Causes of stress in schoolchildren, their impact on the body and ways out of stressful situations. Causes of school stress

This work is devoted to the issues of stress in schoolchildren, their psychological health, prevention of stress and depression. In today's world, the occurrence of stressful situations is inevitable, you encounter them at every step, which arouses interest in studying the problem.

The paper considers the general and clinical picture of stress and depression.

The purpose of the work is to form a positive attitude towards a healthy lifestyle, to get acquainted with the problem of stress and its causes; identify the impact of stressful situations on the human body.

Monitoring of the state of psychological health of schoolchildren was carried out; cooperation was carried out with class teachers of grades 3,7,9 and 11; medical records of students were studied; cooperation was carried out with the medical staff of the children's polyclinic; with the oncologist of the city polyclinic Ostany A. A.; materials in the press concerning the problem of stress were studied; comparison of survey results junior schoolchildren, high school students and parents of students; the results obtained are classified; resulting in conclusions and recommendations.

The question raised in the work about the psychological health of schoolchildren is explained by the large number of various diseases among graduates. educational institutions and draws the attention of schoolchildren, teachers and parents to the problem of a healthy lifestyle and the role of environmental and social environmental factors influencing the occurrence of stress and the development of depression.

Our time is called the age of anxiety. Restless, fast-paced, unpredictable. The feeling of uncertainty about the future sharpens the perception of current events. Which already speaks of the stresses that modern life is full of.

The most universal reaction of the human psyche to their impact is anxiety. It arises in response to almost any changes in life situations, not only unfavorable, but also joyful. Especially often this happens in people with an anxious - suspicious nature, for which changes in the life stereotype easily cause restless thoughts, fears, memories, dreams. Anxiety is dangerous not only because it can acquire chronic course, but also the likelihood of developing against its background hypertension and peptic ulcer, neurodermatitis, eczema, cardiovascular diseases, rheumatoid arthritis, bronchial asthma, alcoholism, drug addiction, and, of course, stable depression.

According to research, there are fewer and fewer cheerful optimists around. The material and social crises of many families, the uncertain future, place an unbearable burden on the graduates of our schools.

STRESS CONSTRUCTIVE AND DESTRUCTIVE.

Stress or stimuli of one kind or another are an integral part of any human activity. You can't stand up without tensing your muscles. Life itself is a product of stress. For example, eating food irritates the digestive system, but being left without food and experiencing hunger is even more stressful. Stress of this nature is an example of "constructive" stress. This effect of stress on our body is positive.

Constructive stress does not lead to heart attacks, muscle spasm of the body and stomach ulcers.

A completely different kind of tension, “destructive” stress, on the contrary, is harmful. Or rather, our emotional reaction to external destructive stimuli, which life generously bestows on us, is harmful.

Stress can be both beneficial and harmful to the body. A sense of danger, nervous and mental tension - these are the springs that trigger a lot of physiological functions in our body. The breath stops, the heart is pounding, the brain is feverishly looking for a way out of this situation. The ability to concentrate sharply increases, the movements become fast, the strength seems to double. As soon as the dangerous situation is resolved, the body returns to its normal state. But the transferred stress has an effect: a person feels tired, his performance decreases, a feeling of lethargy appears and often a headache.

In modern society, the biological mechanism of stress often does a person a disservice. The main cause of anxiety for most of us is daily activities and relationships with people. Psychotraumatic situations last for hours and days, they still do not “resolve” in any way. This “preservation” of stress increases the risk of obesity, heart disease, depression, and a host of other diseases. Therefore, the feeling of weakness and headaches become constant companions of modern psychotraumatic situations.

And when we use the word “stress”, we mean exactly the phenomena that adversely affect us.

Stress can destroy and kill, although people try to ignore this possibility. The fatal role of stress in the development of diseases has been proven and beyond doubt. Stress contributes to the gradual destruction of human blood vessels. Studies have shown that for non-smokers who are over 30 years old, provided that they are not overweight and inactive, the main risk factor that leads to cardiovascular disease is stress.

It is generally accepted that stress pushes people to alcoholism. Nowadays, alcoholics exacerbate their situation by taking illegally obtained drugs in addition to legally available alcohol.

The ability to cope with stress only with the help of medication should serve as a serious signal. People often turn to alcohol, cigarettes, or prescribed or illegal drugs to counter unpleasant events or circumstances.

Many people simply ignore a fact that is well known to people: exercise is a natural way to relieve the emotional and physical symptoms of stress. Instead, people choose to take sleeping pills; then they do not have breakfast, because they feel very ill and have no appetite at all, and drink only a couple of cups of coffee.

And meanwhile, caffeine on an empty stomach inflates their nerves to such an extent that by noon they begin to suffer from a terrible headache, take strong painkillers, then “starve to death” eat tightly and quite possibly take a couple of sips of alcohol. There is a new surge of strength and vigor. But in the evening, when the time for sleep and rest comes, such people are too excited to fall asleep and take sleeping pills again, etc. The circle is closed, everything repeats itself from the beginning.

Stress, viruses and heredity are the main causes of cancer (according to the statistics of oncologists).

Registered today oncological diseases in Tuapse there are 300 people. It should be noted that over the past 10 years, the number of patients has doubled (!!!). In 1999, 155 people were registered. The causes of today's such serious diseases are stress and stressful situations suffered in the 90s of the twentieth century. The consequences of stress are obvious.

CLINICAL PICTURE OF STRESS AND DEPRESSION.

Depression or depressive syndrome is a state of dreary mood with a decrease in mental and physical activity. Depressive syndrome can be observed in schizophrenia, epilepsy, psychosis, organic diseases of the brain, etc. Patients with severe endogenous depression rarely designate their experiences with the word “longing”, but more often complain of apathy, impotence, lack of any desires. The assessment of the severity of depression is within the competence of the psychiatrist, since its external signs do not always reflect the objective severity of the condition and the risk of possible suicide.

TYPES OF DEPRESSION:

Agitated depression is a mixed state, when sadness is combined not with lethargy, but with motor excitement and anxiety, a person rushes about, does not find a place for himself, reaching fury, this is the first sign of probable self-harm or suicide.

Involutional depression is a mental illness of the elderly and elderly, which is characterized by severe anxiety, fear, delusional ideas.

Somatogenic depression - occurs in connection with any morbidity internal organs and in most cases is combined with asthenia. In its origin, it plays the role of the reaction of the individual to a somatic disease and the changes it makes to social status sick; it usually proceeds on a non-psychic level.

In modern medical practice, latent, “masked” depression is most often encountered, the signs of which are: loss of appetite, weight loss, sleep disturbance, fatigue, daily mood swings.

STRESS is a state of tension that occurs in a person under the influence of strong external influences.

How to define a stressful state? First of all, you need to understand the signals that the body sends: heart palpitations, breathing is uneven, nervous and shallow, it “presses” in the chest, the muscles are in tension. This is a sudden sharp stress - it is called an unexpected nuisance, resentment, a harsh word.

Adaptation syndrome is a set of protective reactions of the human body under stress.

In the adaptation syndrome, stages are distinguished: anxiety - mobilization of protective forces, resistance - adaptation to a difficult situation, exhaustion - with strong and prolonged stress may end in death.

The concepts of adaptation syndrome and stress were put forward by Hans Selye.

NATURE OF STRESS ACTION.

David Harold Fink, M.D., writes in his book Managing Tension: “Nervous tension does not accumulate in a vacuum. It is also not limited solely to our nervous system. Tension arises in all organs of the human body, which begin to fight with each other by the difference in the accumulated potential. Nervous tension is material. That is why so often our diseases are caused by emotional experiences.

Stress deprives the body of protection against disease. Months and years may pass before the disease manifests itself in a pronounced form. When this happens, it often becomes necessary to apply for medical care, and possibly resort to inpatient treatment and surgical intervention, as in cases associated with stress-induced shortness of breath or circulatory problems that can lead to a heart attack.

There are many different stressors. Here is an example of some of the STRESS FACTORS:

guilt complex. Feeling guilty is unproductive. If you feel guilty about something you've already done, forget it and move on. If you know in advance that you will feel guilty for a future act, then do not do it. Discipline is the source of our strength.

Refusal. You need to learn how to calmly respond to a lot of failures. You can't take it as something personal.

Disappointment. Devastation that leaves a very unpleasant aftertaste in the soul.

Fear. Fear prevents us from pursuing what we really want in life. We are afraid of failure. But when we act confidently and forget to be afraid, we get what we want. It is necessary to make the motto of your life the words: "Do what you are most afraid of, and you will conquer fear." This is exactly what successful people do, they overcome their fear and become stronger and more successful.

Lack of routine. Routine is our commitment to time. The burden of unfinished work or deeds should not weigh on us.

Illness "Then". Do not put aside important matters, take on them immediately. The will to overcome this serious illness can be developed by strictly following the rule of DO IT NOW.

Norms and restrictions. If the established norms seem to a person clearly not corresponding to the level of his current capabilities, then it is likely that he will simply give up.

Attacks of colleagues, peers, classmates; envy. Similar attitude manifests itself in cases where your actions put you in more vantage point compared to others, which they perceive as a threat to their own well-being.

Technical malfunctions, traffic jams. It is necessary to consider this factor as an inevitability completely independent of you. It's easier to take it for granted.

The search for things (keys, documents, directories, etc.) entails, in addition to nervous tension, also a waste of time. Try to be as organized and accurate as possible.

Receiving or transmitting obscure information or messages. It is better to immediately ask again, clarify, show maximum accuracy than to make a mistake later, which will cost dearly.

Stress and hormones. Light on the complex mechanism of stress was shed by the studies of two scientists - endocrinologists J. Krouzos and Phil. Gold. The body's response to stress is regulated by the hypothalamic-pituitary-adrenal system. The reaction to a difficult situation causes the release of a special hormone in the brain - corticoliberin - a substance that causes the pituitary gland to produce another hormone - adrenocorticotropic (ACTH), and when it reaches the adrenal glands with blood, it causes them to actively produce "stress hormones" - adrenaline, norepinephrine, cortisol. These three hormones mobilize the body to deal with stress. Adrenaline and norepinephrine increase blood pressure and heart rate, redistribute blood from internal organs to muscles, and reduce reaction time. Cortisol releases glucose from cells - the universal muscle "fuel". When stress passes, cortisol acts on the hypothalamus, reducing the release into the bloodstream. Turning on, the hormonal system begins to play a major role throughout the body. Through the autonomic system, it regulates the pulse, blood pressure, work digestive system; in the brain, it takes control of the areas that regulate body temperature, "turns off" appetite and dulls the feeling of pain. Through special parts of the brain, the hormonal system influences mood, readiness to face threat, and memory; begins to control the production of sex hormones, growth hormones and hormones that control metabolism.

Stress and the reproductive system. Constant stress leads to oppression of reproductive function. The hormone corticoliberin blocks the hormone that controls reproductive function and sexual behavior - gonadotropin, cortisol inhibits the production of luteinizing hormone that controls ovulation and sperm production, as well as testosterone and estrogens that regulate sexual function. Women are more prone to depression, headaches, anorexia nervosa, panic and hysterical reactions. The point is higher levels of cortisol, which makes the "degree of stress" in women much higher than in men.

Stress and digestion. Some people, when worried, completely lose their appetite, while others begin to chew without ceasing. It all depends on which side stress strikes at digestion. Corticoliberin inhibits the production of hydrochloric acid in the stomach, delays the passage of food from the stomach to the intestines and causes an increase in intestinal motility, which leads to its release (“bear disease”). It is clear that there will be no appetite.

"Brutal" appetite occurs in chronic stressful situations, when the level of cortisol begins to "roll over the top". This hormone stimulates appetite, causing a person to chew all the time and overeat at night. This causes rapid weight gain.

Stress and depression. It used to be that depression is when "the nerves passed." Nothing like that, the reason is a long-term increase in cortisol levels - a common thing when you have to worry constantly and a lot. Depression is a loss of energy, lack of will and at the same time overreactions to minor troubles, loss of appetite, increased heart rate, increased blood pressure, high levels of cholesterol and triglycerides.

Many people experiencing high psychological stress complain that it is difficult for them to fall asleep; while insomnia is often accompanied by a headache. The point is the level of cortisol, which rises with stress in the evening and in the first half of the night. This is what prevents a modern active person from falling asleep on time. The underlying reason for this behavior hormonal system stress in the habitual expectation of the next "attack from outside". This expectation is dulled only in the second half of the night, when a person falls asleep and wakes up in the morning with a headache.

Talking out is a traditional way to get a psychological release. Not only a professional psychotherapist is suitable for this, but also a friend, even a complete stranger or even a pet.

Stress and immunity. It would be strange if stress did not affect the body's ability to defend itself against infections. Mediators of the inflammatory response cause the release of corticoliberin and trigger the entire hormonal stress system. When the infection is defeated, cortisol suppresses the production of inflammatory mediators, stopping the inflammatory response. This ideal pattern is disrupted when chronic stress intervenes. Long-term activity of the hypothalamic-pituitary-adrenal system suppresses the release of interleukins and the body's ability to fight infection. High level cortisol makes a person more susceptible to infection due to inhibition of white blood cell function. The same reason, scientists are trying to explain the high incidence of cancer in people subject to frequent stress.

Stress and anger. Accumulating negative emotions in yourself is harmful. In a person seized with anger, the content of adrenal hormones and glucose in the blood rises, the pulse quickens, the volume of blood that the heart pumps per minute increases, and oxygen consumption increases. In this way, the body prepares for a big load - after all, in the animal world, a feeling of rage is always followed by an attack that requires a lot of energy. A person knows how to resolve disputes not with fists, but with words. But for this quality, saving for the well-being of society, he pays with biochemical storms that rage in the body at the moment when a person suppresses anger in himself. Therefore, after bouts of indignation, very often people feel tired, overwhelmed, their head starts to hurt unbearably. Traditionally, boys are taught that they should hold back their tears, enduring pain and resentment in an outwardly dispassionate manner. Girls are not expected to do this, allowing them to cry sometimes. As adults, boys are more likely to suffer from heart disease and blood vessels, from headaches. And the chronic stress that boys experience from childhood, not giving vent to their emotions, is to blame.

THE ROLE OF ENVIRONMENTAL AND SOCIAL FACTORS OF THE ENVIRONMENT

IN THE APPEARANCE OF STRESS AND THE DEVELOPMENT OF DEPRESSION.

In the human world and the animal kingdom, the same general biological laws operate, according to which approximately 20% of the representatives of each species are genetically programmed for reduced mental immunity.

How do you know if a child is classified as a mentally vulnerable child? To do this, parents need to look at themselves from the outside, this especially applies to the mother, whose inner mood the child adopts both at the genetic level and at the household level. If the mother is a pessimist by nature, and the father cannot be called cheerful, the child simply has no one else to be, therefore, he has a small supply of mental immunity from depression. But hereditary predisposition is not yet a disease, it can be corrected. It is not enough to feed, clothe, and educate a child; he must be taught to enjoy every new day, to regard his stay on earth as a gift. Feeling the joy of being is a reliable vaccine against depression.

But even optimists can have children prone to melancholy. The reason is the adverse effect of a number of factors on the developed and therefore extremely vulnerable nervous system of the child during the mother's pregnancy, childbirth and the first month after birth. Most of these factors have almost no effect on well-being. future mother: well, big nausea, hemoglobin is below normal, - and the fetus has oxygen starvation.

Scientists have made a sensational discovery. It turns out that during an epidemic of influenza or acute respiratory infections, even if a pregnant woman did not get sick, this does not mean that the baby also remained healthy. The virus can enter the genetic apparatus through the placenta human brain and other organs of the child, which can lead to weakness of the nervous system. In the first year of life, the baby has increased or decreased muscle tone, excitability, high intracranial pressure - all this predisposes to depression, neuroses and other diseases in the future.

Deviations in the psyche are formed immediately after birth, and sometimes during childbirth, and even at the moment of conception. It has long been known that children whose mothers regularly drink alcohol are prone to depression and other mental disorders. And if both parents drink, the likelihood of developing such disorders is doubled. Not for the benefit of the child and the stimulation of childbirth, which is quite common in Russia. It increases the occurrence of brain dysfunctions, organic damage to the brain of a newborn, which contributes to the formation of a tendency to hysteria and depression. The root cause of mental disorders are often long-term conflicts in kindergarten, school. Disorders due to daily shouting by educators, fear of children who mocked the weaker ones, give rise to long lingering depressions, making themselves felt by headache, drowsiness, abdominal pain, volatile joint pain, itching, and fever up to 38 ° C. Moreover, these depressions are often complicated by the fact that doctors do not find anything during the examination and believe that children are feigning, pretending.

If you do not take timely measures, little "robbers" grow out of excitable and nervous children in the 2nd year. They give up naps early. They wake up several times a night, do not obey the ban, are not able to concentrate on anything and sit still. These cases are called "hypermotor baby syndrome".

THE ROLE OF THE FAMILY IN THE PSYCHOLOGICAL HEALTH OF THE CHILD

The family is the foundation where parental love and proper upbringing become for a growing person a support for life. In difficult moments, she will give him strength, help him to withstand a collision with misfortune or resentment, from which parents, with all their efforts, are not able to save. Toddlers growing up in a loving family and learning from their father and mother “what is good and what is bad” begin to develop independent assessments in adolescence, to feel like a person, a person who requires respect.

But such children do not grow up in every family, but only where an atmosphere of mutual respect reigns. And such families in our unstable time are becoming rarer. The crises occurring in society have a devastating effect on the family: the birth rate is declining, the number of disabled children, as well as single-parent families and children left after the divorce of parents from one of them, is growing. All this creates the basis for the formation of a number of negative trends, among which are the aggravation of the problems of social orphanhood, the revival of child homelessness as social phenomenon, the rise of early alcoholism and drug addiction among children.

Children themselves are weak - both physically and in terms of psychological maturity. But those who at the very beginning of their lives were left without the support and support of their parents, who were left without fathers and mothers, are doubly weak. Therefore, the protection of these children is very important.

Today, in 2009, in the department of guardianship and guardianship of the Tuapse district committee for science, education and youth affairs, 297 children are registered, of which 56 are orphans and 241 are social orphans, i.e. parents or deprived of parental rights , or on the run, or in custody. In 2000-2001 these figures were much lower: there were 166 children in total, 32 of them were orphans and 51 were social orphans.

The parents of such children at one time did not receive their share of family warmth and parental love, and now they cannot, do not know how to pass it on to their children, cannot give them either a good upbringing or any moral life values, and their children, in turn, will not be able to pass on this parental experience and love to their children, grandchildren, etc.

It can be seen from this that we are dealing with a certain contingent, where continuity is clearly traced.

And we also see this: if earlier people had no time to take care of their children, they were busy earning money, material assets and others, but now - they just do not want to deal with them. Parents are ready to pay off with money, expensive toys, but communicating with a little man is hard for them. And he grows, develops on his own, without their participation, his inner world, priority values, worldview are formed. And parents remain on the sidelines and do not see how a personality is formed, and then they are surprised at the results. After all, in fact, there is a complete lack of education, instilling communication skills. A child lives in his own world, as if in a shell, and then it can be difficult to reach him even in adulthood. Society is becoming more and more commercialized, divided into rich and poor, hence completely different types of crimes and different relationships between parents and children.

Many children's troubles are from adults.

Psychologists and psychotherapists believe that the cause of all troubles and even illnesses must be sought in the system of relationships between family members, and then it turns out that in addition to heredity, predisposition to diseases, personal characteristics and the upbringing system have a great influence.

Nervous stress in a child is the result of a tense, suffocating atmosphere in the house, running away from home is a reaction to the lack of love and understanding between all family members. The risk of depression is higher in a child whose parents are experiencing the so-called mid-life crisis (between 30-40 years), accompanied by a reassessment of values ​​​​and aggravation of relations within the family. In such a difficult time for parents, children, as a rule, cross the threshold of the school, education in which places increased demands on the nervous system and places the burden of additional worries on the parents' shoulders.

Clarifications are extremely negative family relations between parents. Boys are most susceptible to depression. If girls at the age of 5-7 years after the divorce of their parents restore their peace of mind within a year, then boys, even after 2 years after the breakup of the family, remain alert, unbalanced, “sharp”, tormented by guilt, feel abandoned, betrayed, quickly get tired, do not they show interest in learning, try to draw attention to themselves by various, sometimes negative, actions, i.e., they are in a state of stable depression.

THE ROLE OF ENVIRONMENTAL AND SOCIAL

ENVIRONMENTAL FACTORS IN THE DEVELOPMENT OF DEPRESSIONS.

Psychologists say: daily communication with a computer spoils the character. A "drunk" user becomes withdrawn, irritable, he is not interested in the life around him.

The most dangerous for the nervous system are halogen and aggressive fields. The first videos - environmentalists include bare walls, blank fences, houses - aquariums, where they are completely glass, monotonous underground passages, asphalt pavements, even lines of roofs of houses; to the second - a large number of identical and evenly distributed over the surface of the elements, from which "ripples" in the eyes. Aggressive fields are created by an endless series of windows, facing slabs on the sidewalks, meters of laths. And this is not only aesthetically inexpressive, but also dangerous to health. On a bare wall, there is nothing for the eye to focus on, and, observing an aggressive field of identical tiles, the visual system is deluded - the eye is “not sure” which of the elements it captures. All this negatively affects vision, and since everything is interconnected in the human body, it also affects the functioning of the nervous system, a person’s well-being, and his mental health.

Aggressive environment generates, provokes aggressive actions.

Nor do we know the reason for the irritation that grows in us every minute when we sit down in front of the TV.

How to protect yourself, your health from an unnatural, harmful visual environment? The conclusion suggests itself. Spend less time at the blue screen.

Depression causes the interior around us, apartment boxes of city apartments, wallpaper in a line, linoleum in a cage and much more, alien to natural natural lines. The visual environment consists of three main components: the geometry of space and form, color compositional combinations and ornamental interior decoration. Each of these factors can pacify and soothe, and can become aggressive. A person, getting into a rectangular space, cannot feel comfortable. The eye is initially not adapted to perceive smooth surfaces, ideally straight lines, symmetrical arrangement of objects for the very simple reason that they do not exist in nature. Daily constant stay in such an environment leads to overexertion, and as a result, to the disruption of brain cells. The Japanese are very well aware of this, deliberately avoiding symmetry and sharp corners, saturating their home with natural elements, constantly changing its interior space with the help of sliding screens.

And we are not in Japan, but we are quite able to fight the evil of rectangular spaces, filling them with objects of rounded, curved shapes. It is easy to make the smooth surface of the walls pleasing to the eye if you decorate it by hanging flowers in a flower pot, drawings, paintings. And no symmetry!

It is necessary to take into account the color combination of objects in the room. The fact is that some bright, contrasting color combinations, for example, red with white, blue with white, black with red, black with white, black with yellow. They excite and irritate at the same time, which leads to a subconscious desire to escape from a foreign environment. But where do you leave school? kindergarten, from your home? This creates psychological discomfort. It is better to choose a light combination of soft, pastel colors for interior decoration, in harmony with the calm rhythm of the floral ornament. After all, one of the main purposes of the interior decoration of any room is to create an oasis of calm and comfort among the world raging outside the windows.

SCHOOL IS ONE OF THE FACTORS CAUSED

STRESS AND DEPRESSION.

Modern school is a colossal stress for children. If something goes wrong in the classroom, and the parents have neither the time nor the emotional strength to support the child, health problems (both neurotic conditions and depression) can hardly be avoided. And then there are homework assignments that take so much time and effort! Extra burden on the student.

Meanwhile, the correct, measured and independent completion of homework not only brings joy and satisfaction, but also develops the will of the child, forms a sense of responsibility, and disciplines.

After the age of 10, the child, as a rule, adapts to the requirements of the school. He develops more enduring friendship needs or a usually unconscious desire to fit into the group he is in, to play some role in it. Not necessarily a leader, maybe on the contrary, who is laughed at by the rest, but also protected, if necessary. Moreover, for a child, at first it doesn’t matter what the group does, the main thing is what mood it creates for him. Parents are deeply mistaken, believing that their son - good boy and it's all the fault of his bad buddies. For some reason, a teenager is comfortable, comfortable in this group, and if someone brings alcohol or drugs, everyone will try it. That's why by the age of 10, a child needs to be provided with a wide range of opportunities for activities, something interesting and useful. This is biologically necessary so that others do not use it for their own purposes.

Boredom and fear interfere with children on the way to knowledge, especially in the 1st grade, so game moments have a positive result: counting, writing, solving problems in a race with the child. You can’t do homework for a student, but you need to help and support if necessary. From the very beginning, there should be no “under pressure” classes. Let the child decide in what order to complete the lessons and find an incentive to finish them on time in order to still have time to play or read their favorite book. The talent of parents lies in the ability to show their children the virtues and advantages of a good education.

Despite the fact that in high school, teenagers are well aware of why they are studying, nevertheless, it is still necessary to control their work.

A teenager is not afraid that he will not acquire the necessary knowledge: he is afraid that they may not be enough in the future, therefore he is overly critical of himself and often does a lot. But too much doesn't mean good.

Parents must teach their son or daughter to give up super-tasks, they must learn the truth: there is nothing irreparable in life.

What kind of health and success can we talk about if the child does not play sports? You just need to tear it off the computer and send it to the sports section: academic performance will not suffer - on the contrary, the teenager will receive energy for new victories.

It is also very important that high school students have a hobby or a favorite subject that would provide an opportunity for emotional release.

But the main thing for parents is not to stop constant communication with almost grown-up children. If a teenager closes - it's forever.

Parents should forget the “you must” address, instead it would be good to repeat “you can!” in different variations.

Calm music reduces the effects of stress, normalizes blood pressure, increases the level of immunoglobulin A - a substance that helps fight colds.

Before exams in schools, psychological relief should be carried out - equip one of the classrooms for children to relax, turn on music, put comfortable chairs, armchairs so that the children do not “shake” in the corridor, are not nervous and not so worried.

Relieve stress and aromatization, communication with friends. Before the exam, you need to start the day with a contrast shower - this tones the body, normalizes blood circulation and strengthens the immune system. Eat more fruits and vegetables, they are rich in minerals and vitamins that improve and activate brain activity.

Drink at least 2 liters of fluid per day (water, juice, tea), because every cell of the body, including the brain, needs fluid.

MEDICAL - SOCIAL PREVENTION MEASURES

STRESS AND DEPRESSION.

SANITARY - HYGIENIC STANDARDS.

In order for a child to be healthy, he needs healthy sleep, and how smaller child the greater his need for sleep. Newborn - 19 hours a day, 2 - 3-year-old - 12 hours, 6 - year-old - 10 hours. In addition to nighttime, preschoolers also need daytime sleep, from one and a half to two hours, since the biorhythm of sleep and wakefulness is the main one in our body. According to it, nature calibrates all others - from long-term cycles to microrhythms that operate at the cell level and take a fraction of a second. By freeing the child from daytime sleep, we create the ground for a mismatch of biorhythms - desynchronosis. Its consequence is increased excitability and rapid fatigue, delayed neuropsychic and physical development, growth retardation, weakened immunity, a tendency to frequent colds and childhood infections.

Research scientists have shown that the activity of the child's brain in a dream in quality far exceeds the work in reality. During sleep, the brain switches from perception to the mode of processing and assimilation of information. The smaller the child, the more he must learn and remember. So, the longer daytime sleep. Daytime naps also help you sleep better at night. A child who has not rested at the prescribed hours by the end of the day is so tired and overexcited that he would like to, but cannot fall asleep. And the brain overloaded with daytime impressions signals difficulties with their processing by nightly fears and nightmares. Scientists unanimously argue that urban children need more time to sleep, because their nervous system is "poisoned" by harmful emissions, depletes the noise of cars, loosens the fast pace of life and the aggressive visual environment - the dreary boxes of high-rise buildings. When a child sleeps, the brain produces a special protective protein helping the body to adapt to increased stress. Daytime sleep helps the "newcomers" to adapt to the unusual environment of the kindergarten. Children are brought together by the need to undress, take off their shoes, go to bed - all that they do in the environment of loved ones. Preparing for a nap gives you the opportunity to communicate with each other in a new way: through smiles, gestures, conversations, etc.

In school conditions, these can be common, in an informal setting, joint activities in which classmates participate, teachers and even parents can. Such cases unite, give the opportunity to express themselves as a person and assert themselves in the society of their peers.

THE ROLE OF GAME IN FORMATION

NORMAL CHILDREN'S PSYCHE.

In the early childhood games for children are a way of communication, a guide to the world around them, exercise for the imagination. Games help the child to communicate with adults on an equal footing, to gain psychological freedom, the lack of which leads to neuroses, fears and depression.

Feeling completely dependent on adults, meeting their requirements, doing not what you want, but what you are supposed to do - all this is too burdensome for the child's psyche. It is the game that allows the child to play the role of mom or dad, educator or teacher, relieves the accumulated nervous tension.

Nowadays, parents tend to buy intellectual games for their children, thereby ignoring ordinary cars and dolls, and this deprives children of understanding the world around them. Various toys are useful for children - both figurative and business.

Children with whom parents often play grow up self-confident, psychologically protected from life's troubles.

From the point of view of psychologists, preschoolers and elementary school students who receive education in a reinforced program or attend music school etc. need to allocate daily extra hour for games. A child who has not played enough at the time due to age, growing up, does not adapt well to adult life and becomes a potential candidate for an appointment with a psychotherapist.

Children's games develop the right hemisphere of the brain, which controls imaginative thinking, Creative skills and biological rhythms of the body, on the state of which the psychological and physical health of a person depends.

According to the observations of psychologists, boys are most prone to aggression in all age periods, but especially in early childhood, which is why they choose soldiers, pistols, etc. Playing war for them is a way to defuse the energy that is in full swing, a way to get rid of negative emotions and mental stress.

An unexpected psychological experiment was staged by history. After the Second World War, children's toys with a military theme were not produced in Germany. It was assumed that the boys who grew up without pistols and tanks would become a generation of true peacemakers. It turned out differently: men who grew up surrounded by bunnies and cubs were distinguished by extreme aggressiveness, increased conflict and imbalance.

A new stage in the fight against stress and depression is sports games: they are fighting for victory and team spirit is important. By joining a team (school, yard or sports), the child will not only develop muscle strength, but also temper the strength of mind, acquire psychological immunity. Joint research by psychologists and exercise therapy instructors shows that the best cure for melancholy is aerobics. Experts have discovered 3 main secrets of its beneficial effect on the child's psyche: rhythmic modern music, a variety of movements, a fast rhythm that does not allow you to be distracted by sad thoughts, and the presence of peers.

Great for preschoolers and toddlers school age games with parents, in whose presence they do not feel insecure and uncomfortable.

Psychologists consider puzzles to be a very successful developmental game, because the game is non-aggressive, promotes the development of imaginative thinking, teaches you to correctly perceive the connection between the part and the whole, perfectly develops fine motor skills of the hands, teaches the child to keep attention by willpower.

4. 3. PHARMACOLOGICAL TREATMENT.

In moderate and severe depression after stress, pharmacotherapy is most effective. A mild degree of the disease is equally easily amenable to pharmacological therapy and psychotherapy. With a combination of these methods, recovery comes faster.

For almost 40 years, two types of drugs have been used in the treatment of this mental disorder: monoamine oxidase inhibitors (MAOIs) and tricyclic antidepressants (TCAs). Doctors tried to prescribe them as sparingly and as infrequently as possible due to extremely dangerous side effects and dosage difficulties. These drugs have been improved periodically - secondary amines of TCAs, heterocyclic drugs and buprion have appeared. However, major breakthroughs in the pharmacological treatment of depression did not occur until the advent of physoxetine (Prozac), a selective serotonin reuptake inhibitor.

The introduction of physoxetine into US medical practice in 1988 was a step forward in the pharmacotherapy of depression. Prozac is the most commonly prescribed antidepressant by psychiatrists today. This drug has already received more than 9 million patients worldwide. As noted at the congress CEO State scientific center psychiatry and narcology, Professor V. N. Krasnov, the new drug is as effective as antidepressants - predecessors, but to a much greater extent free from their side effects. As physoxetine and subsequent selective serotonin reuptake inhibitors replace older generation drugs from complex treatment, many problems associated with depression, stress and their consequences can be expected to be resolved.

Emergency treatment of severe depression begins with intramuscular injection of 1-2 ml. 2.5% solution of tizercin; due to the presence of suicidal tendencies, it is desirable to quickly increase the dose of the drug to calm the patient. At the same time, an antidepressant with a sedative effect (amitriptyline, orally up to 200 ml per day) is prescribed. Such patients need inpatient treatment.

Treatment of latent depression usually does not require emergency psychological care and hospitalization, but the therapy of somavegetative disorders carried out in a planned manner should be combined with the appointment of small doses of antidepressants. a wide range actions (amitriptyline, pyrazidol up to 12.5 - 25 mg.) and tranquilizers (phenazepam up to 2 - 3 mg.).

5. PRACTICAL WORK.

5. 1. RESEARCH METHOD.

The purpose of my work was to form a stable positive attitude towards a healthy lifestyle, to get acquainted with the problem of stress, to find out the causes and consequences of stressful situations, their negative impact on health, to reveal the causes of the depressive state of children and adolescents, to outline ways out of stressful situations, to attract the attention of parents , school teachers to solve the problem of psychological health and prevent the development of depression, give recommendations on the prevention of stress.

In order to identify the causes of stress, their manifestation and prevention, I conducted research work:

1. Monitoring the psychological health of students in grade 7 (under the guidance of the class teacher); study of medical records of students (with the help of medical personnel)

2. Questioning of students in grades 3 and 11 on the occurrence of stressful situations and their impact on children;

3. Questioning of adults (parents of students of different classes) on the causes of stress and ways out of it;

4. Blitz - a survey of graduate students about what they experience before passing the exams;

5. The study of medical, pedagogical, psychological and scientific - popular literature on this issue;

6. The study of materials in the press relating to the problem of stress;

7. Classification of survey results;

8. A comparison was made of the results of junior schoolchildren, high school students and parents.

As a result of studying the issue of the occurrence of stress and their impact on health, I drew conclusions and gave some recommendations for the prevention and exit from stressful situations, taking into account the real possibilities of students, their parents and educational institutions where schoolchildren study, to preserve their health and the health of future students.

5. 2. RESULTS OF MONITORING.

I conducted my research on the study of stress and depression in children and adolescents in the middle level of a comprehensive school - grade 7. There are 29 people in this class, ages 12-14. Children in the class in communication with others are mostly relaxed, most of them are sociable, but among them children with deviations from age norms of behavior stand out: Maxim R., Andrey Z. are distinguished by isolation, absent-mindedness; keep somewhat aloof from other children. Both have birth trauma, immunity is weakened, increased excitability. The pregnancy of the mothers of these children was difficult, with severe toxicosis. Another child, Anton R., manifests unreasonable fears, he is whiny, tries to hide somewhere all the time, grumbles, is not sociable, and experiences great difficulties in studies. In the family, this child is given insufficient attention, the child is pedagogically neglected. Anya Ch. Has a bad heredity: her mother at one time drank alcohol, smoked, her father took drugs. The girl has increased excitability, anxiety, self-doubt. The girl is brought up under the care of her relatives, because her parents were deprived of parental rights (social orphan). Masha K., according to medical data, has birth injuries of the cervical spine, she has serious problems with the vessels of the brain. She is very easily excitable, has difficulty concentrating, bites her nails, and is disinhibited. These children have normal mental abilities, like the rest of the guys in this class, but they clearly show signs of a depressive state.

Of the 29 children in the class, 14 have birth injuries of varying degrees of complexity, the mothers of 6 children smoked during pregnancy, 9 had the flu, 12 experienced toxicosis.

10 children of this class are prone to increased excitability, 9 are easily distracted in the classroom and restless during class, some are very touchy, 5 people bite their nails, 1 had nocturnal enuresis in childhood. All these children are potential depressives.

From a survey of students in this class, 8 people experience systematic fatigue, 6 - motor agitation, 5 - anxiety, 8 - frequent loss of appetite, 11 - a sharp change in mood, 6 - experience systematic headaches, 3 - diseases gastrointestinal tract, 1 - kidney disease.

Although many children in this class believe that everything is fine in their family, they are loved and respected, while 13 people do not find common language with their parents, do not see them as their like-minded people.

REASONS NUMBER

Birth injuries 14 people.

Moms smoking during pregnancy 6 pers.

Postponed diseases 9 people.

Toxicosis during pregnancy 12 people.

INDICATORS NUMBER

Increased excitability 10 people.

Restless 9 people.

Biting nails 5 people.

Nocturnal enuresis 1 pers.

Systematic fatigue 8 people.

Motor excitation 6 people.

Alarm 5 pers.

Frequent loss of appetite 8 pers.

Sudden change of mood 11 people.

Headache 6 pers.

Diseases of the gastrointestinal tract 3 pers.

Kidney disease 1 pers.

Vegetative-vascular dystonia 4 pers.

CONCLUSION: in the above examples, I see the root cause of the unfavorable psychological state of children in the wrong prenatal behavior of some mothers, in difficult births and birth injuries, as well as in social factors environment. The cause of depressive symptoms in children can also be the state of health, frequent colds, age-related unstable psyche, workload at school. Not the last role is played by the material and social situation of the family, insufficient attention from parents.

5. 3. BLIZ - SURVEY OF GRADES 9 AND 11 GRADUATES

AND THE RESULTS OF THIS SURVEY.

Hundreds of children study in schools, who are contraindicated for any kind of excitement or experience, including exams. These are cores, hypertensive patients, diabetics, those who suffer from a disorder of the nervous system. Among the 138 students of the 9th grade of secondary school No. 5 in Tuapse, 55 people have chronic diseases, which is 40%, out of 73 students of 11 grades - 53 people with chronic diseases - 59%.

No. voltage alarm

1. Have you experienced stress?

yes 22 people 92%

no 2 pers. eight%

2. How did you feel?

experienced anxiety 3 people. eleven%

feeling unwell 15 people 58%

well-being 3 pers. eleven%

rapid breathing 2 pers. 7%

2 people had a headache 7%

palpitations 2 pers. 7%

3. What happened after the stress?

fright 9 pers. 34%

chagrin 6 pers. 22%

disappointment 2 people 7%

premonition of trouble 1 pers. four%

surprise, bewilderment 2 people. 7%

fear 5 people 19%

nothing happened 2 people 7%

4. How did you deal with stress?

everything went by itself 4 people. fourteen%

calmed down himself 4 pers. fourteen%

reassured friends 2 pers. 7%

shared a problem with a teacher 2 pers. 7%

the loss was found 3 people. ten%

reassured relatives, relatives of 13 people. fifty%

The 11th grade students (25 people) were asked the following questions:

1. Do you often experience stress?

2. Please remember the reason that led you to a stressful state the last time?

3. What is your way of getting out of stress?

4. Do you think stress is dangerous to health?

5. In your opinion, what negative impact does stress have on the body and its functions?

ANSWER OPTIONS number %

1. Are you often stressed?

yes 14 people 56%

no 11 people 44%

2. The reason for the last stress?

relationships with people 11 people. 33%

school loads 12 pers. 36%

personal failures 3 pers. 9%

did not remember 7 people. 22%

3. Way out of stress?

there is no definite way 4 pers. eleven%

communication with relatives, friends 5 people. 19%

listening to music 6 people. 17%

exit through aggressive emotions 1 pers. 2%

sleep 4 pers. eleven%

rest, walk, relaxation 6 pers. 17%

food 4 pers. eleven%

switching to another job 2 pers. 5%

tears 1 person 2%

active sports 2 pers. 5%

4. Is stress dangerous to health?

yes 19 people 73%

no 7 pers. 27%

5. Negative influence stress?

influence on the psyche of 3 people. 9%

influence on the nervous system 11 people. 35%

none 3 pers. 9%

negative energy 1 pers. 3%

bad dream 2 people 6%

brings the body out of rhythm 2 people. 6%

leads to depression 3 people. 9%

headaches 3 pers. 9%

decrease in immunity 1 person. 3%

weak heart 2 people. 6%

6. A way to eliminate negative emotions?

smile 1 person 2%

pleasant memories 1 pers. 2%

shouting, swearing 4 people eleven%

humor, joke 1 pers. 2%

distraction from troubles 5 people. 13%

food 2 pers. 5%

sports activities 3 pers. eight%

hobby 3 pers. eight%

quiet rest 7 pers. 24%

tears 2 people 5%

chatting with friends 3 pers. eight%

listening to music 2 people 5%

smoking 3 pers. eight%

CONCLUSION: Almost at any age we are faced with stressful situations. Unlike toddlers, adults are slightly better at recognizing serious stressful situations. For babies, any difficulty or problem that has arisen can cause stress. High school students, having more life experience, cope with the difficulties that arise more easily, and this is no longer perceived by them as a stressful situation.

At the same time, students indicated that when stressed, most of them feel unwell (57%), and, as a result, experience grief (22%), fear (34%) and fear (19%).

The causes of stressful situations are often school loads (36%) and interpersonal relationships (33%).

Most often, we turn to people close to us and relatives to resolve complex problems and stress (50%), and we get peace of mind on vacation, walking or listening to our favorite music (17%).

The majority of survey participants understand that stress causes great harm to health (73%) and, first of all, to the human nervous system (35%).

Everyone finds a way out of negative emotions that accumulate during stress in different ways, but most often this happens during a quiet rest (24%), when switching from one type of activity to another, distraction from troubles (13%) and when shouting or swearing, when negative energy comes out with spoken words.

5. 5. SURVEYING PARENTS OF STUDENTS.

The survey involved 20 parents of students from different classes. Adults were asked the following questions:

3. How did the stressful situation affect you?

4. Where do you most often get stressed?

5. What are your ways out of a stressful situation?

6. How do you think stress can be avoided?

ANSWER OPTIONS number %

1. Have you experienced stress?

yes 20 people 100%

2. How often have you been in a stressful situation?

very often 5 people. 25%

often 7 people 35%

sometimes 6 people 32%

rarely 2 people eight%

3. How did the stressful situation affect you?*

bad mood 10 people fifty%

feeling unwell 4 people twenty%

voltage 2 pers. ten%

fatigue, loss of strength 6 people. thirty%

high blood pressure 3 people fifteen%

anger 5 people 25%

palpitations 3 pers. fifteen%

impossible to concentrate 4 pers. twenty%

bad sleep 4 pers. twenty%

indignation and resentment 6 people. thirty%

headache 5 pers. 25%

helplessness 4 pers. twenty%

fell into depression 2 people. ten%

4. Where do you most often get stressed?*

10 people at work fifty%

at home 6 pers. thirty%

problems with children, their progress 4 pers. twenty%

other different reasons 3 people fifteen%

5. What are your ways out of a stressful situation?*

calm down (self-hypnosis) 6 people. thirty%

leisure 4 people twenty%

hobby 4 pers. twenty%

sleep 1 pers. 5%

change of activity, classes 8 people. 40%

trip to nature 2 pers. ten%

tears 1 person 5%

listen to your favorite music 2 people. ten%

shouting, swearing 2 people ten%

smoking 3 pers. fifteen%

communication with loved ones 3 people. fifteen%

take a sedative 5 people. 25%

6. How can stress be avoided?

change something in the life of 1 person. 5%

learn to overcome it 5 people. 25%

communication 3 pers. fifteen%

do everything on time 1 person. 5%

avoid communication with the outside world 2 pers. ten%

there is no way to avoid 8 people. 40%

* - multiple answers are possible

CONCLUSION: All survey participants experienced stress, were exposed to a stressful situation and experienced deviations in health status: high blood pressure - 15%, heart palpitations - 15%, poor sleep - 20%. As a result of the data given in the table, it can be seen that a stressful situation affects mood, well-being, inability to concentrate, while respondents experience anger, resentment and indignation. Most parents, in their opinion, relieve stress by changing activities (40%), listening to their favorite music, communicating with loved ones, active recreation and taking sedatives. And only 10% prefer to relieve stress by understanding its causes! 25% (!) want to learn how to overcome it, and not learn how to avoid stressful situations.

6. CONCLUSIONS AND SUGGESTIONS.

After conducting a sociological survey among students and analyzing the data, we came to the conclusion that the main problem in the occurrence of stressful situations is the family, since it plays an important role in the psychological and physical health children. In children, this is not so pronounced now, but the ailments that they received through the fault of adults make them potential hospital patients in the future, which means that depression is guaranteed.

Teenagers leave home for the "street", become drug addicts, due to misunderstanding in families, non-recognition of their rights by adults.

The material, social situation of the family, the psychological climate in it are very strongly reflected in the unstable psyche of children. Frequent stress brings them to a depressive line.

But even prosperous families do not protect their children from the impact of external factors of life. Anxiety about the future, the lack of guarantees of education, the search for one's place in life - all this "walks" next to us as soon as we "come out of childhood".

So, the main causes of stress in modern schoolchildren are most often: complexes of guilt; receiving a denial; disappointment; fear; lack of routine; illness "later"; norms and restrictions; attacks by peers or classmates; envy; various technical malfunctions, traffic jams; search for forgotten things; receiving incomprehensible information.

Along with adults, children are subject to stress, but until the end, each of them does not understand or does not know the full danger of stress, its negative impact on the body and health. Unfortunately, we have not learned to avoid stressful situations. We live in a world of stress and passion: at work, at home, on the street, in transport, in a store, in other in public places. At the same time, we do not know how to get out of stress, but just try to switch or be distracted, many of us do not believe in communication as the best relaxation, we do not know that outdoor activities and sports are the best prevention stress and the best remedy overcoming it. To date, schoolchildren constitute the main "risk group", the most prone to stress, and therefore depression.

When overloaded, the student either does not fulfill the tasks assigned to him, or does it to the detriment of health. Overwork is a phenomenon generated by compulsion to work, exhausting mental and physical strength.

60% Russian schoolchildren have pathologies.

"Peak" school ill health falls on 10-14 years.

From the 1st grade to the 11th grade, the number of students with functional disorders of the cardiovascular system increases - I place in the frequency of diseases

Neuropsychiatric disorders (neurotic and asthenic conditions, emotional disorders, behavioral disorders) - II place in terms of the frequency of diseases. It is not the stress of conflict with peers, parents or teachers. This is the stress of time limitation ("read faster, write faster, think faster") - the most destructive stress

The level of general morbidity among children in the Russian Federation has increased by 1.5 times (over the past 10 years)

80% of our students are constantly in a state of stress.

School risk factors that adversely affect the health and development of children:

Stress pedagogical tactics;

Intensification of the educational process;

Premature start of preschool systematic education;

Massive illiteracy of parents in matters of preserving the health of children;

Partial destruction of school medical control services;

Failures in the system of physical education;

Lack of a system of work on the formation of the value of health and a healthy lifestyle.

Health education is achieved through:

Health education

Activation of physical development

Compliance with sanitary and hygienic rules and regulations

Psychological comfort of participants in the educational process

Promotion of a healthy lifestyle (among adults and children)

Health as physiological, mental, intellectual and moral well-being (and not the absence of disease), that is, the health of the body, soul and spirit.

Parents and students:

✓ Create a positive emotional background in families, kindergartens, schools for raising children;

✓ Avoid family conflicts, talking in raised tones, clarifying the relationship between yourself and colleagues, especially in the presence of children;

✓ Be especially attentive to children in early spring and autumn, i.e. at the time of seasonal weakening of the body;

✓ Avoid extremes in education, because children who are either overprotected or given little attention, as well as with mismatched or too high demands of their parents, are prone to despondency;

✓ Do not give children to be raised by grandparents, it is important for a child to live with their parents;

✓ At any age of children, take into account the peculiarities of their character - a timid, shy, insecure child is often praised and generally praised for everything that required labor efforts;

✓ Praise a teenager especially tactfully, carefully so that the effect is not the opposite. The approval of an adult often causes misunderstanding and skepticism in a teenager;

✓ Do not scold, do not reproach at the moment when the child’s mood is uplifting, happy, seized with some new feelings, or at the moment when he himself is upset by what happened: a fight, a deuce, the loss of a favorite thing, an insult, etc.;

✓ If there is nothing to praise for, create a situation of success, this develops a sense of confidence.

School students during the exams:

✓ The night before the exam, do not use sedative medicine - it will turn you into a sleepwalker; do not drink coffee - it will increase nervousness and prevent you from falling asleep, it is better to breathe fresh air in the evening or do physical labor;

✓ Start the day with a contrast shower;

✓ Eat a breakfast of vegetables and fruits, they improve and activate brain activity.

In schools, to produce psychological unloading:

✓ Equip in one of the classrooms a rest room for teachers, for students, so that they do not stand in front of the doors of the classrooms;

✓ Arrange soft chairs or lounge chairs in the corridors;

✓ Use aromatherapy, it relieves stress well.

I believe that the following measures and activities may be necessary measures to overcome stress in students:

✓ Unloading curricula from unnecessary information;

✓ Clear "dosing" of homework for 1 day in all subjects;

✓ Organization of the "School of Parents" in an educational institution, where an experienced psychologist can help young parents, teach them how to properly help a child prepare for lessons at home.

✓ Introduce an elective course into the school curriculum, which would talk about the prevention of stressful situations and how to get out of them

✓ Lead a healthy lifestyle, pay attention to your health, play sports, lead active image life;

✓ Eat right, prefer organic products without the use of genetically modified additives, introduce more fruits and vegetables into the diet;

✓ Increasing the proportion and quality of classes physical education;

✓ Organizations for monitoring the health status of children and youth;

✓ Improving the organization of meals for students in educational institutions.

School is a new responsible milestone in a child's life and, unfortunately, the beginning of this path does not always go smoothly. school stress. And this should not be surprising. After all, the period when children go to first grade falls on 6-7 years, and this is the time for the next age crisis . Now there are significant changes in the body: a rapid increase in growth, changes in the work of the cardiovascular, nervous, respiratory and other systems. This leads to increased fatigue, irritability, mood swings. The character also changes: at the beginning of the crisis, the baby “regresses”, and then makes a sharp “jump” in development forward. Now it is clear that if such a “breaking” is imposed on the important mission of a first-grader, it becomes not sweet for children and their parents. About what surprises “school stress” can bring and how to survive this new, difficult period in a child’s life, we talked with the child psychotherapist of the ALTERA center Lyudmila Batalina.1. Fear. If the child begins to be afraid to sleep on his own, wet the bed, or he develops tics, stuttering, then the matter was not without great fear. And most often the cause is the scream or punishment of the teacher. Be sure to ask the child how she talks, and talk to the mothers of classmates to confirm the information. If the teacher really raises her voice, first try to explain to the child that this is how she expresses emotions and does not wish them harm. Ask the teacher to at least explain to the children why she yells at them. If this does not help, it is necessary to change the teacher or school, and the child must be shown to a neurologist and psychotherapist.2. Boycott. Let's start with the good news: in the first grade, outcasts change like gloves, and a child who was categorically rejected by the team yesterday may become a favorite tomorrow. Everything is in the hands of the parents. First, persuade the child not to lose heart and begin to act. Talk to the teacher, explain the situation and ask her to praise the child more often, give him responsible tasks, appoint, for example, the head of the class. This will improve his image in the eyes of his classmates. Second, after talking with your child, find out what his classmates are interested in. Perhaps everyone is playing with some toy that you don't have. In this case, it is better to buy it. You can also invite your child to invite a few classmates home and have a tea party or take the whole company, for example, to the zoo. If all these tricks do not change the situation, then the reason is in the child himself (in his behavior), and the problem must be solved together with the psychologist.3. Fatigue. For some children, the school load is simply unbearable (due to age or characteristics of the nervous system). After 15 minutes, such guys lose interest in the lesson, look out the window, get distracted. They do not make noise, do not shout from the spot, do not interfere with the teacher's explanations. You may notice that the child gets tired quickly and goes to bed early. You can help a first-grader by changing his daily routine. Cancel all circles and sections during the first year of study. Make sure that at 21.00 your child is already resting, and be sure to try to pick him up from school before daytime sleep (do not leave him for an after-school). Help him with his lessons, and, of course, be sure to walk daily on fresh air . If that doesn't work, talk to your teacher about one "day off" a week where you can just study at home. And ask your pediatrician about the additional intake of vitamins and trace elements.4. Protest. As a rule, kids protesting against something become aggressive: they are naughty, violate discipline in a lesson, at a break, quarrel with classmates, interfere with their play, refuse to go to school, break toys or school stationery, etc. This is how a first-grader protests new system and parents. It is important to find out what it is connected with. First, ask the teacher yourself about the child's relationship with classmates, about how he behaves at breaks and on the street. And remember that the child needs to be supported in any situation and reminded that you want to help him. Even if the teacher scolds the child in front of you, do not rush to pull him by the ear in front of the whole class and take the side of the teacher. Silently listen to her point of view, thank her and say that you will definitely find out everything at home. To understand the situation, you must also listen to the opinion of the child, and if you humiliate him in public, he may stop trusting you. And ask the teacher next time to scold your child in private. At home, calmly explain to the child that he is part of a team that has its own laws. For example: “You see, at school it’s not customary to jump up if you know the answer. You just need to raise your hand. Understand, these are the rules, and they must be observed by everyone.”5. Closure. Some first-graders begin to close up, often cry, blush, get lost even at the slightest remark from the teacher. The main task of parents is to ask the child every day about what is happening at school, how his life has changed, whether he is comfortable now. Ask about his desk mate, about their relationship, about the "good" and "bad" in his opinion, the guys in the class, about lunch in the cafeteria. Even in such seemingly small things, the cause of the problem can be revealed. Having learned it, try to find a way out together with the child (for example, by asking the teacher to transplant). If the baby categorically does not want to tell, try to find out information using stories from your life. Say: "You know, when I went to school, I had problems...". And point to a couple of different examples. Perhaps this will allow the baby to talk. Experts say the main thing is to get in touch with the child, help him relax and get used to the unfamiliar environment. Then you can calmly go about your business while your child, together with other schoolchildren, learns the world around them through the prism of the school. According to segodnya.ua

school stress

School stress plays a leading role in the rapid deterioration of health. Complexity plays an important role in the development of school stress. school program, additional extracurricular activities. Many students constantly experience a lack of time in preparing for classes. School studies are constant tests, surveys. Everyday school stresses eventually turn into a real problem and threaten the destruction of health, deterioration in academic performance, and bad behavior. Signs of stress among students include: anxiety, fears, irritability. The problem of studying the level of anxiety arising from stress in relation to educational activities is relevant. Anxiety affects student performance and behavior. Great importance acquires the study of this state in the educational activity of the student in order to improve his performance (This shows the relevance of the work.) I chose to study this topic because I am often stressed out myself. I don't have enough time to prepare homework often feeling tired and anxious. So I wanted to find out how you can protect yourself from stressful influences. In my work, I described how stressful situations affect human health, found out what causes stress in students. Particular attention is paid to the study of anxiety as one of the causes of school stress. I took students in grades 7 and 9 as the object of my study and tracked how their level of anxiety changes, and also found out how student performance is related to anxiety. From scientific literature I have found many tips for stress relief. During the experiment, I found out how autogenic training and special breathing exercises help to relieve feelings of anxiety and tension.

Study of self-assessment of the level of personal anxiety of students in grades 7, 9. When doing the work, I interviewed 86 students of 7th and 9th grades by the method of anonymous questioning. The survey consisted of 2 questionnaires, which were compiled with the support of the teacher. Questionnaire No. 1 (see Appendix) "On the relevance of the chosen topic" contains 2 questions. With the help of 1 question, I found out whether the topic of stress is relevant at school. From another question, it became clear in what situations schoolchildren are exposed to stress.

The children name the following situations that cause them stress:

Test papers

Anxiety in front of the teacher

Grades (especially at the end of the quarter)

Condemnation of classmates.

Questionnaire No. 2 (see Appendix) helped to identify changes in the level of anxiety among students in grades 7 and 9. The questionnaire presented 5 questions for consideration. An analysis of answers to question 1 helped to find out that 45% of students in grades 9 and 40% of students in grades 7 experience anxiety. After analyzing the answers to question 2, it was noticed that 95% of students in grades 7 and 9 are worried about learning failures. The feeling of fatigue is manifested in 86% of students in grades 9 and 81% of students in grades 7. The results of answers to question 4 showed that 10% of students in grades 9 were bored at school, and in grades 7 such children were 11% of the respondents.

Thus, from the given digital data it can be seen that:

1 The level of anxiety by the 9th grade increases. This is apparently connected with the upcoming final exams, for some students with the choice of a life path.

2 Students who do well in their studies are less prone to anxiety (with an increase in the quality of study, the indicator of anxiety decreases)

Conclusion: The level of anxiety is an indicator of individual sensitivity to stress. Students who are self-confident, hardy, calm have a low level of anxiety, therefore they are less susceptible to school stress. 9 You can learn to cope with school stress, reduce anxiety and prevent neurotic disorders. For further experimental work, a group of classmates consisting of 5 people was selected. These students often experience anxiety about learning failure, fear of control work academic performance is satisfactory. Each was offered forms: "My work week." In them, students noted the results of their self-assessment on the manifestation of signs of anxiety and tension. (See Appendix) To relax and relieve tension, these students performed autogenic training and breathing exercises (see Appendix) for a month, during classes (during the big break), and to restore strength, massage of active points was carried out (massage of the earlobes , pressing with the thumb on the point between the lower lip and chin, massage of the bridge of the nose and the area "of the third century). A month later, most of the guys showed positive results. Anxiety about learning failures, fear of tests decreased, they began to react less painfully to teachers' comments, and confidence in their abilities increased. Thus, each student can reduce the level of anxiety, and therefore cope with the consequences of school stress. To do this, you must have a desire. The application contains material that will help students cope with the manifestation of school stress.

Conclusion.

Unfortunately, stress is a common and common occurrence. Minor stresses are inevitable and harmless. Stress is an integral part of human existence, you just need to learn to distinguish between an acceptable degree of stress and too much stress. Zero stress is impossible. It is impossible to underestimate the harm caused by such a condition, because stress reduces the effectiveness of any activity, stress negatively affects health. Obviously, the problem of stressful conditions was relevant even in the Stone Age, and it remains relevant in our time. Especially in our day, a person is exposed to a huge number of factors that can cause such experiences. It should be noted that at the moment there are a very large number of methods, techniques and even long-term training programs aimed at combating stress. Therefore, everyone should take care of their health and get out of stressful situations without unnecessary problems for the body.

Psychiatry and psychology Articles

How can a child deal with stress at school?

Stress and subsequent adjustment disorders in school-age children are different, accounting for up to 40% of the reasons for seeking help from a specialist. Stress is classified from mild (conflicts at school) to severe, when a child is abused, gets physically or mentally injured, is in a life-threatening condition for a long time (had an accident, witnessed a road accident, sexually assaulted a teenage girl with peers or adult males, etc.). However, this gradation is conditional: severe stress can also arise in an excellent student who has received only one bad mark. Psychologist, candidate tells about the signs of stress and helping a child in a difficult situation medical sciencesMikhail Vasilievich Shipilov.

Often there is an acute reaction to stress, occurring within 8 hours from the moment of the stress factor. By the end of this period, children have an adaptation to it. If the stressor continues to act within 48 hours, the reaction should pass. These adjustment disorders persist for no more than 6 months. Otherwise, we should talk about a mental illness (depression or other mental disorders).

The most common manifestations of stress

• Difficulty or disturbance of sleep, when the child sobs in a dream, he has nightmares, he wakes up from them. All signs of hypersensitivity are observed.
• The child becomes more irritable, there are outbursts of anger, not typical for him in the past.
• The child has difficulty concentrating attention, refuses activities that he previously successfully performed (preparing lessons, eating, drinking, etc.), laziness and fatigue that are not characteristic of him appear.
• A return to those types of behavior that were characteristic of the child in the early stages of development (enuresis, rudeness, excessive childishness in behavior, excessive attachment to the mother, biting nails, sucking fingers, etc.).
• Adolescents often have antisocial behavior, aggressiveness (may be rude to a classmate or teacher, hit someone).
• The emergence of psychosomatic disorders. For example, a student loses her voice because the teacher said that her grades would be low.

What parents can do on their own

• Any stress disturbs the mental balance, so it is necessary to establish balanced rhythm of life. Did the child sleep, eat, rest enough after even a small physical or mental load?
• Children's food should contain large amount of vitamins groups B, C (fresh fruits, vegetables, strawberries or blueberries 1 glass 1 time per day and / or taking multivitamins).
• No overstimulation. Many parents, on the contrary, try to distract the child, load it with information, which has a bad effect on his psyche.
• No scandals, tantrums and unnecessary stress about the condition of the child.
• Parents need reviseexcessive demands to your own child about learning and behavior.
• Required support and protection in any form: soothe and support the child, let him know that his parents love him. Close contact with a “safe” person for the child is very important (light massage, stroking, pressure, kneading, touching, bathing together for a short time, swimming in the pool).
• Only after the child has calmed down, re-analyze the situation, explain what the child did wrong, which was not taken into account in a particular situation. It is necessary to assess the specific facts in the behavior, and not the child.
• You can try to use herbal decoctions with a calming effect: soothing collection, mint tea, lemon balm, valerian root decoction. Soothing baths for 10-15 minutes at a temperature of 38 ° C with flavored additives are also suitable. Use aromatic oils, adding them to a special lamp at night.

When to See a Psychologist

The psychologist usually "connects" already in "neglected" cases. Most often they occur when the stressor is in the family. For example, the father beats, having previously "loaded" with alcohol. Another case: single mothers, demanding from the child more than he can (good grades, compliance with the ideals of the mother), from impotence can go to physical punishment, especially in relation to the son. The most common is the failure to provide protection own child who experienced stress at school (“It’s his own fault that you were beaten.” “That’s right, I got it on business.” “You are not a man, but a weakling”).

How can a psychologist help?

It should be remembered: the earlier the parents turned to a specialist, the better the child. The psychologist does not evaluate the position of the child (correctly or incorrectly), but creates an algorithm: what to do if there is a similar situation. Sometimes a student cannot remember the situation due to which he developed stress, that is, he develops complete or partial memory loss (this is a defense mechanism). If the family does not provide the child with protection and support, then the psychologist builds this system, and also helps him develop skills to deal with stress (muscle relaxation, autogenic training), gives place to the feelings that arose in response to stress (drawings, role-playing, body therapy). ).

Then, training is organized for the interaction of a stressed child with other children: defending one's position, the ability to constructively show one's aggression.