How to relieve emotional stress. Psycho-emotional stress

Muscle clamp- this is a state of chronic tension of the entire muscle, and more often the group of muscles responsible for the expression of emotion.

Synonyms: muscle spasm, muscle armor, muscle block.

Muscle tension is the cause and indicator of many troubles. The more muscle tension, the faster a person gets tired, the more negativity he has, the poorer and more monotonous his emotional life. (See the article Development of the emotional sphere of personality).

Not every muscle tension can be called a tension. Normal muscle contraction can meet current needs and stops in time. Unlike normal muscle contraction, muscle tension exists long after the situation that gave rise to it, is difficult to consciously relax and intensifies in response to certain emotional stimuli.

Those spasms and clamps that are usually talked about and worked with psychologists- these are spasms of the “first degree of neglect” - they are not accompanied by loss of innervation and serious changes in muscle tissue - i.e. in this case, muscles and nerves fibers function normally, but the brain gives incorrect commands to control the muscle tone of the spasmodic area. In such situations, intensive psychological training allows you to straighten a person’s mind and thereby solve the problem. But unfortunately, there are also clamps of the “second degree of neglect”, in which the innervation of the affected area is seriously disrupted and the muscle fibers are partially atrophied.

Muscle tension and the formation of fears

If some situation has caused a reaction of fear in the soul - that is, in the body, this means that muscle tension has arisen somewhere in the body. Most often, in response to fear, muscle tension occurs in the collar area (the head is pressed into the shoulders), in the diaphragm area (breathing has frozen), in the muscles around the eyes (glazed eyes) and in the hands (hands tremble). If the fear response is repeated or prolonged (sometimes it lasts for hours, days or even years), muscle tension turns into muscle tension: a reservoir of fear. If you have developed a muscle contraction based on the pattern of fear, you begin to feel fear even when nothing terrible is happening around you, simply the memory of the body is triggered in you, forming a general feeling Anxiety and an acute sense of fear when something resembling a dangerous situation appears near you. And where a person “with a clean body” will not be afraid (or the fear will be weak, easily overcome), a person with severe muscle tension will be seriously afraid, sometimes to the point of nausea and complete paralysis of the body.

Muscle tension in children

The body of even a newborn child is not completely free from clamps - from birth, almost every person receives his own unique set of birth injuries and defects during the formation of the fetus, which are immediately overgrown with muscle spasms that balance them. All these things influence the further development of the child’s character and abilities along with genetics, but, unlike genetics, they can be corrected. It’s true that quite specific methods are needed here - massage, stretching, manual therapy and all that stuff. And you need to start even before the onset of Pregnancy - adequate physical training of the mother can significantly reduce the number of birth injuries and congenital defects in the baby.

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Practicing special theatrical games and performing special exercises involves solving the following problems:

Development of children’s motor abilities (dexterity, mobility, flexibility, endurance);
Development of plastic expressiveness (rhythm, musicality, speed of reaction, coordination of movements);
Development of imagination (ability for plastic improvisation).

A necessary condition for solving these problems is the ability to control your body, the so-called muscle freedom. In children, the absence of these skills manifests itself in two forms: as overstrain (“strain”) of all or individual muscle groups, or as excessive looseness and swagger. Therefore, special exercises are necessary in alternating tension and relaxation of various muscle groups, up to complete relaxation of the whole body, lying on the floor.

When conducting collective educational games and exercises, it is necessary to create a fun and relaxed atmosphere, to encourage tense and constrained children, and not to focus on mistakes and mistakes.

Universal warm-up.

All muscles need to be equally prepared for work. It is preferable to divide the warm-up into warm-up by levels:

Head, neck:
Shoulders, chest:
Belt, hip part:
Legs, arms.

1. Head, neck

Exercise 1

Starting position: standing, body relaxed.

1 - the head drops to the chest, the neck muscles tense as much as possible.

2 - the head returns to its original position.

3 - tilt your head to the right.

4 - starting position.

6 - starting position

7 - tilt your head to the left.

8 - starting position.

Exercise 2

Starting position: standing, body relaxed. On the count of “one,” the head drops to the chest. Without returning to the starting position, on the count of “two”, “three”, “four”, throw your head to the right, back, left. Repeat 4 times on one side and the other.

Exercise 3

Starting position: standing, body relaxed. The head smoothly “moves” to the sides, describing a circle, while the person performing the exercises slowly squats. When standing up slowly, the head makes a circle in the other direction.

2. Shoulders, chest:

Exercise 4

Starting position: standing, muscles as relaxed as possible.

1 raise your shoulders up.

2 bring your shoulders forward.

3 lower down.

4 pull back.

Repeat four times.

Exercise 5

Starting position: standing, muscles relaxed.

Movement according to the pattern: cross. Square, circle. And the shift is parallel to the floor.

CROSS. Performed on both horizontal and vertical planes.

HORIZONTAL CROSS: forward - center - right - center - back - center - left - center.

VERTICAL CROSS: up - center - right - center - down - center - left - center.

SQUARE: forward – right – back – left.

3. Belt, hip part:

Exercise 6

Starting position: feet shoulder-width apart, feet parallel to each other.

Bend forward, to the right and left. When bending forward, your back should be even slightly arched. When standing up, the back bends in the opposite direction, similar to a “hump.” When bending to the right and left sides, the shoulders are turned parallel to the floor, the legs remain in their original position.

Exercise 7

Warm-up of the hip part (pelvis)

Main types of movements;

Back and forth;
From side to side;
Hip lift (moves the outer front of the hip joint)

Movement technique:

When moving forward, the pelvis rises slightly and is sharply sent forward. When moving backwards, the lower back remains in place. Knees are bent and pointing straight ahead (it is very important to keep your knees still while moving).
The side-to-side movement can be of two types: simply moving from side to side without raising or lowering the pelvis, or moving in an arc (semi-circle). This movement is usually used during a swing swinging the pelvis from side to side.
Option for developing coordination of movements.

While performing movements, connect head movements.

The hips go forward - the head drops, the hips go to the side - the head tilts to the right or left, the hips go back - the head leans back.

4. Legs, arms.

Exercise 8

Starting position: squat down, extend your right straight leg to the side. On the count of “one – two,” smoothly shift your body weight to your right leg; pull out the left one. When transferring your body weight from one foot to another, you need to stay as close to the floor as possible. On the count of “three – four”, bend your arms at the elbows, place your elbows on the floor near the leg on which the body weight is transferred.

Exercise 9

“Palma”

Target: Tighten and relax alternately the arm muscles in the hands, elbows and shoulders.

You can help your child relax and feel the capabilities of his body with the help of a variety of rhythmic and plastic theater exercises and games.

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9.09.16

Raising a child to be stress-resistant
We live in an era of major advances in biology and medicine. Various countries have managed to overcome diseases that in the past claimed tens of thousands of lives. Epidemics of such deadly infections as plague, smallpox, cholera, and typhus have practically ceased; The mortality rate from many other infectious diseases and tuberculosis has significantly decreased, the percentage of child mortality has decreased, polio has been defeated, the technique of surgical interventions for serious surgical diseases has increased, and the possibility of successful transplantation of vital organs, including the heart, has become possible.

But overall, the incidence has not decreased. From year to year, the number of clinics, hospitals and clinics is growing in different countries, and yet there are always not enough of them. The structure of morbidity has changed significantly. The place of severe infections has been taken by diseases that are often popularly called “diseases of civilization.” This includes hypertension with all its dangerous complications, including stroke and heart attack, angina pectoris, tumors, peptic ulcers of the stomach and duodenum, bronchial asthma and other diseases of an allergic nature, eczema and neurodermatitis, as well as alcoholism and drug addiction. Most of these diseases are classified as so-called psychosomatic(soma means “body” in Greek). This term means that doctors associate the changes that occur with these diseases in the internal organs and systems of the body (cardiovascular, gastrointestinal, respiratory) with more or less prolonged emotional stress (in the form of fear, melancholy, hatred, resentment, despair) that arise in response to life's difficulties and conflicts - both interpersonal (i.e. between people) and internal. It is internal conflicts that are credited with the main role in the occurrence of neuroses and psychosomatic diseases.

Parents and teachers need to know about this, since many psychosomatic diseases have become “younger” and their causes are rooted in improper interaction between elders and younger ones, the consequences of which for the latter can become irreversible.

About the nature of stress

What is internal conflict? This is a conflict between two equally strong, but incompatible needs, between two differently directed behavioral tendencies.So, if a person, in order to satisfy some of his egoistic needs (ambition, greed, fear for his well-being, desire for power or sensual pleasures) must commit actions that contradict his ideas about himself as a noble and strong person, actions that can infringe on his sense of honor and justice - he finds himself in a situation of duality, conflict with himself. A need, the very existence of which contradicts the basic educated principles of behavior, cannot be satisfied directly in behavior and causes chronic emotional stress.

Another cause of emotional stress is, as we have already written, collisions with external obstacles that prevent one from satisfying a need that is completely acceptable to the individual, or blows of fate, such as the death of loved ones, wars, and conflicts.Regardless of what reasons - external or internal - it is not possible to satisfy the current need, a person experiences a state of stress.

The word “stress” is used, apparently, more often than any other scientific term, both in popular literature and in everyday life. However, many of those who widely use this term to describe their condition or the condition of their loved ones do not always understand its exact meaning and the entire complex set of problems associated with this concept.

Since 1936, the concept of stress has been developed by the outstanding Canadian physiologist Hans Selye and his followers in all countries of the world. He determined stress as a specific response of the human or animal body to any demand presented to it; this response represents tension (the Russian translation of the English word “stress”) of all the body’s defenses, the mobilization of its resources, and above all the autonomic, nervous and hormonal systems, to adapt to the changed situation and solve emerging life problems.

Stress phases:

G. Selye identifies three phases of this reaction of the body:

1) anxiety reaction , reflecting the process of mobilization of reserves;

2) resistance phasewhen it is possible to successfully overcome the difficulties that have arisen without any visible damage to health. At this phase, the body turns out to be even more resistant to various harmful effects (intoxication, blood loss, food deprivation, pain, etc.) than in the normal, initial state;

3) exhaustion phase when, due to excessively prolonged or excessively intense stress, the body’s adaptive capabilities are depleted, its resistance to diseases decreases and various signs of physical distress appear: decreased appetite, sleep disturbances, bowel disorders, weight loss, increased blood pressure, heart rhythm disturbances, etc.

Stress "good" and "bad"

G. Selye noted that stress is not always something only negative, that it is an essential component of life that accompanies the emotions of any sign, including love ecstasy and creative enthusiasm. These emotions bring satisfaction and protect against the blows of life. Stress can not only reduce, but also increase the body’s resistance to harmful pathogenic factors, and in this case it is called eustress . In contrast, stress that can lead to illness and death is called distress.

Where is the dividing line between these two types of stress? At first glance, it may seem that eustress corresponds to the resistance phase, and distress corresponds to the exhaustion phase. From here it seems to be a natural conclusion that this phase change naturally occurs under prolonged and intense exposure to unfavorable factors, which was confirmed in experiments on animals that were subjected to prolonged food deprivation, limited mobility, or electric shock. However, not all so simple.

Despite the troubles

In humans, everything is much more complicated. The tragic experience of such catastrophes as the Second World War indicates that the duration and intensity of stress is not a necessary condition for the disruption of adaptation mechanisms. Indeed, it is widely known that among people actively involved in long-term and difficult military and labor activities, the number of psychosomatic diseases not only did not increase, but even decreased significantly: stomach and intestinal ulcers healed, attacks of angina and bronchial asthma stopped. People who lay in damp and cold trenches for hours and days very rarely developed colds and infectious diseases and radiculitis. The residents of besieged Leningrad did not have hypertension; for the first time, high blood pressure was registered in many city residents only after the blockade was broken. Moreover, psychosomatic diseases temporarily disappeared even among those who survived the inhumane conditions of concentration camps.

Those prisoners of the death camps who found themselves spiritually broken perceived the situation as hopeless and stopped all attempts at resistance, quickly dying from exhaustion and disease. Other people, who continued their daily struggle for existence and the preservation of human dignity, not only survived despite hunger, poor quality food, exhausting work and the constant threat of destruction, but often by the time of their release they showed no signs of the diseases that they suffered from before imprisonment To camp.In camp infirmaries (“reveres”), where the influence of underground Resistance organizations that supported the spirit of struggle and moral mutual assistance was especially strong, patients often recovered despite all the conditions and in the complete absence of medications. Although health and life were preserved among those associated with the camp brotherhood, who showed persistent courage and readiness to resist, it would be a big stretch to consider that they experienced positive emotions. The fighters had to endure so many trials and sufferings that others will never know in their entire long lives.

Therefore, from the point of view of the classical concept of stress, it seems paradoxical that many of these people, after liberation, when all the torment was already in the past and the emotional state was incomparably better, showed signs of new psychosomatic diseases or relapsed previously suffered (similar to veterans) after many years old wounds suddenly open up).

Diseases of achievement

At the same time, it is known that in peacetime, short-term stress is sometimes enough, even if it does not pose an immediate threat to life and in any case not comparable to front-line or camp stress, to cause a persistent increase in blood pressure, exacerbation of peptic ulcer disease, heart attack or stroke. Sometimes all it takes is a heated conversation with your boss or a conflict on public transport.

Even more surprising are the diseases that are called achievement diseases, which arise after a person has overcome serious difficulties and achieved significant success, i.e., when the state of stress should have been a thing of the past. Doctors are familiar with the so-called post-dissertation syndrome, which develops in scientific workers after the successful completion of large and responsible work, especially if they allow themselves a long break, relax and do not set new tasks. It would seem that people under these conditions should experience only positive emotions, and from the standpoint of the classical concept of stress, the occurrence of diseases in this case remains completely inexplicable. At the same time, if the completion of work is postponed for some reason (for example, serious corrections turn out to be necessary), illnesses, as a rule, do not arise, although such a delay itself is usually associated with unrest and hard work under time pressure.

Thus, neither the duration, nor the intensity of stress, nor the nature of the emotional state during a period of stress determine its effect on health. What is decisive in this case?

"Who is used to fighting for victory"

This question can be answered by some experiments on animals (rats). First, they were artificially induced to develop certain diseases. After that, various emotional states (positive and negative emotions) were induced in these animals by irritating certain areas of the brain with electric current.

Many studies have shown that with positive emotions, all manifestations of artificially caused diseases decrease, and with violent stimulation of negative reinforcement zones, on the contrary, they intensify so that they can ultimately lead to the death of the animal. It would seem that the age-old idea about the benefits of positive emotions and the harm of negative emotions is completely confirmed - an idea compromised by all the facts listed above about human health under conditions of prolonged stress and after its end. Perhaps the influence of emotions on health in humans and animals is subject to different laws?..

However, a more thorough analysis of the results obtained showed that there are no contradictions and the biological patterns are similar, you just need to be able to identify them. It was found that irritation of negative reinforcement zones does not lead to unambiguous results. In many cases, the health of the test animals actually deteriorates, but it is not so rare that it improves, and the improvement is almost as pronounced as when stimulating areas of positive reinforcement. AND the determining factor is the behavior of the animal in the process of experiencing negative emotions.

And this behavior can be of two types. In some cases, the animals huddle in the corner of the cage, tremble and freeze, showing all the signs of fear (their urination and feces become more frequent, their hair stands on end, their pulse quickens), but at the same time they do not make any attempts to escape or lie completely limp on the bottom of the cage , as if reconciled with his fate. This behavior is called passive defensive. The term is not very appropriate, because there is no truly defensive component in this behavior. The opposite of it isactive-defensive behavior.

This behavior can also have various manifestations: the animal may try to escape from the cage, showing all the signs of fear, but not paralyzing, but pushing to search for a saving exit; or the rat becomes enraged, bites and scratches the cage, may cling to the experimenter, and tries to pull the electrodes out of the head. In all cases, such defensive behavior is active. And systematic observations made it possible to establish that It is with active defensive behavior, as well as with positive emotions, that the severity of painful processes decreases. On the contrary, with passive-defensive behavior, all forms of pathology flourish and often end in the death of the animal.

M. M. Kozlovskaya studied the influence of the emotional state and behavior of an animal on blood pressure. In the experiment, a dog approached the cat. Cats who gave an active defensive reaction and were ready to get into a fight had an increased heart rate and increased blood pressure - but only for the period while the dog was within reach and a fight was possible. As soon as the dog was taken away, all indicators of emotional stress, including blood pressure, quickly returned to their original levels. Thus, the increase in pressure in this case was only a natural component of the autonomic reaction that ensures active behavior. If the cat, sensing the approach of the dog, pressed itself into the floor in the far corner of the chamber, showing signs of helplessness and fear, then its blood pressure also increased, although not to such high numbers. But it remained at an elevated level for a long time after the dog was taken away. In this case, the increase in pressure did not perform any adaptive function and reflected only a violation of the mechanisms of blood pressure regulation under conditions of passive defensive behavior.

There is reason to believe that this is the same mechanism for the occurrence of a severe psychosomatic disease - hypertension - in some people who, due to a number of circumstances, cannot realize their deep, urgent need to control the situation and the behavior of others. As a result, they are forced to abandon attempts at such control and the desire to impose their will on other people and the need to come to terms with this is experienced, often unconsciously, as defeat.

Infant passivity

Each organism at an early stage of its development acquires experience of passive-defensive behavior. At this stage, such behavior cannot be qualified as a refusal to search for the simple reason that the mechanisms of the central nervous system have not yet been formed to ensure sustainable search activity. Therefore, passive-defensive behavior in the first weeks or months of life is the only possible one when faced with danger or a task that exceeds one’s capabilities.

It is interesting that highly developed animals, which display high search activity in adulthood, after birth experience the experience of helplessness and complete dependence on their parents and immediate environment, i.e., the period of childhood increases in the course of evolution. In a human child, this stage is especially large, since it is in the course of communication with adults and “appropriation” of the achievements of civilization that the further development of the nervous system and behavior takes place. At the same time, the high organization of human society provides the baby with care and safety for the entire time of his helplessness.

The role of early experience

However, the experience of relatively passive behavior does not disappear without a trace: precisely because the child’s central nervous system is extremely sensitive to any influences (which makes it so plastic and ready to learn), the experience acquired at this time is consolidated forever. The brain of a newborn is prepared to perceive and very firmly consolidate impressions without any criticism of them. That's why the experience of dependence, helplessness and passive-defensive behavior is very strong, and the subject needs to further actively overcome it.Essentially, the entire further process of development of the organism is relearning, but early experience cannot be completely eliminated and contains a constant prerequisite for the development (under the conditions discussed below) of passive-defensive behavior already in adulthood. But, of course, in adult individuals of those species that are capable of active search, passive-defensive behavior is regressive, that is, it reflects a return to earlier stages of development, and can be qualified as a refusal to search with all the described consequences.

Activity training

What are the main conditions for overcoming the early experience of natural helplessness and why may this overcoming not be entirely successful? First of all, the baby should feel under the constant protection of his immediate environment, especially his mother.He must gain confidence that crying, the only way available to him to respond to unpleasant sensations (hunger, pain, discomfort in bed, fear of the unknown), is quite effective and helps him control the situation.

Among young mothers, there is often an erroneous and harmful idea that one should not indulge the baby’s whims and that one can wean him from screaming and crying without paying attention to him. In many cases this method actually turns out to be effective. If, with a constant emotional and behavioral response to the child’s crying, his cry after some time may acquire an unpleasantly demanding character and will sound at the slightest discomfort, then ignoring the crying will more or less quickly lead to the fact that after the stage of “rolling cry” (an attempt to turn the situation around ) it will first turn into helpless, offended sobbing (a feeling of one’s own powerlessness), and then stop altogether, creating in the mother the illusion of a successful educational action. The fact that the child will receive the first experience of the futility of any efforts, which reinforces the passive-defensive attitude characteristic of this stage of life, will remain behind the scenes.

It must be remembered that a baby, if he is healthy, cries only when he experiences real discomfort (damp bed, hunger, pain in the stomach). If he is sick, attention to him is even more necessary. Therefore, he must gradually gain confidence that he can attract attention to himself by shouting and can rely on his mother’s good attitude and her constant protection. Only with her help can he gradually develop the ability to actively interact with the world and search behavior; only she can carefully guide him through the stage of patronage and support to the stage of independence and independence.

Childhood psychotrauma.Both parents and teachers of nurseries and kindergartens must understand the specifics of a child’s development and what harm can be caused by an incorrect attitude towards him, ignoring his natural needs for affection, care and support. In this regard, the general emotional situation in the family (or in the substitute environment), to which the child is especially sensitive, also deserves special attention. Family conflicts and quarrels in the environment closest to the child, manifestations of mutual hostility inevitably cause in the little person a feeling of threat, trouble, insufficient security, not to mention the fact that the deterioration in the mood of adults involuntarily affects their attitude towards the child, for whom there is no longer enough no affection, no patience. All this together forms childhood psychotraumas, which, as shown in many studies, often precede the onset of neurotic and psychosomatic disorders by decades. This can be explained as follows.

Having experienced a psychotraumatic situation at an age when he is not yet capable of actively searching to overcome it, the child seems to be entrenched in his initial tendency towards a passive-defensive reaction, instead of gradually overcoming this tendency, “getting over” it. A conflict or stressful situation that arises already in adulthood and affects significant emotional relationships of a person turns into a blow to a weak link: on the one hand, it provokes a stereotype of passive-defensive behavior fixed since childhood in any difficult situation, i.e. causes a refusal to search for ways to resolve the conflict. On the other hand, in some of its aspects it resembles that specific situation in childhood that was psychotraumatic, and thanks to the strong imprinting of that situation, it also reproduces the child’s type of reaction.

It seems that it was precisely this kind of observation that formed the basis of Freud’s statements about the role of childhood psychotrauma in the development of diseases in adults and that regressive behavior underlies neuroses and psychosomatic diseases. After all, a return to the passive-defensive reaction fixed in childhood is a regression of behavior, i.e., a decrease in its level to a more primitive one.

"It's not scary with mom."What is the role of the mother and the entire immediate environment in actively overcoming the prerequisites for passive defensive behavior? The most general principle is thatFrom a very early age, the child must be carefully but persistently encouraged to engage in activities available to him, of course, always under the auspices of his parents or their substitutes.This protection is necessary so that encounters with the first difficulties do not provoke and consolidate a reaction of passive fear - next to the mother, under her protection, the child is much less prone to such reactions, overcomes them more easily and is ready for more active attempts to explore the world around him.

For freedom of movement.A huge role in the further development of search activity is played by conditions that provide the child with maximum freedom of movement.This issue is worth dwelling on in more detail.

Research by I. A. Arshavsky showed that the spontaneous motor activity of a child is a factor that not only contributes to the development of the muscular system, but also increases the body’s energy reserves. In this case, the body acquires the ability to carry out activities that were previously inaccessible to it. Thus, a system with positive feedback is formed, when physical activity creates the prerequisites for its own development. But the point, apparently, is not only in the movements as such.

For a baby, movement is actually the only way to explore oneself and the world around him, to establish cognitive contacts with the environment, and this explains the huge role of movements for the development of the psyche and intellect. From the acting muscles, impulses are constantly sent to the brain, stimulating the central nervous system and promoting its development. In all cases, when motor behavioral reactions in children are determined not by internal motivations, not by the desire for contact with the world, but are caused by external coercion, the potential creative inclinations of each child are often irreversibly suppressed.

On the other hand, with paralysis that is not caused by severe brain damage, attempts, even if not entirely successful, to make various voluntary contacts with the environment are often especially pronounced. They, in particular, are focused on active compensation of the existing deficit, on overcoming difficulties, which is manifested in the desire to rise, sit, stand, walk - and in these cases, the development of intelligence not only does not suffer, but can even exceed that of typically developing children.

The point, therefore, is not only and not so much in the movements as such, but in the targeted search activity realized through movements. A goal for a person, starting from an early age, emphasizes I. A. Arshavsky, to the extent that it stimulates activity, is the most organizing factor in his development. It follows that the baby must first of all be provided with conditions for free spontaneous movements. And for this In the first weeks of life, it is necessary to abandon tight swaddling and dress the child in special loose clothing. The harm of swaddling is not only physiological, but also psychological, because it perpetuates a feeling of helplessness and passive dependence.

So that the baby develops.The baby, freed from the diaper shackles, needs to be drawn into various games quite early and the further, the more - first simple, then more and more complex.It is necessary to actively attract his attention to people and objects, starting with shiny and sounding toys that are hung above the bed so that the child can reach them, however, making some effort for this. It is necessary to change his position in bed more often and occasionally pick him up to expand his field of vision.

In the future, the following principle should be followed: As the child masters certain skills, the tasks that are set for him in game situations should slowly but steadily become more complex.Parents should always be ready to help their child if he cannot cope with something, before he falls into despair from his powerlessness. However, one should not rush to offer help until the child shows a willingness to try to solve the problem on his own again and again. It is necessary to ensure that failures do not follow one another, but success should not be achieved too quickly, without sufficient effort, and most importantly -success should not be completely guaranteed before any effort begins, because such a guarantee kills search activity. Achieving a goal must involve overcoming obstacles, but they themselves must be surmountable.

The older the child gets, the more important it is to maintain the relationship between success and failure: comfortable, softening conditions, satisfying all desires without searching are no less harmful than constant depressing failures.It is necessary to remember the dangers of “diseases of achievement.” Even if a person has formed a need for search, but he, having consciously set himself a super task, has achieved the desired goal, which he considers the crown of all efforts, he is in a dangerous situation. He may subsequently actively suppress his need to search out of a desire to stop there, out of fear that further search activity carries the risk of losing what he has already acquired. Such fear is the first step towards the abyss. But constant failures ultimately devalue active search and cause not only a feeling of hopelessness, but also fear of any efforts, because they lead to endless punishments. Remember Chekhov's hero from The Cherry Orchard, nicknamed "twenty-two misfortunes" - he is pre-set for the failure of any action, and with such an attitude the chances of failure are sure to increase.

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15.06.2017

Purpose of finger and gesture games

At its core, finger games are massage and gymnastics for the hands, and sometimes for the feet. These are active physical education lessons right at the table, funny poems that will help your children become kinder. You can simply read them to the kids and ask them to move their fingers the way they want.

For better comprehension, it is recommended to read the poems by heart. It is necessary that not only children see your face, but also that you see their faces and observe the impression from the text of the poem and from the finger play itself. Nothing should stop kids from listening.

Play is one of the best ways to develop children's speech and thinking. Organized games, including finger games, accompanied by speech, turn into unique small performances. Children can remember and reproduce a lot from the words of adults; they just need to repeat the text several times.

The culture of children's speech directly depends on the culture and content of the speech of adults - parents and teachers, that is, on you!!! Naughty poems and counting rhymes will not only allow you to have fun during physical education, but will also help awaken children's imagination and creative initiative.

In addition, finger games themselves give our children health, since this affects the skin of the hands, where there are many points associated with certain organs. Each poem is accompanied by a description of the recommended movements for finger playing. But this is just a convention. You can easily come up with exercises yourself or ask the children to do it. All movements are very simple and can be repeated from game to game. The main thing is the variety of poetic lines. They are the ones who help maintain children’s interest in fun physical education sessions.

The main goal of finger games is to switch attention, improve coordination and fine motor skills, which directly affects the mental development of the child. Children with whom finger games were often played even have much better handwriting than others. A unique combination of good poems and simple massage techniques gives an amazing effect of active mental and physical development.

One-year-old children easily perceive finger play performed with one hand, and three-year-olds can already play with two hands. Children of four years of age are able to participate in games where several events follow each other, and for older children you can offer a finger game, decorating it with some small objects - cubes, balls, etc.

Massage movements create favorable conditions for muscle activity, accelerating the transmission of nervous excitement from one element to another. At the same time, muscle tissue is intensively supplied with oxygen and is actively freed from breakdown products. In addition, the content of lactic acid in the muscles is reduced, organic acids are removed, which effectively relieves fatigue after physical activity. Any massage relieves fatigue, increases physical and mental activity, causes lightness and vigor.

Massage techniques

Stroking - performed rhythmically, calmly, freely and easily sliding over the skin with your fingertips or palm. Strokes can be straight, spiral, zigzag, alternating, longitudinal, circular and combined. In addition, tong-like, rake-like, comb-like stroking and simple ironing are used.
Trituration - in this case, a certain pressure is applied to the surface and the hand does not slide over it, but, as it were, slightly shifts the skin, forming a fold in front. Rubbing is performed with the fingertips or palm and can also be zigzag, spiral and straight.
Vibration - patting, chopping, tapping, shaking, shaking, etc.
Kneading - it causes displacement and compression of the muscles. It can be performed with the pads of the fingers, the phalanges of bent fingers, the tubercles of the thumbs, the fist, and the base of the palm.
During finger games, much attention is paid tomassage of the fingers themselves.In this case, several types of rubbing are used: circular with the pads of the fingers, circular with the edge of the palm, spiral with the base of the palm, zigzag and straight “tongs”.

In addition to all the listed massage techniques, shaking and stroking the fingers are actively used during games.

Finger game No. 1.

One two three four five -	Using the finger of one hand, we count the fingers on the other, lightly pressing on the pads.
We went out to the kindergarten for a walk.
We walk, we walk through the meadow,	With the index finger of one hand we perform circular strokes on the palm of the other.
There flowers grow in a circle.
There are exactly five petals,	We count our fingers, stroking them in reverse order.

Then we read the poem again and repeat all the movements on the other hand.

Finger game No. 2.

The poem and all movements can be repeated.

Preview:

25.08.2017

Finger games for kids

Finger game No. 3

The wolf will open his mouth,	1-4 lines - we press the index, middle, ring and little fingers on both hands to each other, and we press the pad of the thumb to the closed four fingers, then release them, depicting a cleft palate. “We click our mouths on both hands”
Wants to steal a bunny:
Click and click, and click again!
The wolf won't catch the hare.
The mouth clicks in vain -	Lines 5-6 – relax the fingers on both hands and “run” them across the table, touching its surface with the pads.
The hare runs great!

Finger game No. 4

There is a top sitting in the house,	1-2 lines - from both hands we make a “spyglass” or “binoculars” and put it to the eyes.
He looks at you through the peephole
Can you open the door a crack?	3-4 lines - from one palm we make a “wolf’s mouth”, as in the previous game, and we bring the fingers of the other hand to the “mouth” and grab them with it, performing stroking movements with the pads.
And bite your finger.
If it hurts, then a little	Line 5-6 – lightly rub your palms against each other.
Rub your palms!

Finger game No. 5

Hut on a meadow	1st line – we make a “house” from both hands, connecting them with the pads of the fingers and the bases of the palms.
The doors are locked.	2nd line – we connect the fingers into a lock.
We'll quickly find the key	3-4 lines - rotate the thumbs of both hands (one around the other), without opening the lock.
And we’ll unlock the hut.
Let's shake off our palms,	Lines 5-6 – open your fingers, relax your palms and shake them with light movements.
Let's rest a little.

Preview:

8.09.2017

Five rules for treating the body with the power of consciousness

William Broud identified five basic mental techniques that he believed were important in self-healing processes.

These include:

The need for relaxation and peace.

The ability to focus attention on one thing (for example, breathing), which contributes to the development of mental self-control and avoids distraction. (The previous two points are achieved through meditation)

Master the techniques of imagination and visualization, because the language of images is preferable for consciousness.

Inclusion in the process, the desire to achieve a goal and the expectation that the goal will be achieved.

Recalling strong positive emotions during the healing process.

The system developed by Jose Silva included these five elements almost twenty years before Braud's research. Braud's research finally gave Silva's technique credibility in scientific circles. And now you have to learn the basic healing technique using the Silva method.

Self-healing technique

The following is the basic technique. More advanced techniques are beyond the scope of this e-book.

Basic technique

1. Dive into your meditative alpha level.

Download the alpha dive exercise. This free audio will help you enter the alpha level, suitable for mental healing.

2. Visualize your current health status on a mental screen.

I wrote about what a mental screen is in the article"Can you control 'luck'?" .

Visualize the current state of your body, including any minor ailments or pain that bother you. You don't have to remember or know what a particular organ actually looks like. Simple images are enough for your mind. The lung can be thought of as a balloon, and the kidney as a bean. Create a characteristic picture of the malaise. Feel the emotions associated with this issue.

3. Imagine yourself healing, becoming stronger and healthier.

Now imagine that the discomfort disappears. Create in your imagination a system that eliminates the disease.

For example:

Kidney stones can be crushed into a harmless powder, which is then excreted;

Tumors may appear as large plaques, while your immune system and white blood cells act as tiny soldiers attacking the tumor. With each attack, the swelling decreases;

The sore muscle can be bathed in an imaginary healing light, reducing pain and returning the muscle to a healthy state.

The exact image you use doesn't matter - create something that says something to you. This does not need scientific correction, but should simply be symbolic. Your subconscious will receive a signal.

4. Let the last image be you, radiating health

Feel the joy and energy of being in perfect health. Imagine that this is already the case.

It helps if you say a positive statement like:

“I have a completely healthy body and mind”

“My ______ is now functioning perfectly and is in excellent condition.”

5. Let go

Let go and trust in your body's ability to heal itself. You can now dive to the alpha level. Believe that the healing process is taking place.

Please remember that mental healing should not be a substitute for visiting your doctor. For serious problems, always consult your doctor first. Mental healing is only an additional type of treatment - as the name itself suggests that it should be used in parallel, but not as a replacement modern medicine.

Whether you use traditional medicine, surgery, or more holistic therapies such as acupuncture, yoga, or massage, the Silva Live the Rhythm program can amazingly speed up and smooth out your natural healing processes.

“What if I’m already healthy?”

If you have no health problems, you can continue to meditate and imagine yourself remaining absolutely healthy. This way, you may never have to worry about having to self-medicate.

Preview:

13.10.2017

Finger games for children 4-5 years old

Finger game No. 6 “Elephant”

Finger game No. 7 “Centipedes”

Finger game No. 8 “Butterfly”

Finger game No. 9 “Little Spider”

Finger game No. 10 “Earthworms”

If it's dry, the worms are sleeping,	The index finger and thumb of both hands rest on the table with their pads. The remaining fingers are pressed to the palms. Slightly bending and stretching along the surface of the table, the index and thumb “crawl” along the table, depicting worms.
When it rains they go out into the garden.
There are crooked passages between the puddles	“Worms” crawl between saucers of water, like between puddles.
Earthworms build.

Preview:

17.11.2017

New finger games for children 4-5 years old

Finger game No. 11 “Crab”

Finger game No. 12 “Crows”

The crows came to us,	Wave your hands in the air (crow wings).
We sat next to each other on the maple trees.	Elbows are on the table. Place the thumb, index and middle fingers of each hand into a pinch (crow beaks) and swing them up and down.
They began to croak loudly, argue,	Move your thumb down to show how the “crow’s beak” opens.
They began to build a house from branches.	Use your fingers (beak) to take pencils, matches, counting sticks (twigs) from the table and “build a nest” from them.

Finger game No. 13 “Snails are touch-me-nots”

Finger game No. 14 “Little Spider”

The propeller spins quickly -
The helicopter is ready to take off.
He bravely, without a doubt,
He will find his way among the clouds.
Flying in the blue sky
The clouds disperse
And he will return right on time,
No matter how long the path is.

You cannot help rotate the pencil with your thumb. It is important to rotate the “propeller” as long as possible and not “break” it, i.e. try not to let the pencil fall.

Preview:

16.02.2018

Let's continue playing with our fingers

(for children 4-5 years old)

Finger game No. 15 “Helicopter”

The propeller spins quickly -	Hold a short pencil between your index and middle fingers. Using a finger movement, slide the end of the pencil under your ring finger and press it with this finger, and remove your index finger from the pencil. Pass the pencil from finger to finger, imitating the rotation of a helicopter rotor.
The helicopter is ready to take off.
He bravely, without a doubt,
He will find his way among the clouds.
Flying in the blue sky
The clouds disperse
And he will return right on time,
No matter how long the path is.
You cannot help rotate the pencil with your thumb. It is important to rotate the “propeller” as long as possible and not “break” it, that is, try to prevent the pencil from falling.

Finger game No. 16 “Captain”

On the waves on a white boat	Fold your palms into a boat, connecting two handfuls with ribs. Slowly perform wave-like movements, showing how the boat rocks on the waves.
He floats, big and bold.
He is a brave captain	Increasing the speed and amplitude of movements, show how the boat rocks on high waves.
It also withstood a hurricane.
The captain saw all the countries,	Hand movements are calm, as at the beginning of the game.
Crossed all the oceans
Well, then, like a hero,
He sailed home to his mother.

Finger game No. 17 “Brothers”

Five brothers on a warm day	Place the elbow of your right hand on the table, straighten your fingers (brothers).
We met five friends.	Place the elbow of your left hand on the table, straighten your fingers (friends).
Elbows are on the table, palms opposite each other.
Big brother is a strong guy,	Move your right thumb.
His friend is an experienced sailor.	Place the pads of the thumb of your right hand with the thumb of your left hand.
The second brother has a friend	Move your left index finger.
Knows several sciences.	Connect the index finger of the right hand with the pads of the index finger of the left hand.
The middle brother is lanky,	Move the middle finger of your right hand.
His friend is a diver.	Connect the pads of the middle finger of your right hand with the middle finger of your left hand.
9.03.2018 Prevention of psycho-emotional stress in preschool children Based on the book by V.G. Alyamovskaya and S.N. Petrova "Prevention of psycho-emotional stress in preschool children." Basic means of prevention and correction of psycho-emotional stress in children. There are many recommendations for relieving stress. For example, Yu. S. Nikolaev and E. I. Nilov recommend responding to an unpleasant situation with a smile and a joke. Psychiatrist V. Levi suggested choosing an ideal hero with a cheerful and kind character. I myself used this method to establish contact with patients. A good effect in improving relationships, for example, in family life is achieved by the game “I - you, you - me,” when for a certain time the husband and wife change roles and try to react to various situations from these positions. But the fact is that all these and similar recommendations force a person to suppress the reaction to irritation and, thus, deprive him of release. Due to the specific age characteristics of children (primarily due to little life experience), it is extremely difficult for children to do this, and the lack of relaxation often leads to neurosis and subsequently, according to doctors, to hypertension. As a rule, a person, trying to get out of a state of stress, tries to use up the excess of released hormones that caused irritation. Some smash dishes, others smash someone around them, others run, do push-ups, saw wood, feverishly wash clothes. Many people, and especially children, begin to chew something, often without feeling the taste of the food. In other words, most often a person tries to get out of a stressful state with the help of physical actions. The risk of stress is especially high in childhood when conditions for normal physical development are violated. Science has long proven the interdependence of a person’s physical health and mental state. The feeling of physical health, one's physical capabilities and bodily well-being contributes to a stable feeling of comfort. It is known that the soul and body respond together to any event. Mental tension causes muscle tone, and, on the contrary, muscle tension leads to an emotional outburst. Children experience the highest physical stress during a physical education class or lesson during play, but what emotional upsurge do we observe at the same time? Muscle relaxation causes a decrease in emotional stress and leads to calm and restoration of rapid breathing. Experienced coaches use this reverse influence to regulate the mental state of athletes. Scientists have long proven that the best way to relieve nervous tension is physical activity. It was recommended, for example, by N.P. Bekhtereva to use movements as a counterbalance to negative emotions. The famous Russian physiologist I.P. Pavlov said that any physical activity gives muscular joy, creating a stable mood. The harm of insufficient physical activity has long been known. But no less dangerous is neglecting such important components of a healthy lifestyle as sleep, nutrition, and hardening. The importance of properly organized sleep for the hygiene of a child’s nervous system cannot be overestimated. It was also proven by I.P. Pavlov that during sleep, physiological balance in the body is restored. Moreover, such restoration cannot be achieved by other means and methods. In the prevention of psycho-emotional stress in children, nutrition should not be discounted. It is necessary to understand for yourself that not only the proper set of products is important to ensure normal growth and development of the child, but also the organization of nutrition itself. It is reasonable to spend meals as a big relaxation break. Water hardening procedures effectively influence the mental state of children, relieving tension and stress. But to achieve the desired result, appropriate conditions must be created under which the child becomes the subject of this activity. In recent years, increasing importance in the prevention of stress has been attached to teaching a person to psychoself-regulate the state. Research confirms that children learn autogenic training techniques much faster and with greater effect than adults. This is due, first of all, to the fact that children have a vivid imagination, which helps them quickly and easily enter the desired image. The use of exercises for psycho-self-regulation of the state makes it possible to fill the traditional system of physical education and health work in an educational institution with new meaning and content and create a technology that we could safely call not only health-saving, but also shaping in children the position of a creator and reasonable behavior in relation to their physical and mental health. All of the above basic means of preventing mental stress in children are structural components of the child’s living environment, as well as the system of physical education of children in a children’s institution. Therefore, we believe it would be reasonable to start presenting specific practical recommendations with them. Prevention of psycho-emotional stress in children by correcting everyday processes. As mentioned above, a fairly large group of physical education means can be successfully used in the prevention of psycho-emotional stress in children during their stay in an educational institution (kindergarten or “primary school-kindergarten” type institution). But in order for these means to serve the goal, their psychological content must be strengthened. In addition, when structuring the physical education system in an educational institution, a hierarchical chain of activities of the teaching staff must be correctly built according to the degree of importance for the physical health and psychological well-being of children. In accordance with the health formula, the first place in this chain should be the organization of sleep, then the organization of nutrition, and then the optimization of motor activity, training of the thermoregulatory system of the child’s body. Organization of children's sleep. Unbalance, fussiness, forgetfulness, confusion in speech, and uncritical behavior, according to scientists, often indicate that the child is not getting enough sleep. This is also evidenced by the habit of rubbing your eyes, as if they were covered with dust. In such children, the researchers note, normal performance is reduced and the normal course of nervous processes is disrupted. Chronic lack of sleep, emphasizes S. M. Martynov, has become a real problem in pediatric medicine. According to statistics, approximately 5% of children, starting from toddler age, do not get enough sleep 1.5-2 hours a day. The reason is the underestimation of the importance of sleep for the life and health of children under 8 years old both in an educational institution and at home, as well as its inept organization at home and in kindergarten. This leads to a lack of favorable conditions for proper sleep. How long should a child sleep? A child of two to three years old should sleep at least 14 hours a day, children four and five years old should get 13 hours of sleep, and children six and seven years old should sleep 12 hours. There is an opinion that there is nothing wrong with a child falling asleep to the sound of TV and conversations. It is believed that such a Spartan style of education allows you to raise a child unpampered. But, experts note, this is a rather serious misconception. Special electroencephalographic studies have shown that in such an environment there cannot be deep, complete sleep, and therefore the nervous system does not receive proper rest. The child becomes restless, irritable for no reason, often cries, loses appetite, and loses weight. Sometimes children experience lethargy, lethargy, and apathy. Therefore, we would not recommend that parents conflict with the laws of physiology. The science of cybernetics defines sleep as the brain disconnecting from signals from the outside world. But this shutdown is not for inaction and peace, but for selecting the necessary information and discarding the unnecessary. A well-known specialist in the field of sleep physiology, Professor A. M. Wayne writes: “Figuratively speaking, short-term memory is filled during the day, and at night the information contained in it (not all) slowly passes into long-term memory.” Not only Professor A. M. Vane says that during sleep the brain is cleared of excess information, many physiologists point to this, adding that during sleep metabolic processes in the human body are normalized. But experts in the field of psychiatry and psychology note that adequate sleep is the best cure for anxiety. Unfortunately, the ritual of putting a child to bed, both at home and in kindergarten, turns into a painful procedure for the child. In addition, adults themselves often do not comply with the requirements set out below for protecting a child’s sleep. Prevention of psycho-emotional stress in children through physical education. Optimization of motor activity of children. Organization of a rational motor regime is one of the main conditions for ensuring a comfortable psychological state of children. In addition, there is a direct relationship, as experts point out, between motor rhythm and the child’s mental performance. They note that both insufficient and excessive physical activity are harmful. The starting point when organizing children’s motor regimen should be the body’s natural need for movement. It averages from 10 to 15 thousand locomotions per day for children 6-7 years old; 10-12 thousand - for children 5-6 years old; 8-10 thousand - for children 3-4 years old; 6-8 thousand - for children 2-3 years old. About 60-70% of this number of movements should occur during the child’s stay in an educational institution. The optimal motor mode will be considered under the following conditions: The ratio of rest and motor activity is 30% to 70%; - during the day, children do not show signs of absent-mindedness or obvious fatigue; - there is a positive dynamics in the physical performance of children; - children's blood pressure throughout the day corresponds to the age norm. When organizing a motor regime, the degree of motor ability of each child in an age group or class should be taken into account. According to the level of activity, children can be divided into three groups: - normal, - motor, - sedentary. It was noted that children with normal motor activity have better developmental indicators than children of the second and third groups. Their psyche and mood are more stable. In sedentary and motor children, self-regulation processes are less perfect. Moreover, researchers note that many of them develop negative character traits such as envy, indecisiveness, aggressiveness, imbalance, etc. These children need individual medical and psychological-pedagogical support. For example, in changing the diet and quality of nutrition, increasing or limiting physical activity. One of the ways to normalize the motor activity of motor and sedentary children is their friendship, based on common interests. Health-improving morning exercises. The purpose of morning exercises is to increase muscle tone and create a good mood for the child. This goal determines the methodology of its organization. In order to create and maintain a stable positive mood in children, the complex of morning exercises should include only physical exercises that are well known to children. The use of learning elements inevitably creates a situation of tension, since not all children successfully complete the tasks. If they realize this, then their asthenic reactions may intensify. Interest in gymnastics is supported by a wide variety of exercises and games. For example, today morning exercises may consist of a series of outdoor games, tomorrow children can work on an obstacle course, the next day it will be an interesting walk with a small forced march and etc. It would be reasonable if adults coordinate the gymnastics complex with children. During gymnastics, children should be given the opportunity to act independently on the playground or sports field. Adults need to make sure they have something to do. For example, play ball or swing on a swing, kick a puck or jump rope. 6 to 10 minutes are allotted for independent motor activity. It is a kind of mental relief for children. In this case, there is no need to worry about physical activity; children are always able to regulate it and never overload. Therapeutic morning exercises are always (except in cases of unfavorable weather) carried out in the fresh air for at least 30 minutes. Essentially, this is a morning walk filled with various physical activities. Its place in the daily routine is determined quite accurately for each age group, starting from 3 years of age. The nature of the weather and season conditions must be taken into account. This determines the variability of morning exercises. Warm-up during intense intellectual activity. This gymnastics is performed with and without movements. It perfectly relieves fatigue not only during intense intellectual activity, but also in cases where, for various reasons, movements are limited for a long time. For example, while traveling on a country bus or during flights. This gymnastics is very useful for children at school, as it helps relieve tension due to a static posture. Gymnastics was developed by A. Kovalik. The complex consists of 9 exercises that children can quickly master. Exercises are performed while sitting on a chair: 1. Leaning either on your heels or on your toes, lift your feet off the floor and perform subtle movements with them outward and inward. 3. Tightening the muscles of the shoulder girdle, perform subtle movements with the shoulders and shoulder blades: adduction and expansion, raising and lowering, rotation in one direction and the other. 6. Retraction and protrusion of the abdomen, when protruding - inhale, when retracting - exhale. 7. Straining the muscles of the neck, perform subtle movements of the finished hand to the right and left, back and forth, clockwise and counterclockwise. 8. Movements of the eyeballs left and right, up and down, clockwise and counterclockwise. 9. Leaning your palms on the table and your heels on the legs of the chair, tense and relax your body muscles. When learning the complex, each exercise is performed 2-3 times, then one repetition is added daily. For children, 8-10 repetitions are enough. At the beginning of training, while the muscles are not sufficiently obedient, it is better to accompany their tension with barely noticeable movements. Then you need to teach children to perform these exercises without movement, only by tensing their muscles. The tension lasts for 4-5 seconds (the child can count to himself up to 5), and then complete relaxation follows. It is imperative to find a place for these exercises in your children’s daily routine. We recommend them for use in their work with children by speech therapists, speech pathologists, teachers of sixth-year classes and primary school teachers. This type of gymnastics is of particular importance for the development of self-regulation skills in children. Preview: 21.09.2018 Finger games for relaxation when preparing the hands of children 6-7 years old for writing Tense muscles are “disobedient” and poorly controlled. In order to be able to control them freely and accurately, it is necessary to relax the muscles and relieve tension from them. Children can feel muscle relaxation only when they are first asked to clench their fists tightly and hold them in this state for a long time. And then they are asked to unclench (relax) them and feel this state. At the same time, we should not forget that tension should be short-term, and relaxation should be long-lasting. Each child should have a unique idea of relaxation (“like jelly”). Game "Fists". Squeeze your fingers tightly into a fist (hands lie on your knees) so that the bones turn white. Now relax your hands. Hands on your knees Fists are clenched. Firmly, with tension Fingers are pressed. Game "Deer". Raise your crossed arms above your head with your fingers spread wide (“horns”). Straining your hands, forcefully spread your fingers. Then drop your hands on your knees and relax. Look: we are deer! The wind is rushing towards us! The wind died down. Let's straighten our shoulders Hands back on your knees. And now - a little laziness. Game "Barbell". Stand up. Imagine that you are lifting a heavy barbell. Bend over and “take” it. Clench your fists. Raise your arms slowly. They are tense. Hard! Hold the barbell. Drop her. We're getting ready for a record Let's play sports. We lift the barbell from the floor... Hold tight... and throw! Our muscles are not tired - And they became even more obedient! Game "Call". Arms are bent, resting on elbows. Shake your hands one at a time. Stroking. Smooth out a sheet of paper with the palm of your right hand, holding it with your left hand, and vice versa. Tapping. Knock on the table with a relaxed hand of your right hand, and then with your left hand.

The life of every person passes in a state of frequent stress, which is provoked by many factors. How to relieve emotional stress if you constantly have chronic lack of sleep, a busy work schedule, and various conflicts? And if we add to this traffic jams and bad weather, it becomes clear that there really is a need to correct this condition. There are always enough problems; your mood can be spoiled by aggressive people around you, everyday problems of various sizes, or illness that you are forced to endure on your feet.

At the end of the week, many people remind themselves of a hedgehog whose spines point inward. It is difficult to fight internal discomfort, but it cannot be said that it is impossible. You should try to regain your peace of mind and lightness of being. It's no secret that we are forced to do a lot of things through force, and practically, it turns into a way of life. In such conditions, a person needs to pamper himself, otherwise existence will begin to resemble an endless struggle, and this obviously will not make us more optimistic.

Pampering yourself and giving yourself a little pleasure is not at all difficult. For example, you can do something you really enjoy several times a day. Some people like to play solitaire, play with a pet, chat with a friend, and so on. Every four hours you should set aside at least ten minutes for your favorite activity, and then you can successfully return to business. If you follow this rule, you will notice that you begin to feel a little more comfortable, calmer, and your condition is improving. Sometimes urgent psychological help is necessary if the nerves are like taut strings and you need to “let off steam.”

How to quickly relieve emotional stress? At such moments you can stomp your feet, tear the paper to shreds, and so on. But such a discharge is carried out for no more than three or four minutes, do not get carried away. This will be enough to get rid of accumulated negative emotions, without turning the necessary psychological release into a banal hysteria. “Sparring” with a regular punching bag has a similar effect. It’s not for nothing that a number of Western Asian companies hang similar equipment, and sometimes bosses can even attach their own photo to the punching bag. Having chopped off a pear, a person takes out his resentment and anger on it, so he calms down, clarity of thinking returns, the normal rhythm of life is restored, and the possibility of fruitful functioning is restored.

To get rid of emotional stress, you can jump, do three sets of fifteen times, the tension will significantly weaken. In this case, not only adrenaline acts, but also the opportunity to laugh at yourself. You can imagine that an emotional shock overtook you in the office. So where can you jump without attracting attention? Of course in the toilet. And if you look at yourself from the outside, you will certainly smile, your mood will improve, and you will return to work, remaining an able-bodied person. You can try a relaxation method such as drinking a glass of ice water in small sips.

How to relieve emotional stress if you are at home? You can wash your face with this water, rub your ears and even your feet with cool hands. Thus, you receive shock therapy, the body calms down, switches to warming mode, moving away from the panic state. To calm down, you should use breathing exercises. There are special complexes aimed at getting rid of various diseases, and there are also exercises to eliminate emotional stress. When performing such complexes, you need to keep a window or window open.

There are only three emotional tensions characteristic of humans. This is directly emotional, as well as physical and nervous. When there is emotional stress, the psyche is subject to destructive stress. With nervous tension, a reaction occurs to the circumstances of the nervous system, for example, if you are overtired, upset, etc. As for emotional stress, it arises if someone has offended, insulted, or shouted at a person. In such cases, emotions are either kept to themselves or spill out. Any nervous tension is caused by factors such as stress, depression, and strong emotions.

Emotional tension occurs when emotions accumulate, if someone has been rude to you, made a remark, or criticized you. That is, an action has taken place that keeps you in a certain tension, emotions overwhelm you, but you are not able to throw them out. It is important that only negative emotions can cause emotional stress. To get rid of it, you must distract yourself from the event that upset you, or you just need to throw it out. You need to analyze the situation, and if necessary, and the person deserves it, throw out your emotions in his presence, comment on the situation, you will feel better. In addition, the object of your anger will understand that he did wrong.

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The degree of emotional stress increases depending on the individual assessment of responsibility for the work performed, assigned responsibilities, and expected performance results. Vassileva et al describe changes in blood pressure and heart rate in flight personnel before departure. The highest indicators were observed among crew commanders. When, immediately before departure, the crew was informed about an urgent check of the flight personnel at the medical commission, these indicators increased significantly for the entire crew, but to a greater extent for the commanders, despite the initially higher heart rate.

The degree of emotional tension in the session is influenced by the significance and difficulty of the exam.

The presence of a correlation between the degree of emotional stress and changes in certain physiological indicators, in particular heart rate, has been noted in the works of many authors.

The work manager must be able to timely determine the degree of emotional stress of subordinates in order to prevent the emergence of its prohibitive forms.

These types differ in the organization of the labor process, the uniformity of the load, and the degree of emotional stress.

Changes in posture, intensity of muscle activity, information saturation of work, degree of emotional stress and other factors lead to additional energy expenditure.

Forms of mental labor are divided into operator, managerial, creative work, the work of medical workers, the work of teachers, students and students. They differ in the organization of the labor process, the uniformity of the workload, and the degree of emotional stress.

Forms of intellectual labor are divided into operator, managerial, creative, work of medical workers, work of teachers, students, students. These types differ in the organization of the labor process, the uniformity of the load, and the degree of emotional stress.

Forms of mental labor are divided into operator, managerial, creative work, the work of medical workers, the work of teachers, students and students. These types of work differ in the organization of the labor process, uniformity of workload, and degree of emotional stress.

Unfortunately, the criteria for assessing emotional stress during the waiting period are very vague. A number of physiological indicators (a shift in EEG waves towards higher frequencies, an increase in the theta rhythm index, an increase in the amplitude of evoked potentials, changes in some vegetative indicators) cannot always prove the degree of emotional stress of a person during the waiting period. This uncertainty is due to the fact that during the waiting period, disintegration of adaptive regulatory mechanisms occurs in a wide variety of systems: mental, vegetative-hormonal, functional-motor. In addition, basic factors such as intellectual development, various genetic determinants, age and the nature of previous life experiences play an important role. The response of all these systems during the waiting period determines the reliability of the operator’s performance of his functional duties. Considering this multifaceted reflection of the waiting process in various psychophysiological correlates, in our activities we studied this process using various tests: EEG, REG, ECG, GSR, determination of catecholamines in urine and 17-ketosteroids. It is the total assessment of the dynamic shifts of these indicators that makes it possible not only to qualitatively, but also quantitatively, to assess the tension of the waiting process and to give a nonspecific characteristic of the general tone of the nervous system.

Psychophysiological data confirm that the degree of emotional stress in a session is influenced by the significance and difficulty of the exam. However, the greatest difference between skin temperature measurements before and after the exam was noted in the first exam (on average 6 9 C), although this exam was defined by students as easy. This indicates the influence of the place of the exam in the session on the degree of emotional stress.

The duration of the T wave during the working period in patients of group I is significantly reduced (P0 01), and in the recovery period the duration of the T wave does not reach the initial level. Since this is associated primarily with a reduction in the cardiac cycle in patients, measuring the duration of the T wave loses its significance as a criterion for the degree of emotional stress.

In this regard, we would like to emphasize that, on the contrary, changes in this indicator are a very sensitive indicator of the psychological state and, in terms of intensity and speed of changes, are not inferior to those of the T wave on the ECG. However, the decrease in the variation range depending on the phase of mental activity was most pronounced in healthy people, which is associated with a perfect adaptation of the nervous regulation of the heart. The reduction in spread occurs in the inactive phase, a period when the subject experiences an internal conflict due to the inability to solve a problem, frustration, a feeling of dissatisfaction, and maximum emotional stress. It should be noted that this is the only one of all the studied autonomic indicators that has significant differences in different phases of mental activity in healthy individuals. This fact allows us to join the opinion of those authors who point out the high sensitivity of the indicator under emotional stress. Analysis of heart rhythm using the method of variational pulsometry, used in space medicine [Baevsky, 1976], made it possible to speak with sufficient certainty about the value of the method for determining the level of plasticity of adaptation mechanisms. Well-balanced vegetative homeostasis in astronauts was reflected in the active reconfiguration of the heart rate control system in accordance with individual biorhythms and the degree of emotional stress.

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Stress has the same effect on any organism, but its effect is expressed in different ways. This is due to the fact that each person reacts to stressors in their own way. Emotional stress can be objective (physical and mental stress) and subjective (provoked by personal fears and anxieties). Subjective stress is determined by the mental characteristics and personal experience of a person.

Sometimes a person finds himself in a situation where the body is forced to use hidden capabilities to preserve health and life. Such conditions are a trigger for change and cause emotional stress. The main cause of emotional stress is a person’s thoughts, feelings, and the influence of the environment.

Emotional stress can be expressed in a multiple increase in a person’s hidden capabilities, physical and personal qualities. It is even believed that he is able to show the essence of a person and reveal his capabilities. In other situations, stress sharply reduces the emotional state, and a person may lose control of himself.

Types of emotional stress: positive, negative

Stress and emotions are inextricably linked, which is why this type of stress is often called psycho-emotional.

Psycho-emotional stress can be roughly classified as follows:

Positive – eutstress. This is a positive form, it affects the body, increasing and mobilizing the body’s hidden resources, stimulating a person to perform any activity.
Negative – distress. This is a destructive influence, which is expressed in psychological trauma, is difficult to forget and torments a person for a long time. Distress has an impact on mental and physical health and can cause dangerous diseases.

Negative stress also affects a person’s immunity, reducing their resistance to colds and infections. Under its influence, the endocrine glands begin to work actively, the load on the autonomic nervous system increases, which leads to discord in the psycho-emotional component. This often ends in depression or the appearance of phobias.

Emotional stress in adolescents

All children and teenagers are quite emotional; they actively react to all changes. In most cases, the child’s emotionality is positive, but over time it can acquire a negative connotation. When the strength of emotions reaches a certain peak, emotional overstrain occurs, which leads to nervous disorders.

The initial causes of stress in a child and adolescent are changes in the family and social life. As they grow older, their number increases, but not all children have high resistance to stress factors. Children who find support in the family can bear stress more easily.

Factors causing stress

The following factors cause emotional stress in adolescents:

Increased responsibility;
Lack of time;
Frequent situations in which a child’s performance is assessed;
Dramatic changes in life;
Conflicts in the family, in life;
Physiological factors.

Removing emotional tension and stress in adolescents is done by resolving difficult circumstances that caused the disorder. At this age, family psychotherapy and person-centered practices can be used.

Causes and symptoms

The most basic cause of emotional stress is the contradiction between expected reality and reality. At the same time, both real and imagined factors can trigger the stress mechanism.

Scientists have compiled a table of stress factors that cause overexertion in most cases. These are the most significant events for a person, which can be positive or negative. Problems related to personal life, family, and loved ones have a huge impact.

The signs of stress are individual for each person, but they are united by a negative perception and painful experience. How an individual's condition is expressed depends on the stages or phases of stress and how the body copes.

You can tell if a person is suffering from emotional stress by the following signs:

Anxiety for no apparent reason;
Internal tension;
Increased irritability;
Aggressiveness;
Inadequate perception of unpleasant situations;
Depression, melancholy, depression;
Moodiness;
Inability to control yourself, your actions and emotions;
Decreased memory and attention;
Apathy, lack of joy and pleasure from favorite things;
Constant fatigue;
Decreased performance;
Sleep disorders;
Dissatisfaction;
Change in appetite;
Violations in behavior and perception of the world.

Often, to reduce the impact of negative factors, a person resorts to incorrect methods of treatment - alcohol and drugs, trying to get away from problems, changes behavior, commits rash actions.

Treatment: Emotional Stress Relief Techniques

A person is constantly exposed to a number of stressors that have the ability to accumulate. This is the main danger . If you do not take protective measures in time, you can be left alone with problems. Experiences driven inside destroy a person’s own self and his connections with others.

There are various techniques for relieving emotional stress; the following techniques show the greatest effectiveness:

Everyone can overcome emotional stress on their own. By learning to control consciousness, a person gains control over uncontrollable emotions and increases self-esteem. This opens up new opportunities for personal development and allows you to take a step towards self-development and self-improvement.

In the process of relieving emotional stress, it is recommended to take medications that are good for relieving anxiety and restlessness.