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The Effectiveness of Various Types of Psychological Correction of Anxiety in Primary School

Scientific Research Center “Arktika”, Far eastern Branch of the Russian Academy of Sciences, Karl Marx Str. 24, Magadan 685000, Russia
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Behav. Sci. 2020, 10(1), 20; https://doi.org/10.3390/bs10010020
Received: 15 November 2019 / Revised: 23 December 2019 / Accepted: 24 December 2019 / Published: 30 December 2019
(This article belongs to the Special Issue XVI European Congress of Psychology)
At various stages of the development and education of children, there are psychoemotional difficulties that create prerequisites for impairment of the development of the child’s personality. The timely detection of difficulties in schoolchildren and therapeutic efforts are important for the formation of a psychologically healthy personality. The study of the effectiveness of various remedial techniques for childhood anxiety has therefore become theoretically and practically significant. The purpose of our study is to determine the effectiveness of various types of such therapeutic efforts: social and psychological training, a method of biological feedback, and Sandplay for the indicators of childhood anxiety among younger schoolchildren. The study was conducted in the school of Magadan, northeast of Russia (9–10-year-old students, n = 43). We used a standardized method of Multidimensional Assessment of Child Anxiety which included 10 scales. The following therapeutic efforts were used: sociopsychological training (SPT), biofeedback method (BFB), individual and group Sandplay. Students of group I (n = 12) participated only in the SPT. Students of group II (n = 11) participated in the SPT and underwent a course of training in self-regulation using the BFB method. In therapy work with the students of group III (n = 20), the SPT, BFB, individual and group Sandplay were used. In group I, after the therapy sessions, a significant decrease in anxiety was observed in 3 of 10 scales (2, 6, 7; p < 0.05). In group II, it was seen in 5 scales (1, 3, 6, 7, 8; p < 0.05). In group III, significant improvements took place in 7 scales (1, 2, 5, 6, 7, 9, 10; p < 0.01–p < 0.05). The present study has shown the different efficacy of applying the remedial techniques separately and in combination. The use of the therapy methods, in the complex, enhances the impact on the types of child anxiety. View Full-Text
Keywords: younger schoolchildren; anxiety; therapeutic efforts; sociopsychological training; biological feedback; art therapy younger schoolchildren; anxiety; therapeutic efforts; sociopsychological training; biological feedback; art therapy
MDPI and ACS Style

Bartosh, O.P.; Bartosh, T.P. The Effectiveness of Various Types of Psychological Correction of Anxiety in Primary School. Behav. Sci. 2020, 10, 20.

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