SELF-ESTEEM OF ADOLESCENTS IN THE SYSTEM OF PSYCHOCORRECTIVE WORK: THEORETICAL AND EMPIRICAL ASPECTS

Abstract

Purpose of the work. Study of the relationship between self-esteem, level of anxiety and features of child-parent relationships in adolescence. Methodology. The methodological basis of the study was the provisions of the humanistic, personality-oriented, systemic and activity approaches to personality development. The theoretical basis was the concepts of the development of self-esteem, emotional sphere and family interaction. The study used a set of complementary methods: theoretical - analysis, synthesis, generalization and systematization of scientific sources to study the essence of self-esteem, its structure, functions and factors of formation; empirical - included the organization and conduct of a psychodiagnostic study using standardized questionnaires: the methodology for diagnosing personality self-esteem by S.A. Budassi, the questionnaire "Behavior of Parents and Attitudes of Adolescents to Them" by E. Shafer, the anxiety scale of C. D. Spielberger - Y. L. Khanin (State–Trait Anxiety Inventory - STAI); statistical and mathematical - statistical analysis of the sample, correlation analysis using the Pearson criterion. Scientific novelty. For the first time, the relationship between self-esteem, personal and situational anxiety and the characteristics of child-parent relationships in the context of psychocorrection of adolescent personality problems has been comprehensively investigated; family upbringing styles have been identified, which can act as both resources and risk factors for the development of personality problems; The feasibility of using comprehensive psychocorrectional programs aimed at developing adequate self-esteem, emotional self-regulation, and constructive interaction between parents and adolescents as a means of preventing behavioral disorders is substantiated. Conclusions. The results of the study confirmed the presence of a significant relationship between the characteristics of family upbringing styles, the emotional state of adolescents, and their self-esteem. The empirical data obtained not only allow a deeper understanding of the mechanisms of self-perception formation, but can also be used to develop psychocorrectional programs aimed at developing healthy self-esteem, reducing anxiety, and improving the quality of family interaction. In addition, based on the analysis of the results, practical recommendations were provided for increasing self-esteem. In particular, this concerns the formation of emotional self-regulation skills, the development of awareness of one's own strengths, the correction of unrealistic attitudes about oneself, and the improvement of communication with parents and peers. Particular attention is paid to the importance of creating a positive socio-psychological climate in the family, which contributes to the formation of self-confidence, psychological stability and self-esteem. The proposed recommendations can be used by psychologists, teachers and parents in working with young people to support their emotional well-being and personal development.