Drawing test my family for preschoolers interpretation. Test "My Family"

Introduction

Emotions play important role in children’s lives: help them perceive reality and respond to it. Manifested in behavior, they inform the adult about what the child likes, angers or upsets him. This is especially true in infancy, when verbal communication is not available. As a child grows, his emotional world becomes richer and more diverse. From basic ones (fear, joy, etc.) he moves on to a more complex range of feelings: happy and angry, delighted and surprised, jealous and sad. The external manifestation of emotions also changes. This is no longer a baby who cries both from fear and from hunger.

At preschool age, a child learns the language of feelings - forms of expressing the subtlest shades of experiences accepted in society with the help of glances, smiles, gestures, postures, movements, voice intonations, etc.

On the other hand, the child masters the ability to restrain violent and harsh expressions of feelings. A five-year-old child, unlike a two-year-old, may no longer show fear or tears. He learns not only to largely control the expression of his feelings, to put them in a culturally accepted form, but also to consciously use them, informing others about his experiences, influencing them.

But preschoolers still remain spontaneous and impulsive. The emotions they experience are easily read on their face, in their posture, gesture, and in their entire behavior. For practical psychologist a child’s behavior and expression of feelings is an important indicator in understanding inner world little man, indicating his mental state, well-being, possible development prospects. The emotional background provides the psychologist with information about the degree of emotional well-being of the child. Emotional background may be positive or negative.

The negative background of the child is characterized by depression, bad mood, confusion. The child hardly smiles or does it ingratiatingly, the head and shoulders are lowered, the facial expression is sad or indifferent. In such cases, problems arise in communication and establishing contact. The child often cries and is easily offended, sometimes for no apparent reason. He spends a lot of time alone and is not interested in anything. Upon examination, such a child is depressed, lacks initiative, and has difficulty making contact.

One of the reasons for such a child’s emotional state may be the manifestation of an increased level of anxiety.

Under anxiety in psychology they understand a person’s tendency to experience anxiety, i.e. emotional condition, which arises in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events of one of the mechanisms of development of neurosis, as it contributes to the deepening of personal contradictions (for example, between high level pretensions and low self-esteem).

Anxious people live in constant, unreasonable fear. They often ask themselves the question: “What if something happens?” Increased anxiety can disorganize any activity (especially significant ones), which, in turn, leads to low self-esteem and self-doubt (“I couldn’t do anything!”). Thus, this emotional state can act as a... Everything that is characteristic of anxious adults can also be attributed to anxious children. Usually these are very unconfident children with unstable self-esteem. Their constant feeling of fear of the unknown leads to the fact that they rarely take the initiative. Being obedient, they prefer not to attract the attention of others, they behave exemplary both at home and in kindergarten, they try to strictly fulfill the requirements of parents and educators - they do not violate discipline, they clean up their toys. Such children are called modest, shy. However, their exemplary behavior, accuracy, and discipline are of a protective nature - the child does everything to avoid failure.

2.1 Causes of anxiety

Finding out the causes of anxiety in a child before school age is important task for the teacher, because Establishing the cause of the violation is the basis for building a correctional and developmental program.

It is known that a prerequisite for the occurrence of anxiety is increased sensitivity (sensitivity) of the nervous system. However, not every child with hypersensitivity becomes anxious.

Much depends on the way parents communicate with their child. In most cases, they can be the cause of the development of an anxious personality.

“I don’t know of a single case,” stated A.S. Makarenko, “when would a full-fledged character arise without a healthy educational environment, or, conversely, when a distorted character would result despite proper educational work.”

There is a direct relationship between the amount of fears in children and parents, especially mothers. A mother in a state of anxiety involuntarily tries to protect the child’s psyche from events that somehow remind her of her fears.

a) Factors such as excessive demands from adults can contribute to increased anxiety in a child, as they cause a situation of chronic failure.

b) Another factor contributing to the formation of anxiety is frequent reproaches, evoking feelings guilt. In this case, the child is constantly afraid of being guilty before his parents.

c) Often the cause of anxiety in children is the parents’ restraint in expressing feelings in the presence of numerous warnings - “I’m so worried about you, if only nothing happens to you.”

According to psychologist M. Kuzmina, there are several causes of anxiety that lie in the family:

• Traditionalism of family relationships. In these families, relationships with the child are built on the principle of “must” and “obligation”.
• Open messages and direct threats. Usually in such families the child is told: “Go now...” or “If you don’t go to kindergarten, then I...”.
• Mistrust of the child. Many parents check their children’s pockets and look into “secret” places. The child is told who to be friends with.
• Parental distance. Many parents go to visit, go to the theater or go on vacation without children. The child feels abandoned; he has no one to talk to about his problems and worries. Such children develop a fear of loneliness.
• Lack of attachment within the family. These are families where everyone has their own private life.
• Negative attitude towards the elderly. In some families, old people become an unnecessary burden; grown-up children take out their accumulated evil on them. Old people and young children are psychologically close to each other and often unite in an unspoken alliance.

A child’s anxiety can also be caused by the peculiarities of interaction between the teacher and the child, the prevalence of an authoritarian style of communication, or the inconsistency of requirements and assessments.

2.2 Forms of manifestation (types) of anxiety

Anxiety as psychological feature can have various forms. According to A.M. Parishioners, by a form of anxiety is meant special combination the nature of the experience, awareness of verbal and nonverbal expression in the characteristics of behavior, communication and activity. She was allocated open and closed forms anxiety.

Open forms: acute, unregulated anxiety; regulated and compensating anxiety; cultivated anxiety.

Closed She calls (disguised) forms of anxiety “masks.” Such masks are: aggressiveness; overdependence; apathy; deceit; laziness; excessive daydreaming.

Increased anxiety affects all areas of the child’s psyche: affective-emotional, communicative, moral-volitional, cognitive.

Research by V.V. Lebedinsky allow us to conclude that children with increased anxiety belong to risk groups for neuroses, additive behavior, and emotional personality disorders.

So, what is he like, an anxious child?

An anxious child has inadequate self-esteem: low, high, often contradictory, conflicting. He experiences difficulties in communication, rarely shows initiative, his behavior is neurotic in nature, with obvious signs of maladjustment, and his interest in learning is reduced. He is characterized by uncertainty, fearfulness, the presence of pseudo-compensatory mechanisms, and minimal self-realization.

An inconsistent teacher also causes anxiety in a child because he does not give him the opportunity to predict his own behavior. The constant variability of the teacher's demands, the dependence of his behavior on his mood, emotional lability entail confusion in the child, the inability to decide what he should do in a particular case.

Anxiety arises in situations of rivalry and competition. A child, finding himself in a situation of competition, will strive to be first, to achieve the highest results at any cost.

Another situation is a situation of increased responsibility. When a child falls into it, his anxiety is caused by the fear of not meeting the hopes and expectations of an adult and of being rejected by him.

In addition to the listed factors, anxiety also arises as a result of the fixation in the emotional memory of strong fears when encountering anything that represents danger or actually poses an immediate threat to life, including an attack, accident, operation or serious illness.

Manifestation of anxiety in preschool children

Anxious children are usually very unconfident children with unstable self-esteem. Their constant feeling of fear of the unknown leads to the fact that they rarely take the initiative. Being obedient, they prefer not to attract the attention of others, they behave exemplary both at home and in kindergarten, they try to strictly fulfill the requirements of parents and educators - they do not violate discipline, they clean up their toys. These children are sometimes considered modest or shy. However, their exemplary behavior, accuracy, and discipline are of a protective nature - the child does everything to avoid failure.

For each age period, there are certain areas, objects of reality that cause increased anxiety in most children, regardless of the presence of a real threat or anxiety as a stable formation.

These “age-related anxieties” are a consequence of the most significant social needs. At the age of 6-7 years, adaptation to school plays a major role.

An anxious child may develop neurotic traits. Unconfident, prone to doubts and hesitations, a timid, anxious child is indecisive, dependent, often infantile, and highly suggestible. Such a child is afraid of others and expects attacks, ridicule, and insults. He fails to cope with the task in the game, with the task. This contributes to the formation of psychological defense reactions in the form of aggression directed at others. Thus, one of the most famous methods, which anxious children often choose, is based on a simple conclusion: “in order not to be afraid of anything, you need to make them afraid of me.” The mask of aggression carefully hides anxiety not only from others, but also from the child himself. Nevertheless, deep down in their souls they still have the same anxiety, confusion and uncertainty, lack of solid support. Also, the reaction of psychological defense is expressed in refusal to communicate and avoidance of persons from whom the “threat” comes. Such a child is lonely, withdrawn, and inactive.

It is also possible that a child finds psychological protection by escaping into a fantasy world. In fantasies, the child resolves his insoluble conflicts; in dreams, his unfulfilled needs are satisfied.

Fantasies are one of wonderful qualities, inherent in children.

Normal (constructive) fantasies are characterized by their constant connection with reality. Anxious children experience a break from reality.

Anxiety as defined emotional mood with a predominant feeling of anxiety and fear of doing something wrong, not doing right, not meeting generally accepted requirements and standards, develops closer to 7 years of age large quantities insoluble and coming from more early age fears

It has been observed that the levels of anxiety in boys and girls are different. In preschool and primary school age, boys are more anxious than girls. This has to do with what situations they associate their anxiety with, how they explain it, and what they fear. And the older the children, the more noticeable this difference is. Girls are more likely to attribute their anxiety to other people. People with whom girls can associate their anxiety include not only friends, family, and teachers. Girls are afraid of the so-called " dangerous people" - drunkards, hooligans, etc. Boys are afraid of physical injuries, accidents, as well as punishments that can be expected from parents or outside the family: teachers, school principal, etc.

Methods for diagnosing anxiety .

Detection of anxiety in preschool children (from 4 to 7 years old) can also be carried out using projective techniques:

Expressive - “Drawing of a family”, “Draw a person”, “House, tree, person”,

Interpretive - “Anxiety Test”, etc.

In children of senior preschool and primary school age, anxiety is not yet a stable personality trait and is relatively reversible with appropriate psychological and pedagogical measures, and it is also possible to significantly reduce a child’s anxiety if teachers and parents raising him follow necessary recommendations.

Criteria for determining anxiety in a child:

• Constant worry
• Difficulty, sometimes inability to concentrate on anything
• Muscle tension (for example, in the face, neck)
• Irritability
• Sleep disturbance

It can be assumed that a child is anxious if at least one of the criteria listed above is constantly manifested in his behavior.

Signs of anxiety:

• Cannot work for a long time without getting tired.
• He has difficulty concentrating on anything.
• While performing a task, he is very tense and constrained.
• Feels embarrassed more often than others.
• Often talks about tense situations.
• As a rule, blushes in unfamiliar surroundings.
• He complains that he has terrible dreams.
• His hands are usually cold and damp.
• He often has upset bowel movements.
• Sweats a lot when excited
• Doesn't have a good appetite.
• Sleeps restlessly and has difficulty falling asleep.
• He is timid and fears many things.
• Usually restless and easily upset.
• Often cannot hold back tears.
• Doesn't tolerate waiting well.
• Doesn't like to take on new things.
• Not confident in myself, in my abilities.
• Afraid to face difficulties.

One point is given for each item.

High anxiety – 15-20 points.

Average – 7-14 points.

Low – 1-6 points.

Methods for preventing and correcting anxiety .

Games for preschoolers provide great opportunities for correcting the emotional state and personal qualities.

Play activities provide special opportunities for studying and restructuring the emotional sphere of children with developmental difficulties. First of all, play is an activity that is attractive and close to preschoolers, since it is based on their immediate interests and needs.

A well-known specialist in the field of psychocorrection of preschool children, A. S. Spivakovskaya, noting the specificity of using the game in correctional classes, draws attention to its multifunctionality. With the help of a game, you can solve a variety of problems: the same game for one child can be a means of increasing self-esteem, for another it can have a energizing, tonic effect, and for a third it can become a scale of collective relationships.

M.I. Buyanov argues that the upbringing of a child should be based on a number of important requirements:

Firstly, adults must be emotional in the presence of a child, clearly, distinctly, and unambiguously express their attitude towards everything that may be the object of his perception. This is necessary for the formation of his own system of assessment of the environment necessary for every person.

Secondly, adults should be as affectionate as possible with the child, as this has a stimulating effect on his mental development, and also contributes to the formation of self-confidence and feelings of security.

Thirdly, the demands of adults on the child must be constant and built taking into account his real capabilities - this is necessary for the formation of will and other important qualities to develop the ability to act based on established stable assessments, and not narrowly situational; fourthly, the child should be given the opportunity to gain experience in evaluating responsible actions; even if he acts incorrectly, as far as possible, you should let him complete what he has planned and help him evaluate the actions and its result as a whole, and not pull him back along the way, since in this case he does not accumulate sufficient experience of self-esteem and, moreover, turns out to be prone to impulsively motivated actions.

Rules for working with anxious children, for teachers

• Be sure to celebrate successes individually and in front of the group.
• Try to make as few comments as possible to the child.
• Use punishment only in extreme cases.
• Do not humiliate a child by punishing him.
• Emotional support (It’s okay... Sometimes people make mistakes, they are afraid... Well, it’s okay, next time it will work out...) - reducing the state of fear, anxiety, tension.
• Stimulating assistance – advance payment (You can do it, I know, I’m sure, I believe in you)…
• Personal exclusivity (Only you can do it... And I really like the way you did it, drew it, etc.).
• Strengthening motivation (Do this for me, I will be very pleased... We need this so much for....)
• High praise for the detail (You did a great job with this part...).
• Don't rush! Give time to figure it out.
• When in a hurry, stop, calm down.
• If necessary, repeat and clarify the instructions.
• Avoid competitions and any type of work that involves speed.
• Use skin-to-skin contact more often.
• Relaxation exercises.
• Help increase your child's self-esteem by praising him more often, but so that he knows why.

Rules for working with anxious children, for parents

• Avoid public reprimands and comments!
• Avoid comparisons with other children (especially if someone is better).
• Be sure to celebrate your child's successes by communicating them in his presence with other family members (for example, during a shared dinner).
• Praise the child and be proud of him. Tell and show everyone his achievements.
• Don't notice mistakes and failures. In the most poorly done work you can find something worthy of praise.
• Try to make as few comments as possible to the child.
• Encourage in all endeavors and praise even for minor independent actions.
• Evaluation is of great importance; it should always be positive.
• It is necessary to refuse such words that humiliate the dignity of the child (“donkey”, “fool”, “pig”), even if the adults are very annoyed and angry.
• You cannot threaten a child with such punishments: (“Shut up, otherwise I’ll glue your mouth shut! I’ll leave you! I’ll kill you!” “I’ll give you to your uncle!”).
• The affectionate touch of parents will help an anxious child gain a sense of confidence and trust in the world.

Parents must be unanimous and consistent in rewarding and punishing the child.

Approaches to the correction of anxiety in children in the system of child-parent relations

R.V. Ovcharova, based on the reasons for the ineffectiveness of parental relationships, such as: pedagogical and psychological illiteracy of parents; rigid parenting stereotypes; personal problems and characteristics of parents brought into communication with the child; the influence of the characteristics of communication in the family on the relationship of parents to the child, etc., suggests cognitive-behavioral training as the main method of correction.

Cognitive-behavioral training is carried out using role-playing games and a video training program. Rationale for the method: family – complete system. And that is why parent-child problems cannot be solved only through psychocorrection of the child or parent. Parallel work allows you to increase the efficiency of classes.

A.A. Osipova identifies socio-psychological training as a means of correcting parent-child relationships.

Social-psychological training is understood as the practice of psychological influence based on active methods group work. This implies the use of unique forms of teaching knowledge, skills, and techniques in the field of communication, activity and correction.

Socio-psychological training is one of the methods of active learning and psychological influence, carried out in the process of intensive group interaction and aimed at increasing competence in the field of communication, in which general principle student activity is complemented by the principle of reflection on the own behavior of other group members. In the process of socio-psychological training, various methodological techniques are used: group discussion (basic methodical technique), role-playing game, non-verbal exercises and so on.

Psychological reasons for the formation of childhood anxiety

1.2 Causes of anxiety in preschool children

Emotions play an important role in children’s lives: they help them perceive reality and respond to it. Manifested in behavior, they inform the adult about what the child likes, angers or upsets him. This is especially true in infancy, when verbal communication is not available. As a child grows, his emotional world becomes richer and more diverse. From basic ones (fear, joy, etc.) he moves on to a more complex range of feelings: happy and angry, delighted and surprised, jealous and sad. The external manifestation of emotions also changes. This is no longer a baby who cries both from fear and from hunger.

At preschool age, a child learns the language of feelings - forms of expressing the subtlest shades of experiences accepted in society with the help of glances, smiles, gestures, postures, movements, voice intonations, etc.

On the other hand, the child masters the ability to restrain violent and harsh expressions of feelings. A five-year-old child, unlike a two-year-old, can no longer

show fear or tears. He learns not only to largely control the expression of his feelings, to put them in a culturally accepted form, but also to consciously use them, informing others about his experiences, influencing them

But preschoolers still remain spontaneous and impulsive. The emotions they experience are easily read on their face, in their posture, gestures, and in their entire behavior. For a practical psychologist, a child’s behavior and his expression of feelings are an important indicator in understanding the inner world of a little person, indicating his mental state, well-being, and possible development prospects. The emotional background provides the psychologist with information about the degree of emotional well-being of the child. The emotional background can be positive or negative.

The child's negative background is characterized by depression, bad mood, and confusion. The child hardly smiles or does it ingratiatingly, the head and shoulders are lowered, the facial expression is sad or indifferent. In such cases, problems arise in communication and establishing contact. The child often cries and is easily offended, sometimes for no apparent reason. He spends a lot of time alone and is not interested in anything. Upon examination, such a child is depressed, lacks initiative, and has difficulty making contact.

One of the reasons for such a child’s emotional state may be the manifestation of an increased level of anxiety.

Anxiety in psychology is understood as a person’s tendency to experience anxiety, i.e. an emotional state that arises in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events of one of the mechanisms of development of neurosis, as it contributes to the deepening of personal contradictions (for example, between a high level of aspirations and a low self-esteem).

Anxious people live in constant, unreasonable fear. They often ask themselves the question: “What if something happens?” Increased anxiety can disorganize any activity (especially significant ones), which, in turn, leads to low self-esteem and self-doubt (“I couldn’t do anything!”). Thus, this emotional state can act as

Everything that is characteristic of anxious adults can also be attributed to anxious children. Usually these are very unconfident children with unstable self-esteem. Their constant feeling of fear of the unknown leads to the fact that they rarely take the initiative. Being obedient, they prefer not to attract the attention of others, they behave exemplary both at home and in kindergarten, they try to strictly fulfill the requirements of parents and educators - they do not violate discipline, they clean up their toys. Such children are called modest, shy. However, their exemplary behavior, accuracy, and discipline are of a protective nature - the child does everything to avoid failure.

What is the etiology of anxiety? It is known that a prerequisite for the occurrence of anxiety is increased sensitivity (sensitivity). However, not every child with hypersensitivity becomes anxious. Much depends on the way parents communicate with their child. Sometimes they can contribute to the development of an anxious personality. For example, there is a high probability that an anxious child will be raised by parents who provide a type of overprotective upbringing (excessive care, petty control, a large number of restrictions and prohibitions, constant pulling back).

In this case, communication between an adult and a child is authoritarian in nature, the child loses confidence in himself and in his own strength, he is constantly afraid of a negative assessment, begins to worry that he is doing something wrong, i.e. experiences a feeling of anxiety, which can take hold and develop into a stable personal formation - anxiety.

Overprotective upbringing can be combined with symbiotic, i.e. an extremely close relationship between a child and one of the parents, usually the mother. In this case, communication between an adult and a child can be either authoritarian or democratic (the adult does not dictate his demands to the child, but consults with him and is interested in his opinion). Parents with certain characterological characteristics - anxious, suspicious, unsure of themselves - are prone to establishing such relationships with their children. Having established close emotional contact with the child, such a parent infects his son or daughter with his fears, i.e. contributes to the formation of anxiety.

For example, there is a relationship between the amount of fears in children and parents, especially mothers. In most cases, the fears experienced by children were inherent in mothers in childhood or are manifesting themselves now. A mother in a state of anxiety involuntarily tries to protect the child’s psyche from events that somehow remind her of her fears. Also, a channel for the transmission of anxiety is the mother’s care for the child, consisting of nothing but misgivings, fears and anxieties.

Factors such as excessive demands from parents and educators can contribute to increased anxiety in a child, as they cause a situation of chronic failure. Faced with constant discrepancies between his real capabilities and the high level of achievement that adults expect from him, the child experiences anxiety, which easily develops into anxiety. Another factor that contributes to the formation of anxiety is frequent reproaches that cause feelings of guilt (“You behaved so badly that your mother had a headache,” “Because of your behavior, your mother and I often quarrel”). In this case, the child is constantly afraid of being guilty before his parents. Often the reason for a large number of fears in children is the restraint of parents in expressing feelings in the presence of numerous warnings, dangers and anxieties. Excessive strictness of parents also contributes to the emergence of fears. However, this only happens in relation to parents of the same sex as the child, i.e., the more a mother prohibits a daughter or a father prohibits a son, the more likely they are to develop fears. Often, without thinking, parents instill fear in their children with their never realized threats like: “Your uncle will take you into a sack,” “I will leave you,” etc.

In addition to the listed factors, fears also arise as a result of the fixation in the emotional memory of strong fears when encountering anything that represents danger or poses an immediate threat to life, including an attack, accident, surgery or serious illness.

If a child’s anxiety increases, fears appear - an indispensable companion to anxiety, then neurotic traits may develop. Self-doubt, as a character trait, is a self-destructive attitude towards oneself, one’s strengths and capabilities. Anxiety as a character trait is a pessimistic attitude towards life when it is presented as full of threats and dangers.

Uncertainty breeds anxiety and indecisiveness, and these, in turn, form the appropriate character.

Thus, a child who is unsure of himself, prone to doubts and hesitations, a timid, anxious child is indecisive, not independent, often infantile, and highly suggestible.

The negative consequences of anxiety are expressed in the fact that, without generally affecting intellectual development, high degree anxiety can negatively affect the formation of divergent (i.e. creative, creative) thinking, for which such personality traits as a lack of fear of the new, unknown.

However, in children of senior preschool and preschool age, anxiety is not yet a stable character trait and is relatively reversible with appropriate psychological and pedagogical measures, and it is also possible to significantly reduce the child’s anxiety if the teachers and parents raising him follow the necessary recommendations.

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The word "anxious" is noted in many dictionaries. There are many versions explaining the origin of this term. The author of one of them believes that the word “alarm” means a three-time repeated signal about danger from the enemy.

The psychological dictionary gives the following definition of anxiety: it is “an individual psychological characteristic consisting in an increased tendency to experience anxiety in a wide variety of life situations, including those that do not predispose to this.”

It is necessary to distinguish anxiety from anxiety. If anxiety is episodic manifestations of a child’s restlessness and excitement, then anxiety is a stable condition. For example, it happens that a child gets nervous before speaking at a party or answering questions at the blackboard. But this anxiety does not always manifest itself; sometimes in the same situations he remains calm. These are manifestations of anxiety. If the state of anxiety is repeated frequently and in a variety of situations (when answering at the board, communicating with unfamiliar adults, etc.), then we should talk about anxiety.

Anxiety is not associated with any specific situation and appears almost always. This condition accompanies a person in any type of activity. When a person is afraid of something specific, we talk about the manifestation of fear. For example, fear of the dark, fear of heights, fear of enclosed spaces.

To date, a definite point of view on the causes of anxiety has not yet been developed. But most scientists believe that in preschool and primary school age one of the main reasons lies in the disruption of parent-child relationships.

Anxiety develops due to the presence of an internal conflict in a child, which can be caused by:

• 1. Conflicting demands made by parents, or parents and school (kindergarten). For example, parents do not allow their child to go to school because feeling unwell, and the teacher puts a “two” in the journal and scolds him for skipping a lesson in the presence of other children.
• 2. Inadequate requirements (most often, overestimated). For example, parents repeatedly repeat to their child that he must be an excellent student; they cannot and do not want to come to terms with the fact that their son or daughter receives more than just “A” grades at school and is not the best student in the class.
• 3. Negative demands that humiliate the child and put him in a dependent position. For example, a teacher or teacher says to a child: “If you tell me who behaved badly in my absence, I will not tell my mother that you got into a fight.” Experts believe that boys are more anxious in preschool and primary school age, and girls after 12 years of age. At the same time, girls are more worried about relationships with other people, and boys are more to a greater extent concerned about violence and punishment. Having committed some “unseemly” act, girls worry that their mother or teacher will think badly of them, and their friends will refuse to play with them. In the same situation, boys are likely to be afraid that they will be punished by adults or beaten by their peers.

Children's anxiety increases if parents are not satisfied with their work, living conditions, financial situation. Perhaps this is why in our time the number of anxious children is steadily growing. The authoritarian style of parental education in the family also does not contribute to the child’s inner peace.

There is an opinion that academic anxiety begins to develop already in preschool age. This can be facilitated by both the teacher’s work style and inflated demands on the child and constant comparisons with other children. In some families, throughout the entire year before entering school, conversations are held in the presence of the child about choosing a “worthy” school and a “promising” teacher. Parents' concerns are passed on to their children. In addition, parents hire numerous teachers for their child and spend hours completing tasks with him. The child’s body, which is fragile and not yet ready for such intensive learning, sometimes cannot stand it, the baby begins to get sick, the desire to learn disappears, and anxiety about the upcoming training rapidly increases.

Anxiety can be associated with neurosis or other mental disorders. In these cases, the help of medical specialists is necessary.

A child is included in a kindergarten group. He intensely peers at everything that is around him, timidly, almost silently greets and sits awkwardly on the edge of the nearest chair. He seems to be expecting some trouble.

This is an anxious child. There are a lot of such children in kindergarten and at school, and working with them is no easier, but even more difficult, than with other categories of “problem” children, because hyperactive and aggressive children are always in plain sight, while anxious ones They try to keep their problems to themselves. They are characterized by excessive anxiety, and sometimes they are afraid not of the event itself, but of its premonition. They often expect the worst. Children feel helpless and are afraid to play new games and start new activities. They have high demands on themselves and are very self-critical. Their level of self-esteem is low; such children really think that they are worse than others in everything, that they are the ugliest, stupidest, and clumsy. They seek encouragement and approval from adults in all matters.

Anxious children are also characterized by somatic problems: abdominal pain, dizziness, headaches, spasms in the throat, difficulty shallow breathing, etc. When anxiety manifests itself, they often feel dry mouth, a lump in the throat, weakness in the legs, rapid heartbeat.

Emotions and feelings are a reflection of reality in the form of experiences. Various shapes experiences of feelings (emotions, affects, moods, stress, passions, etc.) collectively form the emotional sphere of a person. There are such types of feelings as moral, intellectual and aesthetic. Fundamental and derivative emotions are distinguished. The fundamental ones include: interest-excitement, joy, surprise, grief-suffering, anger, disgust, contempt, fear, shame, guilt.

The rest are derivatives. From the combination of fundamental emotions, such a complex emotional state as anxiety arises, which can combine fear, anger, guilt, and interest-excitement. “Anxiety is an individual’s tendency to experience anxiety, characterized by a low threshold for the occurrence of an anxiety reaction: one of the main parameters individual differences". A certain level of anxiety is a natural and obligatory feature active work personality.

Each person has their own optimal or desired level of anxiety - this is the so-called useful anxiety. A person’s assessment of his condition in this regard is for him an essential component of self-control and self-education. However, an increased level of anxiety is a subjective manifestation of personal distress. The manifestations of anxiety in different situations are not the same. In some cases, people tend to behave anxiously always and everywhere, in others they reveal their anxiety only from time to time, depending on the circumstances. Situationally stable manifestations of anxiety are usually called personal and are associated with the presence of a corresponding personality trait in a person (the so-called “personal anxiety”). This is a stable individual characteristic that reflects the subject’s predisposition to anxiety and presupposes his tendency to perceive a fairly wide “fan” of situations as threatening, responding to each of them with a certain reaction. As a predisposition, personal anxiety is activated by the perception of certain stimuli that are regarded by a person as dangerous, threats to his prestige, self-esteem, and self-esteem associated with specific situations. Situationally variable manifestations of anxiety are called situational, and the personality trait exhibiting this kind of anxiety is referred to as “situational anxiety.” This state is characterized by subjectively experienced emotions: tension, anxiety, concern, nervousness. This condition occurs as an emotional reaction to a stressful situation and can vary in intensity and dynamic over time.

Individuals classified as highly anxious tend to perceive a threat to their self-esteem and functioning in a wide range of situations and react very intensely, with a pronounced state of anxiety. The behavior of anxious people in activities aimed at achieving success has the following features:

• 1. Highly anxious individuals react more emotionally to messages about failure than low-anxious individuals.
• 2. Highly anxious people perform worse at work than low-anxious people. stressful situations or in conditions of shortage of time allotted to solve the problem.
• 3. Fear of failure is a characteristic feature of highly anxious people. This fear dominates their desire to achieve success.
• 4. Motivation to achieve success prevails in people with low anxiety. It usually outweighs the fear of possible failure.
• 5. For highly anxious people, messages about success are more stimulating than messages about failure.
• 6. Low-anxious people are more stimulated by messages about failure.
• 7. Personal anxiety predisposes an individual to perceive and evaluate many objectively safe situations as those that pose a threat.

A person’s activity in a specific situation depends not only on the situation itself, on the presence or absence of personal anxiety in the individual, but also on the situational anxiety that arises in a given person in a given situation under the influence of developing circumstances. The impact of the current situation, a person’s own needs, thoughts and feelings, the characteristics of his anxiety as personal anxiety determine his cognitive assessment of the situation that has arisen. This assessment, in turn, causes certain emotions (activation of the autonomic nervous system and increased state of situational anxiety along with expectations of possible failure). Information about all this through neural mechanisms feedback is transmitted to the human cerebral cortex, influencing his thoughts, needs and feelings. The same cognitive assessment of the situation simultaneously and automatically causes the body to react to threatening stimuli, which leads to the emergence of countermeasures and corresponding responses aimed at reducing the resulting situational anxiety. The result of all this directly affects the activities performed. This activity is directly dependent on the state of anxiety, which could not be overcome with the help of the responses and countermeasures taken, as well as an adequate cognitive assessment of the situation.

Thus, a person’s activity in an anxiety-generating situation directly depends on the strength of situational anxiety, the effectiveness of countermeasures taken to reduce it, and the accuracy of the cognitive assessment of the situation.

By a form of anxiety we understand a special combination of the nature of experience, awareness, verbal and nonverbal expression in the characteristics of behavior, communication and activity. The form of anxiety manifests itself in the spontaneously developing ways of overcoming and compensating it, as well as in the attitude of the child and adolescent to this experience.

It is known that there are 2 categories of anxiety:

• 1. open - consciously experienced and manifested in behavior and activity in the form of a state of anxiety;
• 2. hidden - unconscious to varying degrees, manifested either by excessive calmness, insensitivity to real troubles and even denial of it, or indirectly through specific ways behavior.

• 1. Acute, unregulated or poorly regulated anxiety - strong, conscious, manifested externally through symptoms of anxiety, the individual cannot cope with it on his own.
• 2. Regulated and compensated anxiety, in which children independently develop enough effective ways to help them cope with their anxiety. According to the characteristics of the methods used for these purposes, two subforms were distinguished within this form: a) reducing the level of anxiety and b) using it to stimulate one’s own activity, increasing activity. This form of anxiety occurs mainly in primary school and early adolescence, i.e. in periods characterized as stable.

An important characteristic of both forms is that anxiety is assessed by children as an unpleasant, difficult experience that they would like to get rid of.

3. Cultivated anxiety - in this case, unlike those stated above, anxiety is recognized and experienced as a valuable quality for the individual, allowing one to achieve what he wants. Cultivated anxiety comes in several forms. Firstly, it can be recognized by the individual as the main regulator of his activity, ensuring his organization and responsibility. In this it coincides with form 2.b; the differences concern, as noted, only the assessment of this experience. Secondly, it can act as a certain ideological and value setting. Thirdly, it often manifests itself in the search for a certain “conditional benefit from the presence of anxiety and is expressed through an increase in symptoms. In some cases, one subject had two or even all three options simultaneously.

The form that we conventionally called “magical” can be considered as a type of cultivated anxiety. In this case, the child or teenager, as it were, “conjures evil forces” by constantly replaying in his mind the most disturbing events, constant conversations about them, without, however, freeing himself from the fear of them, but further strengthening it through the mechanism of the “vicious psychological circle.” "

Speaking about forms of anxiety, one cannot help but touch upon the problem of so-called “masked” anxiety. “Masks” of anxiety are those forms of behavior that have the form of pronounced manifestations of personal characteristics generated by anxiety, allowing a person to experience it in a softened form and not express it outwardly. Such “masks” are most often described as aggressiveness, dependence, apathy, excessive daydreaming, etc. There are aggressive-anxious and dependent-anxious types (with varying degrees of awareness of anxiety). The aggressive-anxious type is most often found in preschool and adolescence both in open and hidden forms of anxiety, both as a direct expression of aggressive forms of behavior. The anxiety-dependent type is most often found in open forms of anxiety, especially in acute, unregulated and cultivated forms.

Emotions play an important role in children’s lives: they help them perceive reality and respond to it. Manifested in behavior, they inform the adult about what the child likes, angers or upsets him. This is especially true in infancy, when verbal communication is not available. As a child grows, his emotional world becomes richer and more diverse. From basic ones (fear, joy, etc.) he moves on to a more complex range of feelings: happy and angry, delighted and surprised, jealous and sad. The external manifestation of emotions also changes. This is no longer a baby who cries both from fear and from hunger. At preschool age, a child learns the language of feelings - socially accepted forms of expressing the subtlest shades of experiences with the help of glances, smiles, gestures, postures, movements, voice intonations, etc. On the other hand, the child masters the ability to restrain violent and harsh expressions of feelings. A five-year-old child, unlike a two-year-old, may no longer show fear or tears. He learns not only to largely control the expression of his feelings, to put them in a culturally accepted form, but also to consciously use them, informing others about his experiences, influencing them. But preschoolers still remain spontaneous and impulsive. The emotions they experience are easily read on their face, in their posture, gesture, and in their entire behavior.

For a practical psychologist, a child’s behavior and his expression of feelings are an important indicator in understanding the inner world of a little person, indicating his mental state, well-being, and possible development prospects. The emotional background provides the psychologist with information about the degree of emotional well-being of the child. The emotional background can be positive or negative. The child's negative background is characterized by depression, bad mood, and confusion. The child hardly smiles or does it ingratiatingly, the head and shoulders are lowered, the facial expression is sad or indifferent. In such cases, problems arise in communication and establishing contact. The child often cries and is easily offended, sometimes for no apparent reason. He spends a lot of time alone and is not interested in anything. During examination, such a child is depressed, lacks initiative, and has difficulty making contact.

One of the reasons for such a child’s emotional state may be the manifestation of an increased level of anxiety. In psychology, anxiety is understood as a person’s tendency to experience anxiety, i.e. an emotional state that arises in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events. Anxious people live in constant, unreasonable fear. They often ask themselves the question: “What if something happens?” Increased anxiety can disorganize any activity (especially significant ones), which, in turn, leads to low self-esteem and self-doubt (“I couldn’t do anything!”).

Thus, this emotional state can act as one of the mechanisms for the development of neurosis, as it contributes to the deepening of personal contradictions (for example, between a high level of aspirations and low self-esteem). Everything that is characteristic of anxious adults can also be attributed to anxious children. Usually these are very unconfident children with unstable self-esteem. Their constant feeling of fear of the unknown leads to the fact that they rarely take the initiative. Being obedient, they prefer not to attract the attention of others, they behave exemplary both at home and in kindergarten, they try to strictly fulfill the requirements of parents and educators - they do not violate discipline, they clean up their toys. Such children are called modest, shy. However, their exemplary behavior, accuracy, and discipline are of a protective nature - the child does everything to avoid failure.

Excessive strictness of parents also contributes to the emergence of fears. However, this only happens in relation to parents of the same sex as the child, i.e., the more a mother prohibits a daughter or a father prohibits a son, the more likely they are to develop fears. Often, without thinking, parents instill fear in their children with their never realized threats like: “Your uncle will take you into a sack,” “I will leave you,” etc.

In addition to the listed factors, fears also arise as a result of the fixation in the emotional memory of strong fears when encountering anything that represents danger or poses an immediate threat to life, including an attack, accident, surgery or serious illness. If a child’s anxiety increases, fears appear - an indispensable companion to anxiety, then neurotic traits may develop. Self-doubt, as a character trait, is a self-destructive attitude towards oneself, one’s strengths and capabilities. Anxiety as a character trait is a pessimistic attitude towards life when it is presented as full of threats and dangers. Uncertainty breeds anxiety and indecisiveness, and these, in turn, create a corresponding character.

An insecure, anxious person is always suspicious, and suspiciousness gives rise to distrust of others. Such a child is afraid of others and expects attacks, ridicule, and insults. He fails to cope with the task in the game, with the task. This contributes to the formation of psychological defense reactions in the form of aggression directed at others. Thus, one of the most famous methods, which anxious children often choose, is based on a simple conclusion: “in order not to be afraid of anything, you need to make them afraid of me.” The mask of aggression carefully hides anxiety not only from others, but also from the child himself. Nevertheless, deep down in their souls they still have the same anxiety, confusion and uncertainty, lack of solid support.

Anxiety as a certain emotional infusion with a predominance of feelings of restlessness and fear of doing something wrong, of not meeting generally accepted requirements and norms, develops closer to 7 and especially 8 years of age with a large number of unresolvable fears that come from an earlier age.

The main source of anxiety for preschoolers and primary schoolchildren is the family. Later, for teenagers, this role of the family decreases significantly; but the role of the school doubles. It has been noticed that the intensity of the experience of anxiety and the level of anxiety in boys and girls are different. In preschool and primary school age, boys are more anxious than girls. This has to do with what situations they associate their anxiety with, how they explain it, and what they fear. And the older the children, the more noticeable this difference is. Girls are more likely to attribute their anxiety to other people. People with whom girls can associate their anxiety include not only friends, family, and teachers. Girls are afraid of so-called “dangerous people” - drunkards, hooligans, etc. Boys are afraid of physical injuries, accidents, as well as punishments that can be expected from parents or outside the family: teachers, school principal, etc.

Thus, a child who is unsure of himself, prone to doubts and hesitations, a timid, anxious child is indecisive, not independent, often infantile, and highly suggestible.

The negative consequences of anxiety are expressed in the fact that, without generally affecting intellectual development, a high degree of anxiety can negatively affect the formation of divergent (i.e. creative, creative) thinking, for which such personality traits as lack of fear of the new, unknown are natural . Nevertheless, in children of senior preschool and primary school age, anxiety is not yet a stable character trait and is relatively reversible with appropriate psychological and pedagogical measures.

PSYCHOLOGICAL DRAWING. DIAGNOSTICS AND INTERPRETATION

Currently, the use of psychological drawing tests has become very popular in many areas of life. Their use is based on the principle of projection onto paper through a drawing of a psychological state children and adults, reflection and disclosure of character, feelings, emotions, desires, identification interpersonal relationships and so on.

Today, in addition to the actual instructions for using a number of drawing tests, we will consider a description of the development of children's graphic manifestations, the evolution of drawing and its psychotherapeutic meaning, as well as an analysis of drawings that reveal the psychological and emotional state.

Significant advantage of drawing tests in comparison with other methods of personality research, for example, in comparison with a verbal survey, it is lack of fear in the client (subject) during the testing process, which allows us to give the most accurate and objective assessment of his personal characteristics, emotional and psychological state.

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Test "My Family"

Can be used for children from 4-5 years old. The main purpose of the test is diagnosis inside family relations. IN psychological practice this test is one of the most informative.

Very often, parents evaluate the atmosphere of family relationships positively, while the child perceives it completely differently. In an “innocent” child’s drawing one can clearly see not only the child’s psychological state, unconscious or hidden problems, but also his attitude towards each family member and the perception of the family as a whole. Having found out how a child sees his family and his parents, you can effectively help him and try to correct the unfavorable climate in the family.

Exercise

Give your child a sheet of A4 drawing paper, a simple pencil, and an eraser. Ask your child to draw a family, including himself, and also invite him, if he wishes, to add other details to the drawing.The instructions could be even simpler if you just say: “Draw your family.”

When the drawing is completed, you need to ask the child to identify the drawn figures, and to note for yourself the sequence with which the child drew them.

IMPORTANT! You should not ask your child to draw a family immediately after family quarrels; control or prompt while drawing, as well as discuss the result with someone in front of the child.

1. The feeling of the drawing
2. The sequence of drawing family members, who is first, who is last
3. Graphic image:

Who is highlighted by pressure or color - this family member in this moment more significant

4. whether any of the family members were missed (there is a difficult emotional relationship with this person)

5. family size

6. Does it wash?

7. Does it fix it?

8. Does it add comments?

9 If he draws himself and highlights some part of the body (it means he is experiencing emotional tension in this part of the body

10. if there is separation between family members (poles, grass, trees, etc.)

11. pauses between drawing family members: more than 15 seconds

12. if we ask you to draw a family, but others draw – trauma, avoidance

13. if the number of family members increases - dissatisfaction, lack of communication

14. everyone holding hands in the picture – well-being in the family

15. pay attention to those whose faces are not drawn – emotional rejected attitude

16. big head– according to the child, the smartest in the family

17. what is crossed out causes anxiety

18. You can ask to compose a fairy tale based on a drawing (for therapy)

In addition to the order in which family members are depicted, it is important to note how hard the child presses the pencil when drawing a particular family member, what is the ratio of the size of the drawing to the size of the sheet, and also how long the child draws.

It is best to start evaluating a drawing with test indicators.

Test indicators (indicators of psychomotor tone)

Pencil pressure

Weak pressure - low self-esteem, sometimes passivity; depression.

Strong pressure – high self-esteem, sometimes impulsiveness, emotional tension.

Very strong pressure (pencil tears paper) – hyperactivity, aggressiveness.

Variable pressure is an indicator of the child’s emotional instability.

The meaning of lines and shading

Broad strokes or strokes, image scale, the absence of preliminary sketches and additional drawings speaks of the confidence and determination of the author of the drawing.

An unstable, blurry image containing many distinct intersecting lines,indicates increased excitability and hyperactivity of the child.

Lines not completedindicate impulsiveness, emotional instability.

Hatching extending beyond contours of the figure, – an indicator of the child’s emotional tension.

Figure location

Location of the picture in bottom parts of the leaf means low self-esteem.

Accordingly, if the drawing is located in top parts of the sheet, we can talk about inflated self-esteem.

Interpretation of the drawing

1. Minimum details in the drawing, speaks of the child’s isolation, and an excessive amount of details indicates his hidden anxiety.

2. Family member who causes the child the most anxiety, can be drawn either with a very thick line, or with a thin, shaky one.

3. Size of the relative, animal or object depictedspeaks of its importance for the child. For example, a dog or cat that is larger than its parents indicates that the relationship with its parents comes second. If dad is much smaller than mom, then the relationship with the mother is paramount for the child.

4. If a child draws himself small, homely,then he currently has low self-esteem; ifown image large, we can talk about the child’s self-confidence and the makings of a leader. A very small, helpless figurine of a child, placed surrounded by parents, can express the need to care for him.

5. If a child does not draw one of the family members, this may mean a negative attitude towards this person and a complete lack of emotional contact with him.

6. The one whom the child drew closest to his own image is the closest to him.If it is a person, then he is depicted holding hands with a figure corresponding to the child being tested.

7. In the child's mind, the most clever man has the largest head.

8. Large wide eyes in drawinga child is a sign of a request for help or concern about something. The child draws eyes like dots or slits for a person who, in his opinion, is independent and does not ask for help.

9. Man drawn without ears, - a symbol of the fact that he “does not hear” the child or anyone in the family.

10 people with a big open mouthperceived by the child as a source of threat.

Mouth-dash oUsually endowed with a person who hides his feelings and is unable to influence others.

11. The larger a person's hands, the more powerful he is in the eyes of a child. The more fingers there are, the stronger and more capable the child is.

12. Legs drawn as if suspended in the air, without support,belong to a person who, in the child’s opinion, has no independent support in life.

13 . Absence of arms and legs in humansoften indicates a reduced level of intellectual development, and the absence of only legs indicates low self-esteem.

14. Least significant character usually placed away from everyone else and has a vague outline of the figure, sometimes erased with an eraser after starting to draw.

The picture indicates the child’s well-being

1. If the child took pleasure in drawing the family.

2. If the figures are depicted in proportion: the relative height of parents and children is observed, according to their age.

3. If the child portrays all family members without exception.

5. If all the figures are located on the same level, they are depicted holding hands (some variations in the same sense are possible).

6. If, when coloring a picture, a child chooses bright, rich colors.

The picture reflects warning signs in relationships

1. If a child refuses to draw, this is a sign that unpleasant memories are associated with the family.

2. Excessively large proportions of parents are an indicator of their authoritarianism and desire to command their children.

3. If a child draws himself big, this is an indicator that he is self-oriented, as well as an indicator of confrontation with his parents.

4. Extremely small image the child indicates his low importance in the family.

5. By drawing himself last, the child thereby demonstrates his low status among other family members.

6. If in the picture a child has drawn all the family members except himself, then this indicates a feeling of inferiority or a feeling of lack of community in the family, a decrease in self-esteem, and a suppression of the will to achieve.

7. If a child portrayed only himself, we can talk about the egocentricity inherent in this child, his inherent conviction that all family members are obliged to think only about him, and he does not have to think about any of them.

8. A very small image of all family members is a sign of anxiety, depression, depression.

9. The image of all family members in cells is a sign of alienation and lack of friendship and community in the family.

10. If a child portrays himself with covered with hands face, this is how he expresses his reluctance to be in the family.

11. The shaded head (from the back) of a child means that he is immersed in himself.

12. Image big mouth, lips on oneself is a sign of hidden aggression.

13. If a child starts with pictures of legs and feet, this can also be considered a sign of anxiety.

14. An alarming signal is the predominance of dark tones in the drawing: black, brown, gray, purple.

Presence of other parts in the picture

Image of the sun or lighting fixtures- an indicator of the lack of warmth in the family.

Image of a carpet, TV and other household itemsbut speaks of the preference given to him by the child.

If a child draws a doll or a dog, - this may mean that he is looking for communication with animals and toys due to a lack of warmth in the family.

Clouds, and especially clouds,may be a sign negative emotions The child has.

Depicting a home instead of a family,the child shows his reluctance to be in the family.

Color in the drawing

Very often the child shows a desire to color the drawing. In this case, he should be given a box of colored pencils (at least 12 colors) and given complete freedom. What do the colors mean, and what can the additionally colored drawing tell us?

1. Bright, light, rich colors indicate the child’s high vitality and optimism.

2. The predominance of gray and black colors in the drawing emphasizes the lack of cheerfulness and speaks of the child’s fears.

3. If a child has painted himself in one color, and if this color is repeated in the image of another family member, it means that the child has a special sympathy for him.

4. Not using colored pencils can mean low self-esteem and anxiety.

5. The preference for red tones in the drawing indicates the child’s emotional tension.

Study protocol

By projective technique"Drawing of a Family"

Child________________________________Group_________________________

Date___________Execution time___________Psychologist____________________

Child’s age___________Well-being________________________________

Conversation with a child based on a drawing

1. Who is shown in your drawing?_________________________________________

2. What are they doing?______________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Which of them is the happiest and why?_________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Who is sad and why?_______________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclusions:_______________________________________________________________

________________________________________________________________________________________________________________________________________________________

While he is drawing, do not interfere with the process itself, but watch the order in which household members appear on the paper. When the drawing is ready, ask your child what the names of all the characters in his picture are and start analyzing.

By order: the sequence of appearance of family members indicates the attitude of the young artist towards them. Usually, children draw their most beloved or most significant family member first. If he forgot to draw someone, this means that the child has a strained relationship with this person. The child often portrays himself in the very center - this means he is confident that his parents love him. And vice versa, he feels abandoned and lonely if he has not drawn himself at all.

By composition: If one of the family members is missing from the picture as a group photograph, ask the child why he forgot him. Such an incomplete portrait is a serious reason to think.

By distance: When there is peace and quiet in the house, all the characters are depicted almost close to each other. The closer the baby draws himself to one of the parents, the stronger his attachment to this person. Any object drawn between people symbolizes a barrier in the relationship between these family members.

By color: He will paint everything that your child loves in warm tones. Will express special affection to juicy, bright color. If a child paints someone’s clothes with blue paint, it means that he feels comfortable next to this person. If it’s green, it means this person is respected and significant to the child. Yellow will mean impulsiveness and guidance to action, red will mean aggression, black color will signal emotional rejection of one of the relatives.

By body part: Carefully drawn facial features signify the love and importance of the parent for the child. If the author of the drawing highlighted his face, this is a sign of narcissism or increased attention to your appearance, but up to 4 years old such a pattern can be considered the norm. If little artist depicted the mouth of one of the parents as too large, then perhaps this person makes a lot of comments to the child.

If there is no mouth or it is very small, the character in life hides his feelings. Drawn teeth indicate aggression. Characters with large eyes experience fear, while characters with small eyes are hiding something. Long arms, as well as their complete absence, mean that this person is very domineering and puts psychological pressure on the child. Short arms betray inner weakness. And if a child draws himself with his hands raised up, he wants to assert himself in the family, he lacks attention.

Your child can help not only find, but also neutralize pain points in family relationships.
If you are confused in the interpretation of your child’s masterpiece, then just turn over a piece of paper and take the test on the topic “The Family I Want” with it. Ask your child to draw the family of his dreams, and you will see what each of you needs to be happy and give love to your loved ones.