Особливості прояву шкільної тривожності в дітей із затримкою психічного розвитку
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Дата
2024
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С.Макаренка
Анотація
У статті йдеться про важливість розрізнення термінів «тривожність», «тривога», «страх». Наведено низку поглядів науковців на ці поняття. Зазначено про основні види тривожності, зокрема, ситуативна тривожність.Зроблено акцент на тому, що найчастіше тривожність проявляється у дітей із затримкою психічного розвитку. Це зумовлено труднощами, з якими зустрічаються діти при виконанні завдань, що викликають у них різкі емоційні реакції, афективні спалахи. Розкрито поняття «шкільна тривожність», подано інформацію про причини, що призводять до шкільної дезадаптації. З’ясовано, що шкільна тривожність є ознакою шкільної дезадаптації та негативно впливає на всі сфери життєдіяльності учня, зокрема і на навчальну діяльність. Узагальнено, що тривога є однією з причин шкільних труднощів.
The article talks about the importance of distinguishing the terms "anxiety", "anxiety", "fear". A number of views of scientists on these concepts are given. Two main types of anxiety are noted, in particular, situational anxiety, i.e., caused by some specific situation that objectively worries and disturbs, and personal anxiety, which is defined as a personal trait that manifests itself in a constant tendency to experience anxiety in various life situations, and in such as are objectively groundless. Emphasis is placed on the fact that anxiety is most often manifested in children with mental retardation. This is due to the difficulties that children face when performing tasks that cause them to have sharp emotional reactions, affective outbursts. Their emotional sphere is characterized by immaturity, infantilism, instability of emotional reactions. Such a child gets tired quickly. Her strong‐willed qualities are at a low level: they do not know how to restrain their own emotions. It is difficult for them to enter a team, so they can show themselves quite aggressively and anxiously. The concept of "school anxiety" is revealed, information is provided about the reasons that lead to school maladjustment. It was found that school anxiety is a sign of school maladjustment and negatively affects all spheres of the student's life, including educational activities. And the high level of anxiety of children is one of the unfavorable factors that hinders the acquisition of quality education. It was determined that the main directions in the work of a teacher‐psychologist for correcting a high level of anxiety in children with mental retardation can be: the use of art therapy techniques and methods of fairy‐tale therapy, teaching these techniques and methods to parents and increasing the self‐esteem of students. In general, anxiety is one of the causes of school difficulties, therefore, one of the important factors in improving the effectiveness of educational activities is the creation of a favorable psychological climate in the educational team, and identifying the level of anxiety in students with special needs is one of the important tasks of a teacher‐psychologist, since such students differ instability of the emotional and volitional sphere.
The article talks about the importance of distinguishing the terms "anxiety", "anxiety", "fear". A number of views of scientists on these concepts are given. Two main types of anxiety are noted, in particular, situational anxiety, i.e., caused by some specific situation that objectively worries and disturbs, and personal anxiety, which is defined as a personal trait that manifests itself in a constant tendency to experience anxiety in various life situations, and in such as are objectively groundless. Emphasis is placed on the fact that anxiety is most often manifested in children with mental retardation. This is due to the difficulties that children face when performing tasks that cause them to have sharp emotional reactions, affective outbursts. Their emotional sphere is characterized by immaturity, infantilism, instability of emotional reactions. Such a child gets tired quickly. Her strong‐willed qualities are at a low level: they do not know how to restrain their own emotions. It is difficult for them to enter a team, so they can show themselves quite aggressively and anxiously. The concept of "school anxiety" is revealed, information is provided about the reasons that lead to school maladjustment. It was found that school anxiety is a sign of school maladjustment and negatively affects all spheres of the student's life, including educational activities. And the high level of anxiety of children is one of the unfavorable factors that hinders the acquisition of quality education. It was determined that the main directions in the work of a teacher‐psychologist for correcting a high level of anxiety in children with mental retardation can be: the use of art therapy techniques and methods of fairy‐tale therapy, teaching these techniques and methods to parents and increasing the self‐esteem of students. In general, anxiety is one of the causes of school difficulties, therefore, one of the important factors in improving the effectiveness of educational activities is the creation of a favorable psychological climate in the educational team, and identifying the level of anxiety in students with special needs is one of the important tasks of a teacher‐psychologist, since such students differ instability of the emotional and volitional sphere.
Опис
Ключові слова
стрес, ресурси, затримка психічного розвитку, тривожність, розлади, психологічна корекція, емоційний інтелект, особистісна тривожність, нервово‐психологічна стійкість, stress, resources, mental retardation, anxiety, disorders, psychological correction, emotional intelligence, personal anxiety, neuropsychological stability
Бібліографічний опис
Щетина Т. Особливості прояву шкільної тривожності в дітей із затримкою психічного розвитку [Текст] / Т. Щетина, О. Гашенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2024. – № 3 (137). – С. 152–160. – DOI: 10.24139/2312‐5993/2024.03/152‐160