The influence of television programs on the mental state of adolescents. Psychological study of the tendency to neurotic states in adolescents Methods for diagnosing nonverbal communication
Study of the characteristics of adolescent mental states
INTRODUCTION........................................................ ........................................................ .3
Chapter 1. Theoretical study of the characteristics of a teenager’s mental states.................................................. ........................................................ ............................... 5
1.1. General characteristics of adolescence................................... 5
1.2. Functional capabilities and conditions of adolescents.................................... 7
1.3. Emotional state of adolescents......................................................... 10
1.4. Mastering ways to regulate emotional states.......... 15
Chapter 2. Experimental study of mental states of adolescents 18
2.1. School of self-assessment of anxiety (C.D. Spielberg, Yu.L. Khanin)........ 18
2.2. Study of the state of aggression................................................................. ....... 20
2.3. Studying the self-esteem of a teenager's personality.................................................... 21
CONCLUSIONS................................................. ........................................................ .. 23
CONCLUSION................................................. ........................................... 24
BIBLIOGRAPHY................................................. .................................... 25
APPLICATION................................................. ........................................... 26
INTRODUCTION
Adolescence constitutes a special stage of development in a child’s personality. In adolescence, on the basis of a qualitative change in the entire mental life, all the child’s previous relationships to the world and to himself are broken down and rebuilt.
The main important feature of adolescence is that it lays the foundation and determines the general direction in the formation of moral and social attitudes of the individual. Therefore, it is very important to direct the numerous qualitative shifts that occur at this age in the right direction.
According to the leading Soviet specialist in adolescent and youth psychiatry A.E. Lichko, the age from 13 to 18 years is a critical period for psychopathy. In addition, at this age, certain character traits become especially acute and accentuated; Such accentuations, while not being pathological in themselves, nevertheless increase the possibility of mental trauma and deviant behavior. For example, the sharpening of such typological properties of a teenager as increased activity and excitability (hyperthymia, in the language of psychiatry), often makes him indiscriminate in his choice of acquaintances, encourages him to get involved in risky adventures and dubious enterprises. Typologically determined isolation in adolescence sometimes develops into painful self-isolation, which may be accompanied by a feeling of human inferiority, etc.
Based on all this, we can conclude that the problem is
adolescence is relevant and interesting for consideration by teachers and psychologists.
The purpose of this work is a theoretical study and experimental study of the characteristics of the mental states of adolescents, their influence on the intellectual, mental development of the individual, on the choice of a person’s actions in a given situation.
The subject of the study is a child in adolescence; the subject of study is such personality properties as mental states, which include functional states and emotional states.
When writing the work, the following methods and techniques were used: the method of theoretical research of the problem, the method of assessing the anxiety of the individual Ch.D. Spielberg and Y.L. Khanina, Basa-Darka methodology for assessing aggression.
This paper presents a theoretical justification of the problem, as well as a practical part, in which practical results on this problem are described during experiments.
Chapter 1. Theoretical study of the characteristics of the mental states of a teenager
1.1. General characteristics of adolescence
Adolescence is a stage of ontogenesis located between childhood and early adolescence. It covers the period from 10 - 11 to 13 -14 years, coinciding in a modern Russian school with the time of education of children in V-VIII grades of school.
The special position of adolescence in the cycle of child development is reflected in its other names - “transitional”, “difficult”, “critical”. They document the complexity and importance of the developmental processes occurring at this age associated with the transition from one era of life to another.
The main feature of adolescence is sudden, qualitative changes affecting all aspects of development. These changes occur at different times for different adolescents; Some teenagers develop faster, some lag behind others in some ways, and are ahead of them in others.
The transition from childhood to adulthood constitutes the main content and specific difference of all aspects of development during this period - physical, mental, moral, social. In all directions, the formation of qualitatively new formations is taking place, elements of adulthood appear as a result of the restructuring of the body, self-awareness, the type of relationships with adults and friends, methods of social interaction with them, interests, cognitive and educational activities, the content side of moral and ethical authorities that mediate behavior and activity and relationships.
Traditionally, adolescence is viewed as a period of alienation from adults, but modern research shows the complexity and ambivalence of a teenager’s relationship with an adult.
An important factor in psychological development in adolescence is communication with peers, which is identified as the leading activity of this period. The adolescent's desire to occupy a satisfying position among his peers is accompanied by increased comfort with the values and norms of the peer group.
Adolescence is a time of rapid and fruitful development of cognitive processes.
This period is characterized by the formation of selectivity, purposefulness of perception, the formation of stable, voluntary attention and logical memory. At this time, abstract, theoretical thinking is actively being formed, based on concepts not associated with specific ideas, hypothetico-deductive processes are developing, and it becomes possible to build complex conclusions, put forward hypotheses and test them. It is the formation of thinking, leading to the development of reflection - the ability to make the thought itself the subject of one's thought - that provides a means by which a teenager can reflect on himself, that is, makes possible the development of self-awareness.
In the intellectual activity of schoolchildren during adolescence, individual differences associated with the development of independent thinking, intellectual activity, and a creative approach to problem solving increase, which allows us to consider adolescence as a sensitive period for the development of creative thinking.
During this period, cardinal changes also occur in the child’s body on the way to biological maturity, and the process of puberty unfolds. Behind all this are the processes of morphological and physiological restructuring of the body.
The importance of adolescence is determined by the fact that it lays the foundations and outlines the general direction in the formation of moral and social attitudes of the individual. Their development continues in adolescence.
Adolescence is considered difficult and critical. This assessment is due, firstly, to the numerous qualitative changes occurring at this time, which sometimes have the character of a radical break in the child’s previous characteristics, interests and relationships; this can happen in a relatively short period of time, is often unexpected and gives the development process a spasmodic, stormy character. Secondly, the changes that occur are often accompanied, on the one hand, by the appearance of significant subjective difficulties of various kinds in the teenager himself, and on the other, difficulties in his upbringing: the teenager does not succumb to the influence of adults, he develops various forms of disobedience, resistance and protest (stubbornness , rudeness, negativism, obstinacy, isolation, secrecy).
For more than half a century, there has been a theoretical debate about the role of biological and social factors in the emergence of phenomena of critical development in adolescence.
1.2. Functional capabilities and conditions of adolescents
Rapid growth, maturation of the body, ongoing psychological changes - all this is reflected in functional states of a teenager . 11 - 12 years is a period of increased activity and significant growth in energy. But this is also a period of increased fatigue and some decrease in performance. Often behind the motor restlessness and increased excitability of adolescents lies precisely the rapid and sharp onset of fatigue, which the schoolchild himself, due to insufficient maturity, cannot yet not only control, but also understand. Despite significant individual differences between children, in general it can be said that at this time the number of grievances and quarrels between children, as well as between children and adults, increases. Children at this time often show increased temper and touchiness, especially towards adults. Their behavior is often characterized by demonstrativeness. This situation is aggravated by the influence of beginning (in boys) or intensively passing (in girls) puberty, which contributes to an even greater increase in impulsiveness, frequent mood swings, affects the severity of the teenager’s perception of “insults” from other children, as well as the form of expression of grievances and protest.
Touchiness, crying without any visible (and often conscious) reason, frequent and sudden changes in mood are most typical for girls.
Boys' motor activity increases, they become noisier, fussier, and constantly twirl something in their hands or wave them. During this period, many schoolchildren experience partial impairments in coordination and precision of movements; they become “clumsy” and “awkward.”
At the age of 13-14, a peculiar alternation of bursts of activity and its decline, up to external complete exhaustion, is often observed. Fatigue occurs quickly and as if suddenly, characterizing increased fatigue. Efficiency and productivity decrease; in boys at the age of 13-14, the number of erroneous actions sharply increases (in girls, the “peak of errors” is noted at 12 years).
Situations of monotony are extremely difficult for teenagers. If in an adult a pronounced drop in performance due to the performance of monotonous, but professionally necessary actions is approximately 40 - 50 minutes, then in adolescents it is observed after 8 - 10 minutes.
The phenomenon of specific “teenage laziness” is associated with increased fatigue. You can often hear complaints from adults that a teenager always wants to lie down and cannot stand straight: he constantly strives to lean on something, but when asked, he answers: “I don’t have the strength.” The reason for this is increased growth, which requires a lot of strength and reduces endurance. In the event of such complaints, parents should be advised to give the teenager delayed assignments so that he himself can determine the time for their completion, teach him how to restore physical strength, explain the value of self-effort and introduce him to ways of implementing this effort. It is effective to conduct psychological training for the regulation of states. At the same time, it is important for parents and teachers to explain the reasons for such “laziness,” advising them to sometimes give the teenager the opportunity to lie down longer. An important aspect of a psychologist’s work is differentiating cases of such “laziness” from manifestations of emotional disorders that are similar in their forms of expression, especially depression.
The teenager's reactions often do not correspond to the strength and significance of the situation. Generalizing completely different and objectively distant events and phenomena, he reacts to them in the same way, which is manifested in the outwardly inexplicable indifference of the teenager to things that are significant to him and in a violent reaction on unimportant occasions.
Changes occurring in the motor environment: a new ratio of muscle growth and muscle strength, changes in body proportions - lead to temporary disturbances in the coordination of large and small movements. There is a temporary loss of coordination; teenagers become awkward, fussy, and make a lot of unnecessary movements. As a result, they often break or destroy something. Since such phenomena often coincide with outbursts of a teenager’s negativism, reducing or blocking his self-control, it seems that there is malicious intent in such destruction, although, as a rule, this happens against the teenager’s wishes and is associated with a restructuring of the motor system.
These kinds of features of the development of the motor sphere require special attention to these areas by both teachers and psychologists. It should be remembered that teenagers are very worried about their own “clumsiness” and “tongue-tiedness”, and are hypersensitive both to ridicule about this and to the help provided. Therefore, special classes are needed to develop motor skills, oral and written speech of a teenager. Adolescence is an age when many functions are actively formed and developed, for example, this is the most favorable time for mastering many of the most complex movements important for sports and work. If during the period of specific awkwardness and lack of coordination of movements you do not engage in the development of gross and fine motor skills, then in the future this will not be compensated, or it will be compensated with great difficulty.
It is important to take this into account when organizing psychological work with adolescents. Thus, due to incorrect timing and failure to take into account the functional state of schoolchildren, significant diagnostic errors may occur. Difficulties in performing a number of tests or correctional tasks are associated with the states of monotony they cause.
1.3. Emotional state of teenagers
There is a feature of adolescence that has a significant impact on the behavior and development of a schoolchild - this is the intensity and severity of emotional reactions.
It is necessary to experience such a property of a teenager’s emotions as a tendency towards “self-reinforcement”, when the main thing is the unconscious desire to preserve one or another experienced emotion, both positive and negative. This reveals the special rigidity of teenage emotions - their inflexibility, rigidity, inertia, and tendency towards self-maintenance. A teenager can “bathe” in his own sadness, grief, guilt, and anger. These experiences can cause him pleasure, and the release of negative emotions can become unpleasant and even cause rejection.
One should also keep in mind the increased need of adolescents for emotional saturation, a “thirst for sensations,” new and strong ones at that, which can be associated with very risky forms of behavior, a love of loud music that “hits the nerves,” and the first acquaintance with drugs.
Teenagers have difficulty expressing their emotions directly; they often cannot contain their joy, anger, and confusion. A feature of the emotional response of 13-14 year old schoolchildren is the comparative ease of experiencing emotional tension and psychological stress.
The question of the characteristics of the emotional world of a teenager has independent significance. Few people doubt the thesis about increased emotional excitability and reactivity of adolescence.
It can be considered proven that some features of the emotional reactions of adolescence are rooted in hormonal and physiological processes. Physiologists associate adolescent mental imbalance and its characteristic sharp mood swings, transitions from exaltation to depression and from depression to exaltation with an increase in general excitation during puberty and a weakening of all types of conditioned inhibition.
The physiological sources of emotional tension are more clearly visible in girls; in them, depression, irritability, anxiety and low self-esteem are closely associated with a certain period of the menstrual cycle (the so-called premenstrual tension), followed by an emotional upsurge. The difficulties immediately preceding the onset of menstruation in adolescent girls seem to reflect a biological pattern in this case.
In boys, such a strict psychophysiological dependence has not yet been found, although the transitional age is very difficult for them. Soviet psychologist P.M. Yakobson wrote that the peak of negative reactions occurs at 12.5 - 13.5 years. Almost all psychologists in the world consider the most difficult age of emotional development to be 12–14 years old.
But the peak of emotional tension, anxiety and negative emotions does not necessarily coincide with the maximum of general emotivity (emotional sensitivity. In addition, the emotional reactions and behavior of adolescents cannot be explained only by hormonal changes. They also depend on social factors and upbringing conditions, and individually typological differences often prevail over age-related ones. Psychological difficulties of growing up, inconsistency in the level of aspirations and the image of “I” often lead to the fact that emotional tension is typical for adolescents, and even affects the years of youth.
According to a number of psychological tests, adolescent mental health standards differ significantly from adults. Thus, a study of 15 thousand 13-14 year old American teenagers showed that completely normal teenagers have higher scores on the scales of “psychopathy”, “schizophrenia” and “hypomania” than adults. This means that emotional reactions that would be symptoms of illness in an adult are statistically normal for a teenager. Projective tests show an increase in anxiety levels from 12 to 15 years. Adolescence marks the peak of the spread of dysmorphophobia syndrome (delirium of physical handicap), and after 13 - 14 years, according to the famous psychiatrist A.A. Mehrabyan, the number of personality disorders, and in particular cases of depersonalization, is sharply increasing.
Psychologist V.R. Kislovskaya, who studied the age-related dynamics of anxiety using a projective test, found that preschoolers show the greatest anxiety when communicating with a kindergarten teacher, and the least with their parents. Younger schoolchildren showed the greatest anxiety when communicating with strangers, and the least anxiety with peers. Adolescents are most anxious in relationships with classmates and parents and least anxious in relationships with strangers and teachers. Older schoolchildren (IX grade) found the highest level of anxiety in all areas of communication, compared to other ages, but their anxiety increased especially sharply when communicating with parents and those adults on whom they depend to some extent.
However, emotional difficulties and the painful course of adolescence are only secondary and not universal properties of adolescence. Such a fact is something like that. that as the personality develops, increasingly complex and multi-valued connections develop between its various subsystems, which can only be understood within the framework of a holistic, integral individuality, which also applies to emotions. There is, apparently, a general pattern that operates in phylo- and ontogenesis, according to which, along with the level of organization and self-regulation of the organism, the level of its emotional sensitivity increases, but at the same time its selectivity. The range of factors that can cause emotional arousal in a teenager does not narrow with age, but expands.
The ways of expressing emotions become more diverse, the duration of emotional reactions caused by short-term irritation increases, etc.
Along with a general increase in the level of emotional selectivity (to which stimuli the subject reacts), differentiation in the strength of reactivity continues in adolescence. The level of emotional reactivity and the individual’s ability to experience feelings are determined partly by its constitutional properties, and partly by the conditions of upbringing. It should be noted that a low level of emotional reactivity is a psychologically unfavorable factor.
According to the data obtained, adolescents with low emotional reactivity seemed more restless, irritable, emotionally unstable, less decisive and less sociable than their highly reactive peers. Such children in middle age (about 30 years old) found it more difficult to adapt to their environment and more often showed neurotic symptoms.
It is clear from what has been said. that emotional problems and difficulties of adolescence need to be addressed specifically, because they have different origins. Teenage dysmorphophobia syndrome - just a side effect of preoccupation with one's body and appearance - almost disappears in youth. The sharp increase in the number of personality disorders in adolescence is mainly due to the fact that children do not have such disorders, not at all because of the underdevelopment of their self-awareness. Painful symptoms and anxiety. manifested in adolescence, often not so much a reaction to the specific difficulties of age itself, but rather a manifestation of the delayed effect of earlier psychological trauma.
The latest research refutes the opinion of many foreign psychologists about adolescence as a neurotic period of development. For most people, the transition from adolescence to adolescence is accompanied by improvements in communication and general emotional well-being. According to experimental research by E.A. Simena, who examined the same children in grade VII and again in grade IX, boys, compared to teenagers, show greater extroversion and greater emotional stability. These data are also interesting because in adolescence the same symptom complexes are found, the same as in adults. In other words, all the basic structures of temperament and its dependence on the properties of the nervous system are already formed by adolescence.
Violation by a teenager of his own accepted norms of behavior causes him a painful feeling of guilt. The sphere of aesthetic feelings is noticeably expanding, which are gradually isolated from the circle of other experiences and find specific ways of expression and satisfaction. At the same time, in aesthetics, as in morality, adolescence is characterized by a special sensitivity to contrasts, acutely experiencing the transition from the sublime to the base, from the tragic to the comic. Particularly noteworthy is the development at this age of a sense of humor and irony, closely associated with the growth of intelligence, which allows a teenager to tear an object out of its usual connections and establish unusual associations with it. Intellectual and practical feelings are also noticeably differentiated. Naive childhood curiosity develops into a conscious enjoyment of the thinking process, joy at overcoming difficulties, a conscious desire for creativity, etc.
The development of higher senses is not a linear process. Their level and content are closely related to a person’s individual and personal properties, including his self-awareness.
1.4. Mastering ways to regulate emotional states
Conflicting mental aspirations, which are quite frequent in adolescence (for example, the conflict of the desire to assert one’s adulthood and fear of consequences), further enhancing the overall unstable emotional background, can lead to frequent and quite positive affects. Affective reactions have a strong and, in a certain sense, destructive character, an “explosion” character. A feature of affect is complete absorption by it, a kind of narrowing of consciousness; emotions in this case completely block the intellectual plane, and discharge occurs in the form of an active release of emotion: rage, anger, fear. Affect is evidence that a person cannot find an adequate way out of the situation.
The experience of affect leaves a special “affective” trace of a traumatic experience in the psyche. Such traces can accumulate in situations that are similar (even only in some features and details) to the one that originally caused the affect. As a result, affective reactions can arise for minor reasons, and even without a real reason. In a teenager, this tendency is significantly influenced by increased sensitivity to situations that actualize the leading needs of age, primarily the need for self-affirmation.
A school psychologist often has to provide assistance to a teenager during the period of immediate affect: teachers often call on him for help during periods of particularly strong outbursts. In such situations, it is important to create conditions for “discharging” affect without particularly harmful consequences for the teenager and the environment: take the teenager to a quiet room, leave him alone for a while, provide an opportunity to relieve tension (for example, hitting some soft object, punching bag), let him cry.
When the teenager calms down, you need to talk to him. After an attack of passion, a student often experiences a feeling of guilt along with relief. Trying to figure out what happened and what caused the outbreak prevents the emergence of an affective trace. Frequently occurring affective outbursts indicate a teenager’s severe distress and require in-depth work by a psychologist, and often consultation with a neuropsychiatrist.
All of the above determines the need for special work by a psychologist to teach schoolchildren how to control their emotions, some simple techniques for regulating emotional states. The student should be taught to be aware of his feelings and emotions, express them in cultural forms, and talk about his feelings. The formation of indirect forms of expression of emotions also contributes to the prevention of affective manifestations.
In the studies of V.S. Rotenberg and V.V. Arshavsky showed that the preservation of emotional stability is most influenced by search activity, that is, activity aimed at changing an unacceptable situation or changing one’s attitude towards it, or at maintaining a favorable situation despite the influence of factors and circumstances that threaten it. The development of a schoolchild’s search activity is an important factor in the prevention of emotional tension; it is also advisable to specifically include in various types of activities of a teenager complex, new tasks that place increased demands on him, teach the teenager to perform such tasks and provide conditions for training. It is also useful to teach how to use humor to relieve emotional tension.
The effectiveness of teaching a teenager to master his emotional states and ways to prevent emotional tension largely depends on the characteristics of his attitude towards himself. High or low self-esteem, conflicting types of self-esteem significantly worsen the emotional well-being of a student and create barriers to the necessary changes. In such cases, work should begin by changing the student’s attitude towards himself, improving and strengthening his self-esteem.
Chapter 2. Experimental study of mental states of adolescents
2.1. School of self-assessment of anxiety (C.D. Spielberg, Yu.L. Khanin)
This test is a reliable and informative way to self-assess the level of anxiety at a given moment (situational anxiety as a state) and personal anxiety (as a stable characteristic of a person). Designed by Ch.D. Spielberg (USA) and adapted by Y.L. Khanin.
Personal anxiety characterizes a stable tendency to perceive a wide range of situations as threatening and to react to such situations with a state of anxiety. Situational anxiety is characterized by tension, worry, and nervousness. Very high anxiety causes disturbances in attention, sometimes a violation of fine coordination.
Very high personal anxiety directly correlates with the presence of neurotic conflict, with emotional and neurotic breakdowns and with psychological diseases.
The self-esteem scale consists of two parts, separately assessing situational and personal anxiety.
The main goal of our study is to identify the relationship between the manifestation of school anxiety in adolescents and the situations they face.
During the experiment, we set the following tasks:
1. Diagnose the state of school anxiety in children of middle school age (adolescents).2. Determine the degree of influence of anxiety on the child’s choice of behavior in a given situation.3. Conduct a comparative analysis between the child’s situational and personal anxiety.
At the first stage:
a) the gender and age group of the subjects and its qualitative composition were determined; b) a methodology for determining anxiety in schoolchildren was determined.
To conduct the experiment, we selected a group of 7th grade students of 20 people.
The reference method is C.D. Spielberg’s “Study of Anxiety” questionnaire.
Formulas are used to calculate the results (see Appendix 1).
Based on the results of the experiment, it was revealed that sixteen of the tested students had moderate anxiety, four had high anxiety. At the same time, in most subjects, situational anxiety is, as a rule, higher than personal anxiety. Although there are also opposite results, where personal anxiety exceeds situational anxiety.
Based on the data obtained, we can conclude that only a few children in adolescence may experience low anxiety. Basically it is either moderate or high. This fact should attract increased attention to children from teachers, psychologists and parents.
2.2. Study of the state of aggression
The Bassa-Darki method for studying aggressiveness is a reliable and informative way to diagnose the state of aggression.
This technique, like all other projective techniques, is built on the assumption that the subject’s responses to ambiguous stimuli presented to him reflect significant and relatively stable properties of his personality.
This technique focuses on the overall picture of personality (a global approach to personality assessment), and also on measuring individual personality traits. It allows us to predict both a specific type of aggressive reaction and a tendency to aggressive behavior in general.
The main purpose of the study is to determine the aggressiveness of adolescent children.
For this experiment, 20 children were selected, students in the seventh grade of school No. 46 in Bryansk.
The purpose of the experiment: to study the level of aggressiveness of a teenager or predisposition to it in general.
During the experiment, subjects were offered 75 sentences with which they must either agree or disagree (see Appendix 4).
The results are processed on eight scales: physical aggression, indirect aggression, irritation, negativism, resentment, suspicion, verbal aggression, guilt (see Appendix 3).
Based on the results of the experiment, we can conclude that half of the children have increased aggressiveness and hostility, and the second half, on the contrary, according to numerical coefficients, enters a normal state of aggression (its index value is 17 - 25).
Thus, we can conclude that the degree of aggressiveness of a teenager is influenced not only by subjective factors (such as physiological and psychological characteristics of a given age), but also by external conditions: the environment, the general atmosphere in the family, school, characteristics of communication with peers, etc. .
2.3. Studying the self-esteem of a teenager's personality
This technique gives an idea of the degree of adequacy of a person’s self-esteem and self-acceptance.
The purpose of this experiment is to determine the level of adequacy of a teenager’s self-esteem.
Twenty seventh grade students were selected to conduct the experiment. The subjects were presented with words denoting personality traits, written in a column (see Appendix 5). Children are given the task: carefully read the words and to the left of them put a “+” sign next to those that characterize the positive qualities of your ideal (which you value most in people). On the right, put “-” next to words expressing qualities that your ideal should not have (traits of the “anti-ideal”, negative qualities). Then, from the positive and negative traits you noted, select those that, in your opinion, are inherent to you, and circle the icon next to this quality. The remaining words (not marked with any sign) should not be taken into account. Focus not on the degree of expression of a particular trait, but on its presence or absence (“yes” or “no”).
After conducting the experiment and processing the results (Appendix 6), we can conclude that it is very difficult to make a certain generalization in a teenager’s self-esteem. Having previously calculated the coefficients approximately, one can come to the following results: about 50% of respondents have normal, adequate self-esteem; 30% have high or slightly high self-esteem and 20% have low or slightly low self-esteem.
Thus, we can conclude that different children have different self-esteem during adolescence. This can be explained by the fact that each child grows up and is brought up in different conditions, therefore, each child must be approached individually, differentiated, taking into account all possible factors that may influence the self-esteem of a teenager.
CONCLUSIONS
When writing this work, the works of many domestic and foreign psychologists were studied and analyzed.
Based on this material, we can conclude that adolescence is an age of sharp and qualitative changes affecting all aspects of development. For different adolescents, these changes occur at different times, so it is impossible to name exact age boundaries that limit certain processes characterizing development.
In addition, rapid growth, maturation of the body, and numerous psychological changes that occur during adolescence have a great impact on the functional and emotional states of adolescents. Children of this age experience increased fatigue and a sharp decrease in performance.
Adolescents are also characterized by increased emotional excitability and reactivity. Children of this age are characterized by mental imbalance and sudden changes in mood, causeless transitions from emotional excitement to emotional decline.
Such physiological and psychological characteristics of this age should cause increased attention to adolescents by teachers, psychologists and parents. They must direct their actions in such a way as to direct the child’s increased emotionality in the right direction.
CONCLUSION
The problem of adolescence and the characteristics of a teenager’s mental states has always aroused the interest of many teachers and psychologists, although it is quite complex.
Adolescence is characterized by antisynchrony of development, both interindividual (a discrepancy in the time of development of various aspects of the psyche in adolescents belonging to the same chronological age) and intraindividual (i.e., characterizing various aspects of the development of one schoolchild), it is important to keep in mind when studying of this period, and in the course of practical work. It is necessary to take into account that the time of manifestation of certain psychological characteristics can vary significantly for a particular student - it can pass earlier or later. Therefore, the indicated age limits and “points of development” (for example, the crisis of 13 years) have only approximate value.
Such abstraction in understanding adolescence further complicates the study of the phenomena described above.
Thus, the problem of adolescence and the mental states of a teenager remains open and is still being studied by modern psychologists.
BIBLIOGRAPHY
1. Gutkina N.I. Psychological problems of communication between a teacher and a teenager. // Questions of psychology. - 1984- No. 12. - P. 99-106.2. Zhutikova N.V. To the teacher about the practice of psychological assistance: Book. for the teacher.-M.: Education, 1988.-176 p.3. Lichko A.E. Psychopathy and character accentuation in adolescents.-2nd ed. -L., 1983.4. Lichko A.E. Adolescent psychiatry.-2nd ed. -L., 1985.5. Lozovtseva V.N. The role of the teacher in overcoming conflicts between teenage classmates // Questions of psychology. - 1986. - No. 1.6. Psychology. Dictionary / under general. ed. A.V. Petrovsky, M.G. Yaroshevsky. - M.: Politizdat, 1990. - 494 p.7. Workbook of a school psychologist / I.V. Dubrovina, M.K. Akimova, E.M. Borisova and others; Ed. I.V. Dubrovina.- M.: Education, 1991.-303 p.8. Tyshkova M. Study of the stability of the personality of children and adolescents in difficult situations // Questions of psychology. - 1987. - No. 1.9. Feldshtein D.I. Psychological features of personality development in adolescence. // Questions of psychology. - 1988. - No. 6.10. Fridman L.M., Kulagina I.Yu. Psychological reference book for teachers.- M.: Education, 1991.-288 p.APPLICATION
Annex 1
Self-esteem scale (Ch.D. Spielberg, Yu.L. Khanin)
Instructions: “Read each of the sentences below carefully and cross out the corresponding number on the right depending on how you feel at the moment. Do not think about the questions for a long time, since there are no right or wrong answers.”
ST and LT indicators are calculated using the formulas:
ST = ∑1 - ∑2 + 35, where ∑1 — the sum of crossed out numbers on the form for scale points 3,4,6,7,9,12,13,14,17,18; ∑2 - the sum of the remaining crossed out numbers (points 1,2,5,8,10,11,15,16,19,20).
LT = ∑1 - ∑2 + 35, where ∑1 - the sum of crossed out numbers on the form for scale points 22,23,24,28,29,31,32,34,35,37,38,40; ∑2 - the sum of the remaining numbers in points 21,26,27,30,33,36,39.
When interpreting, the result can be assessed as follows: up to 39 - low anxiety; 31 - 45 - moderate anxiety; 46 or more - high anxiety.
Appendix 2
Sheet 1
Anxiety Research
(Spielberg questionnaire)
State Anxiety Scale
Appendix 2
Sheet 2
Personality Anxiety Scale
Appendix 2
Sheet 3
Appendix 3
Sheet 1
Diagnosis of the state of aggression using the Bassa-Darki questionnaire
Physical aggression is the use of physical force against another person.
Indirect aggression is aggression directed in a roundabout way at another person or not directed at anyone.
Irritation is a readiness to express negative feelings at the slightest excitement (hot temper, rudeness).
Negativism is an oppositional manner of behavior from passive resistance to active struggle against established customs and laws.
Resentment is envy and hatred of others for real and fictitious actions.
Suspicion ranges from distrust and wariness of people to the belief that other people are planning and causing harm.
Verbal aggression is the expression of negative feelings both through form (screaming, screeching) and through the content of verbal responses (curses, threats).
Guilt - expresses the subject's possible belief that he is a bad person, that he is doing evil, as well as the remorse of conscience he feels.
Processing the results.
Responses are scored on eight scales as follows:
1. FA: “yes”=1, “no”=0:1, 25, 31, 41, 48, 55, 62, 68. “No”=1, “yes”=0:9.7.
2. KA: “yes”=1, “no”=0:2, 10, 18, 34, 42, 56, 63. “No”=1, “yes”=0:26.49.
3. R: “yes”=1, “no”=0:3, 19, 27, 43, 50, 57, 64, 72. “No”=1, yes”=0:11, 35, 69.
4. N: “yes”=1, “no”=0:4, 12, 20, 28. “No”=1, “yes”=0:36.
5. A: "yes"=1, "no"=0:5, 13, 21, 29, 37, 44, 51, 58.
Appendix 3
Sheet 2
6. P: “yes”=1, “no”=0:6, 14, 22, 30, 38, 45, 52, 59. “No”=1, “yes”=0:33, 66, 74, 75.
7. VA: “yes”=1, “no”=0:7, 15, 23, 31, 46, 53, 60, 71, 73. “No”=1, “yes”=0:33, 66, 74, 75.
8. CV: “yes”=1, “no”=0:8, 16, 24, 32, 40, 47, 54, 61, 67.
The hostility index includes the fifth and sixth scales, and the aggressiveness index (direct and motivational) includes scales 1,3,7. The norm of aggressiveness is when the value of its index is 17 - 25, and hostility - 3.5 - 10. At the same time, attention is paid to the possibility of achieving a certain value indicating the degree of manifestation of aggressiveness.
Appendix 4
Sheet 1
Diagnosis of the state of aggression
(Bass-Darki questionnaire)
1. At times I cannot cope with desires to harm others.2. Sometimes I gossip about people I don't like.3. I get irritated easily, but calm down quickly.4. If I am not asked in a good way, I will not fulfill the request.5. I don't always get what I'm supposed to.6. I know that people talk about me behind my back.7. If I don't approve of my friends' behavior, I let them feel it.8. When I happened to deceive someone, I experienced painful remorse.9. It seems to me that I am not capable of hitting a person.10. I never get irritated enough to throw things.11. I am always forgiving of other people's shortcomings.12. If I don't like the established rule, I want to break it.13. Others know how to almost always take advantage of favorable circumstances.14. I am wary of people who treat me a little more friendly than I expected.15. I often disagree with people.16. Sometimes thoughts come to my mind that I am ashamed of.17. If someone hits me first, I will not hit him back.18. When I get irritated, I slam doors.19. I'm much more irritable than I think.20. If someone pretends to be a boss, I always act against him.
Appendix 4
Sheet 2
21. I am a little saddened by my fate.22. I think a lot of people don't like me.23. I can't help but argue if people don't agree with me.24. People who shirk work should feel guilty.25. Anyone who insults me and my family is asking for a fight.26. I am not capable of rude jokes.27. I get angry when people make fun of me.28. When people pretend to be bosses, I do everything so that they do not become arrogant.29. Almost every week I see someone I don't like.30. Quite a lot of people are jealous of me.31. I demand that people respect me.32. I'm depressed that I don't do enough for my parents.33. People who constantly harass you are worth getting punched on the nose.34. I am never gloomy with anger.35. If I am treated worse than I deserve, I do not get upset.36. If someone makes me angry, I don't pay attention.37. Although I don't show it, I sometimes feel jealous.38. Sometimes I feel like they are laughing at me.39. Even if I am angry, I do not use strong language.40. I want my sins to be forgiven.41. I rarely fight back, even if someone hits me.42. When things don't go my way, I sometimes get offended.43. Sometimes people irritate me just by their presence.44. There are no people I truly hate.45. My principle: “Never trust strangers.”
Appendix 4
Sheet 3
46. If someone annoys me, then I am ready to say everything I think about him.47. I do a lot of things that I later regret.48. If I get angry, I might hit someone.49. Since childhood, I have never shown outbursts of anger.50. I often feel like a powder keg ready to explode.51. If everyone knew how I felt, I would be considered a difficult person to get along with.52. I always think about what secret reasons make people do something nice for me.53. When people shout at me, I start shouting back.54. Failures make me sad.55. I fight no less and no more often than others.56. I can remember times when I was so angry that I grabbed something that came into my hand and broke it.57. Sometimes I feel like I’m ready to be the first to start a fight.58. Sometimes I feel like life is treating me unfairly.59. I used to think that most people told the truth, but now I don't believe it.60. I only swear out of anger.61. When I do wrong, my conscience torments me.62. If I need to use physical force to protect my rights, I use it.63. Sometimes I express my anger by slamming my fist on the table.64. I can be rude to people I don't like.65. I have no enemies who would like to harm me.66. I don't know how to put a person in his place, even if he deserves it.
Appendix 4
Sheet 4
67. I often think that I lived wrong.68. I know people who are capable of bringing me to a fight.69. I don't get upset over little things.70. It rarely occurs to me that people are trying to anger or insult me.71. I often only threaten people, although I have no intention of carrying out the threats.72. I've become a bore lately.73. In an argument, I often raise my voice.74. I usually try to hide my bad attitude towards people.75. I would rather agree with something than argue.
Appendix 5
Appendix 6
Instructions
Read the words carefully and to the left of them put a “+” sign next to those that characterize the positive qualities of your ideal (which you value most in people). On the right, put “-” next to words expressing qualities that your ideal should not have (traits of an anti-ideal, negative qualities). Then, from the marked positive and negative traits, select those that, in your opinion, are inherent to you, and circle the icon next to these words.
Processing the results.
The self-esteem formula is derived separately for positive (SO+) and negative (SO-) qualities:
CO+ = I+ / I+
CO- = I- / I-
where I+ and I are the number of features of the ideal and “anti-ideal”
I+ and I - the number of positive and negative qualities noted by the subject in himself.
The level of self-esteem is determined on a scale
One of the features of the image of a modern teenager is an attachment to alcohol, which has given rise to such a sociocultural and medical phenomenon as teenage alcoholism. This phenomenon is not new, but in new historical conditions it has manifested itself in a special way. Regular consumption of energy drinks is equally common. This is largely due to the consequences of the rapid growth of capitalist production in Russia in the 1990s, which aroused interest among young people in a new lifestyle, and alcohol consumption was perceived by many teenagers as an accessible way to emancipate and achieve freedom. Unfortunately, dishonest and immoral advertising played a bad role here, which was reflected primarily in the “beer culture”, which put a significant part of young people on the path of beer alcoholism. The reaction of the state and society to this problem and changes in legislation slightly suspended this process.
The problem of drug addiction and early drug addiction also remains relevant. The increased use of drugs by adolescents was in many ways a continuation of what the Russian state and society faced in the late 1980s. - with teenage substance abuse and widespread use of tobacco products. At the same time, the increasing availability of information about narcotic drugs, the increase in the volume and methods of purchasing narcotic drugs, and the expansion of the range of drugs offered have led to new problems that the state and society have to solve today.
Currently, the activities of specialists working with youth and adolescents are developing in several general directions in order to reduce the risk of involvement in the use of drugs and alcohol:
- formation in adolescents of a clear attitude towards rejection of drugs and alcohol through educational work, dissemination of information about the causes, forms and consequences of abuse of psychoactive substances and alcohol, promotion of a healthy lifestyle;
- identifying risk groups among young people and providing them with targeted social, pedagogical and psychological assistance;
- introduction of ways to organize leisure time that exclude the use of drugs and alcohol;
- psychological work aimed at developing strategic motivation (long-term prospects) in young people, supporting the motives for developing a socially successful personality and strengthening the individual’s defense mechanisms against the use of psychoactive substances;
- providing conditions for prosocial activity of adolescents and youth, for participation in socially useful activities, creating conditions for professional guidance and professional self-realization;
- inclusion of young people in activities to support other members of the risk group, including preventive measures and psychological correction of emotional problems, resolution of conflict situations;
- the formation of value systems of young people related to the development of such ideas as responsibility, rationality, social solidarity.
Teenage delinquency is an extremely pressing problem. There is a noticeable increase in the number of crimes committed by teenagers (over the past five years by 3.5%) and the number of minors who took part in crimes (over the last five years an increase of 4.1%). Today, one of the specific features of juvenile delinquency is its group nature. Moreover, group crime among minors is acquiring signs of organization. Among the crimes committed by teenagers, mercenary and violent acts (theft, robbery) stand out. For example, the largest number of crimes was recorded under Art. 158 of the Criminal Code of the Russian Federation and 161 of the Criminal Code of the Russian Federation (more than 15 thousand teenagers are convicted annually under this article). Up to 85% of the criminal acts of minors are crimes against property (theft, fraud, robbery, robbery, vehicle theft, intentional destruction or damage to property). Approximately 10-12% of crimes committed by teenagers are crimes against public safety and public health. In addition to traditional crimes (hooliganism, illegal activities with drugs, weapons and explosives, violence), with the development of modern technologies, cyber crime, dissemination of illegal information, hacking, Internet and telephone terrorism have been added.
Researchers often explain the tendency of adolescents to engage in criminal activity by the mutual influence of negative environmental factors and the personality of the minor himself, where aggression is formed that can cause a tendency to violate norms.
Auto aggression and suicide are pressing problems of our time. Every year hundreds of thousands of people voluntarily take their own lives, and even more people make attempts on their lives. According to WHO statistics, in the age group of 15-29 years, suicide ranks 2-3 in the structure of the main causes of death.
Cultural and social causes of auto-aggression and suicide may include psychological problems that arise as a result of rejection or conflict between the individual and the external environment.
Among the main reasons are the following: family breakdown, ethical suffering, low levels of self-esteem, a feeling of little attention from other people, marginalization, a feeling of loneliness, a feeling of misunderstanding and underappreciation, inability to cope with complex mental conditions (external pressure, stress, shock), inability to come to terms with failures, feelings of loss, phobias (for example, dislike of other people).
Traditionally, suicide was considered a type of pathology requiring legal, medical or moral condemnation. The process of depathologizing suicide, carried out in the research of scientists of the 19th and 20th centuries, formed the idea that suicide is a legitimate, conscious decision of an individual, the same as the inalienable right of an individual to manage his own existence. For example, humanitarian approaches to the phenomenon of suicide refute the mandatory connection between psychopathological conditions and suicide (E. Durkheim) and associate suicide with a “religious disease of the intellect” (W. James). Russian philosopher N.A. Berdyaev believed that suicide is caused by a person’s self-absorption and is a consequence of the close interaction between man and the World. As the main reason for the voluntary desire to die, K. Jaspers and D. Hume highlight the loss of the meaning of existence, the emergence of an existential vacuum. Most of the above conclusions about the causes of suicide may apply to the older age group, but the last remark is associated with adolescence. This is due to the fact that in adolescence, an existential vacuum is not formed by repressing previous experience and the meaning of life, but its occurrence is caused by an initial feeling of emptiness and meaninglessness. Society is responsible for the process of developing meanings for the younger generation, considering it the main task of educational and educational activities, which should exclude insincerity, outright lies and everything that can be subject to rethinking and rejection with age.
Bullitt- a socio-psychological phenomenon common among teenagers, similar to mobbing, which is a characteristic of negative relationships in the adult community, manifests itself in work groups in the form of bullying or violence by management (bossing) or co-workers (staffing). Bullying involves bullying other children and adolescents by peers in children's and educational institutions. It is a long-term process of inflicting physical or psychological violence on another individual (or group) by an individual (or group) who is not strong enough to resist the harm being caused. Bullying can manifest itself in the forms of both direct physical violence and forms of psychological and emotional (insults, humiliation, bullying, group boycott, all forms of relational aggression). At the same time, psychological bullying in its consequences can be more traumatic than physical bullying, since it significantly reduces the individual’s self-esteem and self-esteem, and develops in him a feeling of insecurity and helplessness. Note that physical bullying is almost always accompanied by psychological bullying.
In most countries, bullying is an extremely acute problem in the education system. The approximate number of bullyig participants in different countries is from 5 to 30% (in some places up to 40%).
Scientists identify several reasons for the appearance and manifestation of bullyig:
- psychological attitude of an individual to choose the position of an aggressor or a victim (“sketch theory”);
- socio-economic factors associated with emphasizing the role of social inequality, poverty, large families, economic problems of families in which “aggressors” grow up, the shortcomings of municipal mass schools with a large number of students, etc.;
- the interaction of three factors - a person’s personal characteristics, environmental characteristics and behavior itself (according to the theory of reciprocal determinism). As the reasons for the emergence and consolidation of bullying in the teenage community, it is necessary to consider environmental characteristics - the socio-economic status of the family, the situation at school, personal characteristics and characteristics of the behavior of “victims” and “aggressors”, as well as such a factor as the “position of the school”, which indicates that the severity and duration of bullying are mainly determined by the position of the school administration;
- the impact of all possible variables involved in bullying (using an integrated (multifactorial) approach), primarily personal characteristics, as well as two groups of environmental factors - the socio-psychological and economic situation in the family, features of group interaction, the phenomenon of rejection in a group, singling out the “extreme” (or “scapegoat”).
One of the most important reasons for the inability of adolescents to resist bullying is poor social skills, especially communication. A negative role is also played by the lack of conflict resolution skills, the typical behavior of a “victim” in response to verbal or physical aggression, the inability to stand up for oneself, the perception of violence as something acceptable, “funny,” etc. Often, victims of continuous bullying, unable to respond and defend themselves, channel their anger and resentment, terrorizing even weaker and defenseless group members, turning into “half-victims, half-offenders.” Anyone can become a victim of bullying.
Among the ways to prevent and counter violence in the educational space, researchers are most effective in building the resilience of personal resources and developing various forms of social support. In particular, social support ensures the development of the ability to effectively cope with stress (including social) through the development of a number of specific socio-psychological effects, the most important of which for victims of bullying are:
- a “buffer effect” that creates a kind of barrier between the negative impact of the situation (in our case, the situation of bullying) and the possible victim of this situation. Social support during bullying can not only alleviate tension, but also neutralize the negative impact of school bullying on the victim;
- a non-directional effect that occurs with a high level of social support, the ability to use it and contributes to increased self-confidence, self-esteem, self-acceptance, and self-esteem.
Developing the ability to find and use various forms of social support can be an important factor in the prevention of bullying.
Sections: School psychological service
Social situation of adolescent development
The age in question rarely attracts special attention from researchers. It is considered one of the most stable periods of a person’s life - adults do not notice any (or almost any) new problems in their relationships with children, which is perhaps why they “take a break” from parental and teacher concerns, communicating with children from ten to twelve.
In domestic developmental psychology, the age under study falls on the period of early adolescence. One way or another, school is the most important social space (except for family and neighbors), where a child’s life events unfold, in which he solves his most important developmental problems.
It is believed that the most important among them is the establishment and implementation of social connections. The solution to this particular problem involves experiencing oneself as the owner of the secret of one’s own Self (opaque to others). The child begins to intensively guard the boundaries of his own psychological space using a wide variety of means, which look to the observer as the appearance of secrecy, as if subtext in the child’s relationships with other people. At the same time, this is connected with the structuring of their psychological space - children create various kinds of hiding places, secluded places, notebooks, collections (for themselves). They decorate (as best they can) their personal items - bicycles, notebooks, books, beds and the like. Often this looks like damage or staining, as it is far from aesthetic perfection. In this way, children indicate the belonging of a thing; it acquires, as it were, more personal properties and becomes their own. It is the thing that at first has for the child the properties of a secret, known only to him. Such a “secret” thing denotes the degree of permissibility of the influence of another. The boundaries of psychological space become tangible; even their accidental destruction causes a storm of feelings in the child. It seems that this is how new things are born with social connections. They begin to be regulated by a conscious measure of influence, and this is the opportunity to say “no” to another person, and the demonstration of oneself as “fake”, when one can pretend, invent or, as they say, manipulate not only others, but also oneself.
Children at this age can invent their own biography, especially when they meet new people, and this acquaintance cannot develop into a long-term one. This is a special form of lying that is not associated with any punishments or simply consequences. Usually, parents rarely know about its existence; only in a retrospective analysis can an adult find evidence of such behavior at the “end of childhood” (10-12 years). This is one of the options, as the children call it, of the white lie. Often its content is inspired by possible family secrets - origin, degree of relationship, proximity to authority figures, and the like. The child can “try out” these fictitious facts of his own biography in communication with peers, but usually they do not meet with much interest. This phenomenon should be very important, although, unfortunately, it has been little studied in the specialized literature. It can be assumed that the fairly high degree of its prevalence indicates the need for such “tests of oneself” as a moment in the development of the child. In addition to this phenomenon, the changing reading interests of children can also be explored as another facet of “testing oneself.” At the end of childhood, they are more attracted to literature about their peers and their real lives, about possible events and adventures. In the mental reality of the child, conditions appear for the director’s influence on his own life.
The child tries out his possibilities of change in relationships with other people, focusing on the content of his self-concept and the concept of another person, where the most important formation appears - the unit of measurement of relationships, the measure of correctness, as G.S. called it. Abramova. (1) This unit originates in the experience of another person’s influence on the objective boundaries of psychological space (“You broke my toy,” “You ruined my drawing,” “You threw away my sticks”) and is associated with the experience of pain or negative feelings based on loss the subject of part of its properties. An object on which another person has had a destructive influence becomes flawed and incorrect.
Young teenagers often give the impression of pedants; they are very worried if the correctness they know is violated, especially in relation to themselves, for example, if, in their opinion, injustice appears.
The measure of correctness is associated with children’s awareness of the fact that relationships between people are built on the basis of norms. These norms are alien to the person himself; they must be mastered so that other people do not cause pain by destroying the boundaries of psychological space. The measure of correctness, the requirement to comply with it, is the basis for the development of the child’s moral consciousness, aimed at preserving and developing the boundaries of psychological space by strengthening its opacity for others. The resentment of children of this age towards adults is almost always associated with the fact that they violate the boundaries of psychological space and make the child’s secret self obvious to others. It is difficult to observe the state of a child whose mother shames him in front of the whole class for skipping school. The mother believes that she is doing the right thing, but no one will truly know what fear of a test stopped a ten-year-old boy at the school doors. He was afraid of being a bad student, he was afraid of being a “wrong student”, he was honestly afraid, he honestly built his relationships with adults as a correct (good) boy, but it didn’t work out.
Modern psychologist Lorenz Kohlberg studied children's attitudes towards moral dilemmas. The child was placed in a situation of an imaginary moral dilemma, in which he was not a participant, but could appreciate the position of a person for whom following the correct norms came into conflict with the interests of other people. Children had to evaluate a specific person's action as good or bad.
Many psychologists use the results obtained by L. Kohlberg to study the characteristics of the moral development of a particular child, focusing on the content of the stages of development described by him. They are shown in the table, taking into account the approximate age limits.
Level |
Age, years |
What does it mean to behave correctly? |
Why you need to behave correctly |
| 0 | 4 | Behave as you want. It's fair what I do | To receive rewards and avoid punishments. |
| 1 | 5-6 | Do what adults tell you to do | To avoid trouble |
| 2 | 6-8 | Treat others according to how they treat me | In order not to miss your |
| 3 | 8-12 | Meet the expectations of others; bring joy to others | So that others think well of me, and I think well of myself thought |
| 4 | 12-… | Meet social demands | To contribute to the stability of society, to be a good citizen |
For children in early adolescence, the dominant tendency is to “meet the expectations of others.” The readiness to respond to the influence of others is combined with the need to protect the boundaries of one’s psychological space in order to preserve one’s Self. This is one of the main contradictions of this period, which is resolved by the creation and mastery of a measure of correctness (that is, justified, justified, necessary) in regulating the relationships of others to the Self and I'm talking to myself.)
In line with the resolution of the main contradiction of this age, through the embodiment of the experienced measure of correctness in his abilities to organize his life, the child masters the most important human quality - hard work. Hard work– this is not a volitional quality, it is one of the basic, integral properties of a person, which is associated with the perception of life as feasible in accordance with one’s own efforts to organize it, that is, hard work manifests that attitude towards life, which could be expressed like this: “This my life".
At this time, all the child’s work skills are included in his psychological space as stable elements that organize him, since all his skills are associated with the experience of the expediency of the efforts spent on organizing his self. At this time, a modern child can master many “adults” at a very fast pace. skills related to working with machines (computers, cars, etc.), working with tools, that is, tools. It is their properties that seem to embody the possible final goals of action, which makes the initiatives of the child using these tools quite concrete
and feasible.
In modern conditions, this potential readiness of children to organize their lives is realized in conditions where social reality itself is very complex and the concept of an organized life becomes very vague.
This gives rise to a very difficult problem for adolescents in constructing a measure of correctness in assessing and understanding social relationships. A child's skill as it develops in object-based activities does not necessarily manifest itself in social relationships or at school.
Development of intelligence in adolescence
School in modern culture becomes a special instrument with its own goals and objectives; it becomes that school within a school that has to be mastered according to specific laws, which often look quite fantastic (1).
Armed with imagination and the ability to act according to the rules (modeled on adult relationships), the child is in school. Imagination helps him act.
School childhood is a stage in the formation of a child’s individuality. Its content can be briefly presented as follows: learn to correlate general and particular, generic and specific properties of objects, things and phenomena, relationships between people, learn to organize your behavior in accordance with these properties.
Requirements, rules in relations with other people, norms of objective actions reveal the patterns of objects. The world is ordered by a system of scientific knowledge and concepts that a child needs to master.
The child’s judgments are based on everyday experience, expressed in words as means of thinking. Scientific type of thinking, which a child acquires at school, orients him towards general cultural patterns, norms, standards, patterns of interaction with the outside world. The concept of a number, a word, a literary image, and so on, actions with the properties of the objective world, which form the basis of scientific thinking, make available to the child’s direct experience such aspects of reality that were inaccessible to him in personal experience.
Along with knowledge, books – textbooks – enter a child’s life. Working with them is one of the first steps in mastering self-education skills
Under the guidance of a teacher, a student learns to work on a text, just as he learns to understand a learning task, learns to check his work against a model, and learns to evaluate it correctly.
Includes in a child's life dialogue not only with the teacher, but also with scientific text. The peculiarity of such a dialogue is that it forms in the child a scientific picture of the world - it reveals to him objectively existing patterns, which gradually become elements of his thinking. Along with mastering the content of the system of scientific concepts, the child masters the methods of organizing educational work.
Actions planning, control, evaluation acquire a different content, since action in the system of scientific concepts presupposes a clear identification of interconnected individual stages. What am I doing? How am I doing? Why do I do this and not another? In the answers to such questions about one’s own actions, reflection is born, a qualitatively new property of the human psyche.
The younger teenager begins to focus on general cultural patterns of action, which he masters in dialogue with adults. Dialogue necessarily presupposes mutual understanding, the possibility and necessity of accepting the point of view of another person. In this sense, the younger teenager's communication with the teacher opens up for him new forms of cooperation with others. Already by the sixth grade, a student can exercise control not only over his own work, but also over the work of his classmates, and can complete academic work independently or in pairs with a friend. New types of cooperation with other people improve the child’s system of moral assessments, introducing a new quality into it - an assessment of the labor expended, both one’s own efforts and the efforts of others. The result of educational work is scientific thinking.
The specificity of the teaching is that it is arbitrary in nature, that is, it is not determined by the external, situational properties of things. When solving, for example, a problem about the number of apples, it does not matter at all for the learning situation whether these apples are tasty or not, what color they are. In order to highlight the essential properties and relationships of things, the child must learn to set himself a learning task (what should I do?), find ways to solve it (how and with what help can I solve it?), evaluate himself (what can I do? ?), control yourself (am I doing the right thing?). All this is gradually taking shape in educational activity of the child. But without the help of adults, a child will not learn to control himself.
When a child himself learns to set a goal for an educational action and find means to achieve it, his behavior acquires the characteristics of true arbitrariness.
The arbitrariness of behavior, the control of one’s mental processes, and the internal plan of action will be determined by the content of the child’s relationships and interactions with adults as the bearer of socially significant methods of action and truly moral relations.
An adult will contribute to the development of a child’s individuality if he forms in him a theoretical, scientific type of thinking that allows him to pay attention to the most significant connections and relationships of the world around him. But not always in their work teachers and parents fulfill such requirements necessary for the complete mental development of a teenager. And “we often see how students, moving from class to class, are increasingly burdened by the burden of learning, how many of them avoid it,” writes the famous teacher Sh.A. Amonashvili.
To help children learn, it is necessary to clearly imagine that the most important component of scientific thinking, which a child masters at school, is not only to identify what is essential in the world around him, but also the ability to justify, evaluate, and control his actions, his choice of one or another method of action. This means that when assessment Adults should proceed from learning results based on special criteria that reflect the true indicators of the child’s development, and not the success in performing certain particular, albeit rather complex, actions.
If there is a younger teenager in the family, how do they ask him about school affairs: what grade did he get today or what did he learn today. The difference in questions also reflects the essence of the problem of decreased interest in learning in early adolescence. In the question of assessment, only the result is involuntarily given importance, and the assessment measures the abilities, hard work and other qualities of the student. The result of the teaching is very important, but it is not expressed only in the assessment. It is expressed in the child’s real knowledge and skills. The difficulty arises in the fact that parents, often without realizing it, adjust their attitude towards their child in accordance with his school success. A child’s success in learning is determined by many factors, including parents’ faith in his strengths and capabilities, real help and support from parents, and not another lecture about a bad grade or pointless efforts to rewrite homework several times.
To change your attitude towards a child’s successes and failures in learning, you need to understand what caused them. Maybe there is an idol on his way, which, according to Sukhomlinsky, lies in wait for the child at school. Idol is an assessment. Assessment often becomes very important in a child's life. On the part of the adult, it must assume, first of all, such criteria as are known to the child himself. Then the assessment becomes meaningful, and the child learns to evaluate his progress in mastering the material. Self-learning will encourage the child to continue learning. In this regard, parents can do a lot for their children if they themselves try to see the meaningful side of the assessment and teach this vision to the child, and not focus blindly on the social meaning of assessments.
Modern research shows that a child cannot constantly be in a situation of consuming ready-made knowledge. He wants and knows how to teach him. Be active and independent in educational and cognitive activities. He acts and is formed in it as a personality. In order for this to happen, so that the child is as greedy for knowledge as he was in preschool age, and just as eager to act like an adult, parents must encourage him in his studies in every way, welcoming the slightest successes and not focusing on temporary failures. Sometimes this is not easy to do; it requires the joint work of the teacher and parents. But it justifies itself all the more because its goal is always noble: creating favorable conditions for personal development. Coming to school not only at the request of the teacher, not only with claims of his “bias,” but coming to him as a like-minded person, as a person who is interested in the development of your child - this is a new relationship for parents that arises with the admission of the child to school. Implementing them can be no less difficult than restructuring ideas about the child himself, and even his own methods of education. But they need to be built in a worthy manner, since both you and the teachers are for the child representatives of the adult world, where he so strives to get to.
The younger teenager is just developing general ways of orienting himself in the essential properties of things and phenomena. He is still just learning to distinguish between the random and the natural in all areas of human life, he is just developing criteria for assessing himself and others. He is still just learning to act from the standpoint of his assessment, arbitrarily choosing a method of behavior. If adults do not give him real, meaningful assessments, he will replace them with fetishes and idols that hide the essence of things and human relationships. Without seeing, without knowing, without grounds for free choice and evaluation, he will follow the random properties of things. about stereotypes and templates.
26.10.2017
When your child needs your love most,
when he deserves it least.
Erma Bombek
In the course of life, each of us experiences certain emotional states. They define the levelinformation and energyexchange of a person and the direction of his behavior. Emotions can greatly control us. Their absence is no exception. After all, this is an emotional state that allows us to describe a person’s behavior as special.
WHAT IS PSYCHOEMOTIONAL STATE?
PSYCHOEMOTIONAL CONDITIONS - a special form of human mental states,
experiences with the manifestation of an emotional response to one’s attitude to the surrounding reality and to oneself;
those states that are regulated primarily by the emotional-volitional sphere and cover emotional reactions and emotional relationships;
relatively stable experiences.
Emotional states that arise in a person during any activity influence his mental state, the general state of the body, and his behavior in a given situation. They affect both the processes of cognition and personality development, and the quality of life in general.
The significance of the problem of emotional states hardly needs justification.
Emotional manifestations in response to reality are necessary for a person, since they regulate his well-being and functional state. Emotional deficiency reduces the activity of the central nervous system and can cause decreased performance. Excessive influence of emotiogenic factors can cause a state of neuropsychic tension and disruption of higher nervous activity. Optimal emotional arousal is a condition for readiness for activity and its health-promoting implementation.
Psycho-emotional state is the basis of personal health.
We were all teenagers at one time and went through difficulties. adolescence. But only when we become parents can we fully appreciate the problems of children of this period of life.
Psychologists identify the followingtypes psycho-emotional state of adolescents:
activity - passivity;
passion - indifference;
excitement - lethargy;
tension - emancipation;
fear - joy;
decisiveness - confusion;
hope - doom;
anxiety - serenity;
confidence is self-doubt.
Despite the fact that these mental processes are opposite, in adolescents they can alternate and change over short periods of time. This is duehormonal stormand may be typical for an absolutely healthy, normal child. Now he can talk to you in a friendly manner, and two minutes later he can withdraw into himself or create a scandal and leave, slamming the door. And even this is not a cause for concern, but just a variant of the norm.
However, those states , which predominate in the child’s behavior at this age, contribute to the formation of corresponding character traits (high or low self-esteem, anxiety or cheerfulness, optimism or pessimism, etc.), and this will affect his entire future life.
PSYCHOLOGICAL FEATURES OF ADOLESCENCE:
Positive changeshappening to a teenager:
manifestation of a sense of adulthood;
growth of self-awareness, self-esteem, self-regulation;
increased attention to one's appearance;
demonstrating independence in acquiring knowledge and skills;
emergence of cognitive motivation;
the desire to be not worse, but better than others.
Negative changes:
vulnerable unstable psyche;
increased excitability:
causeless temper;
high anxiety;
manifestation of egocentrism;
depressive states;
deliberate manipulation of adults;
internal conflict with oneself and others;
increased negative attitude towards adults;
fear of loneliness (thoughts of suicide),
lead to emotional disorders and behavioral deviations. Difficulties in the development of adaptive and social qualities in general lead to impaired mental and psychological health in adolescents.
DIAGNOSIS METHODS
PSYCHOEMOTIONAL STATE OF A TEENAGER.
To obtain timely and reliable information about the psycho-emotional manifestations of a child, to determine the causes of violations in his learning, behavior and development, it is necessary to use various diagnostic methods to identify children at risk who need correction of emotional disturbances.
Observation is a classical method, used in psychological research as an additional diagnostic method, which does not reduce its value and significance. Purposeful tracking of the specifics and changes in the emotional states of schoolchildren occurs in the process of various types of activities. Based on the observation, the experimenter (class teacher) draws up various scales and enters the results into state assessment cards. Observation in psychological research is often used in conjunction with the method of expert assessment.
Conversation and survey can be either an independent or an additional diagnostic method used to obtain the necessary information or clarify what was not clear enough during observation.
Questionnaires, tests, diagnostic techniques
| Techniques | Age | Purpose of the technique | Brief description of the technique |
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| Projective technique “School Drawing” | from 10-11 years old | Target : determining the child’s attitude towards school and the level of school anxiety. | The child is given an A4 sheet of paper, colored pencils and asked: “Draw a school here on a piece of paper.” Conversation, clarifying questions about what was drawn, comments are written on the back of the drawing. Processing the results : The emotional attitude towards school and learning is assessed according to 3 indicators: color spectrum line and character of the drawing plot of the drawing |
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| Methodology "Tree with men" (test task) | from 10-11 years old | Target : studying the socio-psychological aspects of students’ self-esteem in the context of determining their own place in the study group of classmates (identifying the socio-psychological level of adaptation of the individual in the social group, the degree of school adaptation of the student in the study group (class)). | Instructions: « Consider this tree. You see a lot of little people on it and next to it. Each of them has a different mood and they occupy a different position. Take a red marker and circle the person who reminds you of yourself, is similar to you, your mood at the new school and your situation. We will check how attentive you are.Please note that each branch of the tree can be equal to your achievements and successes. Now take a green marker and circle the person you would like to be and in whose place you would like to be.” |
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| Projective technique | from 10-11 years old | Target: identifying the emotional background of students’ development. | Instructions: In front of you is an information card on whichthe most typical emotional states of a person are presented. Consider them. Think about which of them you yourself have experienced, in which situations(with younger schoolchildren you can discuss situations in which certain emotions are manifested). Now write the word on the piece of paper"school" , choose 2-3 emotions that you most often experience at school and draw them. Write the word"house" and do the same. Write the word"classmates (peers).” What emotions do you think your classmates (peers) experience most often? Choose 2-3 emotions and draw them. Write the word"teacher", choose 2-3 emotions that teachers most often experience in class and draw them. Now write the word"parents" and draw the emotional states that parents most often experience. |
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| Questionnaire S.V. Levchenko “Feelings at school” | from 10-11 years old (grades 4-11) | Target: create an “emotional portrait of the class.” | Emotional well-being plays a huge role in a person’s life: they help them understand the world around them, communicate with each other, and be successful in various fields.A positive attitude is a powerful motivator of activity:something that is attractive, pleasant, and full of joy is performed with special enthusiasm. This technique allows you to clearly see the mood of the class, its “emotional portrait.” Instructions: The questionnaire contains a list of 16 feelings, of which you are asked to select only 8 and mark with«+» those,« which you most often experience at school" . |
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| Methodology "Colored Letters" | from 11-12 years old | Purpose of the study: determining the psychological comfort of students in different lessons. | The research method is quite simple to use. It is necessary to have a form for each student with a printed list of subjects studied in the class. In the form, each subject corresponds to an empty square, which, in accordance with the instructions, must be painted in a color that determines the student’s state in a particular lesson. The study is preceded by familiarization with the instructions, which are read out by a psychologist. Instructions: “Paint the square corresponding to this or that object with the color that determinesyour state in this lesson.You are offered 8colors: red, yellow, blue, green, black, gray, purple. According to your choice, the same color can be selected several times, some colors may not be used at all.” |
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| Methodology for studying student satisfaction school life (developed by associate professor A.A. Andreev) | from 11-12 years old | Target: determine the degree of student satisfaction with school life. Progress. | Instructions: Students are asked to read (listen to) 10 statements and rate the degree of agreement with their content on the following scale: 4 - completely agree; 3 - agree; 2 - hard to say; 1 - disagree; 0 - completely disagree. |
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| Phillips method for diagnosing the level of school anxiety | from 10-11 years old | Target: study of the level and nature of anxiety associated with school in children of primary and secondary school age (grades 4-9) | The test consists of 58 questions, which can be read by schoolchildren, or can be offered in written form. Each question requires a clear answer “yes” or “no”. Instructions: “Guys, now you will be offered a questionnaire, which consists of questions abouthow do you feel at school. Try to answer sincerely and truthfully, there are no right or wrong, good or bad answers. Don't think about the questions for too long. |
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| Methodology Ch.D. Spielberger to identify personal and situational anxiety (adapted into Russian by Yu.L. Khanin) | from 11-12 years old | Target: research on the level of situational and personal anxiety of a child | Testing according to the Spielberger-Khanin method is carried out using two forms of 20 judgment questions: one form for measuring indicators of situational anxiety, and the second for measuring the level of personal anxiety. The study can be carried out individually or in a group. Instructions: read each of the given sentences and cross out the number in the corresponding column on the right, depending on how you feel at the moment. Don't overthink the questions because there are no right or wrong answers. |
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| SAN technique (methodology and diagnostics of well-being, activity and mood) | from 14-15 years old | Target: Express assessment of well-being, activity and mood. | Description of the SAN technique. The questionnaire consists of 30 pairs of opposing characteristics, according to which the subject is asked to evaluate his condition. Each pair represents a scale on which the subject notes the degree of severity of one or another characteristic of his condition. Instructions for the SAN technique. You are asked to describe your current state using a table consisting of 30 pairs of polar characteristics. In each pair, you must choose the characteristic that most accurately describes your condition, and mark the number that corresponds to the degree of expression of this characteristic. |
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| Methodology for studying self-attitude (M IS ) | from 13-14 years old | Target : Method MISdesigned to study the student's ideas about himself. | Instructions for the student. You are asked to complete the following task, which contains 110 questions in the form of possible statements about your character traits, habits, interests, etc. There can be no “good” or “bad” answers to these questions, because... Every person has the right to his own point of view. In order for the results obtained based on your answers to be the most informative and fruitful for concretizing your own idea of yourself, you need to try to choose the most accurate and reliable answers “agree - disagree”, which will be recorded by you in the appropriate positions of the form. |
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| Bass-Darkie Aggression Questionnaire | from 14-15 years old | Target : studying the state of aggression in adolescents | Instructions. From Say “yes” if you agree with the statement and “no” if you disagree. Try not to think about questions for a long time. |
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| Diagnosis of personal aggressiveness and conflict (E.P. Iilin, P.A. Kovalev) | from 14-15 years old | Target : The technique is intended to identify the subject’s propensity for conflict and aggressiveness as a personal characteristic. | Instructions: you are presented with a series of statements. If you agree with the statement in the answer form, put the “+” sign (“yes”) in the appropriate box; if you disagree, put the sign«-» ("No") |
CONCLUSION:
The problem of emotional disorders and their correction is one of the most important in child psychology.
The range of emotional disorders in adolescence is extremely wide. These may be mood disorders, behavioral disorders, psychomotor disorders.
There are various methods for diagnosing psycho-emotional experiences and deviations in the behavior of a teenager.
A well-organized corrective system of psychological influences on the child is needed, aimed at mitigating his emotional discomfort, increasing his activity and independence, eliminating secondary personal reactions caused by emotional disorders, such as aggressiveness, increased excitability, anxious suspiciousness, etc.
Patience, the ability to understand and forgive, endurance, love and faith in a growing child will give us, adults, strength, and will give him a chance to live up to our hopes, to become a self-sufficient person in the future, with a strong inner core, with a high level of emotional and social intelligence, a realPERSONALITY.