Adolescence This is one of the most important and fundamental stages in the development of a child. It is during this period that parents need to look very carefully at the behavior of the child. At least 20% of adolescents from year to year experience serious psychological problems, which later can lead to severe disorders and more deplorable circumstances. Therefore, it is very important to take the necessary actions in time and, if necessary, take the child to a psychologist.

Adolescence is the time when a child begins to become independent, when he tries to behave like an adult, however, while still being a child. In some moments, they may already act like mature people, while in other situations they cannot yet make an adult decision. Therefore, during this period, the environment is very important, various kinds of propaganda take place everywhere, false stereotypes and priorities are imposed on children. Be careful!

But despite this state of affairs, the child still needs to be given freedom. You can’t control it all the time and put a bunch of bans, because of this it can only get worse. The child needs to be trusted and told about it so that he feels responsible for his actions. Give the teenager the opportunity to experiment with his independence, let him try to work for summer holidays, will go to the camp or on a trip, etc. Always be ready to help, give the right advice. Sometimes it makes more sense to give a child some experience within the walls of their own home than to get it on the street, for example, by allowing them to try alcohol.

Reminder for parents

Remember, if a child has similar behavior, which is given below, then there is no cause for concern. It is normal that a teenager behaves like this, he needs it:

1. Mess in the room. This is the most common complaint of parents, but it is not a cause for concern and such behavior does not entail a serious psychological problem.
2. Little communication. A teenager needs solitude, sometimes he needs to be alone with himself: listen to music, think, talk on the phone, etc. Try not to control his life, limit yourself to questions about homework and how the day went, do not torment the child with constant questions about his friends and problems.
3. The appearance of idols. Finding an idal, the child tries to establish his own identity.
4. Weird clothes and hair. It is a form of protest that fades with time. Try to quarrel less on this basis with the child and focus less.
5. Mood variability. Such fluctuations are typical for most adolescents, this may be due to certain events or relationships with peers. If this issue does not affect studying proccess, then this is not a cause for concern.

If the child had the following violations, then you need to pay close attention to this issue and consult a doctor:

1. Loss of interest in usual activities.
2. Lack of friends and interest in them.
3. Constant insomnia.
4. A sharp decline in school performance.
5. Frequent walks.
6. The protest of the child against the usual rules.
7. Aggression and hatred towards people.
8. Smoking and drinking alcohol.
9. Melancholy, depression, suicidal thoughts.
10. Active interest in religion.

graduate work

1.4 Features mental states teenagers

The transitional period is usually referred to as a period of increased emotionality, which manifests itself in mild excitability, passion, frequent shift moods, etc. However, in this case it is necessary to distinguish between general emotional reactivity and various specific affects and drives. Some features of the mental reactions of the transitional period are rooted in hormonal and physiological processes. Physiologists explain adolescent mental imbalance and its characteristic abrupt mood swings, transitions from exaltation to depression and from depression to exaltation with an increase in general excitation at puberty and a weakening of all types of conditioned inhibition.

However, the emotional reactions and behavior of adolescents, not to mention young men, cannot be explained solely by hormonal shifts. They also depend on social factors and conditions of upbringing, and individual typological differences often prevail over age differences. One of the first places is occupied by the emotional and psychological atmosphere in the family. The more restless, tense she is, the more vividly the adolescent's emotional instability will manifest itself (Lebedinskaya K.S., 1988).

The greater the amplitude will be mood swings, nervous breakdowns, the greater the likelihood of developing character and personality accentuations first, and then psychopathy. The psychological difficulties of growing up, the inconsistency of the level of claims and the image of the "I" often lead to the fact that emotional tension, typical for a teenager, also captures the years of youth.

The emotional problems of adolescence have different origins. Adolescent dysmorphomania syndrome - preoccupation with one's body and appearance, fear or delirium of a physical defect. A sharp increase in transitional age The number of personality disorders is mainly due to the fact that children do not have such disorders at all due to the underdevelopment of their self-awareness. Painful symptoms and anxiety that appear in adolescents are often not so much a reaction to the specific difficulties of the age itself, but a manifestation of the delayed effect of earlier mental traumas (Kraig G., 2008).

The growth of anxiety in adolescence may be the result of certain intrapersonal conflicts and inadequate development of self-esteem, as well as conflicts between adolescents both with peers, communication with whom is of particular importance, and with adults (parents, teachers), with whom the teenager is actively fighting for autonomy. At this age, the process of learning how to overcome life's difficulties and negative mental states is still actively continuing, a special role in the success of which belongs to emotionally supportive relationships on the part of the reference group. Successful mastery of these methods can prevent the consolidation of anxiety as a sustainable personality formation (Dubinko N.A., 2007).

Frustration theory loses sight of the fact that in fact the most important role for each individual is played by the psychological significance of frustration. Depending on the general situation and characteristics of the individual, his life (adaptive) experience, the strength of frustration can be different. Therefore, it is the psychological significance in this case that determines whether a person's reactions will be aggressive or not. In this regard, E. Fromm (2004) pointed out that the determining factor for predicting the consequences of frustration and their intensity is the nature of the individual. It depends on its originality, firstly, what causes frustration in a person and, secondly, how intensely and in what way he will react to frustration.

Irritability and excitability are also typical features of teenagers. Physiologists explain this by the rapid puberty that occurs during this period of life. A distinctive feature of the physiological manifestations of adolescents is that they can emotionally respond to weak stimuli and not respond to strong ones. Finally, there may be such a state nervous system when irritability generally causes an unexpected, inadequate reaction.

During this period of life, girls may experience mood swings, increased tearfulness, and resentment. Boys have motor disinhibition, they are excessively mobile, and even when they are sitting, their arms, legs, torso, head are not at rest for a minute (Kraig G., 2008).

Changes in appearance are potentially more painful for girls than for boys, since appearance is more significant for them. Therefore, in girls, the self-concept correlates more strongly with the assessment of the attractiveness of their body than with the assessment of its effectiveness. Confidence in one's own physical attractiveness is also interconnected with success in interpersonal communication and is manifested in self-presentations of appearance. A well-formed self-image physical development standards adopted in a group of peers and friends are emotionally experienced by girls more strongly and more often affect a generalized self-relationship, and is also a determining factor in social recognition and position in a group, successful gender identification (Rice F., 2010).

Mental development in adolescence is directly related to a change in the relationship of a teenager with peers and parents. While communication with peers takes on the character of an acute need for him, in relations with his parents there is a desire for isolation, emancipation. During this period, friendships become especially significant, assuming the desire for full understanding and acceptance of the other. Although the ability to understand the emotions of another person at this age is at the initial stage of its development, there is a gradual increase with age in the ability to empathize and contribute, which are components of the general ability to empathize. According to I.M. Yusupov (2002), empathy is a holistic psychological phenomenon that connects the conscious and subconscious instances of the psyche, the purpose of which is “penetration” into inner world another person or anthropomorphized object. The data of foreign researchers speak of pronounced links between empathy and moral behavior. It is the ability to empathize, contributing to the reduction of general anxiety and aggressiveness, increased in adolescence, that is the basis for friendly relations. Highly empathic children tend to attribute their failures in interpersonal interaction to internal causes, on the other hand, children with low empathy scores give them an external assessment. In addition, it was experimentally found that setting a sympathetic attitude towards another contributes to the emergence of a sense of guilt for the observed unfavorable object, which can reduce the likelihood of aggression (Dmitrieva T., 2002).

For most people, the transition from adolescence to adolescence is accompanied by an improvement in communication skills and overall mental well-being. Emotionally unbalanced, with signs of possible psychopathology, adolescents and young men are statistically a minority in their age group, not exceeding 10-20 percent of the total, i.e. almost the same as in adults (Rumyantseva T.G., 1992).

The discussion and analysis of the data made it possible to determine the difference in the psychological characteristics of the personality of children with different levels of aggressiveness. Based on the correlation analysis, a typology of aggressive children was compiled and significant independent variables were established that determine the occurrence of aggressive behavior.

The type of aggressive adolescent (boy) is distinguished by the relative uniformity of the motivational sphere, in which two tendencies are traced: to maintain mental balance and social well-being (dominance of comfort motives and achievement of social status). This indicates the desire for favorable conditions for life, study and recreation, gaining influence on others, but at the same time, the absence of motivational tendencies associated with self-actualization and the desire for personal development. Within the framework of the general typology of an aggressive teenager, three groups of children can be distinguished (Semenyuk L.M., 2008, p. 74).

1. Boys with neurotic tendencies. General characteristic such children are high anxiety, excitability combined with rapid exhaustion, increased sensitivity to stimuli, which causes inadequate affective outbursts, manifested in reactions of excitement, irritation and anger directed against someone from the immediate environment.

2. Boys with psychotic tendencies. A distinctive feature of these children is the mental inadequacy of the individual. They are characterized by autism, isolation, fenced off from the events of the surrounding world. All their actions, feelings, experiences are more subject to internal, endogenous laws than to influences from others. As a result, their thoughts, feelings and actions often arise unmotivated and seem, therefore, strange and paradoxical.

3. Boys with depressive tendencies. A distinctive feature of such adolescents is a dreary mood, depression, depression, reduced mental and motor activity, and a tendency to somatic disorders. They are characterized by a weaker adaptation to situational events, all kinds of traumatic experiences. Any kind of strenuous activity for them is difficult, unpleasant, proceeds with a feeling of excessive mental discomfort, quickly tires, causes a feeling of complete impotence and exhaustion. According to V. Desyatnikov (2004), adolescents with depressive disorders are characterized by disobedience, laziness, academic failure, pugnacity, and often run away from home.

In communication, aggressive boys prefer a straightforward-aggressive style. interpersonal relationships, characterized by straightforwardness, perseverance, intemperance, irascibility, unfriendliness towards others. The type of style of interpersonal relations depends on the direction and the predominant type of aggressive reactions of children.

The type of aggressive teenager (girl) is distinguished by the presence of motivational tendencies to maintain life support, comfort, and communication. This indicates the predominance of maintenance motives over developing motives in their motivational sphere. Such a motivational structure can be defined as a consumer (regressive profile) that mainly performs a function that provides, rather than develops, a person. Aggression is mainly characteristic of two categories of children.

1. Girls with psychotic tendencies. Common to them is increased tension and excitability, excessive concern for their own prestige, a painful reaction to criticism and remarks, selfishness, complacency and excessive conceit.

2. Girls extroverted type. The peculiarity of these girls is activity, ambition, desire for social recognition, leadership. They are distinguished by the need to communicate with people, the desire for idleness and entertainment, craving for sharp, exciting impressions. They often take risks, act impulsively and thoughtlessly, frivolously and carelessly due to low self-control of drives. Since the control over desires and actions is weakened, they are often aggressive and quick-tempered. At the same time, these girls have a good ability for volitional regulation of emotions: even when they encounter significant difficulties, they can show restraint and self-control, they know how to “tune in and get together” when necessary (Semenyuk L.M., 2008).

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Sections: School psychological service

The social situation of adolescent development

The age, which will be discussed, rarely attracts the special attention of 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 relationship with children, which is probably why they “rest” from parental and teacher worries, communicating with children from ten to twelve.

In domestic developmental psychology, the studied age falls on the period of younger adolescence. One way or another, the school is the most important social space (except for the family and neighbors), where the life events of the child 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 ties. The solution of this particular task involves experiencing oneself as the owner of the secret of one's own Self (opaque to others). The child begins to guard the boundaries of his own psychological space intensely using a wide variety of means that look to the observer as the appearance of secrecy, as if subtext in the child's relations with other people. At the same time, this is connected with the structuring of their psychological space - children start all sorts of hiding places, secluded places, notebooks, collections (for themselves). They decorate (as well as they can) their personal items - bicycles, notebooks, books, a bed, and the like. Often this looks like damage or soiling, as it is far from aesthetic perfection. Thus, children indicate the belonging of a thing, it acquires, as it were, more personal properties, becomes its own. It is the thing that first has for the child the properties of a mystery, known only to him. Such a "secret" thing indicates the degree of permissibility of the influence of another. The boundaries of the psychological space become tangible, even their accidental destruction causes a storm of feelings in the child. It seems that this is how the new with social connections is born. 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 “not real”, 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 for themselves, and this acquaintance cannot develop into a long 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 facts of such behavior at the “end of childhood” (10-12 years). This is one of the options, as the children call it, white lies. Often its content is inspired by probable family secrets - origin, degree of kinship, proximity to authority figures, and the like. The child can “test” these fictional facts of his own biography in communication with peers, but usually they are not of great interest to them. This phenomenon must be very important, although, unfortunately, it has been little studied in the specialized literature. It can be assumed that a fairly high degree of its distribution indicates the need for such “probes of oneself” as a moment in the development of the child. In addition to this phenomenon, as another facet of "probing oneself", one can also explore the change in the reading interests of children. At the end of childhood, they are more attracted to literature about their peers, and they real life, 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 his possibilities of change in relations with other people, focusing on the content of his I-concept and the concept of another person, where the most important formation appears - a unit of measurement of relations, a measure of correctness, as Mr. S. called it. Abramov. (1) This unit is born in the experience of another person’s impact on the subject boundaries of the 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 the loss the subject of a part of its property. An object that has been subjected to a destructive impact by another person becomes flawed and wrong.

Younger teenagers often give the impression of pedants, they are very worried if the correctness known to them is violated, especially in relation to themselves, for example, injustice, in their opinion, is manifested.

The measure of correctness is associated with children's awareness of the fact that relations 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, destroying the boundaries of the psychological space. The measure of correctness, the requirement to observe it is the basis for the development of the child's moral consciousness, aimed at preserving and developing the boundaries of the psychological space by strengthening its opacity for others. The resentment of children of this age towards adults is almost always connected with the fact that they violate the boundaries of the psychological space, make the child's secret self obvious to others. It is hard to watch the state of a child whose mother shames in front of the whole class for skipping school. The mother thinks 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 door. 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 like a right (good) boy, but it didn’t work out.

Modern psychologist Lorenz Kohlberg has studied the attitude of children towards moral dilemmas. The child was placed in a situation of an imaginary moral dilemma, in which he was not a participant, but could assess the situation of a person for whom following the correct norms came into conflict with the interests of other people. Children needed to evaluate a particular act of a person 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 given in the table, taking into account the approximate age limits.

For children in early adolescence, the tendency to "meet the expectations of others" prevails. 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, mastering of a measure of correctness (that is, justified, justified, necessary) in regulating the relationship of others to the Self and I to myself.)

In line with the resolution of the main contradiction of this age, through the embodiment of the experienced measure of correctness in its possibilities for arranging life, the child masters the most important human quality - diligence. industriousness- is not 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, in diligence, that attitude to life is manifested, which could be expressed as follows: "This is my life."

At this time, all the labor skills of the child are included in his psychological space as stable elements that organize him, since all his skills are associated with the expediency of the efforts spent on organizing his Self. At this time, a modern child at a very fast pace can master many "adults" skills related to working on machines (computer, car, etc.), working with tools, that is, tools. It is their properties that, as it were, embody the possible final goals of the action, which makes the initiatives of the child using these tools quite specific.
and feasible.

AT modern conditions this potential readiness of children to arrange life is realized in conditions when the social reality itself is very complex and the concept of a settled life becomes very indefinite.

This gives rise to a very difficult problem for adolescents to build a measure of correctness in assessing and understanding social relations. The skill of the child, which unfolds in objective activity, does not necessarily manifest itself in social relations or at school.

Development of intelligence in adolescence

The school in modern culture becomes a special tool with its own goals and objectives, it becomes the school within the school that has to be mastered according to specific laws, often looking quite fantastic (1).
Armed with imagination and the ability to act according to the rules (modeled after adult relationships), the child is in school. Imagination helps him act.
School childhood is a step in the formation of a child's personality. Its content can be briefly presented as follows: learn to correlate general and particular, generic and specific properties of objects, things and phenomena, people's relations, learn to organize one's 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 worldly experience, expressed in words as a means of thinking. scientific mindset, which the child acquires at school, orients him to general cultural patterns, norms, standards, patterns of interaction with the outside world. The concept of number, word, literary image, and so on, actions with the properties of the objective world, which form the basis of scientific thinking, make available to the direct experience of the child such aspects of reality that were inaccessible to him in personal experience.

Along with knowledge, books - textbooks - enter the life of a child. Working with them is one of the first steps in mastering the skills of self-education.
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 according to a model, and learns to evaluate it correctly.

The life of a child is dialog not only with the teacher, but also with scientific text. The peculiarity of such a dialogue is that it forms a scientific picture of the world in the child - it opens up objectively existing patterns for him, which gradually become elements of his thinking. Along with assimilation of 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 the action in the system of scientific concepts presupposes a clear identification of its interrelated individual stages. What am I doing? How am I doing? Why do I do this and not otherwise? In response to such questions about one's own actions, reflection is born of a qualitatively new property of the human psyche.

The younger adolescent begins to focus on general cultural patterns of action that he masters in dialogue with adults. Dialogue necessarily implies mutual understanding, the possibility and necessity of accepting the point of view of another person. In this sense, the communication of a younger teenager with a teacher opens up new forms of cooperation with others for him. Already by the sixth grade, a student can exercise control not only over his own work, but also over the work of his classmates, he can perform educational work on his own or in a pair with a friend. New types of cooperation with other people also improve the system of moral assessments of the child, introduce 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 doctrine lies in the fact that it is by its nature arbitrary, that is, it is not determined by the external, situational properties of things. When solving, for example, the problem of the number of apples for the situation of learning, it does not matter at all whether these apples are tasty or not, what color they are. In order to highlight the essential properties and relationships of things, the child needs to 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 formed in educational activities of the child. But without the help of adults, the child will not learn to control himself.

When the child himself learns to set himself the goal of the educational action and find the means to achieve it, his behavior acquires the characteristics of genuine arbitrariness.

The arbitrariness of behavior, the control of one's mental processes, 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 modes of action and truly moral relations.

An adult will contribute to the development of the child's individuality if he forms a theoretical, scientific type of thinking in him, which allows him to pay attention to the most significant connections and relations of the world around him. But not always in their work, teachers and parents fulfill such requirements, which are necessary for the full mental development of the undergrowth. 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 well-known teacher Sh.A. Amonashvili.

To help children in learning, one must clearly understand that the most important component of scientific thinking that a child masters at school is not only to highlight the essential in the world around him, but also the ability to justify, evaluate, control his actions, his choice of one or another method of action. This means that at evaluation learning outcomes, adults should proceed from special criteria that reflect the true indicators of the child's development, and not success in the performance of 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 declining interest in learning in early adolescence. In the question of assessment, only the result is involuntarily given importance, and the ability, diligence and other qualities of the student are measured by assessment. The result of the teaching is very important, but it is not expressed only in the assessment. It is expressed in the real knowledge and skills of the child. The difficulty arises in the fact that parents, often without realizing it, adjust their attitude towards the child in accordance with his school success. The success of a child in learning is determined by many factors, including the parents' faith in his strengths and abilities, real help and support from parents, and not just another lecture about a bad grade or senseless efforts to rewrite homework several times.

To change the attitude to the successes and failures of the child in learning, you need to understand what caused them. Maybe an idol stands in his way, which, according to Sukhomlinsky, lies in wait for the child at school. An idol is an appraisal. Evaluation is often of great importance in a child's life. On the part of an adult, it must first of all assume such criteria that 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 further learning. In this regard, parents can do a lot for their children if they try to see the content side of the assessment themselves and teach this vision to the child, and not blindly focus on the social significance of assessments.

Modern research shows that a child cannot always be in a situation of consuming ready-made knowledge. He wants and knows how to teach him. Be active, independent in educational and cognitive activities. He acts and is formed in it as a personality. For this to happen, for the child to be as greedy for knowledge as in preschool age, as eager to act as an adult, parents should encourage him in his studies in every way, welcoming the smallest successes and not focusing on temporary failures. It is sometimes not easy to do this, it requires the joint work of the teacher and parents. But it justifies itself all the more because its goal is always noble: the creation of favorable conditions for the development of the individual. To come to school not only at the request of the teacher, not only with claims to his "bias", but to come to him as a like-minded person, as a person who is interested in the development of your child - these are the new relationships for parents that arise with the admission of the child to school. Their implementation can be no less difficult than the restructuring of ideas about the child himself, and even his own methods of education. But they need to be built in a worthy way, since both you and the teachers are representatives of the adult world for the child, where he is so eager to get into.

The younger teenager is still only forming general ways of orienting in the essential properties of things and phenomena. He is still learning to distinguish between the random and the regular in all areas of human life, he is only developing criteria for evaluating himself and others. He is just learning to act from the standpoint of his assessment, arbitrarily choosing a way of behavior. If adults do not give him real, meaningful assessments, he will replace them with fetishes and idols that cover the essence of things and human relationships. Not seeing, not knowing, not having grounds for free choice and evaluation, he will go on about the random properties of things. about stereotypes and patterns.

_INTERNATIONAL SCIENTIFIC JOURNAL "INNOVATIVE SCIENCE" №05/2017 ISSN 2410-6070_

PSYCHOLOGICAL SCIENCES

A.E. Artyukhova

Student of the Department of SPP, VlSU, Bobchenko T.G.

Candidate of Psychological Sciences, Associate Professor of SPP, Vladimir State University, Russian Federation

EMOTIONAL STATES IN ADOLESCENTS

annotation

The article deals with the concept of emotional states, their features in adolescence, prevailing emotional states in adolescents and the level of their severity, the level of anxiety and frustration in adolescence, groups of problem adolescents are determined.

Keywords

Emotional states, adolescence, anxiety, frustration, a group of problem teenagers.

The study of the mechanisms of the emergence of emotional states is relevant for psychological science of our time, since the mental state of a person affects different kinds its activities, on the quality of life in general. Such studies in domestic psychology were carried out by E.P. Ilyin, V. Vilyunas, A.O. Prokhorov, L.V. Kulikov, N.D. Levitov. So E.P. Ilyin defines emotional states as mental states that arise in the process of the subject's life and determine not only the level of information and energy exchange, but also the direction of human behavior.

The emotional states of adolescents are characterized by a number of features: the ease of occurrence of emotional tension and psychological stress, a constant change of mood, the frequent appearance of an affective state, they are more susceptible to the influence of passions, a teenager clings to his emotions, which leads to locking himself in an endless circle of experiences (V.G. Kazanskaya), older students have the highest level of anxiety compared to other ages (V.R. Kislovskaya), they often feel guilty, in connection with this, they increasingly have such an emotional state as frustration, but at the same time they are prone to showing joy more than showing negative emotions(E.P. Ilyin).

The purpose of our study: to identify the predominant emotional states of adolescents - students of a general education school and the level of their severity. To achieve this goal, a testing method was used ("Self-assessment of mental states" by G.Yu. Eysenck, "The Scale of Differential Emotions (SDE)" by K. Izard). Research base: MAOU secondary school No. XX of the city of Vladimir. The study group consisted of: students of the 8th grade (age - 14-15 years). The number of subjects - 19 people, 8 boys, 11 girls. Let's describe the results.

1. Test "Self-assessment of mental states" (G. Yu. Aizenk).

41% of teenagers showed a high level of anxiety. Adolescents with high levels of anxiety experience an unknown, undefined danger that often exists only in the minds of these adolescents. Most often, they noted in themselves such qualities and states as uncertainty, restless sleep, despondency, naivety, fear of difficulties.

38% of the subjects have an average level of anxiety. These are more or less calm teenagers, quite active and sociable, although there are cases when there is anxiety that is not justified by the circumstances.

INTERNATIONAL SCIENTIFIC JOURNAL "INNOVATIVE SCIENCE" №05/2017 ISSN 2410-6070_

Low level anxiety has 21% of students. Adolescents with a low level of anxiety are sociable and proactive, but they are characterized by weak emotional involvement in various life situations, restraint of feelings.

The results of the study showed that 30% of the respondents have a high level of frustration. Adolescents with a high level of frustration often experience disappointment, anxiety, irritation, and even despair. Most often, they indicated that they lose heart when they fail, they feel defenseless, sometimes they experience a state of despair, in difficult times they want to be pitied, they are lost in front of difficulties, they consider their shortcomings to be irreparable.

37% of the subjects have an average level of frustration. The average level of frustration indicates that frustration occurs, but not very often. Such teenagers are greatly upset by failures, they often experience a state of despair, feel at a loss in the face of difficulties, sometimes behave like a child to be pitied.

33% of adolescents have a low level of frustration. Such teenagers have high self-esteem, failures and difficulties do not frighten them.

2. Scale of Differential Emotions (SDE). K. Izard.

Adolescents noted that they most often experience the following emotional states: despondency (13%), excitement (11%), attention (10%), composure (10%), pleasure (15%), happiness (18%), joy (13% ). Less often, adolescents observed the presence of such states as: surprised (8%); amazed (6%); startled (6%), angry (8%), insane (5%), disliked (7%), disgusted (8%), contemptuous (6%), dismissive (5%), intimidating (5%), fearful (7%), sowing panic (7%), shy (5%), timid (9%), regretful (8%), guilty (6%), concentrated (8%), sad (9%).

According to the results of the study, three groups of problem teenagers can be distinguished. The first group is adolescents with a high level of anxiety; these adolescents often experience such emotional states as despondency, timidity, and fear of difficulties. Preventive work with this group should include an increase in the level of emotional stability, the development of self-confidence, an increase in self-esteem, the development of self-control skills in a traumatic situation, and the reduction of fears. The second group - adolescents with a high level of frustration, they note in themselves such emotional states as excitement, anger, guilt, fear, despondency, brokenness. Preventive work with this group consists of considering the main causes of frustration and explaining them to adolescents, developing a correct understanding of difficulties in children, cultivating strong-willed character traits, cultivating endurance and self-control, and including adolescents in vigorous activity. The third group is adolescents with a high level of both anxiety and frustration; they often experience despondency, fear of difficulties, self-doubt, and a sense of helplessness. Preventive work in this group includes a decrease in the level of personal and situational anxiety, an increase in the level of emotional stability, the development of self-confidence, an increase in self-esteem, a decrease in fears, training in ways to relieve muscle and emotional stress, developing the ability to introspection, and developing self-control skills in a traumatic situation. Work should be carried out not only with adolescents themselves, but also with their parents, a team of teachers at school, it is also important to create an appropriate psychological atmosphere that contributes to the development of a sense of security in a teenager.

List of used literature:

1. Vilyunas V. Psychology of emotions: reader. - St. Petersburg: Peter, 2004. - 496 p.: ill. - (Anthology on psychology).

2. Ilyin E.P. Emotions and feelings. - St. Petersburg: Peter, 2001. - 752 p: ill. - (Series "Masters of Psychology").

3. Kazanskaya V.G. A teenager: the difficulties of growing up: a book for psychologists, teachers, parents. - 2nd edition, updated. - St. Petersburg: Peter, 2008. - 283 p.

4. Mental states. Reader / comp. Kulikov L.V. - St. Petersburg: Peter, 2010 - 512 p.

© Artyukhova A.E., 2017

A teenager and communication difficulties are almost synonymous concepts. A difficult, transitional, crisis age is all about adolescence, when a child aged 12-16 years old finds himself in an absolutely uncertain state, because childhood has already ended, as it were, but the real adulthood hasn't started yet.

More recently, an affectionate, understanding and obedient child turns into a sharp and aggressive teenager who ignores the requests of his parents and defiantly does everything as he sees fit. What happens to the child and how to help him go through this important life stage?

Physiological changes

When a child turns 12-14 years old, it is hard not to notice that during this period he starts to grow . So, some children grow 3-7 cm per year, which is a rather difficult test for the whole organism. Tubular bones grow most actively, rib cage, arms and legs, the teenager becomes disproportionate, coordination of movements may be impaired.

In addition to the growth of the skeleton itself, they restructure their work and internal organs : the activity of the pituitary gland changes, the growth rate of the muscular system increases, the metabolism accelerates. Also, the sex and thyroid glands begin to work more actively, the heart grows, and the volume of the lungs increases.

Maximum active sex hormones , due to which secondary sexual characteristics intensify in adolescents: in girls, breasts increase, menstruation appears, in boys, the voice mutates, an Adam's apple appears, hair grows on the face and body, wet dreams occur. Hormones provoke first - absolutely new sensations for the child, as well as difficulties with self-control and the adequacy of the perception of their actions.

As a result of all these cardinal physiological changes, a teenager may experience health problems . Frequent headaches, fatigue, unstable blood pressure, decreased alertness and lack of concentration are just a general list of possible complaints that parents should definitely pay attention to.

: "By the number of hormonal and physiological changes teenage years can be compared, do not be surprised, with pregnancy. The body of a child changes as dramatically as the body of a woman who is preparing to become a mother, only during pregnancy this process is more compressed in time. Agree, such physiological changes cannot occur without a trace for the child's psyche, because everything is interconnected. The growth of the heart, lungs and system of blood vessels occurs in jerks, and as a result - insufficient saturation of the child's brain with oxygen. What does this lead to? Attention decreases, difficulties arise with working on several objects, for example, successfully solving a problem and simultaneously chatting with a neighbor on a desk becomes much more problematic. The child feels tired, does not want to go to school, study, make any effort to gain new knowledge. During such a period, parents need to understand the condition of the child, support his health and try to alleviate the symptoms that have arisen as much as possible.

Psychological changes

Of course, all the physiological changes we have outlined above clearly affect the psychological state of a teenager. Before the child there are many new challenges and difficulties with whom he has to face, he tries to start living and communicating in a new way, like an adult, but so far he does not always succeed.

because of external body changes to which the child is still, he may experience ambivalent attitude towards oneself : mixing feelings of pride and disgust, shame and joy, rejection and admiration. Teenagers can either become unnecessarily sloppy, protesting against their new body, or, conversely, pay much more attention to themselves, furiously examining each new pimple that has arisen in the mirror.

Also during this period, the teenager is observed. He begins to compare himself more and more actively with other boys and girls, often paying attention precisely to his weak sides feels insecure about his own abilities. Adolescent behavior in the company of peers contradictory:

• on the one hand, he strives at all costs be like everyone else On the other hand, he really wants stand out and stand out at any cost, and not always on the positive side;
• on the one hand, the child seeks to deserve respect and authority of comrades , with another - flaunts its own shortcomings .

Also during adolescence, the child often has problems at school : due to a decrease in the level of attention and concentration, academic performance worsens, moreover, a teenager is already requires a certain autonomy and independence , therefore, in response to the teacher's remarks, he answers sharply, defiantly and cynically. In adolescence, the child doubts everything, does not trust the experience of others, he needs to personally verify how the hypotheses correspond to the truth, the authority of the teacher no longer means anything to him.

Our mother- Manana tells : “My daughter is 15, and now the lessons for her are nothing. She used to study well, but now she says to all my moralizing about school: “Mom, why do I need this? Nobody in our class gets good grades, it's not fashionable! No one talks to nerds!” And what is the answer? How to motivate? I start talking about entering a university, all sorts of EITs, etc ... Snorting, like what kind of nonsense ... Recently I found an article on the Internet that a new trend has begun, where nerds are sexy, that smart people are back in trend. I printed it out and brought it to read. I don’t know how to motivate anymore… When will this trend reach us?”

School and education is not in the first place in a teenager, interest in other people, relationships with friends and the opposite sex overpowers the importance and necessity of obtaining new knowledge. A teenager is completely at the mercy of various emotional experiences, acutely perceives the criticism of friends, a tragedy can be a break with a loved one, a remark made in passing by parents or a teacher.

Despite the importance of the aspect of communication, in the dialogues of a teenager with friends, and especially with the opposite sex, swagger and deliberate rudeness can be observed. In addition to being considered "cool" in adolescent environment, after all, cultural behavior, in their opinion, is the lot of weaklings, such a reaction can also be explained by the emotional confusion of the child. He is still doesn't know how to communicate properly and just learning to build relationships. Parents should help a teenager in mastering this important skill.

Psychologist Natalya Karabuta tells : “If a teenager comes for advice to parents, it is very important to take such a conversation seriously, not to dismiss it, doing important adult things. Of course, it’s much easier to say “yes, I’m at your age”, “you’re still too young to think about this”, but such an approach will in no way solve the child’s problem. And if his parents do not want to help him, he will go to his friends for understanding and acceptance, and you will no longer be able to control how and what will happen there. Yes, a child can move out to study, but parents should accept the fact that in adolescence they go to school most often not to gain knowledge, but to communicate with peers. And if a child turned to you with problems like “if a friend turned up suddenly” or “he doesn’t love me”, you should not be shocked and send him to study algebra or do his homework in English. Sit down, talk heart to heart with the child, give some useful advice, tell a similar case from your life, because each of us had something similar. Don't treat your teenager like an unintelligent child. Imagine that your friend came to consult you. Will you listen to him? During adolescence, it is very important for a parent to remain a person with whom the child can talk, who will understand, help and not judge, especially if the child has serious problems, such as an unplanned pregnancy or problems with the law.