Psychologist to prepare for the exam. Psychological preparation for the exam. Recommendations to parents. Comparative analysis of the traditional exam and the USE

Psychological preparation for the exam

All of us have passed exams at least once in our lives, and therefore we are familiar with the experiences associated with them.Examis not just a test of knowledge, but a test of knowledge under conditions of stress and unpredictable results.This is stressful for students, teachers, and parents. The Unified State Exam is a regular exam, only based on test technologies.The life of children and adults during this period is filled with emotional tension.

What can we as adults do to ensure that children successfully pass graduation tests? First of all, parents, teachers, psychologists and class teachers should unite their efforts.

Our task is to relieve tension and fear of testing, to talk about the methods and techniques of self-organization that will help the student use his knowledge in the testing process.

It is conditionally possible to distinguish three groups of difficulties that high school students face during USE time: cognitive, personal and procedural.

1. Cognitive difficulties - these are difficulties associated with the peculiarities of information processing during the exam, with the specifics of working with test tasks. Moreover, if the amount of knowledge is important for the teacher, then from a psychological point of viewmore important skill use this knowledge.

What are the difficulties? It can present a significant difficultywork with test tasks . Testing involves the formation of special skills: highlight the significant aspects in each issue and separate them from minor ones; operate with facts and provisions taken out of the general context. Traditional learning, as a rule, focuses more on the ability to build relationships within a particular topic.

How can an adult help? Success in the performance of tasks is provided mainly bygood switchability and RAM . Unlike a traditional exam, tests that do not have a logical connection between tasks require the ability to handle large amounts of data and quickly switch from one topic to another. When working with graduates, in preparation for the Unified State Examination, the following tasks can be used to overcome cognitive difficulties:

exercises that develop the switching of attention in general;

games and tasks based on the material of school subjects, and here it is not so much knowledge that is important, but the skills of operating with concepts. An example of such an exercise is the well-known game "Associations", where terms from school courses in biology, physics and other subjects are used as associations. The instruction has next view: “The host calls any concept, for example, from the subject of physics. The player's task is to name an association with this concept.

2. Personal difficulties are determined by the characteristics of the student's perception of the situation of the exam, his individual reactions and states.

What are these difficulties? Traditionally, the exam situation at school is largely mitigated by the fact that children are surrounded by familiar people, which greatly contributes to reducing the anxiety experienced by the child. In fact, during the traditional exam, the student is in a situation of greater psychological security. Upon delivery USE graduates deprived of such support. Everything is alien there - adults, children, the room. Unfamiliar people accept and evaluate the results of the exam, which leads to increased anxiety and insufficient concentration on the task.

Previously, final exams were traditionally considered a kind of rehearsal for entrance exams, which greatly contributed to reducing anxiety when entering college. The state final certification is two exams at once: graduation and entrance, and this increases its significance, and, consequently, the level of anxiety of students.

It should be noted that the main consequence of personal difficulties is an increased level of anxiety of students in the exam, which leads to disorganization of activities, a decrease in concentration and efficiency. Anxiety is a very energy intensive activity. The more the child worries, the less energy he has left for learning activities.

How, in this case, can we help the child? With a high level of anxiety, work can be done to reduce the significance of the exam. Helping the graduate to understand that USE score does not havefatal values, we thereby contribute to greater confidence in passing this exam.

“What is the worst thing that can happen if the USE score is low?

What are the benefits of a high USE score?

Discussing these questions with graduates will help them create a more realistic image of the exam.

3. Procedural difficulties associated with the unified procedure itself. state exam. This procedure is largely unusual for children, which can cause significant difficulties.

What are these difficulties? There are several groups.

Difficulties associated with the specifics of fixing answers . Usually, children record their answers on the same sheet where the questions are written, using a draft if necessary. The task and the answer in such a situation are something integral, which also makes it possible to detect possible mistakes. The USE procedure separates the question and the answer, which creates additional difficulties for children. They may be afraid to make a mistake when filling out the form, as well as when correlating the content and the number corresponding to it.

Difficulties associated with the role of an adult . Usually, at the exam, the teacher, especially working in this class, combines the functions of support and assessment. In the situation of the Unified State Examination, the teachers present are only observers, which can also increase anxiety among graduates.

Difficulties related to evaluation criteria . The difference with the usual testing procedures is really great (usually - personal contact with the examiner, here - the absence of such, usually - a detailed flowery answer, here - concise).

The USE procedure requires specialactivity strategies: The student needs to determine for himself what tasks and in what proportion he will perform. And here we face another problem. In the traditional form of conducting an exam, the methods of preparing and organizing activities during the exam are more or less the same. In the written exam, students have a standard set of tasks with which they must cope, in the oral exam - to state the previously learned content of the exam ticket. And in the case of the USE, the definition of an activity strategybecomes the key , because it largely determines the examination grade. Following some recommended, rather than individual, effective work strategy for oneself can lead tothat a person does not do what is convenient for him , and this ultimately leads to a decrease in the result.

How can we help? A good supporting effect is provided not just by a story about the USE procedure, but by playing it, and in a humorous form. The comical representation of a frightening situation helps to reduce tension and anxiety in children. Such acting out may also include writing comic questions and preparing humorous tasks with the children.

The main work on the psychological support of students in the school is carried out, of course, at the preparatory stage. The class teacher and psychologist identify children with problems of self-organization and, together with the parents of graduates, determine the ways and means of psychological support.

At the stage of preparing for exams, you can use various forms of psychological support:

Group psychological classes for various categories of children For example, for children with difficulties in organizing activities. The purpose of these classes is to develop the necessary skills. These classes are differentiated, that is, not all children of the class take part in them, but children with specific difficulties.

Individual consultations of graduates. This form of work is more suitable for those children whose difficulties are more of a personal nature (for example, anxious or perfectionists).

Making recommendations for children and their parents . This form of work is especially suitable if the existing difficulties are little subject to corrective influence (for example, in asthenic or "stuck" children). It is important that these recommendations be written down so that parents and children can use them as a reminder.

Individual consultations at the request of parents of graduates.

The ability to remain calm and collected during the exam, concentrate on the task and correctly calculate the time for its completion directly depends on the psychological preparedness of the student for the exam. For the psychological preparation of graduates forFor the unified state exam, we have developed an action plan, which included:

diagnosis of students by the following methods:

Questionnaire "Readiness for the state final certification" (to identify knowledge about the procedure passing the exam, methods and techniques of self-organization);

Diagnosis of the type of personality accentuations (Schmishek Questionnaire);

Identification of temperament features (Eysenck Questionnaire).

Individual consultations at the request of students, teachers and parents once a week throughout the year.

Conducting a parent meeting "How to help children prepare for the state final certification."

Classroom hours in the form of training sessions in which participantslearn and learn how to:

control their psychological state during the preparation and passing of the unified state exam;

developinstallation for the successful completion of the exam;

overcome psychological barriers that prevent the successful passing of the exam.

Dear Parents! It is your support that a graduate needs first of all. Often parents experience crucial moments in the life of their children more acutely than their own. But it is much easier for an adult to pull himself together. Encouragement, support, real help, and most importantly - peace of mind for adultshelp the child deal better with your own anxiety.

Do not intimidate the child, do not remind him of the complexity and responsibility of the upcoming exams. This does not increase motivation, but only creates emotional barriers that the child himself cannot overcome.

Regardless of the result of the exam, often, generously and wholeheartedly tell him that he or she is the most beloved, and that everything in their life will work out!

Faith in success, confidence in your child, his abilities, stimulating help in the form of praise and approval are very important, because "even cacti grow better from a good word."

Good luck, success and all the best.

« Psychological assistance to a student in preparation for the exam.

« Anyone is afraid of exams, be he seven spans in the forehead, because at the exam the most stupid can ask more than the smartest answer.

Preparation for the exam, as a rule, goes on during the last years of schooling. Teachers try to prepare students with the help of tasks in the form of tests, additional classes. In addition, high school students attend courses, buy various manuals to prepare for the exam. Parents hire tutors. Everything is aimed at achieving the goal - passing the exam and entering the university. But the degree of anxiety, stress among graduates is not reduced. In turn, an increased level of anxiety during the exam very often interferes with activity, reduces concentration, and performance. Anxiety is a very energy intensive activity. The more the child worries, the less energy he has left for learning activities.

It is quite obvious that psychologists, teachers and parents face the problem of protecting the mental health of schoolchildren.

Procedure passing the exam- the activity is complex, different from the usual experience of students and making special demands on the level of development of mental functions. This procedure is largely innovative for teenagers, which can cause significant difficulties in the exam.

Exams are a test for a person at any age, especially in adolescence.

First of all, both parents and students should be familiar with general position USE for all academic subjects including physics. The student must know how to fill out the form, what letters to write, how to code the school number, etc.

Parents should be aware that upon receipt of the test results, if the graduate does not agree with the assessment, they can file an appeal (within 3 days after the announcement of the result) to the conflict commission.

Psychological assistance to eleventh-graders is provided by the school psychologist, parents, subject teachers and the class teacher.

Psychological assistance to students can be divided into three stages:

exam preparation, study educational material before the exam,

behavior on the eve of the exam,

behavior during the exam.

Assisting the school psychologist in preparing students for exams.

Stage 1. Know yourself.

School psychologist in grades 9-11 at technology lessons classroom hours, conducts tests to determine the type of temperament and style of student activity. The child must know their strengths and weaknesses. Depending on who the student is “owl” or “lark”, load the evening hours as much as possible or, on the contrary, the morning hours. Most good memory between 8 and 12 noon and between 17 and 21 pm.

Stage 2. About the consequences in case of unsatisfactory passing of examinations.

You cannot change reality, but you can change your attitude towards it.

An exam is an important stage in your life, but not the last!

Discuss with your parents what will happen after the exam. Understand that a catastrophe will not happen, no matter what the result of the tests.

1. First, prepare a place for classes: remove unnecessary things from the table, conveniently arrange the necessary textbooks, manuals, notebooks, paper, calculator, pencils, etc.

You can introduce yellow and purple colors into the interior of the room, as they increase intellectual activity. For this, any picture in these colors or a print is enough.

Make a lesson plan. When making a plan for each day of preparation, it is necessary to clearly define what exactly will be studied today. Not in general: "I'll work out a little", but which sections and topics.

Start with theory and then move on test tasks and tasks. Don't leave complex problems for later.

Alternate activities and rest.

No need to strive to read and memorize the entire textbook. It is useful to structure the material by drawing up plans, diagrams, preferably on paper. Outlines are also useful because they are easy to use for brief repetition of material.

In the process of direct preparation for the exam, use different types memory: visual (reading), auditory (reading aloud or recording on audio), motor (rewriting formulas, material).

Write cheat sheets! This is a very useful psychological ritual, as it not only activates mechanical memory but also give a sense of protection.

Take as many different published tests in the subject as you can. These workouts will introduce you to test item designs.

To successfully prepare for exams, it is necessary to use time rationally: study your biorhythm, draw up a time plan for preparing for the exam, use time management techniques. Train with a stopwatch in your hands, mark the time for completing tests (on the tasks in part A, on average, it takes 2 minutes per task).

When preparing for exams, never think that you will not cope with the task, but on the contrary, mentally paint yourself a picture of triumph.

Leave one day before the exam to repeat all the answer plans again, dwell on the most difficult questions once again.

Stage 4. The work of a school psychologist with parents of graduating students.

Psychologist's speech parent meetings: familiarization of parents with the results of a survey to determine the type of temperament and style of activity of adolescents.

Psychological support of parents is one of the most important factors determining the success of a child in passing the unified state exam. How to support a graduate?

Supporting a child means believing in him. Adults have many opportunities to demonstrate to the child their satisfaction with his achievements or efforts. Another way is to teach a teenager to cope with various tasks, creating in him the installation: "You can do it." Encourage children, praise them for what they are doing well. Increase their self-confidence, because the more the child is afraid of failure, the more likely they are to make mistakes.

There are words that support children, for example: “Knowing you, I am sure that you will do everything well”, “You know it very well”. You can support through touch, joint actions, physical complicity, facial expressions.

So, to support the child, you must:

Build on your child's strengths.

Avoid emphasizing the child's mistakes.

Show faith in the child, sympathy for him, confidence in his abilities.

To create an atmosphere of friendliness and respect at home, to be able and willing to demonstrate love and respect for the child.

2. Be both firm and kind, but don't act like a judge. Support your child, show that you understand his feelings. Do not increase the anxiety of the child on the eve of exams - this may adversely affect the test result. The excitement of the parents is always transmitted to the child, and if adults at a crucial moment can cope with their emotions, then the child will age features can emotionally "break".

3. Watch the child's well-being, no one except you will be able to notice in time and prevent the deterioration of the child's condition associated with overwork. Control the child’s preparation mode, avoid overloads, explain to him that he must alternate classes with rest. Provide a comfortable place for classes at home, make sure that no one at home interferes. Pay attention to the nutrition of the child: during intense mental stress, he needs nutritious and varied food and a balanced complex of vitamins. Products such as fish, cottage cheese, nuts, dried apricots, etc. stimulate the brain.

4. Help the children sort out the topics of the day. Teach your child how to prepare for exams. It makes no sense to memorize all the factual material, it is enough to look at the key points and catch the meaning and logic of the material. It is very useful to make brief schematic extracts and tables, arranging the studied material according to the plan. If he doesn't know how, show him how it's done in practice.Basic formulas and definitions can be written out on pieces of paper and hung over a desk, over a bed, in a dining room, etc.

5. Prepare various versions of test items for the subject (there are now many different collections of test items). Of great importance is the training of the child specifically for testing, because this form differs from the written and oral exams that are familiar to him. In advance, during training on test tasks, teach your child to navigate in time and be able to distribute it. Then the child will have the ability to concentrate throughout the entire test, which will give him peace of mind and relieve excessive anxiety. If the child does not wear a watch, be sure to give him a watch for the exam.

Focus on the student's strengths and strengths to build self-esteem.

Help your teenager to believe in himself and his abilities.

Help avoid mistakes, encourage the student to maximize their potential during the exam.

Support the graduate in case of failures, inspire confidence that the child is studying at school and mistakes in obtaining knowledge are inevitable.

Tell the graduates in detail how the unified state exam will be held so that each of them consistently presents the entire exam procedure.

Make an effort so that parents not only get acquainted with the rules for graduates, but also not be outside observers during the preparation of the child for the exam, but, on the contrary, provide him with comprehensive assistance and support.

Take into account the individual psychophysiological characteristics of graduates during the preparation and conduct of the exam. Psychophysiological features are stable natural characteristics of a person, which do not change with age and are manifested in the speed of mental and speech processes, in the productivity of mental activity.

Set yourself up for success, inspire yourself to be more collected and attentive on the day of passing the exam

The day you pass the exam is a very important day for you. You already have

positive exam experience in the past, take advantage of it.

Realize that the exam did not fall on you, "like snow on your head." You have been sufficiently prepared for it at the preliminary stage. Parents and teachers helped you with this.

Try to concentrate immediately after you have received the text of the assignments.

Mobilize your attention, concentrate on the successful completion of all tasks, this will help to cope with the situation.

Do not be distracted by extraneous stimuli (rustles, sounds, conversations).

Read each question twice, making sure you understand what is required of you.

If you can’t immediately focus your attention, you get distracted and

feel anxious about the situation. Calm down, take a look

you are surrounded by the same peers and teachers who are just as interested in success as you are. However, if anxiety makes it difficult to focus, you can apply the skills of managing your emotions.

First, go over all the tasks with your eyes and start with the easier ones, and leave the difficult ones for later. This will help you quickly get involved in the work and gain confidence in your abilities for the entire time of work.

Do not rush to immediately enter the correct answer, re-read the task to the end, thereby convincing yourself of the right choice. This will help you avoid an embarrassing mistake.

When doing the next task, try to distract yourself from the previous ones and focus only on the new task, even if you seem to have experienced failure in the past tasks.

Be sure to calculate the approximate time to fulfill each

assignments, leaving enough time to review all assignments.

If you are experiencing serious difficulties in solving certain tasks, use all your resources related to previous experience in mastering the subject and remember that test tasks are designed for the maximum level of difficulty.

Don't forget relaxation exercises:

For hands,

For legs,

For face,

For the back

And most importantly, know: "Everything will be fine!".

Literature:

1. M. Yu. Chibisova "Psychological preparation for the exam." Working with students, teachers, parents. M., Ginesis, 2009.

2. M. Yu. Chibisova "Unified State Exam" (psychological training), M., Ginezis, 2004.

GAO DPO "SarIPKiPRO"

Educational project

Psychological preparation of students for the exam

Sokolova L.A.

MOU "SOSH 70"

Kirovsky district

Saratov

Saratov 2015

1. Introduction.

The new form of the exam. What are the difficulties in passing the exam?

2 main part.

The urgency of the problem.

Purpose and objectives of the project.

Plan and implementation mechanism.

3. Conclusion.

4.List of sources.

5.App.

Introduction

The Unified State Exam (USE) is a centrally conducted exam in the Russian Federation. It serves as both a final exam from school and an entrance exam to universities. When conducting an exam throughout Russia, the same type of tasks and uniform methods for assessing the quality of work performance are used. After passing the exam, all participants are issued certificates of the results of the Unified State Examination, which are valid for two years, where the points obtained in subjects are indicated. Since 2009, the USE has been the only form of final exams at school and the main form entrance exams to the university.

USE tasks are called control and measuring materials (KIMs), which are developed Federal Institute pedagogical dimensions.

Tasks for each subject are divided into three parts (blocks): A, B, C.

Block A contains test tasks, in each of which it is necessary to choose one answer option from four offered.

For each item in block B, you must give a short answer, consisting of one or more words, letters or numbers. Answers to tasks of blocks A and B are entered in a special form and checked by a computer.

Block C consists of one or more tasks with a detailed answer (for example, you need to solve a problem, write an essay on a proposed topic, or reasonably answer a certain question). The answers to the tasks of block C are evaluated by experts of the regional examination committee, the tasks of the KIM of part C contain evaluation criteria for experts.

The relevance of psychological USE preparation hard to underestimate.

It is worth noting that the USE as a form of exam appeared relatively recently, and due to the introduction, the requirements for the exam change every year. In this regard, this form of conducting for many graduates is unusual and frightening. In addition, the USE is a stressful situation for graduates. Possible difficulties in passing the exam are mainly related to the peculiarities of the student's perception of the exam situation, with an insufficient level of development of self-control, with low stress resistance of students, with a lack of self-regulation skills.

The unified state exam is radically different from the usual form of knowledge testing. Such a new form of the exam requires good knowledge of the subjects, preliminary psychological preparation of all participants educational process(teachers, parents, students).

All this led to the need to create this project, which allows developing mechanisms for creating a program that allows the student to more effectively prepare for the exam and cope with anxiety.

Relevance of the problem:

Shortcomings in the preparation of students of the 11th grade of secondary educational institutions for writing the Unified State Exam.

The state exam is, first of all, a serious stressful situation for children, which has a negative impact on the child's psyche. Often, this situation is exacerbated by the teachers themselves. In this regard, the opinion of the Doctor of Philology, Associate Professor, Head of the Department of Modern Journalism and Public Opinion Pavel Fedorovich Potapov is interesting: “Not all students have a strong character. It is known that in rural areas they are brought to the points of the exam for tens of kilometers. They experience not only fatigue, but, like many other test participants, severe stress. Now imagine the following situation: a child has increased anxiety, is distracted when performing monotonous actions, or he is not used to tests and procedural moments and therefore passed the exam poorly. What should he do? This creates a conflict of interest between the children and the ministry. According to our observations, graduates react much more calmly to traditional oral and written exams.”

At present, when more and more graduates, their parents, and teachers solve the problems of preparing for the Unified State Examination, experience shows that a specific phenomenon begins to form - the “mythology of the Unified State Examination”. Mythology in this case refers to irrational, unconscious, emotionally loaded beliefs and attitudes that reflect attitudes towards this exam. Of course, they will manifest themselves in different ways: children say that “it is impossible to pass the exam”, teachers - about unrealistic requirements and incorrectly formulated tasks, parents - that “everything is bought somewhere in other regions and children receive only five." As a rule, such statements are accompanied by strong emotions: anxiety, anger, fear.

Therefore, the psychological component of the student's preparation is a priority during the preparation for the exam and is especially important on the day of the exam. Despite this, the system of psychological support for schoolchildren does not develop systematically, due to the lack of regulatory and methodological documents and a work plan for the psychological service in this direction. Comparing the traditional exam and the USE, it can be noted that with the new form of passing the exam, the student is required to have completely different, significant characteristics. Namely: high mobility, switchability, a high level of organization of activities, high stable performance, a high level of concentration, arbitrariness, etc. Therefore, it is necessary to build psychological support in such a way that the most significant characteristics listed above are developed by the time the exam is passed.

Thus, we can conclude that every year the required level of knowledge from the student is reduced, however, this does not remove the problem of psychological readiness for passing the exam from the examinee.

Objective of the project:

Develop a work plan for the psychological support of the exam.

When planning, it is necessary to analyze all the work educational institution, in the field of psychological support of the educational process. The fact is that a lot has already been done and is being done in our school to ensure that students successfully pass the transfer exams and the Unified State Examination. The psychologist conducts annual monitoring of the level of development of children's cognitive processes. Many teachers use test programs to assess the level of knowledge of students. However, all this work does not have a clear organization, and therefore there is no way to track its effectiveness, identify shortcomings, note positive sides.

Project objectives:

2) Development of a program for the formation of the psychological readiness of children for the exam and its implementation in the system of psychological support for children at school.

Validity of the tasks.

The results of the diagnostics of 11th grade students at school showed that: a weak level of attentiveness in 17% of students. A high level of anxiety in 14% of students. These indicators are important when passing exams in the form of testing.

When predicting the level of readiness of students for the Unified State Examination in 8-10 years, based on diagnostic examinations in the lower grades, the following results were obtained:

A weak level of visual-structural thinking was shown by 37% of students. Visual-structural thinking - allows you to analyze patterns and capture the direction of changes in information, "see" the structure, think by analogy.

A weak level of abstract thinking was shown by 44% of students. Abstract thinking allows us to operate with them by highlighting various formal features (quantitative, interval, functional).

A weak level of information processing speed was shown by 36% of students. Information processing speed - allows you to find out how quickly test tasks are completed. It is necessary to automate complex skills (reading, writing, counting).

A high level of anxiety in 18% of students. Anxiety - allows you to find out how comfortable the child feels during testing.

I believe that the psychological skills of passing the exam, obtained during the implementation of the program, will increase the effectiveness of preparing for exams, allowing you to behave more successfully during the exam, and will contribute to the development of mental work skills, the ability to mobilize yourself in a decisive situation, control your emotions.

Target audience of the project:

Pupils in grades 7-11 secondary school 70 Saratov. This target audience was chosen for a number of objective reasons.

High school students will be most interested in the topic raised in the project, because. at the end school year they pass one of the most important exams, namely the Unified State Examination. The further fate of the high school student, his place of study, his further work depends on what the test result will be. Knowledge plays an important role, however, the psychological readiness of the examinee is also important.

Also, the developed methodological base, during the implementation of the project, can be used in preparation for the exam for more early stages learning. In addition, as the researchers note, the sooner systematic, purposeful preparation begins, the better its results will be, respectively. This project assumes the possibility of expanding the target audience by including students in grades 7-8.

Plan and implementation mechanisms.

1. Creation of an expert commission from among teachers and a psychologist to develop measures for the psychological support of students for the exam and for selection among existing measures.

2. Creation of an expert commission from among teachers and a psychologist to develop methodological recommendations for teachers.

3. Implementation school psychologist psychological support for children to pass the exam.

4. Implementation of the developed normative and methodological base of psychological support for the USE in a general education school.

Diagnostics.

At this stage, the psychologist carries out a diagnostic examination of students for the development of attention switching, concentration, anxiety, for the development of thinking operations (i.e., all those processes that are necessary for successful delivery Unified State Examination) and compares the results obtained before the start of preparation for the Unified State Examination and the results obtained after their completion. These data will serve as an assessment of the effectiveness of all work on psychological support.

The work plan of a psychologist for the psychological support of schoolchildren for the exam.

Teaching the skills of self-regulation, self-control of students, increasing self-confidence, their abilities.

Self-regulation is the mechanism by which the centralizing, guiding and activating position of the subject is provided. It optimizes mental capabilities, compensates for shortcomings, regulates individual states in connection with the tasks and events of activity. It also ensures the target and semantic correspondence of the subject's actions to these events, timeliness, proportionality of actions, etc.

Through self-regulation, a person maintains a stable level of activity, regardless of the variability of mental states at a particular stage of activity.

Reduced anxiety levels for everyone USE participants.

Anxiety is a common psychological phenomenon of our time. Anxiety is considered as an experience of emotional discomfort, a premonition of impending danger. Of particular concern to psychologists in recent years is the process of formation of anxiety states in the school environment. According to the World Health Organization, the school is now recognized as a socially unfavorable factor. The consequence of such an adverse effect is often a violation mental health students. Currently, the number of anxious children, characterized by increased anxiety, insecurity, and emotional instability, has increased.

Among the most common causes include exam stress, which has an adverse effect on the child's psyche and the success of exam tasks.

To determine the level of anxiety among graduates.

Conduct developed classes for graduates, teachers in preparation for the exam

In the period of preparation for the unified state exam, 11th grade students experience enormous stress and stress, both mentally and emotionally. They need to master a large amount of material in a fairly short period of time, which is presented both in the form of textual information and in the form of tables, figures, formulas, diagrams, etc. Therefore, the student needs the skills of mastering information presented in various modalities, the skills of organizing his work both in time and in space so that, with the least amount of effort and time, to master and assimilate the largest amount of knowledge. Not all students can independently organize their work in the most optimal way.

In addition, one of the student's tasks is to prepare for the exam morally and psychologically, to cope with excitement so that it does not cause a lower grade at the most crucial moment. We believe that the psychological preparation of children for the Unified State Examination should be aimed at solving these problems.

Implementation mechanisms:

Diagnostics

1. Identification of anxiety level of graduates.

2. Identification of the formation of mental functions necessary for passing the exam.

Terms: September, April (psychologist)

Organizational and informational work.

1. Organization of information work with graduates, teachers.

Terms: March - June (psychologist)

Practical work.

Practical Tips parents "How to help children prepare for the exam"

Student Tips for successful execution testing.

Adviсe class teachers.

2. The introduction of a program of psychological and pedagogical activities for graduates in the educational institution during the preparation for the Unified State Examination

3. Preparation and holding of events.

DATES: September - December, March (expert group)

Diagnostics

Comparison of the results obtained during the diagnostic examination at the first and last stages of work (psychologist).

Expected results:

Psychological readiness of USE participants:

1. Reducing the level of anxiety.

2. Development of concentration of attention.

3. Development of clarity and structured thinking.

4. Increasing resistance to stress.

5. Development of the emotional-volitional sphere.

6. Development of self-control skills based on internal reserves.

7. Development of skills for constructive interaction (and all mental processes necessary for passing the exam).

As a result, the elimination of psychological factors that negatively affect the results of the exam.

Criteria for evaluating the effectiveness of the result

The analysis of the work performed will be based on a comparison of the diagnostics carried out before the start of the program and upon its completion. It will be seen how much the level of anxiety has decreased, how certain mental functions have developed. An indirect assessment will be the improvement in USE results.

Conclusion

Thus, when implementing a project for the psychological preparation of all USE participants (high school students, teachers, psychologists, parents), a work plan, guidelines and measures for the psychological support of children for the USE are being developed.

With the successful implementation of this project, the target group, namely graduate students of secondary educational institutions, will receive an important advantage in writing the exam, that is, resistance to the stresses that I affect when writing control tests. In addition, the acquired knowledge can be applied in later life, for example, when entering a university or when applying for a job. This program can be improved, for example, by involving a wider range of specialists, which will ultimately lead to improved results. received when writing the exam

Used sources:

1. Taylor, J. Anxiety Personality Scale. Diagnostics of emotional and moral development / George Taylor; adaptation by T.A. Nemchina; ed. I.B. Dermanova. - St. Petersburg: 2002. - 126-128 p.

2. Chibisova M.Yu. Unified state exam: psychological preparation (Psychologist at school) / M.Yu. Chibisov. - M.: Genesis, 2004. - 168

3. http://www1.ege.edu.ru/content/view/2/6/

4. http://www.rustest.ru/projects/

5. http://www.disput.mrsu.ru/art/15/

6. http://mon.gov.ru/main/5363/

7.nsportal.ru›School›Materials for parents›

8.o stress.ru› age _stress.html

9.ct age.info› Regulatory legal documentation

Annex 3

Stress test for graduates

This test is suitable for conducting in a group, the student can process it independently right in the lesson. The test is very useful in that it activates graduates and allows them to think about their own mental state: not everyone knows the signs of neuropsychic overstrain - apathy, fatigue in the morning, intrusive thoughts sensitivity to the words of others. A graduate may miss a critical moment when they need to stop, think about themselves and rest. Go for a walk, a change of scenery, meet friends to regain strength

Almost never (1 point);

Rarely (2 points);

Often (3 points);

Almost always (4 points).

Recently…

1. Little things often annoy me.

2. I get nervous when I have to wait for someone.

3. When I get into an awkward position, I blush.

4. When I get angry, I can offend someone.

5. I can’t stand criticism, I lose my temper.

6. If they push me in the transport, then I answer the same or say something rude.

7. All your free time is busy with something.

8. I always come to the meeting in advance or I am late.

9. I don’t know how to listen, I insert remarks.

10. I suffer from lack of appetite.

11. I often worry for no reason.

12. I feel bad in the morning.

13. I feel tired, I sleep badly, I can't switch off.

14. And after a long sleep, I don’t feel normal.

15. I think that my heart is not in order.

16. I have pain in my back and neck.

17. When I sit at the table, I drum my fingers on the table and shake my leg.

18. I dream of recognition, I want to be praised for what I do.

19. I think that I am worse than many.

20. I don't diet.

Then you need to add up all the resulting points and evaluate the result:

30 points or less. You live calmly and reasonably, manage to cope with the problems that arise. You do not suffer from false ambition or excessive modesty. These people often see themselves in a rosy light.

31–45 points. Your life is filled with activity and tension, you suffer from stress both in the positive sense of the word (ie you have the desire to achieve something) and in the negative. Apparently, you will not change your lifestyle, but leave some time for yourself.

46–60 points. Your life is a constant struggle. You are ambitious and dream of a career. The opinions of others are important to you, and this keeps you stressed. If you continue in the same spirit, you will achieve a lot, but it is unlikely that it will bring you joy. Avoid unnecessary disputes, pacify your anger caused by small things. Do not try to always achieve the maximum result. Give yourself a break from time to time.

61 points or more. You live like a car driver who simultaneously presses on the gas and brakes. Change your lifestyle. The stress you are exposed to threatens both your health and your future.

Appendix 1

The Unified State Exam is a traditional exam.

What is assessed

It is not just factual knowledge that is important, but the ability to present it. State of the art oral speech can help cover gaps in knowledge

Factual knowledge and the ability to reason, decide, as well as the ability to stay within the task, understand the wording, organization are assessed.

What affects the rating?

Big influence subjective factors, contact with the examiner, general impression, etc.

The assessment is as objective as possible.

Opportunity to correct your own mistake

In an oral exam, it is easier to notice an error due to feedback from the examiner and correct it during the story or when answering the examiner's question, in writing - when checking your own work

You can notice and correct errors when checking

Who evaluates?

People familiar to the student

Computer, unknown and invisible experts

When can I get the results of the exam?

On the oral exam - almost immediately, on the written - within a few

The student must demonstrate mastery of a certain piece of educational material

The exam covers almost the entire volume of educational material

How are the results recorded?

In a written exam - on the same sheet on which the tasks are performed. On the oral - on the draft

The results of the assignments must be transferred to a special form

Exam strategy

Unified

Individual

Annex 2

Purpose of the test

The technique is designed to measure the level of anxiety

Test Description

The questionnaire consists of 50 statements. It can be presented to the subject either as a list or as a set of cards with statements.

Instructions for the test

You are invited to familiarize yourself with a set of statements regarding character traits. If you agree with the statement, answer "Yes", if you do not agree - "No". Do not think for a long time, the first answer that comes to your mind is important.

test material

I'm usually calm and it's not easy to piss me off.

My nerves are no more upset than other people's.

I rarely get constipated.

I rarely have headaches.

I rarely get tired.

I almost always feel quite happy.

I'm confident.

I almost never blush.

Compared to my friends, I consider myself quite a brave person.

I don't blush more often than others.

I rarely have a heartbeat.

Usually my hands are quite warm.

I am no more shy than others.

I lack self-confidence.

Sometimes I feel like I'm good for nothing.

I have periods of such anxiety that I cannot sit still.

My stomach bothers me a lot.

I do not have the courage to endure all the difficulties ahead.

I would like to be as happy as others.

Sometimes it seems to me that such difficulties are heaped up in front of me that I cannot overcome.

I often have nightmares.

I notice that my hands begin to tremble when I try to do something.

I have extremely restless and interrupted sleep.

I am very worried about possible failures.

I had to experience fear in those cases when I knew for sure that nothing threatened me.

It is difficult for me to concentrate on work or on any task.

I work under a lot of pressure.

I get confused easily.

Almost all the time I feel anxiety about someone or something.

I tend to take everything too seriously.

I often cry.

I often suffer from bouts of vomiting and nausea.

Once a month or more I get an upset stomach.

I often fear that I am about to blush.

It is very difficult for me to concentrate on anything.

My financial situation worries me a lot.

Often I think about things that I would not want to talk about with anyone.

I have had periods when anxiety has deprived me of sleep.

At times, when I am confused, I sweat a lot, which makes me very embarrassed.

Even on cold days, I sweat easily.

At times I get so excited that it's hard for me to sleep.

Key to the test

The number of responses of the subject, indicating anxiety, is counted.

“Yes” responses to statements: 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35 , 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50.

Answers "No" to statements: 1, 2, 3.4, 5, 6, 1, 8, 9, 10, 11, 12, 13.

Answers matching the key are worth 1 point. Number of points summed up.

Evaluation of test results

40-50 points are considered as an indicator of a very high level of anxiety,

25-40 points indicate a high level of anxiety,

15-25 points - about the average (with a tendency to high) level of anxiety,

5-15 points - about the average (with a tendency to low) level of anxiety,

0-5 points - about a low level of anxiety.

Lesson #1

What is the USE and what does it mean to me?

Tasks:

Discuss the pros and cons of the exam

Formulate the concept of readiness for the exam

To help high school students to realize the psychological difficulties of passing the exam and assess their severity;

Contribute to the development of constructive tactics for overcoming them during preparation for the exam.

STUDY PROCESS

I. Topic presentation

Very soon your school years. You have a very important period ahead of you.- passing the exam. Our lesson will be devoted to the analysis of the psychological difficulties of passing the exam and possible ways to overcome them.

association game

Students take turns coming up with associations that the word “USE” evokes in them. The results are written on the board and then discussed.Associations should ideally show that the USE has two sides - positive and negative. If the latter prevails in the class, then the psychologist can resort to such tricky phrases as: “On USE results the teacher’s subjective opinion does not affect”, “USE is an opportunity to show one’s potential”, “Passed the USE at school – you don’t have to run around institutes and take exams all summer”, etc.

Informing

Unified State Exam- this is a reality for graduates, and for their parents, and for teachers.

The previous exercise showed that you have emotionally charged (anger, anxiety, irritation, anxiety, fear, impotence, self-doubt, etc.), irrational, unconscious ideas (beliefs and attitudes) that reflect your attitude towards this exam.

Due to the presence of these attitudes, high school students say that it is impossible to pass the exam, teachers- about unrealistic requirements and incorrectly formulated tasks, parents- that somewhere in other regions “everything is bought” and children receive only fives. We will not discuss this topic, but only fix the fact of the presence of such mostly negative ideas, which psychologists call "the mythology of the Unified State Examination."

Exams (in strict translation from Latin - tests) - this is not just “rattled off” and left. This is a multi-component and complex process, where each of the components of success is simply irreplaceable. Psychological readiness is just as important as good knowledge of the subject.

Task "Self-assessment of psychological readiness for the exam"

Each of you can assess the degree of your psychological readiness for the exam: turn over the received form and fill out the questionnaire individually, following the instructions. (Appendix 1)

“Psychological difficulties in preparing and passing the exam

and ways to overcome them

Since the exam is different from your usual forms of knowledge testing, some psychological difficulties may arise when passing it.

What psychological difficulties can high school students face during the exam? Conventionally, three groups of difficulties can be distinguished: cognitive (cognitive), personal and procedural.

Group 1 - Personal

Negative attitude towards the exam itself; Inappropriate fears, fears, fantasies associated with the exam; Inability to adequately assess their knowledge, skills, abilities; High anxiety, excitement; Uncertainty of life plans

Group 2 - Cognitive

Inability to use knowledge on the subject, to flexibly operate the system of educational concepts; Inability to operate with a large amount of educational material; Lack of self-organization and self-control skills; Inability to switch, lack of mobility; insufficient formation of skills for working with test tasks

Group 3 - Procedural

Inability to record answers to examination tasks; Inability to establish contacts in an unfamiliar environment and with strangers; Lack of a clear strategy for the exam; Lack of control over your emotional state; Ignorance of their duties and rights to the exam

Exam preparation

First, prepare a place for classes: remove unnecessary things from the table, conveniently arrange the necessary textbooks, manuals, notebooks, paper, pencils.

You can introduce yellow and purple colors into the interior of the room, as they increase intellectual activity. For this, any picture in these colors is enough.

Make a preparation plan. To begin with, determine who you are - "lark" or "owl", and depending on this, make the most of the morning or evening hours. When making a plan for each day of preparation, it is necessary to clearly define what exactly will be studied today. Not in general: “I’ll work out a little”, but which sections and topics will be covered.

Start with the most difficult - with the section that you know the least. But if it’s hard for you to “swing”, you can start with the material that interests and pleases you the most. Perhaps you will gradually enter the working rhythm, and things will go.

Alternate classes and rest, say, 40 minutes of classes, then 10 minutes - a break. You can wash the dishes at this time, water the flowers, do exercises, take a shower.

No need to strive to read and memorize the entire textbook. It is useful to structure the material by drawing up plans,

schemes, and preferably on paper. Outlines are also useful because they are easy to use for brief repetition of material. We will talk about the methods of memorizing the material in the next lesson.

Take as many different published tests as possible in this subject. These workouts will introduce you to test item designs.

Train with a stopwatch in your hands, mark the time for completing tests (on average, it takes 2 minutes for tasks in part A).

When preparing for exams, never think that you will fail, but, on the contrary, mentally paint a picture of triumph for yourself.

Leave one day before the exam to repeat all the answer plans again, dwell on the most difficult questions once again.

Practice writing clearly.

Learn about your rights during the exam. There are appeals on the exam procedure and on the number of points set (but not on the content of tasks in KIMs).

On the eve of the exam

Many people think that in order to fully prepare for the exam, only one, the last night before it, is missing. It is not right. You are already tired, and there is no need to overwork yourself. On the contrary, stop preparing in the evening, take a shower, take a walk. Sleep as well as possible to get up rested, with a sense of your health, strength, fighting spirit. After all, the exam is a kind of struggle in which you need to prove yourself, show your abilities and abilities.

You must arrive at the exam point without being late, preferably half an hour before the start of testing. You need to have a pass, a passport (not a birth certificate) and a few (in reserve) gel or capillary pens with black ink.

Think about how you will dress for the exam: it may be cool or warm at the testing point, and you will sit for the exam for 3 hours.There is an opinion that you should never dress flashy for exams. But many people take this advice too literally and try to look much worse. No need for extremes!

With them:

1. Bright tie with a pattern. You need to look serious.
2. Clothing in colorful stripes, a cage, with a sophisticated pattern.
3. Sport suit.
4. New clothes and especially shoes. You'll think of a rubbed callus and a tight skirt.
5. Short skirts and low-cut blouses are taboo.
6. Tops that expose belly piercings.
7. Sports shoes, high heels

COLOUR

1. Blue, green, brown and gray are the colors that make you feel welcome.
2. In order not to look like a cloud, dilute the above colors with blue, beige and light gray, respectively.
3. Red is the color of war and aggression.
4. Yellow and orange are the colors of frivolity. Exam is not the time for jokes!
5. White is the color of trust. But pure white clothing is best avoided. Ink pens, ashes, not always clean window sills can spoil the perfect picture.
6. Black color - ceremonial.

Successful testing tacticsExam materials consist of three parts, in which tasks of different difficulty levels are grouped. There are always tasks that you can solve. Assignments are developed in accordance with the program of the general education school and meet educational standard. The tasks of part C answer more high level difficulties, but correspond to the school curriculum - they are available for you! So, behind the preparation period. Do not spare two or three minutes to bring yourself into a state of balance.(Next lessons)Remember rhythmic breathing, autogenic training. Breathe, calm down. That's good!

Pay attention!At the beginning of the test, you will be given the necessary information (how to fill out the form, what letters to write, how to code the school number, etc.). The correctness of your answers depends on how carefully you remember all these rules!

Follow the rules of conduct on the exam!Do not shout from your seat, if you want to ask a question to the organizer of the exam in the audience, raise your hand. Your questions should not be related to the content of the tasks, you will only be answered questions related to the rules for filling out the registration form, or in case of difficulties with the test package (typos, missing letters, missing text in the form, etc.). Focus! After filling out the registration form, when you have clarified all the points that you do not understand, try to concentrate and forget about those around you. For you, only the text of the tasks and the clock regulating the time of the test should exist. Hurry don't rush!

Do not be afraid! Rigid time limits should not affect the quality of your answers. Before you enter your answer, read the question twice and make sure you understand correctly what is required of you.

Start easy! Start answering those questions that you have no doubt about knowing, without dwelling on those that can cause much thought. Then you will calm down, your head will begin to work more clearly and precisely, and you will enter into a working rhythm. You sort of free yourself from nervousness, and then all your energy will be directed to more difficult issues.

Skip! We must learn to skip difficult or incomprehensible tasks. Remember: in the text there will always be questions that you will definitely cope with. It's just stupid not to score points just because you didn't get to "your" tasks, but stuck on those that cause you difficulties.

Read the task to the end!Haste should not lead to the fact that you are trying to understand the conditions of the assignment “by the first words” and completing the ending in your own imagination. This is a sure way to make embarrassing mistakes in the most easy of questions.Think only about the current task!When you see a new task, forget everything that was in the previous one. As a rule, tasks in tests are not related to each other, so the knowledge that you applied in one (already, let's say, solved by you) usually does not help, but only interferes with concentration and correctly solving a new task. This advice will give you another invaluable psychological effect: forget about the failure in the last task (if it turned out to be too tough for you). Just think that each new task is a chance to score points.

Exclude! Many tasks can be solved faster if you do not immediately look for the correct answer, but consistently exclude those that are clearly not suitable. The elimination method allows you to end up focusing on just one or two options, and not on all five or seven (which is much more difficult). Schedule two laps! Calculate the time so that in two-thirds of the allotted time you go through all the easy tasks available to you (the first round), then you will have time to score maximum points on those tasks for which you are sure of the answers, and then calmly return and think about the difficult ones , which you had to skip in the beginning (second round). Guess! If you are not sure about the choice of an answer, but intuitively you can prefer some answer to others, then you should trust your intuition! In this case, choose the option that, in your opinion, has a high probability.

Check! Be sure to leave time to check your work, if only to have time to skim through the answers and notice obvious errors.

Do not worry! Strive to complete all tasks, but remember that in practice this is not always realistic. Keep in mind that the number of tasks you have solved may well be sufficient for a good grade.

Do not panic! The most important thing is to calm down and concentrate, and then success will not keep you waiting!

Good luck!

REMEMBER:

- you have the right to file an appeal on the procedure for conducting an exam in the form of the Unified State Examination to the head of the exam site on the day of work, without leaving the exam site;

- you have the right to appeal to the conflict commission within three days after the announcement of the exam result.

Final part

An exercise " kind word»
Instruction:

Distribution of leaflets (Appendix 2)

Preview:

Lesson #2 How to deal with exam stress.

Target: to introduce students to the main ways to reduce anxiety in stressful situation, working out with students the skills of psychological preparation for exams, increasing their self-confidence, in their abilities when passing exams.

Lesson progress:

At the beginning of the last lesson, we did the “Associations” exercise, i.e. came up with those associations that the word USE evokes in you. Let's remember them.

So, the word "stress" sounded. This is exactly what I wanted to hear from you, since the topic of our lesson is “How to cope with stress before the exam?”.

First of all, let's understand in comparison all states of mental tension.

Jitters - slight anxiety, anxiety. Every person has jitters before serious situations and this is normal. Over time, it passes. If it doesn’t go away and the situation escalates, it’s not far to stress:

Stress - a state of strong mental stress that occurs in a person in the process of activity in the most difficult and special circumstances. If you do not cope with your condition, it becomes the cause of depression:

Depression - mental illness , usually arising after negative events in a person's life, but often develops without any apparent reason

Depression is very insidious, because it affects the motivation of actions, thereby making it difficult to prepare for exams.

WHERE DOES EXAM STRESS COME FROM?

It is generated:

• intense mental activity
• load on the same muscles and organs due to prolonged sitting at textbooks,
• as well as disruption of sleep and rest.

The main factor that provokes the development of stress is negative experiences.

Stress renders Negative influence on the human psyche:

This is a deterioration in memory, difficulty in speech, severe fatigue from classes. One of the unpleasant consequences of stress is the disruption of the harmonious work of the cerebral hemispheres.

At rest, both hemispheres work in harmony. The left is responsible for analysis, logic. The right one is for emotions, images. The exchange of information between them is carried out through a narrow area, the so-called corpus callosum. As a result of stress, the normal flow is blocked nervous processes through this body. Children with a dominant right hemisphere "disappear" logic, the ability to deduce formulas, and solve problems. Children with a dominant left hemisphere have everything that is connected with figurativeness, competent speech.

Do you think you are under stress?

What are the signs of stress you know?

Check yourself:

Signs of stress:

Physical: chronic fatigue, weakness, sleep disturbance (drowsiness or insomnia), cold hands or feet, excessive sweating or severe dryness of the skin, dry mouth or throat, allergic reactions, speech difficulties (stuttering, etc.), sudden weight gain or loss , pains of a different nature (in the head, chest, abdomen, neck, back, etc.).

Emotional: anxiety, low mood background, frequent tears, nightmares, indifference to others, relatives, to one's own destiny, increased excitability, unusual aggressiveness, irritability, nervousness over trifling reasons.

behavioral: memory loss, impaired concentration, inability to concentrate, inability to make decisions, loss of interest in one's own appearance, obsessive movements (twisting hair, biting nails, stamping the foot, tapping fingers, etc.), piercing nervous laughter, constantly postponing things for tomorrow, changing eating habits (starvation or excessive eating), alcohol abuse, smoking, drugs.

If you have most of these symptoms, draw your own conclusions ...

What do you think stress affects?

Stress leads to a loss of self-confidence. To the emergence of various diseases, mental disorders and drug addiction.

Personal stress test (Appendix No. 1)

HOW CAN YOU HELP YOURSELF?

Breathe correctly

First of all, you need to pay attention to the physiological manifestations of excitement. As a rule, this is rapid breathing, slight chills and the so-called "bear disease", forcing the unfortunate student to rush between the classroom and the toilet. A simple exercise will help normalize the rhythm of breathing: for several minutes, you should breathe slowly and deeply. The exhalation should be twice as long as the inhalation.

You need to sit comfortably, close your eyes and relax your muscles as much as possible. 3-5 minutes after the start of breathing exercises, you can add self-hypnosis formulas to them: “I - relax - and - calm down”, synchronizing them with the rhythm of breathing. At the same time, the words “I” and “I” should be pronounced on the inhale, and the words “Relax” and “Calm down” on the exhale.

Warm up while sitting.

Warm-up can be done without even leaving the table. To do this, sit on a chair with your feet flat on the floor. The back is straight, arms extended back. Raise your hands up and count to ten. Relax and repeat the exercise. Sitting in the same position, stretch your arms in front of you at shoulder level. Point your palms up and away from you. Now imagine that you are pushing against a wall while tensing your shoulders. Hold this position and count to ten. Relax and repeat again. Sit up straight and place your hands on the seat of the chair. Stretch up until you feel your spine straighten. Imagine that you are being pulled up by the top of your head. Count to ten, relax and repeat the exercise.

Continue to sit straight and slowly turn your head from side to side. First look over the left shoulder, then over the right. Then tilt your head to the left shoulder, then to the right. Do this exercise five times and relax. At the end of the warm-up, relax the whole body. To do this, bend forward, put your elbows and forearms on your knees, point your palms up. Lower your head, close your eyes, breathe evenly and deeply for a minute. Feel the tension release from your neck, shoulders, back and legs. There are several exercises, the purpose of which is to save you from such surprises.

Cross movementshelp to restore the harmonious work of both hemispheres. As you know, the right hemisphere controls the left side of the body, and the left - the right. By making movements in which both halves of the body are involved, we involuntarily force both hemispheres to “get involved” in the work. Cross exercises have been specially developed that are easy to perform while sitting at a desk. For example: put the right hand on the left knee, raise the left heel, lower it and raise it again. And so several times. Then we change the arm and leg.

Also, to restore the harmonious work of the hemispheres, you can draw on a sheet of paper (preferably A4 format) from corner to corner a cross in the form of the letter “X”. And carefully look at him for a minute or two. When the eyes try to "scan" such an image, both hemispheres are involved.

Say “Stop” if you feel that panic is taking over, immediately forbid disturbing thoughts to clog your mind. Tell him "Stop!" This word should be spoken as a command, preferably out loud, and should sober you up, stopping you from sliding into the abyss of unrest. Panic will lead nowhere but a dead end - remind me of this!

In addition to breathing exercises and self-hypnosis formulas before the exam, you can also use other tricks , for example, you need to pull yourself by the hair located at the back of the head. Or at least massage that area of ​​the head. As a result, a large number of active points located there are stimulated. Such a simple technique helps to significantly increase your ingenuity.

Laughter can also "hit" stress. Malaysian scientists have found that laughter not only prolongs life, but also relieves stress; improves appetite and working capacity, normalizes sleep. For nine days, 30 students took a course of laughter therapy before exams. These classes included learning special breathing techniques that imitate human laughter. According to the students, physically they felt much better than usual.

Learn to yawn!Oxygen starvation is one of the most negative effects of stress. It causes rapid fatigue, headache, reduces performance. It's no secret that classes should take place in well-ventilated areas. But this is not always the case. Increase the rate of oxygen supply to the brain in a simple way: with the help of energetic yawning. We have all been taught that yawning is indecent. However, in a stressful situation, it is not only permissible, but also useful. To cause a yawning reflex, you need to massage the facial muscles (between the ear and cheek) with your middle fingers. Three to five yawns are enough to improve the condition.

During an exam, stress can be relieved with exercises that burn off stress hormones. To do this, tighten every muscle in your body as much as possible. Stay in this state for a couple of seconds and relax. Repeat until you feel better. During a strong nervous tension It is recommended to inhale soothing scents.

Aromas such as lavender, mint, eucalyptus, jasmine, and fir contribute to the production of the relaxation hormone (serotonin) in the brain. Just put a few drops of one of these aromatic oils on a tissue or handkerchief and inhale deeply, and you will immediately feel calm. Please note that this method can be used if you do not have allergies.

The fastest and most effective method overcoming the feeling of stress and panic is to close your eyes and take a few slow, deep breaths. Such breathing will calm all your nervous system. At the same time, you can say to yourself “I am calm and relaxed” or “I know that I can do this, and I will do it well!”

Panic attack? If you have a panic attack, inflate the paper bag with all your might, and then inhale this air filled with carbon dioxide. If there is no bag at hand, connect your palms with a boat and do this exercise no more than five times.

Massage Organizer

If a situation of time pressure arises, a person needs to mobilize all his forces in a short time. There are methods to quickly mobilize resources and recuperate, such as massage of active points.

Some of these massage techniques:

Earlobe massage;

Pressing with the thumb on the point between lower lip and chin;

Massage of the bridge of the nose and the area of ​​the "third eye".

Final part

Exercise "Kind word"
Instruction: Children are invited in turn to make wishes to their classmates according to the procedure for the upcoming exam.

Preview:

Lesson #3

Ways to relieve neuropsychic stress during preparation for the exam.

Purpose of the lesson : teaching methods of neuromuscular relaxation, relaxation techniques; the formation of students' ability to manage their psychophysical state.

Lesson progress

Greetings.

Participants take turns telling what good has happened to them since the last meeting. What is their current mood and state of health?

Warm up

The leader throws the ball, calling the name of the person to whom it throws, and any topic. The one who caught the ball calls out 5 words on a given topic and throws the ball to another, naming his topic.

There is not much time left before passing the final unified state exam, so it is necessary to start preparing now. It is very important in this stressful time not only to mobilize all your strength, but to learn how to relieve the neuropsychic tension that can arise and eventually lead to stress.

Anxiety - one of the main reasons for poor memory and concentration when passing 1 exam. Everyone needs to know psychological ways to reduce anxiety.One of the effective methods of relieving psychological stress is relaxation. The main psychological effect of relaxation is to reduce internal anxiety. Today we will get to know psychological ways stress relief.

Anxiety is usually associated with muscle tension. Sometimes, in order to achieve peace, it is enough to relax. This way of dealing with anxiety is called relaxation. You can perform muscle relaxation or relaxation through breathing.

Meditation also helps with anxiety. Essentially, meditation is a state of deep concentration on one object. This state allows you to find peace of mind and balance.

Self-control helps to cope with stress. The content of this concept as components includes the ability to control oneself, one's actions, experiences and feelings.

Ways to relieve neuropsychic stress

When you rest between classes while preparing for exams, it is sometimes important to spend as little time on it as possible, but to rest as much as possible during this time. I will list some methods for you, and you can choose those that suit you. Here are the ways:

• Sports activities.
• Cold and hot shower.
• Laundry.
• Washing dishes.
• Invest your tension in a clump newspaper sheet, make this lump as small as possible and throw it away. Tear the other newspaper into small pieces, then throw it into a bucket. From another newspaper to blind your mood. Paint over a newspaper spread (drawing with blots, finger painting with gouache).
• Dance to the music, sing your favorite song out loud.
• Take a walk in a quiet place in nature.
• Relaxation - tension - relaxation - tension, etc.
• Inhale deeply up to 10 times.
• Count the teeth with the tongue from the inside.

Exercise "Muscle relaxation"

Target : learn to cope with muscle tension.

Instruction: “Please take a comfortable position, put your hands on your knees and close your eyes. Focus your attention on your hands. You need to feel the warmth of your hands, their softness. If there is tension in your hands, just let it be.

The fact that complete relaxation has been achieved can be judged if the hands become warm and heavy.

Analysis:

How did this exercise make you feel? Did you manage to relax?
Respiratory relaxation also helps to relax.

Exercise: Breathing Relaxation

Target: Learn how to deal with anxiety using your breath.

The easiest way is to breathe on the count. It is necessary to invite the children to take a comfortable position, close their eyes and focus on breathing. Inhale for four counts, exhale for four counts.

Analysis:

How is your condition changing?

Were there any difficulties during the exercise?

Exercise "Focus on the subject"

Target : Learn how to deal with anxiety through meditation.

Instruction : “Each of you must choose any object (watch, ring, pen, etc.) and put it in front of you. For four minutes, keep all your attention on this subject, examine it carefully, trying not to be distracted by any extraneous thoughts.

Analysis:

Did you complete the task?

What helped and what hindered you in doing this exercise?

Exercise "Aaaaaa"

Target: learn to relieve stress in an acceptable way.

Instruction : Take a very deep breath, exhale. Then draw full lungs of air and exhale with a sound. Sing a long "Ahhhh" as you exhale. Imagine that at the same time feelings of tension or fatigue, fatigue flow out of you. And while inhaling, imagine that you are inhaling cheerful and joyful thoughts along with the air.

Analysis:

- Tell us about your condition.

Shake off game

Target : to teach to get rid of everything negative, unpleasant.

Instruction: “I want to show you how you can easily and simply get rid of unpleasant feelings. Start dusting your palms, elbows and shoulders. At the same time, imagine how everything unpleasant - bad feelings, bad thoughts - flies off you like water off a duck's back. Then dust off your legs from your toes to your thighs. And then shake your head. Now shake your face. Imagine that all the unpleasant burden falls off you and you become more and more cheerful.

Analysis:

How do you feel after the exercise?

Exercise "Mental picture"

You can also use your imagination to relieve mental stress. Draw a mental picture, and it will take you 10 minutes to complete.

Sit comfortably without straining your muscles. Do not cross your arms, legs, or hands. Rest, let your body relax.

Inhale deeply, drawing in the air gradually through the nose until the lungs are full.

Exhale slowly, also through the nose, until the lungs are completely empty. Try to do it rhythmically. Do not squeeze or exhale all at once.

Start a new cycle, listen to your breathing, to how your lungs expand, and then slowly release the air. Your breath is like the movement of waves gently lapping the shore (exhale) and then roll back again (inhale). Visibly imagine in your mind the waves, their splash and taste sea ​​water, a gentle breeze.

You rested, got the maximum effect, and it is very important to be able toget back to work. A very simple exercise can be used for this purpose.

thumb right hand press on the middle of the left palm. With tangible pressure, make circular movements from the center of the palm to the periphery, in a spiral with access to the thumb. Then the same with the other hand.

"Resource Images"
Leading. Remember or think of a place where you would feel safe and feel good and calm. It can be a flowering meadow, a seashore, a clearing in the forest, lit by a warm summer sun. Imagine that you are in this very place. Feel the smells, listen to the rustle of grass or the sound of waves, look around, touch the warm surface of the sand or the rough pine trunk. Try to present it as clearly as possible, in the smallest detail.
At first, the exercise will be difficult, so it can be mastered at home, in silence, before going to bed or before getting up, if there is time.
In order not to be afraid of being late, set aside 20-30 minutes for yourself (this time is more than enough) and set an alarm clock so that you don’t think about the time. As you master the technique, enhance the images, you will be able to use it in stressful situations.

What can be done to make mental stress occur as rarely as possible?

In order not to lose one's head in a crisis situation, it is necessary not to set super-tasks in order to achieve the super-goal. Do not wait until the situation becomes catastrophic.

Start preparing for exams in advance, little by little, in parts, keeping calm.

If it is very difficult to gather strength and thoughts, try to remember the easiest first, and then move on to studying difficult material.

Perform daily exercises that help relieve internal tension, fatigue, and achieve relaxation.

Reflection.

Students are asked to answer some questions:

How do you feel?

Which way to relieve anxiety seemed the most suitable for you personally?

What was easy and where did you feel the difficulty?

What are your wishes for the next lesson?

Explain to participants that there is no one right way to deal with stress

Preview:

ACTIVITY 5

Exam Confidence

Purpose of the lesson:

1. to introduce students to some methods of volitional mobilization; practice self-control techniques that students need during the exam.
2. working out with graduates the skills of psychological preparation for exams, increasing self-confidence, in their abilities when passing exams.
3. To introduce memorization techniques for educational material

Tasks:

1. Teaching students how to mobilize their will and how to maintain working well-being in preparation for exams.
2. Teaching active memorization techniques.

Lesson progress

Exercise "My working minute".

Students are invited to close their eyes and sit listening to music, trying to internally "count" one minute, without noticing the time. When the student internally feels that the minute has passed, he opens his eyes and raises his hand.

Discussion:

Who opened their eyes first?

Who is later?

Who is on time?

What do you think this means?

Are you ready to go?

Psychologist: In fact, this exercise also has a diagnostic moment. Those who opened their eyes before 1 minute has passed are always in a hurry and want to do everything. In addition, it is possible that these people have some degree of anxiety.

Those who open their eyes later than one minute have passed are calm, reasonable, unhurried, undisturbed people.

The situation of passing the exam is the same for all students, but everyone experiences it and behaves in it differently. What is it connected with? Of course, in many respects with how you learned the material, with how well you know this or that subject, with how confident you are in your abilities. Sometimes it happens like this - you really learned the material well, and suddenly during the exam there is a feeling that everyone has forgotten, some fragments of thoughts are rushing around in your head, your heart is beating quickly and strongly. To prevent this from happening, you must learn to overcome your fear, learn the techniques of mobilization and concentration. In this session, we'll look at volitional mobilization techniques that you can use to prepare for exams, even if you don't feel like you have personal qualities allowing to be strong-willed and purposeful. These techniques will allow you to get involved in work, tune in to preparing for exams.

"Express methods of volitional mobilization"
In difficult conditions of educational activity, for example during control works, exams, physical training, students often need to carry out volitional mobilization. In this case, it may be convenient to use express methods that will allow solving some particular problem.
I will tell you how to do these exercises, and you will try them one by one on your own.

Exercise "Volitional breathing"
Time: 5 minutes.

Take a standing position, relax, establish deep, even breathing. Then, breathing evenly and calmly, at the same time raise your arms to the level of your chest with your palms up, bend them at the elbows and move your elbows back.
After that, exhale calmly while slowly lowering your hands with your palms down. During exhalation, the muscles of the arms, shoulder girdle, abdomen, and legs are sequentially tightened. It can be imagined that the lowering arms compress the air in the lungs and direct it down into the ground. At the end of the exhalation, muscle tension stops.
The exercise is repeated until self-confidence appears and the body is ready to act with maximum efficiency.

Exercise "It's nice to remember"
Time: 5 minutes.
The exercise is based on the use of such a mechanism mental self-regulation like self-belief. In case of lack of self-confidence in solving any problem, it is recommended to present and analyze the experience of successfully solving similar problems in the past. In the end, you need to firmly say to yourself: “I have solved problems and more difficult ones, I will solve this one too!”

Autotraining allows a person to create a suitable mood, achieve calmness and confidence. Auto-training formulas are aimed at the subconscious.

Rules for compiling an auto-training formula:

1. All statements must be formulated in the affirmative form. The use of the particle "not" is prohibited.

2. All statements must be formulated in the present tense.

For example, the following formula will be successful: “Everything is good in my world. I am confident and calm. I quickly remember all the material. I'm focused."

"Kinesiology Exercise"

With the thumb and forefinger of one hand, we forcefully squeeze the phalanx of each finger of the other hand, starting with the nail phalanx, first in the dorsal-palmar, then in the interdigital plane. Then we change hands.

With the thumb of the right hand, press the middle of the left palm. With tangible pressure, make circular movements from the center of the palm to the periphery, in a spiral with access to the thumb. Then the same with the other hand.

It is advisable to use these exercises every day in the process of preparing for classes at school, in preparation for exams.

Memory and memorization techniques.

"Techniques for organizing memorized material"

There are certainmethods of working with memorized material, such as the:

grouping - splitting the material into groups for some reason (meaning, associations, etc.).

AT selection of strong points- fixing a short paragraph that serves as a support for a broader content (abstracts, title, questions stated in the text, examples, cipher data, comparisons, etc.).

Plan - a set of strongholds.

Classification - the distribution of any objects, phenomena, concepts into classes, groups, categories based on certain common features.

Structuring- establishing the relative position of the parts that make up the whole.

Schematization (construction of graphic schemes)- a picture or description of something in general terms, or a simplified representation of remembered information.

Serial material organization- establishment or construction of various sequences: distribution by volume, distribution by time, ordering in space, etc.

Associations - Establishing links by similarity, adjacency or opposition.

"Active Memory Methods"

The golden rule of good memory is intellectual work with the material. Active memorization methods include such intellectual work with text. Let's analyze some of them.

keyword method.

The key word is a kind of “knot” that connects the information stored in memory with our immediate consciousness and allows us to reproduce it. To memorize a phrase, it is enough to highlight 1-2 main (key) words and memorize them, after which you just have to remember them - as the whole phrase will be remembered. This method can also be applied when memorizing large texts, making up a chain of keywords that follow one after another and are interconnected.

The method of repetition by I. A. Korsakov(basic principles)

1. It is necessary to repeat the information within 20 seconds immediately after its perception, since the greatest loss of information occurs in the first stages of memorization, immediately following the perception.
2. The time intervals between repetitions of information should be extended whenever possible. Suppose if 7 days are given for preparation, and the material requires at least five repetitions, then the work can be structured as follows:

1st day -2 repetitions;
2nd day - 1 repetition;
3rd day - no repetitions;
4th day - 1 repetition;
5th day - no repetitions;
6th day - no repetitions;
Day 7 - 1 rep.

3. The number of repetitions should be chosen with some margin. A simple rule should be followed: the number of repetitions should be such that information does not disappear within the required period of time.

Integrated teaching method

A large amount of information can be memorized using the partial learning method, which repeats sentence after sentence, line after line of poetry. However, with partial teaching method information is fragmented and taken out of its context. In contrast, with a complex educational method, all information is remembered in its entirety, and then it is repeated as a whole. Relationships between individual parts are perceived faster and more thoroughly, and the number of repetitions is reduced. To do this, break a large text into sections united by one topic. At the first playback, the already learned part is repeated and the second one is studied. In the second, the first parts are repeated and the next one is memorized, etc.

When memorizing, you can usevisual memory techniques: to memorize an object or short numbers, it is enough to create their visual image. Imagine that the number you need to remember is written in large red letters on a white wall, or lit up in neon numbers against a black sky. Make this inscription blink for at least 15 seconds in your imagination. Repeating the number out loud will make it even easier to remember.

Exam Confidence

Confidence comes from two things: how you feel and how you look. An internal state of confidence can be gained with the help of auto-training and relaxation techniques that we mastered today. How else can you increase your confidence? First of all, it is very important to be confident. When you behave in this way, the feeling also changes. In addition, each of us has our own resources that we can rely on in a stressful situation.
Confident behavior is a collective concept that includes various states. It is purposeful: a confident person quite accurately represents his goals and builds his own actions in such a way that they allow him to get closer to the intended goals. However, they must be:

• realistic, concrete and positive;
• focused on overcoming emerging obstacles, and not on experiencing them: a confident person is able to change the style of his communication, depending on which interlocutors he contacts and in what conditions this happens.
• flexible, implying an adequate response to a rapidly changing environment;
• socially oriented - aimed at building constructive relationships with others: the movement "towards people."
• combining spontaneity with the possibility of arbitrariness of arbitrary regulation, i.e. such a person does not seek to constantly suppress his emotions and feelings, allows himself to openly express them. But if necessary, he is ready to take them under control;
• persistent, but not turning into aggressive: a person makes efforts to achieve his goals, but does this, if possible, not to the detriment of the interests of other people, but is ready to defend his interests very tough and go into conflict only for objective reasons. It is preferable for him not to go on principle, but to resolve the conflict flexibly.
• creative: a person who exhibits confident behavior does not waste energy on fighting with anyone or anything, but instead creates what he sees fit. Thus: “Self-confidence is understood as a person’s ability to put forward and implement their own goals, needs, desires, claims, interests, feelings in relation to their environment.” Self-confident people are characterized by:
• independence;
• self-sufficiency.

External signs of a confident person:

1. looks calm;
2. carries himself with dignity;
3. open look;
4. even posture;
5. calm and confident voice.

A confident person can:

1. feel the situation, behave with dignity (gestures, voice), understand the boundaries of the physical and mental;
2. adequately assess their strengths and weaknesses, accept critical remarks addressed to them;
3. act clearly and in an organized manner, be persistent;
4. openly express and defend their opinions, without hostility and self-defense.

Final part

Exercise "Kind word"
Instruction: Children are invited in turn to make wishes to their classmates according to the procedure for the upcoming exam.

Preview:

Conflicts, like a number of other negative factors in our lives, create nervous states and often lead to stress.

Below is a test that will allow you to get an assessment of your level of stress tolerance. You will get the more objective the result, the more sincere your answers are. Circle the appropriate option for each statement (if there are no forms on the sheets, a point is given next to the question number).

Statements	rarely	sometimes	often
4. I happen to be aggressive
6. i get irritable
9. i suffer from insomnia
16. I do everything quickly

Total points	Your stress tolerance level
51 - 54	1 - very low
53 - 50	2 - low
49 - 46	3 - below average
45 - 42	4 - slightly below average
41 - 38	5 - medium
37 - 34	6 - slightly above average
33 - 30	7 - above average
29 - 26	8 - high
18 - 22	9 - very high

The less (total number) points you scored, the higher your stress resistance, and vice versa. If you have the 1st and even the 2nd level of stress resistance, then you need to radically change your lifestyle!

Personal stress test

Statements	rarely	sometimes	often
1. I think that I am underestimated in the team
2. I try to work, study, even if I am not quite healthy
3. I care about the quality of my work
4. I happen to be aggressive
5. I can't stand criticism
6. i get irritable
7. I try to be a leader where possible
8. I am considered a person who is persistent and assertive
9. i suffer from insomnia
10. I can fight back my enemies
11. I am emotionally and painfully experiencing trouble
12. I don't have time to rest
13. I have conflicts
14. I lack the power to realize myself
15. I don't have time to do what I love
16. I do everything quickly
17. I'm afraid that I won't go to college
18. I act in the heat of the moment, and then I worry about my deeds and actions.

Personal stress test

Circle the appropriate option for each statement.

Statements	rarely	sometimes	often
1. I think that I am underestimated in the team
2. I try to work, study, even if I am not quite healthy
3. I care about the quality of my work
4. I happen to be aggressive
5. I can't stand criticism
6. i get irritable
7. I try to be a leader where possible
8. I am considered a person who is persistent and assertive
9. i suffer from insomnia
10. I can fight back my enemies
11. I am emotionally and painfully experiencing trouble
12. I don't have time to rest
13. I have conflicts
14. I lack the power to realize myself
15. I don't have time to do what I love
16. I do everything quickly
17. I'm afraid that I won't go to college
18. I act in the heat of the moment, and then I worry about my deeds and actions.

Purpose of the lesson: working out with graduates the skills of psychological preparation for exams, increasing self-confidence, in their abilities when passing exams.

Tasks:

• Acquaintance of graduates with ways of relaxation and relieving emotional and physical stress.
• Teaching students how to mobilize their will and how to maintain working well-being in preparation for exams.
• Teaching active memorization techniques.

Lesson progress

Psychologist. The situation of passing the exam is the same for all students, but everyone experiences it and behaves in it differently. What is it connected with? Of course, in many respects with how you learned the material, with how well you know this or that subject, with how confident you are in your abilities. Sometimes it happens like this - you really learned the material well, and suddenly during the exam there is a feeling that everyone has forgotten, some fragments of thoughts are rushing around in your head, your heart is beating quickly and strongly. To prevent this from happening, you must learn to overcome your fear, learn the techniques of mobilization and concentration.
During the lesson, we will acquire some skills that will be useful in preparing and passing exams. But before moving on to our conversation, I suggest you play a little.

Game "Count up to 30"

Block 1. Memory and memorization techniques.

Mini-lecture "Techniques for organizing memorized material"

There are certain methods of working with memorized material, such as the:

• grouping- splitting the material into groups for some reason (meaning, associations, etc.).
• Selection of strong points- fixing a short paragraph that serves as a support for a broader content (abstracts, title, questions stated in the text, examples, cipher data, comparisons, etc.).
• Plan- a set of strongholds.
• Classification- the distribution of any objects, phenomena, concepts into classes, groups, categories based on certain common features.
• Structuring- establishing the relative position of the parts that make up the whole.
• Schematization (construction of graphic schemes)- a picture or description of something in general terms, or a simplified representation of remembered information.
• Serial material organization- establishment or construction of various sequences: distribution by volume, distribution by time, ordering in space, etc.
• Associations- Establishing links by similarity, adjacency or opposition.

Mini-lecture "Methods of active memorization"

The golden rule of good memory is intellectual work with the material. Active memorization methods include such intellectual work with text. Let's analyze some of them.

keyword method.

The key word is a kind of “knot” that connects the information stored in memory with our immediate consciousness and allows us to reproduce it. To memorize a phrase, it is enough to highlight 1-2 main (key) words and memorize them, after which you just have to remember them - as the whole phrase will be remembered. This method can also be applied when memorizing large texts, making up a chain of keywords that follow one after another and are interconnected.

The method of repetition by I. A. Korsakov(basic principles)

1. It is necessary to repeat the information within 20 seconds immediately after its perception, since the greatest loss of information occurs in the first stages of memorization, immediately following the perception.
2. The time intervals between repetitions of information should be extended whenever possible. Suppose if 7 days are given for preparation, and the material requires at least five repetitions, then the work can be structured as follows:

1st day -2 repetitions;
2nd day - 1 repetition;
3rd day - no repetitions;
4th day - 1 repetition;
5th day - no repetitions;
6th day - no repetitions;
Day 7 - 1 rep.

3. The number of repetitions should be chosen with some margin. A simple rule should be followed: the number of repetitions should be such that information does not disappear within the required period of time.

Integrated teaching method

A large amount of information can be memorized using the partial learning method, which repeats sentence after sentence, line after line of poetry. However, with a partial teaching method, information is fragmented and taken out of its context. In contrast, with a complex educational method, all information is remembered in its entirety, and then it is repeated as a whole. Relationships between individual parts are perceived faster and more thoroughly, and the number of repetitions is reduced. To do this, break a large text into sections united by one topic. At the first playback, the already learned part is repeated and the second one is studied. In the second, the first parts are repeated and the next one is memorized, etc.

When memorizing, you can use visual memory techniques: to memorize an object or short numbers, it is enough to create their visual image. Imagine that the number you need to remember is written in large red letters on a white wall, or lit up in neon numbers against a black sky. Make this inscription blink for at least 15 seconds in your imagination. Repeating the number out loud will make it even easier to remember.

Block 2. Techniques of volitional mobilization and techniques of self-control.

Task "My work week"

Students are given forms "My work week"

On these forms, participants paint over the days of the week and the time of day with colored pencils: red is the time that coincides with a heavy load, yellow - with an average, green - with rest and entertainment. The color will show the rationality of the distribution of the forces of the participants during the week and each day.
Discussion: at what time stress, tension can occur.

Exercise "Associations"

Psychologist. Associations are the first thing that comes to mind when you hear a word or see an object. Try not to think for a long time, say the first thing that comes to mind. So, what do each of you associate the word "exam" with?
As many of you have pointed out, exams are stressful. How to learn self-control in difficult life situations?

Mini-lecture "Methods of relieving neuropsychic stress"

Negative emotions prevent us from getting to work, gathering our thoughts. How can you help yourself in a situation where you are already experiencing these emotions?

• You can defuse your emotions by speaking out to those people who understand and sympathize.
• If you are alone, you can beat a pillow or squeeze a wet towel - this will help to relax, because usually with negative emotions most of the energy accumulates in the muscles of the shoulders, in the upper arms and in the fingers.
• Make any spontaneous sounds - tension can be "locked" in the throat.
• Put your tension into the crumple of a newspaper sheet, make this lump as small as possible and throw it away. Tear the other newspaper into small pieces, then discard. From another newspaper to blind your mood. Paint over a newspaper spread (drawing with blots, finger painting with gouache).
• Dance to the music, sing your favorite song out loud.
• Take a walk in a quiet place in nature.

Discussion : what other methods can be used?

The situation of the exam, which is not easy in itself, is further complicated by the fact that usually the person taking the exam is worried and worried. Strong excitement and anxiety interfere with concentration, reduce attentiveness. Why do we need to be able to relax? As you know, muscle tension causes negative emotions of anxiety of varying strength. If emotions are strong enough, they block thought processes. Therefore, in order to maintain effective mental performance in a stressful situation, we need to be able to relieve muscle tension.

Simple but very effective way - autotraining. Auto-training allows a person to create a suitable mood, achieve calmness and confidence. Auto-training formulas are aimed at the subconscious.

Rules for compiling an auto-training formula:

1. All statements must be formulated in the affirmative form. The use of the particle "not" is prohibited.
2. All statements must be formulated in the present tense.
For example, the following formula will be successful: “Everything is good in my world. I am confident and calm. I quickly remember all the material. I'm focused."

Anxiety is usually associated with muscle tension. Sometimes, in order to achieve peace, it is enough to relax. This way of dealing with anxiety is called relaxation.

Relaxation exercises

"Muscle Relaxation"

AT free minutes, rest pauses, master the consistent relaxation of various muscle groups, observing the following rules:
1) be aware of and remember the feeling of a relaxed muscle in contrast to overexertion;
2) each exercise consists of 3 phases: "strain-feel-relax";
3) tension corresponds to inhalation, relaxation - exhalation.
You can work with the following muscle groups: face (forehead, eyelids, lips, teeth); neck, shoulders; chest; thighs and abdomen; hands; the bottom of the legs.

"Kinesiology Exercise"

With the thumb and forefinger of one hand, we forcefully squeeze the phalanx of each finger of the other hand, starting with the nail phalanx, first in the dorsal-palmar, then in the interdigital plane. Then we change hands.
With the thumb of the right hand, press the middle of the left palm. With tangible pressure, make circular movements from the center of the palm to the periphery, in a spiral with access to the thumb. Then the same with the other hand.

"Respiratory relaxation"

Mobilizing Breath- an extended deep breath (4 sec.), a pause lasting half a breath (2 sec.), a short, loud, energetic exhalation (2 sec.). The duration of inhalation is approximately twice that of exhalation.

Calming breath- a slow deep breath through the nose, a pause of half a breath, exhale lasting 2 breaths. You need to learn how to mobilize and calm yourself with the help of breathing in any situation and environment.

Exercise "Concentration on a neutral object"

- Choose any object (watch, ring, pen, etc.), put it in front of you and try for a certain time (no more than 3-5 minutes) to keep all your attention on this object, carefully examine it, trying not to be distracted by any what extraneous thoughts.

Exercise "Resource Images"

Remember or think of a place where you would feel safe and feel good and calm. It can be a picture of a flowering meadow, a seashore, a clearing in a forest lit by the warm summer sun, etc. Imagine that you are in this very place. Feel the smells, listen to the rustle of grass or the sound of waves, look around, touch the warm surface of the sand or the rough pine trunk. Try to present it as clearly as possible, in the smallest detail.

Reflection. Did your condition change during these exercises? Which way to relieve anxiety seemed the most suitable for you personally.

Block 3. Exam Confidence

Confidence comes from two things: how you feel and how you look. An internal state of confidence can be gained with the help of auto-training and relaxation techniques that we mastered today. How else can you increase your confidence? First of all, it is very important to be confident. When you behave in this way, the feeling also changes. In addition, each of us has our own resources that we can rely on in a stressful situation.

Exercise "My Resources"

Students divide a sheet of paper into two parts. In one part they write: "What can I boast of." Have the children write down the qualities and characteristics they consider to be their strengths. When the first part of the exercise has been completed, title the second part of the sheet “How this can help me in the exam.” Have the students write next to each of their strengths how it can help them during the exam. Those who wish to voice the results of the exercise.
The final stage:
Psychologist. A successful person is always a person who is confident in his abilities, knows his strengths and qualities, a person who knows how to control and regulate his emotional state. I wish you success!
The psychologist distributes memos to graduates. (