ORGANIZING PSYCHOLOGICAL-PEDAGOGICAL WORK WITH CHILDREN EXPERIENCING ANXIETY AT SCHOOL: THEORETICAL FOUNDATIONS AND METHODOLOGICAL RECOMMENDATIONS
Keywords:
school anxiety, stress, cognitive-behavioral therapy, psychological pedagogical intervention, early prevention, UzbekistanAbstract
This article examines the theoretical foundations, diagnostic principles, and evidence-based practical recommendations for organizing psychological-pedagogical work with primary and secondary school students experiencing anxiety. Drawing on cognitive-behavioral therapy, social-ecological theory, and Uzbekistan's national educational standards, the paper analyzes the causes, manifestations, and effective remediation of school anxiety. The article proposes a trilateral cooperation model as a methodological criterion and substantiates its validity through international and local sources.
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