

An important change in the social situation of adolescent development is associated with the role played by the group of students during this period. Adolescents are involved in various types of socially useful activities, which significantly expands the scope of their social communication, the possibility of assimilation of social values, the formation moral qualities personality. It is in the team that such important motives for the behavior and activities of adolescents as a sense of duty, collectivism, and camaraderie are formed. Although teaching remains the first type of activity for him, the main new formations in the psyche of a teenager are associated with socially useful activities [Volkov, 2005].

Despite a large number of studies, there is still no consensus on such key aspects of such a problem as leading figurebness adolescence and central age neoplasms. D.B. Elkonin defined intimate-personal communication as the leading activity [Elkonin, 1971], V.V. Davydov - socially significant activity [Davydov, 1996]. Research D.I. Feldshtein show that the personality of a teenager develops in a system of extensive, multifaceted, socially recognized and socially approved activities [Feldshtein, 2002].

According to K.N. Polivanova, the activity within which the translation of his author's intention takes place is extremely important for a teenager. The child builds his own subjectivity as the subjectivity of authorship, i.e. the adolescent is such only insofar as he conceives his own action, carries it out, receives his own product, and thereby manifests his own plan.

Project activities are implemented in situations, firstly, of creating something completely own, unprecedented (or it doesn’t matter what is experienced for others), and secondly, when implementing a collective idea that has captured everyone. The communication of the participants revolves around the idea, the distribution of responsibilities, and the change in the image of the designed product. The intimate and personal communication of adolescents has a similar content, where key point is the discussion (planning and subsequent analysis) of a process of sorting out relations - quarrels, acquaintances [Polivanova, 2004, p.21].

neoplasm critical phase of adolescence, a clear indication that adolescence has begun is the so-called "sense of adulthood" - a special form of adolescent self-awareness. The feeling of adulthood, as defined by D.B. Elkonin, there is a new formation of consciousness through which a teenager compares himself with others (adults or comrades), finds models for assimilation, builds his relationships with other people, and restructures his activities [Elkonin, 1971].

T.V. Dragunova described in detail the content of orientations towards growing up in adolescence.

1. Imitation of external signs of adulthood - smoking, playing cards, drinking alcohol, a special vocabulary, striving for adult fashion in clothes and hair, cosmetics, etc.

These are the easiest ways to achieve adulthood and the most dangerous, in this case, cognitive interests are lost and a specific attitude is formed to have fun with the corresponding life values.

2. The alignment of adolescent boys with the qualities of a “real man”. This is strength, courage, courage, endurance, will, loyalty in friendship, etc. Sports often become a means of self-education. It is interesting to note that many girls nowadays also want to possess qualities that have been considered masculine for centuries.

3. Social maturity. It arises in conditions of cooperation between a child and an adult in different types activities where a teenager takes the place of an assistant to an adult. This is usually observed in families experiencing difficulties, where in fact the teenager takes the position of an adult.

4. Intellectual maturity. 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 school curriculum. Teaching acquires a personal meaning for such schoolchildren and turns into self-education [Dragunova, 2006].

E. Erickson, as the main neoplasm of adolescence, identified ego-identity - a subjective feeling of continuous self-identity. Adolescence in the concept of E. Erickson occupies a special place precisely because the work of searching for self-identity becomes the central event at this age. At each age stage, a person directly or indirectly, but constantly and very persistently asks himself and his neighbors: “Who am I? What am I? Why am I?" [Erickson, 2006, p. 154].

The task of adolescence is to integrate all previous answers into complete picture self-awareness. If this synthesis occurs, then the former relatively passive, mostly unconscious process of identifying oneself with those life circumstances in which a person finds himself not of his own choice (family, school, neighbors, etc.) acquires a qualitatively different character. It is during this period - in adolescence - that the beginning of a conscious, intentional, creative construction of oneself and one's life circumstances is possible.

E. Erickson identified four main types of violations in the formation of ego-identity.

1. Withdrawal from close relationships due to fear of losing one's own identity. Avoidance of too close interpersonal relationships leads to formalization, stereotyping of contacts, underdevelopment of means of intimate-personal communication, isolation.

2. Blurring of time. In this case, the teenager discovers an inability (persistent unwillingness) to make plans for the future and avoids growing up. Fear of change, disbelief in the possibility of change for the better, are complicated for such adolescents by an alarming premonition of the inevitability of change.

3. Erosion of the ability to productive work is observed in adolescents who avoid involvement. Protecting their unstable identity, they are afraid to "surrender" to the activity and therefore are unsuccessful in it. This defense is expressed in the fact that the teenager cannot find the strength to get down to business and complains about the inability to focus his attention.

4. Negative identity - a contemptuous, hostile attitude towards activities and values ​​that are valued in the family and the immediate environment of a teenager, attempts to find an identity that is directly opposite to that which is preferred for their child by neighbors [Erikson, 2006].

D.I. Feldstein also developed a typology of adolescent personality orientation.

The first type is characterized by a positive attitude towards society and towards oneself.

It includes two subtypes. In the first case, the humanistic orientation is combined with altruistic accentuation; here, for adolescents, society and the interests of other people are of great value (collectivistic orientation). But with such an orientation in modern conditions, a certain depreciation of oneself often occurs, leading to a negative attitude towards oneself, to pathological personality changes and a depressive state. In the second, the humanistic orientation has an individualistic accentuation. For such a teenager, it is important for society to recognize his personal significance, uniqueness.

The second type is dominated by an egoistic orientation, manifested in an unconditionally positive attitude towards oneself and a negative attitude towards society. Two subtypes combine this orientation with individualistic and egocentric accentuation, respectively. In the latter case, adolescents have a sharply negative attitude towards society, combined with a restrained attitude towards themselves.

To the third type D.I. Feldstein classifies adolescents with a depressive orientation. They completely devalue themselves and are reserved about society.

Finally, the fourth type of personality is characterized by a suicidal orientation: for a teenager, neither he nor society has any significance [Feldshtein, 2002].

In adolescence, the child’s living space expands both in the geographical sense (interest in travel, etc.) and in the sense of expanding the social environment (a large number of groups where the teenager is included, his interest in literature, politics, economics and etc.).

But the most significant transformation of living space takes place in the temporal dimension. For the first time, the future appears as a psychological determinant of personality. With age, life perspective increases, and this becomes one of the most fundamental facts of personality development.

In other words, the individual forms a life plan. By structuring the time horizon, this plan takes into account not only the ideal goals and values, but also their feasibility. Adult planning is the same, but the adolescent's situation is special because he has to structure a time perspective that has grown up and is unfamiliar to him.

A teenager is in the position of a marginal personality - a personality belonging to two cultures.

He no longer wants to belong to the community of children and at the same time knows that he is not yet an adult. As K. Levin describes, characteristic features the behavior of the marginalized person are emotional instability and sensitivity, shyness and aggressionWithsity, emotional tension and conflict relations with the environmentatstinging, a tendency to extreme judgments and evaluations[Levin, 2001, p. 256].

1.2 The concept and possible variants of violations emotional
areas in adolescence

The transitional nature of adolescence leads to a certain exacerbation of emotional characteristics. Adolescents versus schoolchildren lower grades the verbal designation of the basic emotions of fear and joy improves. The length of the dictionary of synonyms denoting these emotions increases to six or seven words (A. G. Zakabluk). Starting from adolescence, knowledge about emotions becomes more and more mediated by relationships to these emotions (K. Izard, V.N. Kunitsyna, V.A. Labunskaya) [Ilyin, 2001].

Teenagers' emotions are largely related to communication. Therefore, personally significant relationships with other people determine both the content and the nature of emotional reactions. At the same time, as noted by V. N. Kunitsyna (1973), the lack of experience in experiencing emotions in a new leading activity (study) and the experience of communication lead to the fact that a teenager puts into the basis of his emotional standard not a general, repetitive in different people, but the individual characteristics of a particular implied person. Adolescents also have a negative attitude towards themselves. As a result, schoolchildren of this age are characterized by a predisposition to negative emotions and a mismatch in the motivational sphere.

Puberty brings with it new feelings, a desire to gain emotional freedom and independence from parents. According to R. Hevighurst (1972) - one of the tasks of adolescence, which consists in the fact that a teenager must form relationships based on mutual understanding, affection and respect, but free from emotional dependence, which, as Rice F. says, is closely related to level of self-esteem.

And self-esteem of adolescents depends on the readiness of parents to give them independence, to accept them, on the flexibility of parents, the nature of communication with them and satisfaction from joint activities, as well as on parental support, participation and guidance [Rice, 2000].

Adolescents begin to reach out to their peers in order to find in them what their parents used to give them - satisfaction in communication.

Such communication with peers marks a new (interpersonal) stage emotional development, which is characterized by the emergence of the ability to emotional decentration.

In general, the emotional sphere of adolescents is characterized by:

1. Emotional excitability - adolescents are distinguished by their temper, violent manifestation of their feelings, passion: they passionately take up an interesting business, passionately defend their views, are ready to “explode” at the slightest injustice to themselves and their comrades.

2. Great stability emotional experiences compared to younger students in particular, adolescents do not forget insults for a long time.

3. Increased readiness to expect fear, manifesting in anxiety. V.R. Kislovskaya (1972) found that the highest anxietyAobserved in adolescence An increase in anxiety in older adolescence is associated with the emergence of an intimate personal relationship with a person who evokes various emotions, including fear of appearing ridiculous [Prikhozhan, 2007].

4. Inconsistency of feelings. For example, adolescents defend their comrade with fervor, although they understand that he is worthy of condemnation; having a highly developed sense of self-esteem, they can cry from resentment, although they understand that it is shameful to cry.

5. The emergence of feelings not only about the evaluation of adolescents by others, but also about the self-esteem that appears in them as a result of the development of their self-consciousness.

6. Developed sense belonging to a group, therefore they experience the disapproval of their comrades more sharply and more painfully than the disapproval of adults or a teacher; often there is a fear of being rejected by the group.

7. Making high demands on friendship, which is based not on a joint game, as among younger schoolchildren, but on a common interest, moral feelings [Ilyin, 2001, p. 403].

At the same time, among the indicators of the normal course of personality formation, the following can be distinguished:

1) high spirits when included in the reference group and satisfaction from joint activities, "befitting an adult";

2) a decrease in sensitivity to criticism addressed to oneself due to the development of "psychological defense";

3) the scale of emotional displacement - at least a month;

4) the ease of changing desires under the influence of the reference group and the ease of participation due to emotional decentration;

5) rigidity and uncompromisingness in assessing others on a polar scale (either-or) with unstable self-esteem.

All these emotional indicators of the normal course of personality formation can be recorded on the basis of observation and the simplest research procedures available to any teacher who wants to timely detect the features of OFL (deviations in personality formation) in their students. The appearance in behavior of traits that do not correspond to this period of personality formation or the absence of corresponding features for a long time is evidence of OFL. Since the deviation, not corrected in a timely manner, affects the central processes of the personality's activity, the prerequisites for painful changes are thereby created.

If passivity, lethargy, and various depressive states are nonspecific emotional disorders throughout childhood, then manifestations of impulsivity can be considered as a symptom of deviation only from adolescence.

DI. Feldstein points to the data obtained in the studies of the PI RAO, MSUPE, at the Faculty of Psychology of Moscow State University, IP RAS, which show that there are more and more children with emotional problems. Children are in a state of affective tension due to a constant feeling of insecurity, lack of support in the close environment. Such children are vulnerable, highly sensitive to the alleged offense, and react sharply to the attitude of others around them. All this, as well as the fact that they remember predominantly negative events, leads to the accumulation of negative emotional experience, which constantly increases according to the law of a “vicious circle” and finds its expression. in a relatively stable experienceeimportance[Feldstein, 2010].

Lichko A.E., outlined the pronounced psychological characteristics of adolescence, which were called the "teenage complex" of emotionality. It includes mood swings - from unbridled fun to despondency and back - without sufficient reasons, as well as a number of other polar qualities that act alternately . For example, adolescents' sensitivity to outsiders' assessment of their appearance, abilities, and skills is combined with excessive arrogance and peremptory judgments about others. Sentimentality sometimes coexists with striking callousness, painful shyness with swagger, a desire to be recognized and appreciated by others with ostentatious independence, etc. [Lichko, 2010, p. 256].

Numerous psychological studies have been devoted to the study of the emotional sphere of a person. This issue was dealt with by P.M. Jacobson, K. Izard, G.M. Breslav, A.S. Spivakovskaya, E.P. Ilyin and others. Particular attention in the works of these researchers is given to the general approach and definition of psycho-emotional disorders.

So, the generally accepted point of view in the definition of a mental disorder is the identification of two sides of the violation: “violations as a measure of deviation from the norm” and “violations as a degree of developmental difficulty” [Zaporozhets, Neverovich, 2004, p. thirty].

In the first case, the question is how, in terms of statistics, taking into account the frequency and forms of manifestation of symptoms, the child's behavior is normal. In the second case, the question is how the existing deviation in the child's behavior damages him. social functions or hinders social development in general [Breslav, 2008, p.31].

As Breslav G.M. notes, the first deviations in the formation of the personality of a teenager are found in the dynamics of the emotional sphere: “Emotional disorders, represented not by the so-called negative emotions(anger, fear, longing, etc.) or behaviors (aggressiveness, avoidance, etc.), and violation common properties emotional regulation(situational, selective) [Breslav, 2008, p.6]. “Under the norm of personality formation is understood the process of the consistent and regular emergence and functioning of the qualitative features of the personality, specific and necessary for a given age stage. Accordingly, for each specific personality trait, one can more or less definitely indicate the boundaries of the sensitive period, within which the emergence of this feature can be considered as the norm” [Breslav, 2008, p.131].

Such an idea justifies the retention of the term "anomaly" or "deviation" for those personality manifestations that do not correspond to the qualitative features of the normal course of personality formation at a given age stage, but at the same time, cannot be interpreted as pathological phenomena [Abramova, 2005, p. .131].

Another specific deviation of adolescence can be considered a stable "affect of inadequacy", which becomes one of the means of protecting the "I-image".

Employees L.I. Bozovic described the "affect of inadequacy" as a violent uncontrollable reaction of the child, which does not correspond in severity to the occasion that caused it. Their studies have shown that the “affect of inadequacy” is based on a discrepancy between self-esteem, which is usually low for adolescents, and a high level of aspirations [Igumnov, 2010, p. 49].

A group of authors (V.V. Lebedinskaya, O.S. Nikolskaya, E.R. Basenskaya and others) demonstrate a somewhat different approach to the problem. Based on the premise that "the emotional system is one of the main regulatory systems that provide active forms of the body's life" [Chistyakova, 2005], they attempt to trace the patterns of deepening and activation of contact with the environment.

As a result, the authors came to the conclusion about the existence of four levels of this contact, which are a single complex coordinated structure of the basal effective organization [Chistyakova, 2005]. These data are used by them to determine the violation of the emotional development of the individual. There are “two main types of disturbance of the basal emotional system, arising from the weakening or strengthening of the functioning of individual levels - their hypo- or hyperdynamia.

A level that is in a state of hypo- or hyperdynamia destroys or restructures the coordination processes in such a way that the rest lose their independent significance and begin to serve the defective level. The result is disturbances in the emotionally sensitive sphere.

Most researchers tend to believe that emotional disorders should be considered as variants of formation that either do not correspond to the qualitative originality of a certain age stage, or, in essence, are not compatible with socially acceptable standards.

The main criteria for the transition of psychological reactions, according to Kovalev VV (1971) into pathological ones, are: the spread of the reaction beyond the limits of the situation and the microenvironment where it arose; loss of psychological understanding of behavior; accession of neurotic disorders (mood swings, irritability, exhaustion, sleep disturbances, somatic disorders).

These are the main approaches to understanding the "norm" and "deviation" in the emotional sphere of the individual.

Thus, we can say that psychophysiological changes are reflected in the development of the emotional sphere of a teenager. Further, in our work, we will focus on the types of anxiety and the features of its manifestation in adolescents.

1. 3 Types of t alertness And, peculiarities her manifestations
in adolescence age

In the psychological and psychiatric literature, various types of disorders in the emotional sphere are distinguished. However, such types of emotional disorders as anxiety, depression, neurosis are the most common and have a significant impact on all mental development, and are especially common in adolescence.

Dictionary of Psychology, ed. A.G. Petrovsky, G.M. Yaroshevsky defines anxiety as an individual's tendency to experience anxiety, characterized by a low threshold for the occurrence of an anxiety reaction [Petrovsky, Yaroshevsky, 1990, p. 247].

Anxiety itself, as an emotional state that arises in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events, has a great functional significance. This state arises in a situation of uncertain danger, threat (expectation of a negative assessment or aggressive reaction, perception of a negative attitude towards oneself or a threat to one's self-respect, prestige), and is also caused by the anticipation of imaginary difficulties, i.e. ideas about future events before they are perceived. The state of anxiety "is characterized by subjectively experienced emotions of tension, anxiety, concern, nervousness, which are accompanied by various autonomic reactions and occur in difficult stressful situations" [Berezin, 1988]. In such situations, this state alerts the subject to possible danger and prompts to identify the source of this danger in order to neutralize it.

But often the experience of anxiety can be destructive. In such cases, they manifest as feelings of helplessness, self-doubt, powerlessness in front of external factors, an exaggeration of their power and threatening nature. As a result, the activity of the subject is disorganized, its direction and productivity are violated (Taylor, 1956; Spence, 1961; Imedadze, 1966; Spielberger, 1971; Hornblow, 1983; Khanin, 1978; Berezin, 1988, etc.) [Astapov, 2008, p. .79]. Anxiety is a complex emotional state that includes several emotions of negative modality, the basis of which is fear (shame, anger, anger, shyness, etc.) [Izard, 2008, p.75].

According to V.K. Vilyunas, anxiety is a personality trait that manifests itself in the form of anxiety, anxiety, self-doubt and causeless fear. Most often, this is caused by the uncertainty of the situation, the inability to predict how events will develop, disbelief in one's strengths and capabilities [Vilyunas, 1980].

If fear is a reaction to a very real, objective threat, most often associated with the vital needs of a person, then anxiety expresses a reaction to an indefinite danger and more often associated with the frustration of the social needs of the individual [Prikhozhan, 2007, p.22].

In our work, we turn to the definition of anxiety by A.M. parishioners. She defines anxietyHowemotional experiencebdiscomfort associated withthwith the expectation of trouble, with a premonition of imminent danger. At the same time, anxiety is distinguished as an emotional state and as a stable property, personality trait or temperament [Prikhozhan, 2000]. A.M. Prikhozhan (1996) writes that in some cases people tend to behave anxiously always and everywhere, in others they reveal their anxiety only from time to time, depending on the circumstances.

It is customary to call situationally stable manifestations of anxiety personal and associated with the presence of a corresponding personality trait in a person (the so-called "personal anxiety"). This is 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. It is characterized by a state of unconscious fear, an indefinite sense of threat, a readiness to perceive any event as unfavorable and dangerous.

A child subject to this condition is constantly in a wary and depressed mood, he has difficulty in contacting the outside world, which he perceives as frightening and hostile. Being fixed in the process of character formation, such anxiety leads to the formation of low self-esteem and gloomy pessimism.

Situation-changing manifestations of anxiety are called situational, and a personality trait that exhibits this kind of anxiety is referred to as "situational anxiety". This 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. This state can occur in any person in anticipation of possible troubles and life complications. This condition is not only quite normal, but also plays its own role. positive role. It acts as a kind of mobilizing mechanism that allows a person to seriously and responsibly approach the solution of emerging problems [Prikhozhan, 2007; Rogov, 1996].

Thus, it is conditionally possible to designate two groups of people - high-anxiety and low-anxiety. E.I. Rogov believes that individuals classified as highly anxious tend to perceive a threat to their self-esteem and life in a wide range of situations and respond with a very intense state of anxiety.

According to E.I. Rogov, the behavior of highly anxious people in activities aimed at achieving success has the following features: highly anxious individuals are emotionally more acute than low-anxious ones, they react to messages about failure; they are worse than low-anxiety ones, they work in stressful situations or in conditions of lack of time allotted for solving a problem; they are characterized by a fear of failure, in contrast to them, low-anxiety people are dominated by the motivation to achieve success. Also, for highly anxious people, a message of success is more stimulating than a message of failure. Low-anxiety people, on the other hand, are more stimulated by the message of failure.

It should be noted that the body's natural reaction to a stressful situation of uncertainty, for example, an expected exam, is mobilization. The upcoming activity requires concentration of attention, maximum extraction of the memorized material from the memory, readiness for surprises, such as an insufficiently developed ticket question, the ability to clearly capture the examiner's reaction and not give up in case of failures. Such a productive, mobilizing, "useful" anxiety prepares a person for activity and is realized, exhausts itself in this activity. Even if it is excessively large and may therefore interfere with productive activity, it still decreases after the end of the stressful situation [Rotenberg, Bondarenko, 2007, p. 90].

A person's assessment of his state in this respect is an essential component of self-control and self-education for him. An extremely low level of anxiety is a very alarming symptom and may be protective [Spielberger, 1973].

According to Ch. Spielberger, there are differences between anxiety as a state (T-state) and anxiety as a personal disposition (T-disposition).

Anxiety as a personality trait means a motive or an acquired behavioral (reaction) disposition that suggests an individual to a wide range of objectively safe circumstances as containing a threat, prompting them to respond with a state of anxiety, the intensity of which does not correspond to the magnitude of the objective danger [Spielberger, 1973]. Anxiety has a significant impact on the establishment of the level of claims (LE). It can lead to an inadequate level of claims in two ways: either by encouraging excessive caution (reducing the SP), or by making it difficult to adequately assess situations and one’s capabilities - in this case, errors can occur, both in the direction of increasing and underestimating the SP.

Anxiety has a deterrent effect on many mental processes. Perception is limited, thinking slows down and becomes more rigid, memory capacity decreases. The important point here is that exposure mental processes the influence of emotions (and anxiety in the first place) depends on the degree of structure, organization of these mental processes.

Thus, researchers distinguish, first of all, personal and situationVnew anxiety.

In turn, the student's personal anxiety can be divided into school,self-esteem and interpersonal[Petrovsky, Yaroshevsky, 1990, p.140].

school anxiety, as a rule, there is a consequence of a specific failure of the student. It is associated with the student's anxiety about his learning activities.

self-reported anxiety is generated by the conflict of self-esteem of a teenager, and interpersonal- associated with a barrier in the student's communication with peers and classmates.

A.M. The parishioners also note such a type of anxiety as magicheskand Ianxiety - it is anxiety and fear of otherworldly beings. Some authors also highlight "computer" anxiety[Doronina, 1992; Simson and Maurer 1987].

The most negative thing is that anxiety underlies many neurotic disorders - especially anxiety neurosis.

As noted by V.M. Tseluiko, anxiety under adverse life circumstances can take the form of more severe emotional disorders that a person cannot cope with on his own. Among these are stress, apathy, depression and similar emotional states: frustration, dysphoria, emotional ambivalence, etc. [Tseluiko, 2002, p.9].

A child with a depressed temperament naturally fails, which means that he loses self-confidence in himself. The instinct of self-preservation is aggravated in him, and the child becomes timid, anxiety turns into a character trait, fears arise even when there is nothing to be afraid of. Anxious child often infantile, overly suggestible, suspicious, and therefore distrustful of others. Such a child is afraid of others, waiting for attacks, ridicule, resentment. He does not cope with the task in the game, in business. And he is lonely, withdrawn, anxiously active. This is how a pre-neurotic character is formed - the first stage on the way to neurosis [Garbuzov, 2007, p.120].

“An emotional disturbance is called neurotic anxiety, which can arise from any internal conflict affecting self-reproduction and self-esteem. Neurotic anxiety is the starting point for the development of a wide variety of neurotic symptoms. Since it does not allow the formation of goal-directed behavior that eliminates it real reasons, then with the help of neurotic, protective mechanisms, its pseudo-causes are formed, which are not related to the real conflict, but help to build defensive behavior. Indefinite anxiety is replaced in the mind of a person either by specific, but unreasonable concern about one's health (hypochondria), or by equally specific or closed fears (fear of an enclosed space, etc.) ”[Rotenberg, Bondarenko, 2007, p. 112].

In order for a neurosis to arise, a psychological trauma is necessary. “Acute mental trauma is an experience that aggravated the most significant internal conflict for a child” [Garbuzov, 2007, p.130].

The pre-neurotic orientation of personality formation determines which of the deep conflicts will be decisive for the child, as a result of which it will lead to neurosis (compulsive disorder neurosis, hysterical neurosis, neurasthenia).

The growth of the level of personal anxiety increases by the age of 12-13. [Parishioners, 2007].

In school practice, the problem of anxiety as a relatively stable personality education in adolescents usually arises in connection with such phenomena as weak or uneven “jumping” performance (these are cases when a child performs work in the classroom worse than at home), increased student fatigue or lack of for this objective medical indications, high conflict students. Besides, increased anxiety is often a factor preventing students from fully expressing their knowledge on the exam.

VR Kislovskaya (1972), who studied the influence of individual factors on the age-related dynamics of anxiety using experimental methods, proved that adolescents are most anxious in relationships with classmates and parents, and least anxious with strangers and teachers. Senior schoolchildren found the highest level of anxiety in all spheres of communication, but anxiety arises especially sharply in their communication with parents and those adults on whom they depend to some extent [Prikhozhan, 2007, p. 44].

There are two main categories of anxiety: (1) open - consciously experienced and manifested in behavior and activity in the form of a state of anxiety; (2) hidden - to varying degrees unconscious, manifested either in excessive calmness, insensitivity to real trouble and even in its denial, or indirectly - through specific ways of behavior.

"Open" forms of anxiety include:

1. Acute, unregulated or poorly regulated anxiety - strong, conscious, manifested externally through the symptoms of anxiety, which the individual cannot cope with on his own.

2. Regulated and compensated anxiety, in which schoolchildren independently develop quite effective ways to cope with it. According to the characteristics of the methods used for these purposes, two subforms can be distinguished within this form: a) a decrease in the level of anxiety;

b) using it to stimulate one's own activity, increase activity. Regulated and compensated anxiety occurs mainly in two ages - primary school and early youth, that is, in periods characterized as stable.

An important characteristic of both forms is that anxiety is assessed by children as an unpleasant, difficult experience that they would like to get rid of.

3. "Cultivated" anxiety - in this case, in contrast to the above, anxiety is recognized and experienced as a valuable quality for the individual, which allows him to achieve what he wants. "Cultivated" anxiety comes in several variants. First, it can be recognized by the individual as the main regulator of his activity, ensuring his organization and responsibility. In this it coincides with the above-described form 2b, the differences concern only the assessment of this experience. Secondly, it can act as some kind of worldview and value setting. Thirdly, it often manifests itself in the search for a certain "conditional benefit" and is expressed through an increase in symptoms. In some cases, two or even all three variants may occur simultaneously in the same child.

As a kind of "cultivated" anxiety, a form can be considered that can be conditionally called "magic". In this case, a person, as it were, “conjures evil forces” by constantly playing in the mind the events that most disturb him, constantly talking about them, without, however, freeing himself from fear of them, but strengthening it even more according to the mechanism of an “enchanted psychological circle”.

"Cultivated" anxiety occurs mainly in older adolescence - early adolescence, although individual cases (primarily "magic" anxiety) are noted at earlier stages.

Forms of latent anxiety occur approximately equally in all ages. Hidden anxiety is much less common than open anxiety. One of its forms is conventionally called "inadequate calmness." In these cases, the individual, hiding anxiety both from others and from himself, develops tough, strong ways to protect against it, preventing the awareness of both certain threats in the world around him and his own experiences [Prikhozhan, 2007, p. 104].

Such children do not have external signs of anxiety, on the contrary, they are characterized by increased, excessive calmness, however, there are multiple negative experiences in the inner plane of the personality. This form is very unstable, it quickly turns into open forms of anxiety (mostly acute, unregulated).

Traditionally, there are three forms of behavioral reactions to a dangerous situation: flight, stupor, aggression. Each of them in its own way modifies the direction of the subject's behavior: flight - through the elimination of the very possibility of a collision with a threatening object; if the subject believes that the situation is an obstacle to the satisfaction of needs, most likely there is a tendency to anger and attack (aggression); if aggression and flight are subjectively assessed as impossible, states of depression, apathy, depression arise, the person refuses to act - stupor.

Thus, in all the cases described, the state of anxiety is transformed into other emotional states that have a negative modality: fear, horror, panic, etc. The existing concept of anxiety states explains that the functions of mobilizing the body in cases of danger are performed by the sympathetic nervous system. Ya. Reikovsky in his work "Experimental Psychology of Emotions" gives the most important changes in the state of internal organs and the body as a whole, arising from the excitation of the sympathetic system. These changes include:

Increased heart rate, as well as the strength of heart contractions, narrowing blood vessels in the organs of the abdominal cavity, expansion of peripheral vessels (vessels of the limbs), expansion of the coronary vessels, increased blood pressure;

Decrease in the tone of the muscles of the gastrointestinal tract, cessation of the activity of the digestive glands, inhibition of the processes of digestion and excretion;

Pupil dilation, muscle tension that provides the pilomotor reaction;

Strengthening the secretory function of the adrenal medulla, as a result of which the amount of adrenaline in the blood increases. Adrenaline, in turn, causes an increase in cardiac activity, inhibition of perilstatics, an increase in blood sugar, and an acceleration of clotting.

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