Phillips school anxiety test pass online. Study of school anxiety. Phillips technique. Definition of school anxiety. Causes

PHILLIPS 'SCHOOL ANXIETY LEVEL TEST

One of the most common problems faced by school psychologist, is school anxiety. Timely identification of this condition is extremely important, since it has a negative impact on all areas of the child's life: health and mental state, communication with peers and teachers, school performance, behavior as in educational institution, and beyond.

Definition school anxiety... Causes

School anxiety is a rather multifaceted concept that includes various forms of psychological stress in a child at school and has the following signs:

insecurity and inadequacy of behavior;

unfounded confidence in an unfair, prejudiced attitude towards oneself on the part of teachers and classmates;

excessive stiffness both in class and during break;

feeling uncomfortable in normal school situations;

anxiety for minor reasons;

increased vulnerability, sensitivity;

unwillingness to go to school;

irritability and aggressive manifestations;

lack of perseverance when performing teacher assignments;

complete loss of interest in what is happening in the lesson;

painful perception of criticism addressed to oneself;

constant uncertainty about the correctness of their actions;

fear of doing something wrong and looking like an outsider in the eyes of peers;

expectation of disapproval and censure from teachers;

decreased concentration of attention in the classroom, absent-mindedness;

fear of losing or ruining school supplies.

Often it is school anxiety that is a provoking factor, a triggering mechanism for a disorder of the inner emotional sphere of a personality.

The main causes of school anxiety are:

internal conflict, based on the needs of the child himself;

conflicts with classmates and teachers;

overestimated requirements that do not correspond to the psychophysiological development of the child;

conflicting demands from parents and teachers;

specificity of educational and educational system schools;

features of the psychophysiological organization of the student, his temperament;

norms of behavior instilled in the family.

Description of the methodology for diagnosing the level of school anxiety Phillips

To diagnose the level of anxiety in schoolchildren of younger and middle age (6–13 years old), the methodology of the British psychotherapist BN Phillips, developed in the 1970s, is now actively used. It was he who came up with the idea that for normal socialization and the formation of an adequate self-esteem of the child, it is important to reduce school anxiety in time. The Phillips technique allows you to determine both the general level of anxiety of the subject and certain anxiety syndromes that clearly indicate specific problems. This technique is presented as a test. Easy to administer and interpret, the Phillips School Anxiety Questionnaire is a well-performing test. psychological research in middle school.

Phillips test is 58 general issues about how the child feels at school, which imply unambiguous answers: "yes" or "no".

Questionnaire text:

Is it difficult for you to keep up with the whole class?

Are you worried when a teacher says that he is going to check your knowledge of the material?

Is it difficult for you to work in the class the way the teacher wants it?

Do you sometimes dream that the teacher is furious that you do not know the lesson?

Has anyone in your class ever hit or hit you?

How often do you want the teacher to take his time explaining new material until you understand what he is saying?

Are you anxious when answering or completing an assignment?

Does it happen to you that you are afraid to speak out in class because you are afraid to make a stupid mistake?

Do your knees tremble when you are called to answer?

Do your classmates often laugh at you when you play different games?

Does it happen that you get a lower grade than you expected?

Are you worried about whether you will not be left for the second year?

Do you try to avoid games that make choices because you are generally not chosen?

Do you sometimes tremble all over when you are called to answer?

Do you often get the feeling that none of your classmates wants to do what you want?

Are you very anxious before starting a task?

Is it difficult for you to get the marks that your parents expect from you?

Are you afraid at times that you will become ill in class?

Will your classmates laugh at you, will you make a mistake in answering?

Do you look like your classmates?

After completing the task, do you worry about how well you did it?

When you work in the classroom, are you sure you will remember everything well?

Do you sometimes dream that you are at school and cannot answer the teacher's question?

Is it true that most guys are friendly to you?

Do you work harder if you know your performance will be compared in class with your classmates?

Do you often dream of worrying less when asked?

Are you afraid to get into an argument at times?

Do you feel like your heart starts beating hard when the teacher says that he is going to test your readiness for the lesson?

When you get good grades, do any of your friends think you want to curry favor?

Do you feel good with those of your classmates whom the guys treat with special attention?

Does it happen that some of the guys in the class say something that hurts you?

Do you think that those of the students who do not cope with their studies lose affection?

Does it seem like most of your classmates don't pay attention to you?

Are you often afraid to look ridiculous?

Are you satisfied with the way teachers treat you?

Does your mom help organize the evenings like the other mothers in your classmates?

Have you ever worried about what others think of you?

Do you hope to do better in the future than before?

Do you think you dress as well for school as your classmates?

Do you often think, answering in the lesson, what others think of you at this time?

Do capable students have any special rights that other students in the class do not have?

Do some of your classmates get angry when you manage to be better than them?

Are you satisfied with the way your classmates treat you?

Do you feel good when you are alone with the teacher?

Do your classmates make fun of your appearance and behavior at times?

Do you think you care more about your school affairs than other guys?

If you cannot answer when asked, do you feel like you are about to cry?

When you lie in bed in the evening, do you sometimes think with anxiety about what will happen tomorrow at school?

While working on a difficult task, do you sometimes feel that you have completely forgotten things that you knew well before?

Does your hand tremble slightly when you work on an assignment?

Do you feel like you get nervous when the teacher says he is going to give the class an assignment?

Does the test of your knowledge at school scare you?

When the teacher says he is going to give the class an assignment, do you feel afraid that you will not be able to handle it?

Have you dreamed at times that your classmates can do what you cannot?

When the teacher explains the material, do you feel like your classmates understand it better than you do?

On your way to school, are you worried that the teacher might give the class a test?

When you complete an assignment, do you usually feel that you are doing it badly?

Does your hand shake slightly when the teacher asks you to do an assignment on the blackboard in front of the whole class?

Testing is usually carried out in writing: the child is asked to fill out a special form with numbers (from 1 to 58), in which, when answering the questions, you need to put "+" (for a positive answer) or "-" (for a negative answer) in the corresponding question graph. Questions are presented either in writing or read out to students. The Phillips method can be used both for an individual survey and for the study of anxiety in a group (classroom). Of course, in order to obtain reliable results, the presence of adults (other than the experimenter) in the testing room is highly undesirable.

Testing

Before starting the test, the child should be given precise instructions on how to answer the proposed questions. It is important to draw the attention of the subjects to the fact that it is not necessary to ponder over each situation for a long time, taking into account all possible scenarios for the development of events and thinking out all sorts of circumstances. It is better to immediately give the answer to which the child is initially inclined. It is highly likely that it will correspond to reality. It is also necessary to explain to the children that they need to answer on their own, there can be no identical answers to all questions, there are no only correct or completely incorrect answers in the test.

The manifestation of excessive anxiety can take various forms and reveals the following aspects:

the predominant emotional background of the student;

inability to build relationships with peers and adults;

anxiety related to the need to participate in the public life of the school;

various fears (fear of punishment, fear of testing knowledge, fear of upsetting parents);

attitude to personal success (more often indifferent, but the “overvalue” of school assessment is also manifested);

loss of control over their own behavior in stressful situations;

health problems (decreased performance, increased fatigue, pronounced autonomic reactions, nervous breakdowns).

Processing and analysis of results

The procedure for processing the results is quite simple and straightforward: it is only necessary to compare the answers of the subjects with the key to the test and identify discrepancies. It is the mismatched answers that indicate the qualitative features of the experience of anxiety by each subject.

Key to the test:

Next, it is necessary to calculate the total number of mismatches, on the basis of which a conclusion is made about the child's anxiety level: 50% of the total number of questions in the test speaks of an increased level of anxiety, 75% indicates its high level. If less than 50% of discrepancies are found, it can be argued that the respondent's level of anxiety is within the normal range.

Similar indicators are used in the qualitative analysis of the results, which makes it possible to single out certain anxiety syndromes (factors), each of which separately determines and assesses both personal and situational school anxiety of the subjects. To do this, answers that do not match the key are correlated with a specially designed scale of the Phillips questionnaire.

	Question numbers
1. General anxiety at school	2, 3, 7, 12, 16, 21, 23, 26, 28, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58;
2. Experiencing social stress	5, 10, 15, 20, 24, 30, 33, 36, 39, 42, 44;
3. Frustration of the need to achieve success	1, 3, 6, 11, 17, 19, 25, 29, 32, 35, 38, 41, 43;
4. Fear of self-expression	27, 31, 34, 37, 40, 45;
5. Fear of a knowledge test situation	2, 7, 12, 16, 21, 26;
6. Fear of not meeting the expectations of others	3, 8, 13, 17, 22;
7. Low physiological resistance to stress	9, 14, 18, 23, 28;
8. Problems and fears in relationships with teachers	2, 6, 11, 32, 35, 41, 44, 47;

To obtain a complete understanding of each of the above listed factors of anxiety, it is necessary to refer to their content characteristics.

General anxiety at school is a general emotional state of a child associated with various forms of his inclusion in school life.

Experiences of social stress are the emotional state of the child, against the background of which his social contacts develop (primarily with peers).

The frustration of the need to achieve success is an unfavorable mental background that does not allow the child to develop his needs for success, achieving a high result, etc.

Fear of self-expression is negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities.

Fear of a situation of testing knowledge - a negative attitude and anxiety in situations of testing (especially public) knowledge, achievements, opportunities.

Fear of not meeting the expectations of others - orientation towards the importance of others in assessing their results, actions, and thoughts, anxiety about the assessments given by others, the expectation of negative assessments.

Low physiological resistance to stress - features of the psychophysiological organization that reduce the child's adaptability to stressful situations, increasing the likelihood of an inadequate, destructive response to an alarming environmental factor.

Problems and fears in relationships with teachers are a general negative emotional background of relationships with adults at school, which reduces the success of a child's education.

The results of diagnostics of a group of children are recorded in a special protocol to simplify further analysis of the data obtained. It is also recommended to present the results of the survey of students in the form of a diagram.

Anxiety indicators according to the Phillips method can be presented in the form of various diagrams.

If testing reveals increased or high school anxiety, it is necessary to develop a plan of action to restore the normal emotional background of the child and maintain a positive self-attitude. In this case, first of all, in-depth psychodiagnostics of anxiety symptoms of anxiety of a student and work with a psychologist are recommended. In addition to the Phillips method, the following methods are actively used to identify the state of school anxiety:

Projective technique for the diagnosis of school anxiety A. Prikhozhan;

Diagnostics of the situational and personal anxiety of Spielberger - Khanin;

Zuckerman Affective Questionnaire;

McNair, Lorr and Droppleman Mood Profile Questionnaire;

Method of expert interviews of teachers and parents of schoolchildren;

Observation as a method for determining the level of school anxiety.

It is necessary to teach the child to cope with emotional stress, to dose them intelligently, to rationally organize the mode of work and rest. It is important to clearly identify the causes of anxiety and create the necessary conditions to increase the student's self-esteem, his self-confidence and abilities. The child should be taught the technique of controlling his behavior at school, and efforts should be made to form volitional qualities personality, the development of value orientations of the student at this stage of his development. The main work with a psychologist is to develop new strategies for behavior in difficult situations for the child and to find ways to get rid of anxiety (discharge).

Of course, the emotional stress and excitement of the closest people, parents, is always transmitted to the child. Therefore, for psychological calmness at school, children need a family-friendly environment.

Home environment can make your child anxious at school

praise your child more often, do not disregard his school successes and achievements;

never compare your child with his classmates, more often tell your child about his uniqueness;

be always aware of your child's school life, help him prepare for important events at school (speaking in front of the class, test, participation in competitions);

do not scold children for offenses at school, it is always important to understand their point of view on events happening to them;

develop a habit of discussing with your child at the end of the day what upset or agitated him at school,

it is important to give the child the opportunity to "pronounce" worries and anxieties;

simulate different life situations, while showing the child a model of confident behavior;

always be objective and do not overestimate the level of requirements for your baby;

do not tune the child to achieve the ideal in everything, often the "excellent student" syndrome is present in children prone to excessive emotions;

help your child develop the right attitude towards failure and constructive criticism;

reinforce in the child's mind the understanding that everyone has the right to make mistakes, that “they learn from mistakes”;

do not demand instant results from the child;

help your child to prioritize at this stage of his life, find parallels with your school life;

do not humiliate the dignity of the child by punishing him, use the punishment only as a last resort and always “on the case”;

Young and middle-aged children certainly tend to feel anxious when interacting with various components. educational process... However, increased anxiety should in no way interfere with the socialization of the child and his school performance.

Methodology for diagnosing the level of school anxiety Phillips (Phillips)

The purpose of the methodology (questionnaire) is to study the level and nature of anxiety associated with school in children of primary and secondary school age.

The test consists of 58 questions that can be read to students, or they can be offered in writing. Each question must be answered unequivocally with “Yes” or “No”.

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Phillips' method of diagnosing the level of school anxiety

Methodology for diagnosing the level of school anxiety Phillips (Phillips)

The purpose of the methodology (questionnaire) is to study the level and nature of anxiety associated with school in children of primary and secondary school age.

The test consists of 58 questions that can be read to students, or they can be offered in writing. Each question must be answered unequivocally with “Yes” or “No”.

Instruction: “Guys, now you will be offered a questionnaire, which consists of questions about how you feel at school. Try to answer sincerely and truthfully, there are no right or wrong, good or bad answers. Do not hesitate over questions for a long time.

When answering a question, write down its number and the answer “+” if you agree with it, or “-” if you disagree ”.

Processing and interpretation of results.

When processing the results, questions are highlighted; answers to which do not match the test key. For example, on the 58th question the child answered “Yes”, while in the key to this question there corresponds “-”, that is, the answer is “no”. Answers that do not match the key are manifestations of anxiety. During processing, it is calculated:

1. The total number of inconsistencies throughout the text. If it is more than 50%, we can talk about increased anxiety of the child, if more than 75% of the total number of test questions - about high anxiety.

2. The number of matches for each of the 8 anxiety factors identified in the text. The level of anxiety is determined in the same way as in the first case. The general internal emotional state of the student is analyzed, which is largely determined by the presence of certain anxiety syndromes (factors) and their number.

Factors	# Of questions
1. General anxiety at school	2, 3, 7, 12, 16, 21, 23, 26, 28, 46, 47, 48, 49, 50, 51, 52, 53. 54. 55, 56, 57, 58; sum \u003d 22
2. Experiencing social stress	5.10, 15.20, 24.30, 33, 36.39, 42, 44 sum \u003d 11
3. Frustration of the need to achieve success	1.3, 6. 11. 17.19, 25, 29, 32, 35, 38, 41, 43; sum \u003d 13
4. Fear of self-expression	27, 31, 34, 37, 40, 45; sum \u003d 6
5. Fear of a knowledge test situation	2, 7, 12, 16, 21, 26; sum \u003d 6
6. Fear of not meeting the expectations of others	3,8,13,17.22; sum \u003d 5
7. Low physiological resistance to stress	9.14.18.23.28; sum \u003d 5
8. Problems and fears in relationships with teachers	2,6,11,32.35.41.44.47; sum \u003d 8

KEY TO QUESTIONS

		25 +	31 -		43 +
	20 +			38 +	44 +
	21 -			39 +		51 -
	22 +
11 +			35 +	41 +
	24 +	30 +	36 +	42 -

results

1) The number of sign mismatches (“+” - yes, “-” - no) for each factor ( absolute number mismatch in percentage: 50% and 75%).

For each respondent.

2) Presentation of this data in the form of individual charts.

3) The number of mismatches in each dimension for the entire class; the absolute value is 50% and 75%.

4) Presentation of this data in the form of a diagram.

5) The number of students who have mismatches for a certain factor of 50% and 75% (for all factors).

6) Presentation of comparative results in repeated measurements.

7) Full information about each student (based on test results).

General anxiety at school is a general emotional state of a child associated with various forms of his inclusion in school life.
Experiences of social stress are the emotional state of a child, against the background of which his social contacts develop (primarily with peers).
Frustration of the need to achieve success is an unfavorable mental background that does not allow the child to develop his needs for success, achieving a high result, etc.
Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities.
Fear of a situation of knowledge testing is a negative attitude and anxiety in situations of testing (especially public) knowledge, achievements, opportunities.
Fear of not meeting the expectations of others - orientation towards the importance of others in assessing their results, actions, and thoughts, anxiety about the assessments given by others, the expectation of negative assessments.
Low physiological resistance to stress - features of the psychophysiological organization that reduce the child's adaptability to stressful situations, increasing the likelihood of an inadequate, destructive response to an alarming environmental factor.
Problems and fears in relationships with teachers are a general negative emotional background of relationships with adults at school, which reduces the success of a child's education.

Form

“+”

“–”

Questionnaire text.

Is it difficult for you to keep up with the whole class?
Are you worried when a teacher says that he is going to check your knowledge of the material?
Is it difficult for you to work in the class the way the teacher wants it?
Do you sometimes dream that the teacher is furious that you do not know the lesson?
Has anyone in your class ever hit or hit you?
How often do you want the teacher to take the time to explain new material until you understand what he is saying?
Are you anxious when answering or completing an assignment?
Does it happen to you that you are afraid to speak out in class because you are afraid to make a stupid mistake?
Do your knees tremble when you are called to answer?
Do your classmates often laugh at you when you play different games?
Does it happen that you get a lower grade than you expected?
Are you worried about whether you will not be left for the second year?
Do you try to avoid games that make choices because you are usually not chosen?
Do you sometimes tremble all over when they call you to answer?
Do you often get the feeling that none of your classmates wants to do what you want?
Are you very anxious before starting a task?
Is it difficult for you to get the marks that your parents expect from you?
Are you afraid at times that you will become ill in class?
Will your classmates laugh at you, will you make a mistake in answering?
Do you look like your classmates?
After completing the task, do you worry about how well you did it?
When you work in the classroom, are you sure you will remember everything well?
Do you sometimes dream that you are at school and cannot answer the teacher's question?
Is it true that most guys are friendly to you?
Do you work harder if you know your performance will be compared in class with your classmates?
Do you often dream of worrying less when asked?
Are you afraid to get into an argument at times?
Do you feel like your heart starts pounding when the teacher says he is going to test your readiness for the lesson?
When you get good grades, do any of your friends think you want to curry favor?
Do you feel good with those of your classmates to whom the guys treat with special attention?
Does it happen that some of the guys in the class say something that hurts you?
Do you think those students who do not cope with their studies lose their affection?
Does it seem like most of your classmates don't pay attention to you?
Are you often afraid to look ridiculous?
Are you satisfied with the way teachers treat you?
Does your mom help organize the evenings like the other mothers in your classmates?
Have you ever worried about what others think of you?
Do you hope to do better in the future than before?
Do you think you dress as well for school as your classmates?
Do you often think, answering in the lesson, what others think of you at this time?
Do capable students have any special rights that other students in the class do not have?
Do some of your classmates get angry when you manage to be better than them?
Are you satisfied with the way your classmates treat you?
Do you feel good when you are alone with the teacher?
Do your classmates make fun of your appearance and behavior at times?
Do you think you care more about your school affairs than other guys?
If you cannot answer when asked, do you feel like you are about to cry?
When you lie in bed in the evening, do you sometimes think with anxiety about what will happen at school tomorrow?
While working on a difficult task, do you sometimes feel that you have completely forgotten things that you knew well before?
Does your hand tremble slightly when you work on an assignment?
Do you feel like you get nervous when the teacher says he is going to give the class an assignment?
Does the test of your knowledge at school scare you?
When the teacher says he is going to give the class an assignment, do you feel afraid that you will not be able to handle it?
Have you dreamed at times that your classmates can do what you cannot?
When the teacher explains the material, do you feel like your classmates understand it better than you do?
On your way to school, are you worried that the teacher might give the class a test?
When you complete an assignment, do you usually feel that you are doing it badly?
Does your hand shake slightly when the teacher asks you to do an assignment on the blackboard in front of the whole class?

Education at school for children is associated not only with the need to process large amounts of information, but also with certain changes in personality, the formation of an assessment scale, moral guidelines. There are a number of obstacles on the way to the formation of the child's emotional and personal sphere, one of which can be considered school anxiety. To diagnose its level, the Phillips technique is used.

Description of the methodology for determining the level of school anxiety Phillips

British psychotherapist Adam Phillips in the middle of the twentieth century, after conducting several dozen observations of schoolchildren different ages in classrooms, put forward a theory that in order to form a relaxed and comprehensively developed personality, it is necessary to diagnose anxiety in time and reduce its level. A state of mind in which a person experiences intense excitement for minor reasons, causes significant damage to self-esteem and affects all aspects of emotional and personal development. The test is of particular relevance for children of primary school age and students in grades 5–8, because for adequate socialization among their peers, children need to accept and understand themselves.

School anxiety interferes with successful learning

As a stimulating material, the author suggested using a questionnaire consisting of 58 items that require an unambiguous answer: “yes” or “no”. Based on the results of the study using the Phillips method, it can be concluded about the degree of anxiety in the child and the nature of its manifestations. As for the latter indicator, the test helps to identify the following aspects:

emotions of the baby, which are associated with different forms of participation in school and cool life in particular;
social stress - a condition associated with building relationships with peers;
indifferent attitude towards personal success;
fear of showing their skills and skills in class, the need to speak in front of everyone;
expectation of a negative assessment from others;
inability to withstand stress, which manifests itself in a non-standard reaction to any irritating factors;
inability and unwillingness to build relationships with adults.

The famous American educator and motivator Dale Carnegie said: “An anxious and haunted individual who is unable to adapt to the cruel real world breaks all contact with the environment and goes into his own fictional world. So he tries to get rid of worries and worries. "

Testing procedure

Testing can be done in a group, but in this case there is a risk of peeping into each other's work

The test is conducted among children 6-13 years old orally or in writing. The work can be organized both individually with each child and in a group. It is important to clearly formulate the conditions and rules for passing the test:

Children are given forms with questions (for a written form of diagnosis) or leaflets with numbers from 1 to 58 (for oral).
The teacher announces the recommendations: “Here are questions about how you feel at school. You need to give the answer: "yes", putting a plus next to the question number, or "no", marking a minus sign. " If the oral test option is chosen, then the children need to be set up only to place the necessary signs corresponding to their answers.
Further, it should be stipulated that the questions must be answered sincerely, there can be no mistakes in the answers, since there are no bad or good, right or wrong options.
It is also necessary to warn schoolchildren: do not ponder the answer for a long time, it is better to write the first thing that comes to mind.

If the teacher sees that the test-taker thinks about the question for a long time, then it makes sense to approach him and try to explain the task again. In this case, it is impossible to answer for the subject.

Files: Materials for diagnostics

Processing and interpretation of results

When analyzing the answers, the numbers of those questions that do not coincide with the key are emphasized: for example, if the subject put “-” as the answer to question No. 41, and the key says “+”, then the factor to which this task relates will be an indicator the nature of anxiety (in this example - an indifferent attitude to success).

Questionnaire Keys:

1 -	7 -	13 -	19 -	25 +	31 -	37 -	43 +	49 -	55 -
2 -	8 -	14 -	20 +	26 -	32 -	38 +	44 +	50 -	56 -
3 -	9 -	15 -	21 -	27 -	33 -	39 +	45 -	51 -	57 -
4 -	10 -	16 -	22 +	28 -	34 -	40 -	46 -	52 -	58 -
5 -	11 +	17 -	23 -	29 -	35 +	41 +	47 -	53 -
6 -	12 -	18 -	24 +	30 +	36 +	42 -	48 -	54 -

Then the total number of non-matching responses is calculated. If there are more than half of them, then there is every reason to talk about an increased level of anxiety in the child. When more than 2/3 (75%) do not converge, then it is safe to say that the student is experiencing severe anxiety.

Distribution of responses corresponding to anxiety syndromes:

Factors	Question numbers
General school anxiety	2,3,7,12,16,21,23,26,28,46,47,48,49,50,51,52,53,54,55,556,57,58; sum \u003d 22
Being in a social stress situation	5,10,15,20,24,30,33,36,39.42,44; sum \u003d 11
No need for success	1,3,6,11,17,19,25,29,32,35,38,41,43; sum \u003d 13
Fear of any self-expression	27.31, 34, 37, 40, 45; sum \u003d 6
Fear of being called out in class	2.7, 12, 16, 21, 26; sum \u003d 6
Fear of not living up to the expectations of loved ones and important people	3, 8, 13, 17, 22; sum \u003d 5
Low ability to physiologically withstand stress	9, 14, 18, 23, 28; sum \u003d 5
Difficulties in relationships with teachers	2.6,11,32,35,41,44.47; sum \u003d 8

Analysis of the coincidences within each group allows you to determine the emotional background of the child, as well as the number of certain factors causing anxiety. The data is entered into the protocol, which indicates the number of discrepancies for individual syndromes, the total number of anxiety factors for each subject is determined, and then the number of children in the class (if the test is carried out in a group) is calculated in whom:

Typically, to work with children whose rates range from 50 to 75% are used:

role-playing games to help demonstrate that the teacher is the same person, like everyone else, of whom there is no reason to be afraid;
conversations to convince the student of the following: to achieve success in any business, it is important to be interested in it yourself;
situations of success: the child is offered a task with which he will definitely cope, so that his relatives and classmates become aware of his achievement - this helps to cultivate self-confidence.

If the student has a lot of discrepancies in the answers (over 75%), then the correctional program should be developed by a child psychologist together with the teacher and parents. In this case, the child needs professional help.

One of the most common problems faced by the school psychologist is school anxiety. Timely identification of this condition is extremely important, since it has a negative impact on all areas of a child's life: health and mental state, communication with peers and teachers, school performance, behavior both in the educational institution and outside it.

Definition of school anxiety. Causes

School anxiety is a rather multifaceted concept that includes various forms of psychological stress in a child at school and has the following signs:

insecurity and inadequacy of behavior;
unfounded confidence in an unfair, prejudiced attitude towards oneself on the part of teachers and classmates;
excessive stiffness both in class and during break;
feeling uncomfortable in normal school situations;
anxiety for minor reasons;
increased vulnerability, sensitivity;
unwillingness to go to school;
irritability and aggressive manifestations;
lack of perseverance when performing teacher assignments;
complete loss of interest in what is happening in the lesson;
painful perception of criticism addressed to oneself;
constant uncertainty about the correctness of their actions;
fear of doing something wrong and looking like an outsider in the eyes of peers;
expectation of disapproval and censure from teachers;
decreased concentration of attention in the classroom, absent-mindedness;
fear of losing or ruining school supplies.

Often it is school anxiety that is a provoking factor, a triggering mechanism for a disorder of the inner emotional sphere of a personality.

The main causes of school anxiety are:

internal conflict, based on the needs of the child himself;
conflicts with classmates and teachers;
overestimated requirements that do not correspond to the psychophysiological development of the child;
conflicting demands from parents and teachers;
the specifics of the upbringing and educational system of the school;
features of the psychophysiological organization of the student, his temperament;
norms of behavior instilled in the family.

Description of the methodology for diagnosing the level of school anxiety Phillips

To diagnose the level of anxiety in schoolchildren of junior and middle age (6–13 years old), the methodology of the British psychotherapist BN Phillips, developed in the 1970s, is now actively used. It was he who came up with the idea that for normal socialization and the formation of an adequate self-esteem of a child, it is important to reduce school anxiety in time. The Phillips technique allows you to determine both the general level of anxiety of the subject and certain anxiety syndromes that clearly indicate specific problems. This technique is presented as a test. Easy to administer and interpret, the Phillips School Anxiety Questionnaire has proven itself well in high school psychological research.

The Phillips test is 58 general questions about how a child feels in school, which involve unambiguous answers: "yes" or "no".

Questionnaire text:

Is it difficult for you to keep up with the whole class?
Are you worried when a teacher says that he is going to check your knowledge of the material?
Is it difficult for you to work in the class the way the teacher wants it?
Do you sometimes dream that the teacher is furious that you do not know the lesson?
Has anyone in your class ever hit or hit you?
How often do you want the teacher to take his time explaining new material until you understand what he is saying?
Are you anxious when answering or completing an assignment?
Does it happen to you that you are afraid to speak out in class because you are afraid to make a stupid mistake?
Do your knees tremble when you are called to answer?
Do your classmates often laugh at you when you play different games?
Does it happen that you get a lower grade than you expected?
Are you worried about whether you will not be left for the second year?
Do you try to avoid games that make choices because you are generally not chosen?
Do you sometimes tremble all over when you are called to answer?
Do you often get the feeling that none of your classmates wants to do what you want?
Are you very anxious before starting a task?
Is it difficult for you to get the marks that your parents expect from you?
Are you afraid at times that you will become ill in class?
Will your classmates laugh at you, will you make a mistake in answering?
Do you look like your classmates?
After completing the task, do you worry about how well you did it?
When you work in the classroom, are you sure you will remember everything well?
Do you sometimes dream that you are at school and cannot answer the teacher's question?
Is it true that most guys are friendly to you?
Do you work harder if you know your performance will be compared in class with your classmates?
Do you often dream of worrying less when asked?
Are you afraid to get into an argument at times?
Do you feel like your heart starts beating hard when the teacher says that he is going to test your readiness for the lesson?
When you get good grades, do any of your friends think you want to curry favor?
Do you feel good with those of your classmates whom the guys treat with special attention?
Does it happen that some of the guys in the class say something that hurts you?
Do you think that those of the students who do not cope with their studies lose affection?
Does it seem like most of your classmates don't pay attention to you?
Are you often afraid to look ridiculous?
Are you satisfied with the way teachers treat you?
Does your mom help organize the evenings like the other mothers in your classmates?
Have you ever worried about what others think of you?
Do you hope to do better in the future than before?
Do you think you dress as well for school as your classmates?
Do you often think, answering in the lesson, what others think of you at this time?
Do capable students have any special rights that other students in the class do not have?
Do some of your classmates get angry when you manage to be better than them?
Are you satisfied with the way your classmates treat you?
Do you feel good when you are alone with the teacher?
Do your classmates make fun of your appearance and behavior at times?
Do you think you care more about your school affairs than other guys?
If you cannot answer when asked, do you feel like you are about to cry?
When you lie in bed in the evening, do you sometimes think with anxiety about what will happen tomorrow at school?
While working on a difficult task, do you sometimes feel that you have completely forgotten things that you knew well before?
Does your hand tremble slightly when you work on an assignment?
Do you feel like you get nervous when the teacher says he is going to give the class an assignment?
Does the test of your knowledge at school scare you?
When the teacher says he is going to give the class an assignment, do you feel afraid that you will not be able to handle it?
Have you dreamed at times that your classmates can do what you cannot?
When the teacher explains the material, do you feel like your classmates understand it better than you do?
On your way to school, are you worried that the teacher might give the class a test?
When you complete an assignment, do you usually feel that you are doing it badly?
Does your hand shake slightly when the teacher asks you to do an assignment on the blackboard in front of the whole class?

Testing

The manifestation of excessive anxiety can take various forms and reveals the following aspects:

the predominant emotional background of the student;
inability to build relationships with peers and adults;
anxiety related to the need to participate in the public life of the school;
various fears (fear of punishment, fear of testing knowledge, fear of upsetting parents);
attitude to personal success (more often indifferent, but the “overvalue” of school assessment is also manifested);
loss of control over their own behavior in stressful situations;
health problems (decreased performance, increased fatigue, pronounced autonomic reactions, nervous breakdowns).

Processing and analysis of results

Key to the test:

1 –	7-	13-	19-	25 +	31 –	37-	43 +	49-	55-
2 _	8-	14-	20 +	26-	32-	38 +	44 +	50-	56-
3-	9-	15-	21 –	27-	33-	39 +	45-	51 –	57-
4-	10-	16-	22 +	28-	34-	40-	46-	52-	58-
5-	11 +	17-	23-	29-	35 +	41 +	47-	53-
6-	12-	18-	24 +	30 +	36 +	42 –	48-	54-

Factors

Question numbers

Amount

1. General anxiety at school

2, 3, 7, 12, 16, 21, 23, 26, 28, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58;

2. Experiencing social stress

5, 10, 15, 20, 24, 30, 33, 36, 39, 42, 44;

3. Frustration of the need to achieve success

1, 3, 6, 11, 17, 19, 25, 29, 32, 35, 38, 41, 43;

4. Fear of self-expression

27, 31, 34, 37, 40, 45;

5. Fear of a knowledge test situation

2, 7, 12, 16, 21, 26;

6. Fear of not meeting the expectations of others

3, 8, 13, 17, 22;

7. Low physiological resistance to stress

9, 14, 18, 23, 28;

8. Problems and fears in relationships with teachers

2, 6, 11, 32, 35, 41, 44, 47;

To obtain a complete understanding of each of the above listed factors of anxiety, it is necessary to refer to their content characteristics.

General anxiety at school is a general emotional state of a child associated with various forms of his inclusion in school life.
Experiences of social stress are the emotional state of the child, against the background of which his social contacts develop (primarily with peers).
The frustration of the need to achieve success is an unfavorable mental background that does not allow the child to develop his needs for success, achieving a high result, etc.
Fear of self-expression is negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities.
Fear of a situation of testing knowledge - a negative attitude and anxiety in situations of testing (especially public) knowledge, achievements, opportunities.
Fear of not meeting the expectations of others - orientation towards the importance of others in assessing their results, actions, and thoughts, anxiety about the assessments given by others, the expectation of negative assessments.
Low physiological resistance to stress - features of the psychophysiological organization that reduce the child's adaptability to stressful situations, increasing the likelihood of an inadequate, destructive response to an alarming environmental factor.
Problems and fears in relationships with teachers are a general negative emotional background of relationships with adults at school, which reduces the success of a child's education.

If testing has revealed increased or high school anxiety, it is necessary to develop an action plan to restore the child's normal emotional background and maintain a positive self-attitude. In this case, first of all, in-depth psychodiagnostics of anxiety symptoms of anxiety of a student and work with a psychologist are recommended. In addition to the Phillips technique, the following methods are actively used to identify the state of school anxiety:

Projective technique for the diagnosis of school anxiety A. Prikhozhan;
Diagnostics of the situational and personal anxiety of Spielberger - Khanin;
Zuckerman Affective Questionnaire;
McNair, Lorr and Droppleman Mood Profile Questionnaire;
Method of expert interviews of teachers and parents of schoolchildren;
Observation as a method for determining the level of school anxiety.

It is necessary to teach the child to cope with emotional stress, to dose them intelligently, to rationally organize the mode of work and rest. It is important to clearly identify the causes of anxiety and create the necessary conditions to increase the student's self-esteem, his confidence in his own strengths and abilities. The child should be taught the technique of controlling his behavior at school, efforts should be directed towards the formation of volitional qualities of the individual, the development of value orientations of the student at this stage of his development. The main work with a psychologist is to develop new strategies for behavior in difficult situations for the child and to find ways to get rid of anxiety (discharge).

praise your child more often, do not disregard his school successes and achievements;
never compare your child with his classmates, more often tell your child about his uniqueness;
be always aware of your child's school life, help him prepare for important events at school (performance in front of the class, test work, participation in competitions);
do not scold children for offenses at school, it is always important to understand their point of view on events happening to them;
develop a habit of discussing with your child at the end of the day what upset or agitated him at school, it is important to give the child the opportunity to “speak out” worries and anxieties;
simulate different life situations, while showing the child a model of confident behavior;
always be objective and do not overestimate the level of requirements for your baby;
do not tune the child to achieve the ideal in everything, often the "excellent student" syndrome is present in children prone to excessive emotions;
help your child develop the right attitude towards failure and constructive criticism;
reinforce in the child's mind the understanding that everyone has the right to make mistakes, that “learn from mistakes”;
do not demand instant results from the child;
help your child to prioritize at this stage of his life, find parallels with your school life;
do not humiliate the dignity of the child by punishing him, use the punishment only as a last resort and always “on the case”;
do not question the authority of teachers and other adults you know.

Young and middle-aged children certainly tend to feel anxious when interacting with various components of the educational process. However, increased anxiety should in no way interfere with the socialization of the child and his school performance.

This test has become widespread, since it does not require special skills for conducting and processing, and also allows to find out with high accuracy not only the general level of anxiety of the student, but also the specific areas where the student experiences the greatest level of anxiety.

Phillips' school anxiety test is designed for younger students and adolescents. The most objective result is achieved when testing children from 3 to 7 grades. As for the form of conducting, testing can take place both individually and in a group. It is best to provide questions from the test to students in written form, as the teacher is not recommended to be present during the test.

List of questions for the test:

1) Do you feel like you stand out from your classmates?

2) Do you get excited when the teacher is about to find out how well you have learned homework?

3) Are the teacher's requirements too difficult for you?

4) Have you ever had a dream that the teacher is angry with you because of unlearned homework?

5) Have you ever been seriously beaten by your classmates?

6) Do you always keep up with the teacher when he explains a new topic?

7) Do you feel anxious when answering at the blackboard or completing a written assignment?

Do you ever refuse to answer just because you are afraid to make a ridiculous mistake?

9) Do your legs tremble when you answer near the board?

38) Do you hope that your academic performance will improve compared to the present time?

39) Do you think you dress at least as well as your school buddies?

40) When answering at the blackboard, do you think about what others think of you?

41) Is it allowed for students with good grades to do something that is not available to other students?

42) Do your classmates envy you when you do better than them at work?

43) Are you satisfied with your relationship with your classmates?

44) Do you feel uncomfortable when you are alone with the teacher?

45) Did your classmates tease you because of your appearance or behavior?

46) Do you feel like you are more worried about your progress than your classmates?

47) If you have difficulty answering at the blackboard, do you feel like you might burst into tears?

48) From time to time, before going to bed, do you worry about what awaits you tomorrow at school?

49) In the process of working on a difficult task, do you sometimes feel that you forget those things that you knew well before?

50) Does your hand shake when you are doing any writing work?

51) Do you get anxious when the teacher announces that he is preparing to give an assignment to the class?

52) Do you get anxious when the teacher checks your homework at school?

53) When the teacher plans to arrange independent work, are you worried about not being able to fulfill it?

54) Have you ever dreamed that your school friends are able to complete a task that you cannot do?

55) When a teacher explains a new topic, do you think that your classmates learn the material better than you?

56) Do you feel anxious on the way to school that the teacher might give the test?

57) When completing a task at school, do you sometimes feel that you are not doing it well enough?

58) Was it such that your hand was trembling at the moment when you solved the task on the board?

Excellent. Now let's move on to the results

Processing the results of the Phillips test for anxiety

After the students have completed the test, you need to pay attention to the answers that do not match the table below. For example, if the student answered “no” to the 20th question, and in the table there is “+” opposite it, then this indicates anxiety, like any other discrepancy with the table. The test is processed according to two parameters:

1) First parameter - the total number of inconsistencies with the table, expressed as a percentage. For example, if none of the student's answers matched the table, then this indicator will be equal to 100%. This parameter will help determine the general level of school anxiety.

Explanation: Minus assumes that the answer was “no” and plus assumes that the answer was “yes”.

1 —	19 —	37 —	55 —
2 —	20 +	38 +	56 —
3 —	21 —	39 +	57 —
4 —	22 +	40 —	58 —
5 —	23 —	41 +
6 —	24 +	42 —
7 —	25 +	43 +
8 —	26 —	44 —
9 —	27 —	45 —
10 —	28 —	46 —
11 +	29 —	47 —
12 —	30 +	48 —
13 —	31 —	49 —
14 —	32 —	50 —
15 —	33 —	51 —
16 —	34 —	52 —
17 —	35 +	53 —
18 —	36 +	54 —

2) Second parameter - the number of matches for 8 factors that were identified in the Phillips test for anxiety. This part of the test is designed to find out in more detail in which area the student is experiencing the greatest anxiety. The counting takes place in the same way as in the first case.

Factors	# Of questions
1) General anxiety at school	2, 4, 7, 12, 16, 21, 23, 26, 28, 46, 47,48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58 Number of questions \u003d 22
2) Experiencing social stress	5, 10, 15, 20, 24, 30, 33, 36, 39, 42,44 Number of questions \u003d 11
3) frustration of the need to achieve success	1, 3, 6, 11, 17, 19, 25, 29, 32, 35, 38, 41, 43 Number of questions \u003d 13
4) fear of self-expression	27, 31, 34, 37, 40, 45 Number of questions \u003d 6
5) Fear of a knowledge test situation	2, 7, 12, 16, 21, 26 Number of questions \u003d 6
6) Fear of not meeting the expectations of others	3, 8, 13, 17, 22 Number of questions \u003d 5
7) Low physiological stress resistance	9, 14, 18, 23, 28 Number of questions \u003d 5
8) problems and fears in relationships with teachers	2, 6, 11, 32, 35, 41, 44, 47 Number of questions \u003d 8

Phillips' school anxiety test interpretation

Interpretation by the first parameter.

If you get a number in the range from 50% to 75%, then this indicates an increased student's anxiety, and if this indicator is more than 75%, then there is a high anxiety here.

Interpretation by the second parameter.

2.1) General anxiety at school - the general emotional background of the student, which is associated with various areas of participation in school life.

2.2) The experience of social stress is the psychological state of the student, against the background of which his relationships with classmates develop.

2.3) Frustration of the need to achieve success is a negative emotional background that prevents the desire to develop, achieve high results, etc.

2.4) Fear of self-expression - a range of negative emotions during situations requiring disclosure to others, as well as arising during the demonstration of their abilities.

2.5) Fear of the situation of knowledge testing - the manifestation of anxiety and negative reaction at the time of knowledge testing, as a rule, in front of other students.

2.6) Fear of not meeting the expectations of others - an overestimated dependence on the opinions of others in assessing their work, behavior or thoughts. Worry about being critical of others.

2.7) Low physiological resistance to stress - features of the mental and physiological constitution of the student, which negatively affect the adaptability to stressful situations.

2.8) Problems and fears in relationships with teachers - a negative psychological state of the student in relation to teachers, which negatively affects academic performance.

An example of processing the results of the Phillips school anxiety test

Suppose the following answers were given by a student:

1) Yes - from the 1st question to the 29th.

2) No - from the 30th to the 58th.

Thus, we get a discrepancy in points: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14, 15, 16, 17, 18, 19, 21, 23, 26, 27 , 28, 29, 30, 35, 36, 38, 39, 41, 43. In total there are 31 questions. Now we find the percentage of the total number of questions. In this case, it is 53%. We look at the interpretation of the first parameter and see that this number indicates increased anxiety, although the result is quite borderline.

We proceed to processing the results for the second parameter. We check the discrepancies with the second table and calculate the percentage.

2, 4, 7, 12, 16, 26, 28 - 7 questions out of 22 \u003d 31%;
5, 10, 15, 30, 36, 39 - 6 questions out of 11 \u003d 54%
1, 3, 6, 17, 19, 29, 35, 38, 41, 43 - 10 questions out of 13 \u003d 77%
27 - 1 question out of 6 \u003d 17%
2, 7, 12, 16, 21, 26 - 6 questions out of 6 \u003d 100%
3, 8, 13, 17 - 4 questions out of 5 \u003d 80%
9, 14, 18, 23, 28 - 5 questions out of 5 \u003d 100%
2, 6, 35, 41 - 4 questions out of 8 \u003d 50%

Results ranging from 50% to 75% are increased anxiety. Anything above 75% is high anxiety.

Phillips school anxiety test pass online. Study of school anxiety. Phillips technique. Definition of school anxiety. Causes

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Description of the methodology for determining the level of school anxiety Phillips