Сохранение и укрепление здоровья детей в настоящее время приобретает большую значимость. Особенно эта проблема актуальна для подрастающего поколения Севера, которое подвержено негативному влиянию комплекса социальных и климато-географических факторов, в связи

Attention is one of the main psychoLogicaL factors that influence the study progress of primary schoolchildren. Our research was aimed at studying the dynamics of attention function in ontogenesis of primary schoolchildren Living in Magadan city and assessing effectiveness of attention correction by means of biofeedback. The study was carried out using correction task method (version by V. N. Amatuni) in ontogenesis of primary schoolchildren (1-4 grades) (n = 190). Results: the obtained findings testified to regular improvement of attention function by the end of every academic year and revealed such positive changes as shortened time for doing exercises (р < 0.01) , fewer mistakes (р < 0.01), attention densification, that was an indicative of positive dynamics of neurodynamic processes in CNC and normalization of interhemispheric correlation. Pupils who took 8-10 session course of biofeedback (computer simulator "Bos-Puls" - trainings "Vira" and "Ralli") were able to improve the attention properties for a shorter time (6 weeks) than their agemates (18 weeks) by means of progress in attention concentration, self-regulation and self-control skills learning. Thus, for the 6 weeks period the median (Me) of error rate decreased considerably in right and left parts of correction task to 1,5 (p< 0,01) and 2,5 (p< 0,01) respectively in pupils who passed Bos-training. And the median of attention concentration values increased significantly to 3.1 y.e. (p< 0,05). Conclusion: training a child self-regulation resulted in his/her more comprehensive attention organization for a shorter period of time which in its tern stipulated harmonious development of psychic functions in ontogenesis and led to a successful implementation of a training process.

The combined ecological, geophysical, climatic, and social factors of the Northeast of Russia influence the organism from the early childhood being too intense for the functional systems. The purpose of the research is to study the emotional characteristics of adolescents of different ethnic groups in the northeast of Russia. Presented in the paper are results of the study that covered 826 adolescents (445 females and 381 males) at the age of 15&ndash;17, different by ethnic origin. We used standard methods of psycho-diagnostics. Our study has showed that the formation of the adolescents&rsquo; emotional sphere in the North is undoubtedly influenced not only by the climatic and socio-economic environmental factors but also by ethnic features. There are intergroup differences in the aggressiveness profile of older adolescents living in the remote settlement vs. the regional center. It is shown that high school students in the remote settlement of Evensk, compared to their peers in Magadan, regardless of gender and ethnicity, are characterized by more pronounced hostile and auto-aggressive reactions. In adolescents of the Aboriginal population, as compared with their age mate Caucasians, the indicators of impairment in the field of Neuro Psychic Adaptation, Situational and Personal Anxiety, and Social Frustration are significantly more pronounced.

At various stages of the development and education of children, there are psychoemotional difficulties that create prerequisites for impairment of the development of the child’s personality. The timely detection of difficulties in schoolchildren and therapeutic efforts are important for the formation of a psychologically healthy personality. The study of the effectiveness of various remedial techniques for childhood anxiety has therefore become theoretically and practically significant. The purpose of our study is to determine the effectiveness of various types of such therapeutic efforts: social and psychological training, a method of biological feedback, and Sandplay for the indicators of childhood anxiety among younger schoolchildren. The study was conducted in the school of Magadan, northeast of Russia (9–10-year-old students, n = 43). We used a standardized method of Multidimensional Assessment of Child Anxiety which included 10 scales. The following therapeutic efforts were used: sociopsychological training (SPT), biofeedback method (BFB), individual and group Sandplay. Students of group I (n = 12) participated only in the SPT. Students of group II (n = 11) participated in the SPT and underwent a course of training in self-regulation using the BFB method. In therapy work with the students of group III (n = 20), the SPT, BFB, individual and group Sandplay were used. In group I, after the therapy sessions, a significant decrease in anxiety was observed in 3 of 10 scales (2, 6, 7; p < 0.05). In group II, it was seen in 5 scales (1, 3, 6, 7, 8; p < 0.05). In group III, significant improvements took place in 7 scales (1, 2, 5, 6, 7, 9, 10; p < 0.01–p < 0.05). The present study has shown the different efficacy of applying the remedial techniques separately and in combination. The use of the therapy methods, in the complex, enhances the impact on the types of child anxiety.

Представлены результаты исследования динамики функции внимания методом корректурной пробы у первоклассников (n = 36). Полученные результаты к концу первого учебного года выявили изменения в виде снижения времени выполнения задания и количества ошибок, что является отражением положительной динамики нейродинамических процессов в ЦНС в процессе онтогенеза и обучения. Однако нами показано, что у первоклассников с высоким уровнем тревожности характеристики функции внимания значительно хуже, чем у одноклассников со средним уровнем тревожности. Также в группе с высокой тревожностью обнаружены значимые взаимосвязи: чем выше тревожность, тем ниже школьная мотивация и выше количество ошибок. У учеников со средним индексом тревожности по сравнению с высокотревожными выше темп и качество выполненной работы.