Introduction

1. Theoretical aspects of the influence of television programs on the mental state of adolescents

1.1. Psychological state of a teenager’s personality

1.2. The nature and structure of aggression

1.2.1. Drive theory (psychoanalytic approach)

1.2.2. Ecological approach

1.2.3. Frustration theory (homeostatic model)

1.2.4. Social learning theory (behavioral model)

1.3. The cult of scandals in the media

2. Practical part of the analysis of the influence of television programs on the psychological state of adolescents

2.1. Methodology for conducting experimental work

2.2. Analysis of the results of experimental work

Conclusion

Bibliography:

Introduction

Currently, the influence of the media on personality has increased significantly. Television currently occupies a dominant position among the media. If in the late 70s and early 80s a television was considered a luxury, today television has become firmly established in the everyday life of almost every family. Gradually, television is replacing newspapers and magazines and seriously competing with radio. Competition with the press is explained by the emergence of new technologies on television:

a) Digital television

b) Teletext

c) Computer technology

d) Satellite television

In this regard, the efficiency of information transfer has noticeably increased and, as a result, the ability to control the purity of the airwaves has become difficult. It turned out to be much easier to obtain information through television than in any other way. For example, in order to read a newspaper, you need to go and buy it; watching a film in a cinema turned out to be much more difficult than choosing it to watch from 5-12 television programs, and in many European regions the number of programs already exceeds 20.

The above proves that television has become the most accessible and in a simple way obtaining information.

Let's consider the influence of television on the mental state of adolescents. To do this, let’s first understand the psychological state of a teenager and clarify which category of people we will consider teenagers.

1. Theoretical aspects of the influence of television programs on the mental state of adolescents

1.1. Psychological state of a teenager’s personality

The main characteristics of the branches of developmental psychology are: child psychology, psychology of a primary school student, psychology of a teenager, psychology of adolescence, psychology of an adult.

Let's consider the psychology of a teenager and determine how strongly a person is influenced at this age. This period completes the preparation for an independent life of a person, the formation of values, worldview, choice professional activity and affirmation of the civic significance of the individual. As a result and under the influence of these social and personal factors, the entire system of relationships between the young man and the people around him is restructured and his attitude towards himself changes. Because of this social position, his attitude to school, to socially useful activities and studies changes, and a certain relationship is established between the interests of the future profession, educational interests and motives of behavior.

As a result of psychological research, it has been established that the individual development of a person and the formation of his personality occurs primarily as a result of active interaction with the environment. IN different periods In human life, the relationship between the social and the biological is ambiguous. With age, the influence of the social factor on a person’s psychological development increases.

The different-time sequence of biological and social maturation is expressed in contradictions that are more often observed in adolescence.

Here is what N.F. Dobrynin writes: “We can assume that age-related characteristics are expressed, first of all, in the anatomical and physiological features characteristic of a given period of growth and development. At the same time, with age, the growing individual’s attitude to learning, to himself, to the surrounding reality changes, and the significance of all this for a given individual changes. Significance changes because a person’s needs, interests, beliefs change, his views and attitudes towards everything around him and towards himself change. This change in significance is determined by a person's interaction with the surrounding social environment in which he lives, learns and acts. A person not only enters into these social relations, but also forms part of these relations.

A significant characteristic, especially for a teenager, at this age is a change in attitude towards oneself, coloring all his actions and therefore expressed quite noticeably in most cases, although sometimes disguised, which, however, does not destroy his effective role.

The growth of self-awareness is a characteristic feature of the personality of a senior school student. The level of self-awareness also determines the level of demands that older schoolchildren place on the people around them and on themselves. They become more critical and place high demands on the moral character of adults and peers.

I. S. Kon noted: “The growth of self-awareness and interest in one’s own “I” in young men is associated not only with puberty, as the biogenetic school in psychology believed. The child grew, changed, gained strength and adolescence, and yet this did not make him craving for introspection. If this happens now, it is primarily because physical maturation is at the same time a social symptom, a sign of maturation, maturation, which is noticed and closely watched by others, adults and peers. The contradictory situation of a teenager, the change in his social roles and level of aspirations - this is what first of all actualizes the question: “Who am I?”

During this period there is a transition from external control to self-government. But any control presupposes the presence of information about the object. Hence, during self-government, the subject’s information about himself must be present, that is, self-awareness.

The most valuable acquisition of early youth is the discovery of your inner world. Discovering your inner world is a very important, joyful and exciting event, but it also causes a lot of anxiety and drama. Along with the awareness of one’s uniqueness, uniqueness, and difference from others comes a feeling of loneliness. The youthful “I” is still vague, vague, diffuse, it is often experienced as vague anxiety or a feeling of inner emptiness that needs to be filled with something. Hence, the need for communication grows and at the same time selectivity of communication and the need for privacy appear.

To understand the mechanisms of development of mental properties of secondary school students school age it is necessary to keep in view their two main sources: natural data (innate biological, including genetic) and social factors (family characteristics, upbringing, training and other forms of social relations that shape personality).

The most interesting in the study of age in general and adolescence in particular are still the classics of Russian psychology: L. S. Vygotsky, D. B. Elkonin, L. I. Bozhovich. The works of such famous scientists as A. P. Krakovsky, V. A. Krutetsky, A. I. Kochetov, D. I. Feldshtein, T. V. Dragunova, L. F. Obukhova, G. A. Tsukerman, S. A. Belicheva and many others. In foreign psychology, various authors turned to the study of adolescence: S. Freud, J. Piaget, E. Erikson, A. Freud, H. Remschmidt, K. Levin, E. Spranger, St. Hall et al.

Domestic research on teenagers that appeared after the 60s of the twentieth century can be divided into pre- and post-perestroika works. The difference between them is that in the latter the two trends discussed above are clearly visible, namely: a certain influence of Western theories, on the one hand, and a focus on modern changes in society, on the other. This can be seen quite noticeably in a number of recent publications covering, among other things, adolescence (works by D.I. Feldshtein, L.F. Obukhova, T.V. Dragunova, G.A. Tsukerman and many others).

There are many studies, hypotheses and theories of adolescence. Most authors define this stage of child development as the transition from childhood to adulthood. According to Explanatory dictionary V. Dahl, the word “teenager” means “a child in his teens.” “In general, this is the period of the end of childhood and the beginning of “growing out” of it” (V. Dahl, 1989).

Psychologists are of the opinion that any age, including adolescence, does not have clear boundaries, and if they exist, they are very conditional. This opinion is dictated by the research of anthropologists (M. Mead, R. Benedict and others), who, while studying a number of tribes, drew attention to the short duration and invisibility of the teenage period there. It was convincingly demonstrated that adolescence is nothing more than a fact of our civilization, that the nature of adolescence depends on the complexity of society, on the distance that it establishes between age groups, on the method of transition from one group to another. After the works of M. Mead and a number of other studies, adolescence begins to be viewed not as a psychological transformation caused by puberty, but as a cultural process of a child’s entry into the social life of an adult.

T.V. Dragunova, analyzing the views on adolescence not only of anthropologists, but also psychologists and biologists, argues that this period of development among different peoples and cultures proceeds differently and has different age limits. She believes that age boundaries can both converge and expand, increasing the transition period. According to the author, the number of years it takes to transition from childhood to adulthood has increased significantly in modern society(T.V. Dragunova, 1972).

This idea coincides with the point of view of L.S. Vygotsky, who notes that the three phases of maturation in adolescents in a civilized society often do not coincide: “Puberty begins and ends before the teenager reaches the final stage of his socio-cultural formation” (L.S. Vygotsky, 1984). This mismatch of maturation phases gives rise to considerable difficulties. The fact is that puberty is ahead of organic, and then, in turn, social, which leads to some imbalances in the development of a teenager. The thought of L.S. seems interesting and productive. Vygotsky on the importance of historical time for the development of a teenager. In his opinion, the cultural and historical environment and immediate surroundings most influence this particular age. At the same time, the influence of the environment can both narrow and significantly expand the boundaries of adolescence. The more sexual, organic and social maturation coincide, the shorter the period of transition from childhood to adulthood, and the more they diverge in time, the longer this period becomes, the longer the transition.

According to the German philosopher and psychologist E. Spranger, adolescence is the age of growing into culture. He wrote that mental development is the ingrowth of the individual psyche into the objective and normative spirit of a given era. But examining adolescence requires a clear vision of its boundaries. There are several definitions of the boundaries of this life span. For example, G. Grim limits adolescence to the age of 12-15 years for girls and 13-16 years for boys. According to A. Gezzel, the transition from childhood to adulthood lasts from 11 to 21 years. And J. Birren believes that this period covers 12-17 years. In the classification of D.B. Bramley this age is defined as 11-15 years. The same duration is indicated by the authors of a longitudinal study from the Institute of Human Development at the University of California. J. Piaget refers to adolescence as 12-15 years old (I.V. Dubrovina, 1987).

It seems that the boundaries of adolescence are most adequately delineated in the periodization of ontogenesis proposed by D.B. Elkonin, in which the emphasis is on the emergence of new mental formations caused by the change and development of leading types of activity. The boundaries of adolescence in this periodization are set between 11-15 years (D.B. Elkonin, 1989).

Let's consider the main neoplasms in adolescence. Unevenness, inconsistency, complexity mental development in adolescence are not accidental. Development is characterized by those more or less stable mental characteristics that have developed, as well as new qualities of personality and activity that first appear in at this age given the child’s existing education. These new qualitative changes in the personality structure, behavior, and activities of the child L.S. Vygotsky called mental new formations of age (L.S. Vygotsky, 1984). And in adolescence, there are psychological characteristics that are inherent in primary school age, and new psychological formations characteristic of this age stage of development.

The main neoplasm of adolescence, according to L.S. Vygotsky, is that now “a new character enters the drama of development, a new qualitatively unique factor - the personality of the teenager himself... In connection with the emergence of self-awareness, an immeasurably deeper and broader understanding of other people becomes possible for the teenager. Social development, which leads to the formation of personality, acquires in self-awareness a support for its further development” (L.S. Vygotsky, 1984).

As many authors note, the central point in the sphere of a teenager’s feelings is the “sense of adulthood.” The teenager begins to feel like an adult, strives to be and be considered one. He rejects his belonging to children, but he does not yet have a feeling of true full-fledged adulthood, but he has a great need for recognition of his adulthood by others.

D.B. Elkonin considers the most important new developments of adolescence to be the formation of self-esteem, a critical attitude towards other people, the desire for “adulthood” and independence, and the ability to obey the norms of collective life (D.B. Elkonin, 1989).

The main new development of this age, according to Sprangler, is the discovery of the “I”, the development of reflection, awareness of one’s own individuality and its properties; the emergence of a life plan, an attitude toward consciously building one’s own life; gradual integration into various spheres of life. This process goes from the inside to the outside: from the discovery of the “I” to practical inclusion in various types of life activities (I.S. Kon, 1989).

Many psychologists (Gezzel, Levin, Erikson, Blos) used the concept of “developmental task.” Thus, E. Erikson writes that adolescence is built around an identity crisis, consisting of a series of social and individual choices, identifications and self-determinations. Feelings of one’s uniqueness, individuality, and dissimilarity from others appear; in the negative version, a diffuse, vague “I” (E. Erikson, 1996).

The main idea of J. Piaget about the characteristics of adolescents is that they develop a new age-related ability - hypothetico-deductive thinking. According to the scientist, the main intellectual new formation of this period is the ability to reason with the help of verbally formulated hypotheses, rather than manipulations with specific objects; thinking develops to the stage of formal operations.

Michel Clé notes that the development of the intellectual sphere of a teenager is characterized by qualitative and quantitative changes that distinguish him from children's way knowledge of the world. The formation of cognitive abilities is marked by two main achievements: “the development of the ability for abstract thinking and the expansion of time perspective” (M. Kle, 1991). According to M. Klee, adolescence is also characterized by important changes in social connections and socialization, as the predominant influence of the family is gradually replaced by the influence of the peer group. These changes occur in two directions, in accordance with two development tasks:

1) release from parental care;

2) gradual integration into a peer group.

Many psychologists note that in adolescence, all cognitive processes without exception reach a very high level of development. The main new feature that appears in the psychology of a teenager compared to a child of primary school age is a higher level of self-awareness. Adolescence is the time of formation of true individuality, independence in learning and work.

Adolescence is a period of increased emotionality, which manifests itself in mild excitability, passion, and frequent mood changes in adolescents (I.V. Zapesotskaya, 2006).

Emotions arise only about such events or results of activity that are associated with motives. In activity theory, emotions are defined as a reflection of the relationship between the result of an activity and its motive. If, from the point of view of motive, the activity is successful, positive emotions arise; if negative, vice versa.

Based on materials obtained in the research of I.S. Kon and other psychologists, it can be argued that during adolescence a certain, relatively stable orientation of the personality already takes shape (I.S. Kon, 1989). It determines the moral side of his personality, as well as many features of his behavior in activity.

So, needs underlie all other drivers of human behavior, including the highest ones. Motives are a special series of incentives for behavior.

Among the specific human drivers of behavior, self-esteem occupies a special place. Its formation is closely related to the process of self-awareness, which develops especially intensively in adolescence. It is at this age that children often focus on the assessment of others, and self-esteem and self-respect are especially intensively formed.

The process of formation of self-awareness and, above all, such an important component of it as self-esteem, closely correlates with various psychological states of a teenager, in particular, such as anxiety, fears, self-doubt, etc. These are unique emotional indicators of the development of both self-esteem and self-awareness.

As noted by A.I. Zakharov, the fears experienced by teenagers are largely due to one of the main contradictions of this age: the contradiction between the teenager’s desire to be himself, to preserve his individuality and at the same time to be together with everyone, i.e. belong to the group, correspond to its values and norms (A.I. Zakharov, 2000). To resolve it, a teenager has two ways: either withdraw into himself at the cost of losing connections with peers, or give up excellent freedom, independence in judgments and assessments and completely submit to the group. In other words, the teenager faces the choice of either egocentrism or conformism. This contradictory situation in which a teenager finds himself is one of the main sources of his fears, which have obvious social conditioning.

One of the first places in this series is the fear of not being oneself, which essentially means the fear of change. Its “provocateur” is the teenager’s experiences caused by changes in his body image. Therefore, adolescents are so afraid of their own physical and mental deformity, which paradoxically is expressed in their intolerance of such shortcomings of other people or in obsessive thoughts about the deformity of their figure.

Adolescents are also characterized by fears of attack, fire, and getting sick, which is especially typical for boys, as well as the elements and confined spaces, which are more typical for girls. All of them are in the nature of fears and are in one way or another connected with the fear of death.

The number of fears in the area of interpersonal relationships, noted at previous ages, also increases at this age. One of the stimulants of such fears is the lack of emotionally warm relationships with parents, as well as conflictual relationships with them. This narrows the teenager’s social circle and leaves him alone with his peers. Since the value of communication at this age is extremely high, the teenager is afraid of losing this only channel of communication.

The consequences of fears are manifold, but the main one is increasing uncertainty, both in oneself and in other people. The first becomes a solid basis for wariness, and the second for suspicion. As a result, this results in a biased attitude towards people, conflict and isolation of the “I”. All this A.I. Zakharov also qualifies it as a manifestation of obsessive fears or anxiety. Obsessive fear (anxiety) is perceived by a teenager as something alien, occurring involuntarily, like some kind of obsession. Attempts to cope with it on your own only contribute to its strengthening and the growth of anxiety.

It has been established that at 13-14 years of age the feeling of anxiety is significantly higher than at 15-16 years of age. Moreover, if for the former it practically remains unchanged, then for the latter at 15 years of age it significantly decreases in comparison with the previous period, and at 16 years of age it rises sharply again.

And one more interesting fact. If at 13-14 years old (grades 7-8) there are no differences in the level of anxiety between boys and girls, then at 16 years old (grade 10) this level is higher for girls than for boys. Thus, anxiety at the age of 13-14 is an age characteristic that overlaps individual developmental characteristics, which is desirable to take into account in terms of preventing the mental development of a teenager.

Comparing the dynamics of anxiety with the dynamics of self-esteem, it is easy to detect their close interdependence, especially in high school. The higher and more adequate the self-esteem, the less anxiety and the more confidence in oneself and one’s capabilities (A.M. Prikhozhan, 2000).

Another feature in the development of a teenager’s self-awareness is a heightened sense of self-esteem. Often a teenager feels that they want to humiliate him. He, as noted above, is generally characterized by an increased need for human kindness. He reacts painfully to falsehood and pretense, although he often behaves in a similar way (T.V. Molodtsova, 1997).

So, although 15-16-year-old teenagers have all aspects of a person’s self-awareness, there is no need to talk about its completeness and formation. This conclusion is also true for the period of early adolescence (16-17 years old).

As for early adolescence, it is difficult to talk about the structural readiness of self-awareness. Some of its components are just being formed.

The emotional distress of adolescents is not directly related to the material well-being of the family and is not always related to those parameters that are considered important at this age: studies, communication with peers. It turns out that teenagers suffer most from the loss or significant deterioration of emotional contacts with their parents (no matter how “adult” and independent of their parents they try to appear to themselves and others).

Unfortunately, parents for the most part, busy with their own problems, do not very often think about what price their growing children can and do pay for their employment. But the emotional depression of modern teenagers leads to a delay social development, character conflicts and, ultimately, maladjustment in society.

Thus, the boundaries of adolescence (between 11-15 years) are most adequately delineated in the periodization of ontogenesis proposed by D.B. Elkonin, in which the emphasis is on the emergence of new mental formations caused by the change and development of leading types of activity. Most researchers define middle school age as the transition from childhood to adulthood (D.B. Elkonin, 1989).

New developments of adolescence include: the formation of self-esteem, a critical attitude towards other people, the desire for “adulthood” and independence, the ability to obey the norms of collective life, and the development of the intellectual sphere. Adolescence is a period of increased emotionality, which manifests itself in slight excitability, passion, anxiety, and frequent mood swings in adolescents.

REPUBLIC OF CRIMEA

(RESEARCH ARTICLE)

Work completed:

Kozlovskaya Olga Viktorovna

biology teacher

municipal budget

educational institution

"Saki high school No. 2"

Saki city of the Republic of Crimea

SAKI-2016

Theses

PSYCHOLOGICAL STUDY OF TENDENCY TO NEUROTIC CONDITIONS IN ADOLESCENTS

The relevance of research.

Purpose of the study - studying the influence of stress on the formation of neurotic states in adolescents.

Research objectives :

It should be noted that the formation of neurotic states is due to a high level of aggressiveness, anxiety, extraversion, and emotional instability.Our research will be useful and necessary not only for parents and teachers, but also for school psychologists who can early stage the formation of neurotic states to carry out psychocorrective and psychoprophylactic work.

WITH OBSESSION

INTRODUCTION………………………………………………………………………………4

CHAPTER I . THEORETICAL FOUNDATIONS OF THE PROBLEM OF PSYCHOLOGICAL FEATURES OF STRESS IN DOMESTIC AND FOREIGN LITERATURE... .................................................................. ..... .. 7

1.2. Peculiarities of manifestation of psychological stress………………..8

1.3. PsychologicalPeculiarities of manifestation of anxiety in adolescents……………………………………………………………………………….....…12

1.4. Psychological characteristics development of the emotional sphere in adolescence……………………………………………………………16

Conclusions to the sectionI………………………………………………………..16

CHAPTER II . EMPIRICAL STUDY OF PSYCHOLOGICAL FEATURES OF STRESS IN ADOLESCENTS …………………………………………………………………………………..…..…………..17

2.1. Characteristics of groups of subjects……………………………17

2.2. Research methods and techniques…………………………………17

2.3. Analysis of the results obtained and their interpretation……………..20

CONCLUSIONS……………………………………………………………………23

CONCLUSION…………………………………………………….……25

List of used literature…………………………………….27

INTRODUCTION

The relevance of research. Studying the manifestations of stress in adolescents is one of the current problems of psychology. Its theoretical significance is determined by the need to identify general patterns of stress in adolescents.

Neurotic state - a protective adaptation to the reality of an insecure person caused by a traumatic situation. Neurotic conditions very often lead to neuroses, which, in turn, are divided into three types:neurasthenia, obsessive-compulsive disorder and hysteria.

Thus, neurosis is a psychogenic disease of a developing personality, therefore it is influenced by everything that can complicate the process of personality formation in children and contribute to a general increase in neuropsychic stress in parents. Early diagnosis neurotic conditions in adolescents will prevent the formation of neuroses and will help teachers, school psychologists and parents pay timely attention to the problems of adolescence.

Mental issues in adolescence have always worried psychologists, because... It is during adolescence that the basic character traits, style of behavior of a person, his habits, life orientations, etc. are laid. And the further progress will depend on how positively this stage is completed. adulthood a person, one of the factors that can interfere with the normal development of personality may be the emotional stress suffered, and as a result, the development of a neurotic state.

Neuroses in children and adolescents are the most common type of neuropsychic pathology. Initially, neuroses represent an emotional disorder that arises mainly in conditions of disrupted relationships in the family, primarily with the mother, who is usually the person closest to the child in the first years of his life. An equally pathogenic role is played by relationships with peers, significant adults, as well as problems that arise at school (overwork, heavy workload at school, asthenia, decreased concentration and overall performance)

Object of study - psychological characteristics of the manifestation of stress in adolescents.

Subject of study - Features of the manifestation of stress in girls and boys during adolescence.

Purpose of the study - study of the influence of stress on the formation of neurotic states in adolescents.

Research hypothesis. The formation of neurotic states in adolescents is determined by their level and type of aggressive reactions, anxiety, extraversion or introversion.There are differences in the manifestation of stress reactions in teenage boys and girls.

In accordance with the purpose and hypothesis of the study, we decided on the following:tasks :

1. To study the characteristics of the manifestation and occurrence of stress in adolescents.

2. Identify the causes of stress in adolescents, namely, investigate the manifestation of aggression and anxiety.

3. Determine the mechanism of stress in a teenager.

4. Conduct an empirical study aimed at diagnosing neurotic conditions in adolescents, establishing the difference in their manifestation between boys and girls.

Research methods:

Anxiety research (Spielberg-Hanin questionnaire)

Diagnosis of the state of aggression (Bass-Darkey questionnaire)

Questionnaire by G. Eysenck

Theoretical and methodological The basis of our work was the research of famous psychologists who are devoted to the problems of adolescence, the relationship of neurotic disorders with the characteristics of mental development, and provisions on periods of age-related crises.

CHAPTERI. THEORETICAL FOUNDATIONS OF THE PROBLEM OF PSYCHOLOGICAL FEATURES OF STRESS IN DOMESTIC AND FOREIGN LITERATURE.

1. Psychological characteristics of adolescence

Adolescence is a stage of ontogenetic development between childhood and adulthood (from 11-12 to 16-17 years), which is characterized by qualitative changes associated with puberty and entry into adulthood.

We proceed from the fact that personality development is determined not only by innate characteristics, not only by social conditions, but also by the internal position, which in adolescence is formed with the development of self-awareness.

Adolescence is a cultural formation that has historical and social conditioning. The teenage stage in personality development does not have stable boundaries and, with the development of culture, is pushed back to an increasingly older age and increases in duration.

Adolescence is characterized by the potential for a person to consciously and purposefully enter culture. The intellectual potential in adolescence is already similar to the intelligence of an adult; the fundamental difference between the thinking of a teenager and an adult is only that a teenager has less life and intellectual experience. Mastering the research principle of cognition of reality can become one of the ways for a teenager to enter the cultural space.

At this age, the formation of complex forms of analytical and synthetic activity and the formation of abstract, theoretical thinking occur. What is important is the teenager’s sense of belonging to a special “teenage” community, the values of which are the basis for his own moral assessments.A feature of adolescence is the formation of self-awareness, a characteristic feature of which is the emergence in adolescents of the ability and need to know themselves as a person, possessing qualities that are inherent to them, in contrast to other people. During this period of life, a teenager begins to actively gild information.

1.2. Features of the manifestation of psychological stress.

Forms of manifestation of stress.

Psychological stress can manifest itself in changes in various functional systems of the body, and the intensity of the disturbances can vary from a slight change in emotional mood to such serious diseases as a stomach ulcer or myocardial infarction. There are several ways to classify stress reactions, but for psychologists the most promising is to divide them intobehavioral, intellectual, emotional Andphysiological manifestations of stress (in this case, biochemical and hormonal processes are also conventionally classified as physiological manifestations).

Emotional manifestations of stress

Emotional manifestations of stress affect various aspects of the psyche. First of all, this concerns the characteristics of the general emotional background, which acquires a negative, gloomy, pessimistic connotation. With prolonged stress, a person becomes more anxious compared to his normal state, loses faith in success and, in the case of particularly prolonged stress, can become depressed. Against the background of such an altered mood, a person experiencing stress experiences stronger emotional outbursts, most often of a negative nature. These can be emotional reactions of irritability, anger, aggression, even affective states.

Prolonged or repeated short-term stress can lead to a change in the entire character of a person, in which new traits appear or existing ones are strengthened:introversion, tendency to self-blame, low self-esteem, suspicion, aggressiveness etc.

Given certain prerequisites, all of the above changes go beyond the psychological norm and acquire features of psychopathology, which most often manifest themselves in the form of various neuroses (asthenic, neurosis of anxious anticipation, etc.). Negative emotional states (fear, anxiety, pessimism, negativism, increased aggressiveness) are both consequences and prerequisites for the development of stress. A study of the characteristics of educational stress showed that fear of the future (as a factor provoking the occurrence of stressfulcondition) contributed to the development of such manifestations of stress as increased anxiety, self-doubt, depressed mood, intrusive negative thoughts and a feeling of helplessness.

1.3. Features of anxiety in adolescents

An important place in modern psychology is occupied by the study of aspects of anxious behavior. The problem of anxiety is especially acute for adolescent children. Due to a number of age-related characteristics, adolescence is often called the “age of anxiety.” Teenagers are worried about their appearance, about problems at school, relationships with parents, teachers, and peers. And misunderstanding on the part of adults only intensifies the unpleasant sensations.

The problem of anxiety is one of the most pressing problems in modern psychology. Among the negative experiences of a person, anxiety occupies a special place in adolescence; it often leads to a decrease in performance, productivity, and difficulties in communication. In a state of anxiety, a teenager experiences not just one emotion, but some combination of different emotions, each of which affects his social relationships, somatic state, perception, thinking, and behavior. It should be borne in mind that anxiety in teenage boys and girls can be caused by different emotions. The key emotion in the subjective experience of anxiety is fear. It is necessary to distinguish between anxiety as a state and anxiety as a personality trait of adolescents. Anxiety is a reaction to an impending danger, real or imaginary, an emotional state of diffuse, objectless fear, characterized by an uncertain feeling of threat (as opposed to fear, which is a reaction to a very definite danger). Anxiety is an individual psychological feature consisting of an increased tendency to experience anxiety in various life situations, including those whose objective characteristics do not predispose to this.

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

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

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

It has been noticed that the intensity of the experience of anxiety and the level of anxiety in boys and girls are different.

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

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

Thus, issues of studying adolescent anxiety occupy a significant place in modern psychology. Among the most pressing issues is identifying the causes and methods of correcting anxious behavior. Not least important is the study of gender differences in the manifestation of anxiety.

1.4. Psychological features of the development of the emotional sphere in adolescence.

Many works are devoted to the psychological aspects of the development of a teenager’s personality. At this age, the intellectual apparatus is finally formed, which makes it possible to meaningfully construct one’s own worldview, individual value system and self-concept. The self-image at this time is unstable, less positive compared to primary school age, the peak of these changes occurs at approximately 12-13 years. Adolescence occupies a central place, the teenager solves the basic problem of developing a sense of role identity, which absorbs not only the system of current role identifications, but also the experience accumulated in the previous stages of development, synthesizes it and becomes the basis for the further development of the personality of an adult. .

During the teenage period of a person’s life, of course, the emotional sphere also undergoes significant changes. What happens to the development of the emotional sphere of a teenager?

It has been established that with age, children begin to better identify emotions; in adolescence, the boundaries of “emotional” concepts become clearer: for example, young children use the same term to designate a wider range of emotional phenomena than older children. Adolescents have recorded a significant expansion of the vocabulary of emotions as they grow older and an increase in the number of parameters according to which emotions differ.

Studies have shown that teenagers worry about a variety of life events more vividly and intensely compared not only to adults, but also to children. This applies to both positive and negative emotions. If a teenager is happy, “one hundred percent”, but if something upsets him, then he feels terribly unhappy. These states of unbridled joy and deep despair can quickly replace each other; the prevailing mood of a teenager, even over the course of one day, is rarely “black” or “white”, but usually “zebra striped.”

Many authors associate such a surge in the emotional life of adolescents primarily with the balance of two main types of nervous processes - excitation and inhibition. In adolescence, compared with “middle childhood” (age 7-11 years) and with adulthood, general excitement increases, and all types of inhibition weaken. Thus, it turns out that the same life events cause a more vivid emotional response in adolescents and it is much more difficult for them to calm down.

Meanwhile, the emotions and feelings of adolescents are more related to their inner life. Outwardly, they are expressed to a lesser extent than in children. And even in the most confidential conversations, teenagers often do not talk about all their experiences.

Another important feature of the emotional sphere of adolescents is the possibility of coexistence of emotions and feelings of opposite directions. For example, young people can love and hate someone at the same time, and both feelings can be completely sincere.

There is evidence that the so-called “difficult” dysfunctional adolescents (prone to violations of discipline and illegal acts) differ clearly from their prosperous peers, including in that they experience boredom especially often and intensely. That is, they do not know how to make their life bright, varied and interesting.

Emotional development The development of teenage boys differs from that of girls. It is believed that girls are more emotional and they worry more intensely than boys about a variety of reasons; they like to talk about their feelings more. It’s just that this is due to the fact that in our society, manifestations of emotions and feelings are welcomed in girls, but not in boys.

However, they have different emotional reactions to difficult situations. Girls more often experience “glitches” in the emotional sphere - their mood changes sharply, tears appear, etc. Boys, on the other hand, react to a greater extent by changing their behavior - for example, they can flare up or become rude. They most often avoid showing emotions as such. But they behave more noisily, many of their actions are accompanied by unnecessary movements (they cannot sit still, they twirl something in their hands, etc.). Such violent reactions are an attempt to shift responsibility for failures from oneself to surrounding circumstances or simply to “relieve” internal tension through shouting and unnecessary movements.

The peak of emotional instability in boys occurs at the age of 11-13 years, and in girls - 13-15 years. It turns out that 13 years is the age of peak emotional instability for both. It is at this age that interactions between teenagers and adults are most difficult. Thus, teachers note that discipline is most often violated by 7th grade students, i.e. at the age of 13. Many adults also note a surge of a kind of schadenfreude in 13-year-old teenagers: for example, they find other people’s troubles funny, are hostile towards the elderly and disabled, etc.

According to V.G. Kazanskaya, teenagers tend to get stuck on their emotions, both positive and negative. As a result, teenagers, especially girls, sometimes literally “bathe in their emotions” and react without much enthusiasm to the attempts of others to help them, to get them interested in some specific activity.

To summarize, it should be noted that in addition to the intensification of emotions and feelings, and even in opposition to them, the ability to self-regulate them develops in adolescence. A teenager who is more capable of intense and varied emotions also becomes more capable of inhibiting them through volitional effort.

Considering that adolescence is characterized as a period of increased emotionality, which manifests itself in mild excitability, mood swings, a combination of polar qualities appearing alternately, and also not forgetting that some features of the emotional reactions of adolescence are rooted in hormonal and physiological processes, it should be assumed that during this period of a growing person’s life, increased anxiety, aggressiveness, various fears and anxieties can easily arise.

Conclusion s to section I

Stress is a systemic reaction of the body to any biological, chemical, physical, psychological impact that has adaptive significance.

Neurotic conditions can be called sthe influence of unfavorable factors and expressed in disturbances in the emotional sphere of a person and various autonomic disorders. The main cause of neurosis is various kinds of social conflicts (quarrels, grievances, unfair treatment from others, emotional stress, etc.), as a result of which a person may experience a painful experience of failure, internal conflicts, a feeling of unattainability of life goals, irreparable loss and etc.

As the main manifestationsneurotic conditionsThere are various disturbances in the emotional sphere: depressed mood, tearfulness, anxiety, fear, increased anxiety,verbal or indirect aggression,despair, intolerance, irritability.In the practical part of our work, we will try to study these manifestations and show the difference in their manifestation in boys and girls.

SECTION II. EMPIRICAL RESEARCH NEUROTIC CONDITIONS IN ADOLESCENTS

2.1 Characteristics of groups of subjects

The goal of our work is to identify neurotic conditions in adolescents. The study involved 30 (15 boys and 15 girls) teenagers – students of the Municipal Budgetary Educational Institution “Sakskaya Secondary School No. 2”. The age of teenagers is 12 -13 years.

In our work, we used the following diagnostic methods: the Bass-Darki aggression diagnostic questionnaire, the Spielberg-Hanin anxiety questionnaire, the Eysenck questionnairefor diagnosing exraversion, introversion and emotional stability.

2.2 Research methods and techniques

To diagnose aggressive and hostile reactions of adolescents, we usedBass-Darkey questionnaire.

A. Bassa, who adopted a number of provisions of his predecessors, separated the concepts of aggression and hostility and defined the latter as: “... a reaction that develops negative feelings and negative assessments of people and events.” When creating their questionnaire differentiating manifestations of aggression and hostility, A. Bassa and A. Darki identified the following types of reactions:

1. Physical aggression - the use of physical force against another person.

2. Indirect aggression - aggression directed in a roundabout way at another person or not directed at anyone.

3. Irritation - readiness to express negative feelings at the slightest excitement (hot temper, rudeness).

4. Negativism is an oppositional manner of behavior from passive resistance to active struggle against established customs and laws.

5. Resentment - envy and hatred of others for real and fictitious actions.

6. Suspicion - ranging from distrust and wariness of people to the belief that other people are planning and causing harm.

7. Verbal aggression - the expression of negative feelings both through form (screaming, screeching) and through the content of verbal responses (curses, threats).

8. Guilt - expresses the subject’s possible belief that he is bad person that evil is being done, as well as the remorse of conscience felt by him.

The hostility index includes scales 5 and 6, and the aggressiveness index (both direct and motivational) includes 1, 3, 7.

Testing was carried out in collective form, in a calm, relaxed environment, where teenagers were presented with 75 statements to which they had to answer either “yes” or “no”.

To diagnose adolescent anxiety, we usedquestionnaire Spielberg-Hanina

Measuring anxiety as a personality property is especially important, since this property largely determines the subject’s behavior. A certain level of anxiety is a natural and obligatory feature of an active personality. Each person has their own optimal, or desired, level of anxiety - this is the so-called useful anxiety. A person’s assessment of his condition in this regard is for him an essential component of self-control and self-education.

Personal anxiety is understood as a stable individual characteristic that reflects a subject’s predisposition to anxiety and presupposes his tendency to perceive a fairly wide range of situations as threatening, responding to each of them with a specific reaction. As a predisposition, personal anxiety is activated by the perception of certain stimuli that are regarded by a person as dangerous to self-esteem and self-esteem. Situational or reactive anxiety as a condition is characterized by subjectively experienced emotions: tension, anxiety, concern, nervousness. This condition occurs as an emotional reaction to a stressful situation and can vary in intensity and dynamics over time.

Individuals classified as anxious tend to perceive a threat to their self-esteem and functioning in a wide range of situations and react with a very pronounced state of anxiety. If psychological test expresses a high level of personal anxiety in the subject, this gives reason to assume that he will develop a state of anxiety in a variety of situations, especially when they relate to the assessment of his competence and prestige.

For diagnostics aimedto identify extraversion-introversionteenagers were used by usquestionnaire G. Eysenck, whoincludes a description of various mental states, the presence of which the subject must confirm or deny. The questionnaire makes it possible to determine the level of anxiety, frustration, aggression and rigidity.

The results of psychological testing using the Eysenck questionnaire for diagnosing properties and determining the type of temperament are in Table 2.3. 1.

Table 2.3.1

Eysenck questionnaire data

Extroversion – introversion

12(40 %)

18 (60 %)

Neuroticism is emotional. stability

21 (70 %)

9 (30 %)

According to the results of this technique, we can observe that extraversion is more pronounced in girls than in boys. 18 girls, which is 60% of the entire sample, are more sociable, enterprising, restless, prefer to spend time in fun company, active. Boys, unlike girls, are more emotionally unstable. 21 boys, which is 70% of the total number of subjects, are more unstable, irritable, emotionally labile, and conflict-prone.

The testing data for the Bass-Darki Aggression Questionnaire are located in Table 2.3.2.

Table 2.3.2

Bass-Darkey Aggression Questionnaire

The table results show that boyscompared to girlsphysical and verbal aggression is more pronounced, as well as a general aggressiveness index. Compared to boys, girls have higher levels of negativism, irritability, resentment, indirect aggression and expressed feelings of guilt. The suspicion scale is almost equally represented in both boys and girls.

Table 2.3.3 shows the indicators according to the methodologyassessments of anxiety and aggressiveness B.D. Spielberger and Yu.L. Hanina.

Table 2.3.3

As a result of this technique, it is clear thatanxiety is more prevalent in girls than in boys.18 girls, which is 67 percent, have the highest anxiety, compared to boys, whose anxiety level is 33 percent. Non-aggressive reactions are equally represented in both groups: in 10% of boys and 11% of girls. It should be noted that in nine adolescents no non-aggressive reactions were detected at all. Again, both girls and boys are prone to aggressive reactions. 12% of girls and 13% of boys show increased aggressiveness, while this indicator was not found in five adolescents in the study group.

conclusions

As a result of a theoretical analysis of the literature and an empirical study, it was established that adolescence is characterized by the development of neurotic states, which are most often determined by the presence of stress. It should be noted that the formation of neurotic states is due to a high level of aggressiveness, anxiety, extraversion, and emotional instability.

It has been established that there are differences in the manifestation of stress reactions in girls and boys. For example, teenage girls have the most pronounced tendency to indirect and verbal aggression, and boys have the most pronounced tendency to verbal and physical aggression. In general, the indicators of types of aggression in adolescent boys and girls differ slightly.

In girls, the number of aggressive reactions clearly dominates over the number of non-aggressive ones (adolescents’ responses contain obvious condemnation, insult or threat towards another person), that is, these subjects clearly have a motive for aggression; In addition, girls have a predominant level of negativism, resentment, and irritability.

In boys, the number of aggressive reactions dominates over the number of non-aggressive ones (adolescents’ responses contain a clear insult or threat to another person), that is, these subjects clearly have a motive for aggression; however, boys are more emotionally stable compared to girls. In addition, girls are more extroverted in relation to boys.

Thus, based on the conducted eempiricalresearch we can conclude thatdegree of expression of components, which can lead to neurotic conditions, varies among teenagers. 30 high school students took part in the studyand in 27 of them a tendency to the formation of neurotic states can be established. Our research will be useful and necessary not only for parents and teachers, but also for school psychologists who can carry out psychocorrectional and psychoprophylactic work at the early stage of the formation of neurotic states.

CONCLUSION

One of the striking features of adolescence is personal instability. It manifests itself in partial changes in mood, affective “explosiveness”, i.e. emotional lability associated with the process of puberty, physiological changes in the body. The causes of teenage problems are varied. One of them is the desire to establish themselves and stand out, combined with a protest against the norms and rules existing in society. This protest can lead a teenager to one of many informal groups of various kinds, and can push him to run away from home and become a vagrand. In particularly difficult situations, adolescents may exhibit suicidal behavior - thoughts of death, corresponding threats, and suicide attempts.

IN Within adolescence, both boys and girls, there are age periods with higher and more low level manifestations aggressive behavior. Manifestation structure various forms aggression is determined simultaneously by both age and gender characteristics: in adolescent boys, all indicators of aggression are much more pronounced than in girls. In boys, unlike girls (in girls, aggressiveness mainly exists potentially- in forms of fear or dependence), aggression is revealed as a tendency or reality of behavior. In adolescent boys, direct physical and verbal aggression predominates; In contrast, in girls the indirect verbal form of aggression predominates.

To prevent aggressive behavior, it is necessary to teach adolescents the skills of positive communication, interaction with other members of society, and the ability to find alternative peaceful ways to resolve conflicts.

Based on a theoretical analysis of the literature on the research problem, we formulated the following hypothesis: there are differences in stress reactions in teenage boys and girls. The purpose of the empirical research carried out as part of our work was to identify differences in the level of aggressiveness, neuroticism, and anxiety in girls and boys.

The results of the experimental study showed thatthe degree of severity of the components of aggressive behavior,neuroticism, anxiousAdolescent behavior varies.

Thus, the goal of our study - to study the problem of the manifestation of stress reactions in adolescence between boys and girls, and to identify differences in the level of aggressiveness in boys and girls - has been achieved; tasks have been accomplished.

LIST OF REFERENCES USED

James W. Psychology. M., Pedagogy. 1991.-369 p.

Lisina M.I. Communication, personality and the child’s psyche / ed. Ruzskoy A.G. –M.: Publishing house “Institute of Practical Psychology”, Voronezh: NPO “MODEK”, 1997.-384 p.

Mukhina V.S. Age-related psychology. – M., 1997.- 288s

Prikhozhan A.M. School anxiety and self-esteem in older adolescence // Psychological problems of improving the quality of education and education. M., 1984. – 489 p.

Bern S. Gender psychology. – St. Petersburg: Prime-Eurosign, 2006. – 320 p.

Volkov B.S. Psychology of a teenager. – St. Petersburg: PoR, 2006. – 160 p.

Rean A.A., Trofimova N.B. Gender differences in the structure of anxiety in adolescents. // Current problems of the activities of practical psychologists. Minsk: Moscow State University, 2003. pp. 6–7.

Remschmidt X. Adolescence and adolescence: Problems of personality development. M.: Mir, 2004. – 319 p.

Romitsina E.E. Methodology “Multidimensional assessment of children's anxiety.” – St. Petersburg: Rech, 2006. – 112 p.

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 - lack of self-confidence.

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 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 your 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 classic 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 various types 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
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 recorded on back side 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
Methodology "Tree with people" (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.”
Projective technique "Map of emotional states" (author's development -Svetlana Panchenko, Candidate of Psychological Sciences)	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.
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 to learn the world, communicate with each other, 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" .
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.”
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.
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.
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.
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 select the characteristic that most accurately describes your condition and mark the number that corresponds to the degree of expression of this characteristic.
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.
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.
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.

Exist various methods diagnosing psycho-emotional experiences, 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.

The process of formation of self-awareness and. First of all, such an important component as self-esteem closely correlates with various psychological states of a teenager, in particular, such as anxiety, fears, self-doubt, etc. These are unique emotional indicators of the development of both self-esteem and self-awareness.

As A.I. Zakharov notes, the fears experienced by teenagers are largely due to one of the main contradictions of this age: the contradiction between the teenager’s desire to be himself, to preserve his individuality and at the same time to be together with everyone, i.e. belong to the group, correspond to its values and norms." To resolve it, the teenager has two ways: either withdraw into himself at the cost of losing connections with peers, or give up excellent freedom, independence in judgments and assessments and completely submit to the group. In other words, the teenager faces the choice of either egocentrism or conformism.This contradictory situation in which a teenager finds himself is one of the main sources of his fears, which have obvious social conditioning;

At this age, the number of fears in the field of interpersonal relationships, which were noted at previous ages, also increases. One of the stimulants of such fears is the lack of emotionally warm relationships with parents, as well as conflictual relationships with them. This narrows the teenager’s social circle and leaves him alone with his peers. Since the value of communication at this age is extremely high, the teenager is afraid of losing this only channel of communication.

The consequences of fears are manifold, but the main one is increasing uncertainty, both in oneself and in other people. The first becomes a solid basis for wariness, and the second for suspicion. As a result, this results in a biased attitude towards people, conflict and isolation of the “I”. A.I. Zakharov also qualifies all this as a manifestation of obsessive fears or anxiety. Obsessive fear (anxiety) is perceived by a teenager as something alien, occurring involuntarily, like some kind of obsession. Attempts to cope with it on your own only contribute to its strengthening and the growth of anxiety.”

At the age of 16 (10th grade), this level is higher for girls than for boys. Thus, anxiety at the age of 13-14 is an age characteristic that overlaps individual developmental characteristics, which is desirable to take into account in terms of preventing the mental development of a teenager.

By comparing the dynamics of anxiety with the dynamics of self-esteem, it is easy to detect their close interdependence. and especially in high school. The higher and more adequate the self-esteem, the less anxiety and the more confidence in oneself and one’s capabilities.

As for the younger one adolescence, then it is difficult to talk about the structural readiness of self-awareness. Some of its components are just being formed.