Mokinių, turinčių kalbos sutrikimų, mokyklinis nerimas ir jo įveikimo būdai
LTTyrimo tikslas – atskleisti mokinių, turinčių kalbos sutrikimų, nerimo apraiškas, nustatyti išreikštumo lygį ir išskirti darbo būdus, padėsiančius įveikti ar sušvelninti mokinių mokyklinį nerimą. Anketavimo metodu buvo tirti 473 mokiniai (251 mokinys, turintis kalbos sutrikimų, ir 222 to paties amžiaus įprastinės kalbos raidos mokiniai) ir 100 pedagogų. Apibendrinant gautus tyrimo rezultatus nustatyta, kad kalbos sutrikimų turintys mokiniai pasižymi didesniu mokykliniu nerimu nei to paties amžiaus įprastinės kalbos raidos mokiniai. Be to, nustatyta, kad pedagogai taiko skirtingus darbo būdus mokinių mokykliniam nerimui įveikti.
ENIn pedagogical psychological literature two concepts are used to name a negative emotional state of a person: worry and anxiety. Anxiety is one of the most unpleasant emotions. Greenberger and Padesky (2000) state that the word "anxiety" comprises many disorders: phobias, panic attacks, posttraumatic stress disorders, obsessive compulsive disorders or obsessive states and general anxiety. The aim of the research was to reveal the symptoms of anxiety in students with speech difficulties, to identify their level and strategies for overcoming school anxiety in students. 473 students, 251 with speech disorders and 222 of the same age with normal speech development, as well as 100 pedagogues were surveyed using questionnaires. Student survey data allow the authors to state that students with speech disorders experience higher levels of school anxiety than those with normal speech development. It was also noticed that girls tend to emphasize the majority of school anxiety components than boys. Direct and indirect activity with a student are the strategies that teachers most often use to help children with speech disorders overcome school anxiety. Direct activity: focusing attention on a child’s even small achievements, emphasizing the way he works analysing a c a particular actions by a child when he is performing a task, trying to be a a child’s not only a pedagogue but also a friend, splitting up longer tasks into parts and thus helping him feel successful sooner, not disappointed, focusing attention on a well performed task, revealing a a child’s with speech disorders positive features to his peers, etc. Indirect activity: encouraging parents to be more patient and tolerant, advising them to keep telling the child that they love him, constantly praising him, discussing strategies that could help with colleagues.Some strategies are rather effective but used not often: diaphragmatic breathing exercises during pedagogical breaks, encouraging a child to write down what causes anxiety, success ideas, discussing with a child what type of activity in his opinion would reduce anxiety, talking with a child’s parents and finding the main cause of anxiety. However, the activity only of a pedagogue will not be effective enough. The family and collaboration with it play an important role. Constant counselling, searching for strategies at home and school, encouraging parents to be tolerant are effective ways to reduce anxiety in students.
