PSYCHOLOGICAL CHARACTERISTICS OF COPING WITH STRESS IN PREGNANT WOMEN

Annotation:

This article highlights the causes of stress in pregnant women, their psychological characteristics, and the emotional and physiological changes occurring during this period. It also analyzes the importance of psychoprophylaxis and psychocorrection methods in coping with stress. The article emphasizes ways to reduce stress through psychological support, creating a positive environment, and strengthening family relationships.

Keywords: Pregnancy, stress, psychology, emotion, anxiety, psychocorrection, social support, psychoprophylaxis, maternal instinct, psycho-emotional state.

Introduction

Pregnancy is one of the most natural, and at the same time, emotionally delicate periods in a woman’s life. During this time, profound physiological, hormonal, and psychological changes occur in a woman’s body. Therefore, pregnancy requires special attention not only from a medical perspective but also from a psychological one. The pregnant woman’s psychological stability, emotional state, and the level of social support she receives directly affect her health, the mental development of the unborn child, and the well-being of the family environment.

Modern scientific research shows that stress, anxiety, depressive mood, and emotional instability are increasingly common among pregnant women. This is primarily influenced by the fast pace of modern life, economic and social pressures, family conflicts, lack of support, low self-esteem, and natural physiological changes experienced during pregnancy. Sometimes a woman may not experience pregnancy positively, may struggle to accept her condition, or may not feel prepared for motherhood, which intensifies internal psychological tension.

Stress is the body’s response to internal or external stimuli. While short-term stress can enhance adaptability, prolonged stress can seriously harm health. During pregnancy, the effects of stress become even stronger due to hormonal imbalance and increased sensitivity of the cardiovascular and nervous systems. As a result, high anxiety, fear, insomnia, and depressive symptoms may appear. These conditions negatively impact not only the mother’s health but also the psychological and physiological development of the fetus.

Providing psychological assistance, family support, a positive environment, and cooperation between medical and psychological specialists play a crucial role in stabilizing the emotional well-being of pregnant women. The application of psychoprophylaxis and psychocorrection methods, teaching women positive thinking, and preparing them to manage their emotions are effective in preventing stress.

The relevance of this topic lies in the fact that the psychological state of pregnant women affects not only their personal lives but also society’s responsibility to nurture a healthy generation. Therefore, studying the psychological characteristics of stress in pregnant women, analyzing its causes and consequences, and developing effective coping mechanisms is one of the important directions in contemporary psychological research.

Methodology

This research employed theoretical and practical methods of psychology.

Methods included:

• Direct interviews and questionnaires
• Observation
• Psychodiagnostic tests
  • Spielberger–Hanin Anxiety Scale
  • Beck Depression Inventory
• Psychological interviews

Research tasks:

• Identifying the main causes of stress in pregnant women
• Assessing the psycho-emotional state and studying its dynamics
• Developing and implementing stress management techniques

Applied Methods and Procedures

The study involved 40 pregnant women aged 25–35 from the gynecology department of Andijan City Family Polyclinic No. 1. Psychodiagnostic tests and interviews were conducted. The results were processed using standard statistical analysis methods in psychology.

Research Results and Analysis

The findings revealed that 68% of pregnant women experienced moderate stress levels, 20% had high anxiety levels, and 12% showed mild emotional instability.

Main stress factors identified:

1. Concerns about the fetus’s health
2. Conflicts in family relationships
3. Financial difficulties
4. Hormonal changes and dissatisfaction with physical appearance

Analysis

The results show that women who receive strong social and family support experience significantly lower stress levels. Those who receive psychological counseling and emotional support cope with their condition more easily and maintain psychological stability even after childbirth.

Discussion and Recommendations

The following recommendations are essential when working with pregnant women:

• Conduct psychological training sessions and counseling
• Introduce family psychocorrection programs to strengthen marital relations
• Recommend emotional relaxation techniques, music therapy, and breathing exercises
• Enhance cooperation between medical and psychological services

Important Factors

• Hormonal changes influence emotional stability
• Social environment and family relationships determine stress levels
• Psychological support is crucial for the health of both mother and baby

Conclusion

The analyses show that the physiological, hormonal, and psychological changes occurring during pregnancy significantly influence a woman’s overall mental state. Although stress is a natural protective response, its intensification can lead to psychological instability, anxiety, depression, and emotional tension. Therefore, studying the psychological aspects of stress management during pregnancy is important not only scientifically but also practically.

The research results confirm that the psychological stability of pregnant women is closely linked to their social environment, the level of family support, the quality of marital relationships, and the availability of medical and psychological assistance. A positive psychological atmosphere, affection, and a sense of being valued reduce stress levels, restore emotional balance, and ensure healthy motherhood.

Implementing psychoprophylaxis and psychocorrection programs during pregnancy, teaching stress management techniques, and using psychological methods such as breathing exercises, relaxation, and music therapy produce positive outcomes. These methods not only stabilize the woman’s emotional state but also positively influence the healthy psychological development of the baby.

A mother’s emotional well-being during pregnancy is not only a personal matter but also a social priority, as a psychologically healthy mother gives birth to a healthy child – shaping the physical and moral well-being of future generations.

References

1. Abdurakhmonova, G. Psychological Characteristics of Pregnant Women. Tashkent, 2020.
2. Beck, A. Foundations of Cognitive Therapy. Moscow, 2019.
3. Spielberger, Ch. The Psychology of Measuring Anxiety and Stress. Saint Petersburg, 2018.
4. Ministry of Health of the Republic of Uzbekistan. Reference Materials, 2023.
5. Yusupova, D. Perinatal Psychology. TDPU Publishing, 2022.
6. Lazarus, R. Stress and Emotion: A New Synthesis. Springer, 2006.
7. APA Psychological Bulletin. Pregnancy and Stress Management, 2021.
8. World Health Organization (WHO). Maternal Mental Health During Pregnancy. Geneva, 2022. 

Statements

[flight]

A quiet, slow meditation on the conflict between industrial society and bird flight. 

[lost]

An exploration of loss with an emphasis on the fragmentary and impermanent nature of the things that bring meaning and non-meaning to life.

The Importance of Innovative Approaches in the Primary Education Process

 Kattakurgan State Pedagogical Institute

Faculty of Pedagogy, Primary Education Department

Student: Uzoqova Gulzoda +998949393818

Email: uzoqovagulzoda392@gmail.com

                                              ANNOTATION

This article highlights the importance of integrating educational and upbringing approaches in the learning process of primary school pupils. It analyzes the theoretical and practical aspects of developing students’ personalities, shaping their moral values, and effectively applying educational methods during lessons. The article also examines the teacher’s pedagogical skills, the organization of student activity, and the educational impact of school–family cooperation. Keywords: primary education, educational approach, pedagogical process, moral upbringing, moral values, student personality, unity of education and upbringing, teacher competence.

ANNOTATSIYA

Ushbu maqolada boshlang‘ich sinflarda ta’lim jarayonini tarbiyaviy yondashuv bilan uyg‘unlashtirishning ahamiyati hamda shaxsni har tomonlama rivojlantirish, ularning ma’naviy–axloqiy fazilatlarini shakllantirish, hamda dars jarayonida tarbiyaviy metodlardan samarali foydalanishning nazariy va amaliy jihatlari tahlil qilinadi. Shuningdek, o‘qituvchining pedagogik mahorati, o‘quvchi faolligini tashkil etish va oila-maktab hamkorligining tarbiyaviy ta’siri masalalari ko‘rib chiqiladi

Kalit so’zlar: Boshlang‘ich ta’lim, tarbiyaviy yondashuv, pedagogik jarayon, ma’naviy tarbiya, axloqiy fazilatlar, o‘quvchi, ta’lim-tarbiya uzviyligi, o‘qituvchi mahorati.

  АННОТАЦИЯ

В данной статье освещается значимость интеграции образовательного и воспитательного подходов в учебном процессе начальных классов. Анализируются теоретические и практические аспекты всестороннего развития личности учащихся, формирования их духовно-нравственных качеств, а также эффективного использования воспитательных методов на уроках. Кроме того, рассматриваются педагогическое мастерство учителя, организация активности учащихся и воспитательное влияние сотрудничества семьи и школы.

Ключевые слова : Начальное образование, воспитательный подход, педагогический процесс, духовно-нравственное воспитание, нравственные качества, личность учащегося, единство обучения и воспитания, педагогическое мастерство.

Introduction

      The process of primary education is not only a stage for providing pupils with basic knowledge but also an important period for shaping them as individuals. It is during this stage that a child’s worldview begins to expand, and essential competencies such as understanding the environment, communicating, managing their own behavior, and recognizing their role in society begin to develop. Indeed, an educational process that is not enriched with moral and nurturing elements may result in students gaining only theoretical knowledge without being prepared to apply it in real life.

     The integrity of education and upbringing means prioritizing the development of the learner’s personality in the content, methods, and organizational forms of the learning process, as well as continuously strengthening their moral qualities. In primary education, one of the main tasks of teachers today is raising independent thinkers who are socially active, possess communication skills, and demonstrate responsibility and strong values within a market-economy environment. This, in turn, requires teachers to possess high professional mastery, psychological sensitivity, and the ability to use modern methods effectively.

    Studying the importance of an educational and nurturing approach in primary education, analyzing its theoretical foundations, and defining mechanisms for practical application directly influence the quality of education and the development of students’ personalities. This article scientifically explores the harmony between teaching and upbringing, the application of nurturing methods in the classroom, teacher professionalism, and the importance of school–family cooperation. A thorough study of these aspects serves to improve the quality of primary education and raise the younger generation as well-rounded individuals.

Main Part

     In today’s era of globalization and rapidly advancing information technologies, the need to organize the educational process on the basis of innovative approaches is increasing day by day. The primary education stage is the foundational period during which the child’s thinking, character, interests, and worldview are formed. Therefore, applying innovative methods at this stage is not only a requirement of the time but also the most effective way that aligns with the natural development of children.  An innovative approach means viewing the educational process from a modern perspective and harmonizing contemporary pedagogical technologies, interactive methods, and digital tools. Such methods transform students from passive listeners into active participants. Game-based tasks, multimedia tools, interactive presentations, online learning platforms, and virtual laboratories increase students’ interest in lessons and encourage independent thinking. For example, the STEAM approach develops scientific thinking, technical interest, creativity, and observation skills among primary school students. Gamification strengthens motivation, fosters a sense of competition, and teaches responsibility in completing tasks.

Most importantly, the innovative approach shapes students not just as memorizers but as individuals who conduct research, ask questions, solve problems, and express their ideas freely. In this regard, modern education requires teachers to think innovatively and constantly seek improvement. A teacher’s pedagogical skill, technological knowledge, and creativity in organizing a lesson directly influence the quality of primary education. As President Shavkat Mirziyoyev noted, “Today’s teacher is the person who creates tomorrow’s society.” This reflects the importance of innovative education. Education based on innovation develops students’ intellectual potential, social activity, and life skills.

     The advancement of modern science and technology shows that creativity, adaptability, critical thinking, and digital literacy will be essential competencies for success in the future. This process aims not only to make students knowledgeable but also morally, socially, and spiritually mature individuals.

 Psychological research shows that children aged 6–10 easily accept new knowledge, but they need a nurturing approach to apply it in practice and develop self-control. As the great pedagogue K.D. Ushinsky said, “If education is separated from upbringing, the spiritual world of a person becomes fragmented.” This emphasizes the unity of education and upbringing.

      Because primary school pupils are sensitive and highly curious, lessons enriched with nurturing elements help them develop self-awareness, respect for others, and positive behavior. Mother tongue lessons can instill values such as honesty, friendship, and patience, while mathematics teaches order, accuracy, and responsibility. Nature and environmental topics build a sense of respect and responsibility toward the environment. Ahmad Donish also expressed this idea: “Being a child of the homeland is the greatest honor.” Therefore, the content of lessons must be harmonized with nurturing components. Modern pedagogical methods play an important role in strengthening nurturing approaches. The “brainstorming” method develops free thinking, respect for others’ opinions, and problem-solving skills. For instance, a brainstorming activity on “How can we strengthen friendship in the classroom?” teaches students kindness. Furthermore, methods such as “Insert”, “Cluster”, and “T-chart” help students analyze information, think logically, and draw conclusions, while also fostering discipline and responsibility. Group work teaches cooperation, active listening, and respect for different opinions. As Jalaluddin Rumi stated: “One person sees one thing, another sees something else; but together, the truth becomes clearer.” Thus, collaborative methods strengthen unity and teamwork among children.

     Game-based technologies are the most natural and effective tools for nurturing in primary education. Role-play games such as “Store”, “World of Professions”, and “Library” teach communication culture, waiting for one’s turn, polite behavior, and kindness. Active games like “Think Fast”, “Mind Circle”, and “Guess Who?” develop attention, quick thinking, and discipline. Moral games such as “What Is Good Behavior?” and “Who Does Good Deeds?” instill values of kindness and morality. Thus, games not only serve as educational tools but also reinforce the nurturing process.  The teacher’s personal example is also an inseparable part of nurturing. If a teacher is polite, fair, responsible, and kind, these qualities naturally influence students. As Leo Tolstoy noted: “Good upbringing begins with a good teacher.” Therefore, the teacher’s speech, behavior, and work ethic help develop positive habits among pupils.

School–family cooperation is another essential factor in strengthening the effectiveness of nurturing. Open-house days, parent meetings, and joint events help reinforce responsibility, discipline, and moral values. A child’s personality is largely shaped within the family, and parental speech is the strongest pedagogical tool. Through language, a child learns not only information but also values, worldview, and communication culture. If parents speak clearly, use rich vocabulary, and encourage conversation through questions, the child learns to express ideas accurately and confidently. Through parents’ speech, qualities such as kindness, honesty, patience, justice, and respect are naturally absorbed into a child’s consciousness. Modern research shows that supportive and consistent parental speech positively affects emotional development and academic performance.

    Instilling national values is also crucial in child upbringing. Lessons that include folklore, historical events, and cultural traditions cultivate patriotism, respect for culture, and a strong sense of identity. Nurturing must be continuous and systematic. When carried out consistently, children grow not only knowledgeable but also morally and spiritually rich individuals. A supportive psychological environment helps children fully reveal their potential, quickly absorb new knowledge, and develop positive qualities. As Albert Einstein said: “The aim of education is not knowledge, but action.”

Conclusion

     In conclusion, the use of modern, effective, and child-centered approaches in the primary education process plays a decisive role in the comprehensive development of students. Every lesson, every nurturing influence, and every word of the teacher becomes the foundation for shaping the worldview, thinking, character, and interests of the younger generation. In today’s rapidly changing world, organizing education through interactive methods, games, experiments, and practical activities encourages students to think actively, supports their creativity, and nurtures initiative. Considering each child’s unique abilities, temperament, and interests is essential for effective teaching. Likewise, the teacher’s knowledge, kindness, professionalism, and attitude toward children greatly determine the quality of the lesson, as young students view their teacher not only as an instructor but also as a guide in life.

     The harmony of education and upbringing ensures that students not only gain knowledge but also grow into polite, thoughtful, and responsible individuals who benefit society. Therefore, giving serious attention to primary education and organizing lessons in rich, engaging, and child-friendly ways is the most reliable foundation for our future. Research and practical experience show that applying nurturing approaches, using modern pedagogical methods and game technologies, as well as teacher example and effective school–family cooperation, significantly contribute to the development of children. The main aspects that require attention in child upbringing include kindness, trust, discipline, independent thinking, communication culture, and the integration of national values. When these elements are harmoniously implemented, students grow not only knowledgeable but also morally and socially mature members of society.

Mer de Glace, In All Its Languages

Is everything a ridge of ice shaped
by ancient pressure? From the gondola’s
steel ribs hang the trembling cables. Above the stone-lined
path, a shuttered chalet. The switchback logic of fear

surrounds the valley floor of awe.
Sometimes it feels like a world arranged only
by ascent and breath, eight hours
in both directions. How about a glacier

that calves in the heat of late September?
A red train threading the fir trees?
Mont Blanc done in morning alpenglow? Anyone
who has traveled here knows the discrepancies

between imagining a mountain
and meeting one. The idea is the postcard
in your pocket and the fact is your legs
cramping on the vertiginous stairs to the gondola.

In between may be the sacred—real tears
when the massif reveals itself—and the absurd—
a bee stinging you on the red train
while the French family laughs softly into their scarves.

Maybe awe is best sprung from fatigue,
like the children of some Alpine god.
One gives us waterfalls spilling from granite throats,
another crampons clacking on the station platform,

another the blond, perfectly coiffed woman
steadying herself in the shaking gondola,
perfume rising like mist. Considerable
wobble in the system, and the wind shrieks

through the metal joints. Swaying in the airborne
box, watching the treetops fall away:
good idea! But also sadness looking at the glacier—
the Mer de Glace shrinking year by year.

The stranded clouds cling to the aiguilles
though the sun calls them upward.
The French boy rock-climbing with his father
refuses to come down, gripping the limestone

as if joined to it. By what
manner is the soul tethered to a place?
Answer: an arm connecting a child
to a mountainside. According to the guides,

there are no accidents. The hikers waiting
for the train—with their heavy packs and rope coils—agree.
You stumble over your own bad French
yet somehow they understand you.

Human wonder: is it the summit
or the climb? They come in bright parkas
and steel the paths so nothing slips
but the meltwater. It is too late to ask Ruskin

what he’d think of the retreating ice.
Sometimes they give you
a view, a silence, and the rest
is your heart’s problem. In one version,

the valley gifts you a morning bus at 5 A.M.,
a frost-bit seat and the first glimpse of the Alps—
silver-backed, wind-sired creatures
older than language. That was before you knew

you would cry when Mont Blanc appeared,
a white cathedral rising beyond judgment.
You did not want to miss
a single waterfall, nor the giant Alpine plants

bending in the wind, thick as lanterns.
So too every decade you grow older
but the mountain, coming to meet you, remains
the master of the story. After the sting from whom

you will never know, you step off the train,
touch a boulder where meltwater sings.

It starts from Astana… Our country is free and free, A beauty beyond description. Water, gas, and electricity, A truly priceless wealth! Saving and preserving them, Starts from childhood. Our love for everyone, Starts from Astana. We learned to preserve our wealth, From our grandfathers. We learned freedom and purity, From our grandmothers. We are the future of the country, We will justify your trust. For a happy future, We will preserve our wealth!

Farzona Hoshimova Fergana region Margilan city 8th grade student of the Erkin Vohidov creative school

Shahrisabz davlat pedagogika instituti oʻzbek tili va adabiyoti yoʻnalishi 2-kurs 2-24-guruh talabasi

Xudoyberdiyeva Jasmina Bozorboy qizi                                                    “Linguistic Changes in Contemporary Uzbek Language on Social Media”

Abstract: This article is devoted to studying the linguistic changes of the modern Uzbek language in social networks. The study analyzes slang, abbreviations, code-switching, and new lexical units commonly used in youth speech. It also examines how social networks enrich the language and affect communicative processes. The results of the study may be useful for linguistics and youth culture research.

Keywords: social networks, modern Uzbek language, slang, code-switching, lexical changes.

Introduction

In recent years, social media has become an integral part of human communication. Platforms such as Instagram, Telegram, TikTok and others serve not only as tools for interaction but also play a significant role in the development and transformation of language. Among young people in particular, various linguistic processes—such as the emergence of new lexical units, abbreviations, slang, and code-switching—have become widespread in everyday speech. These processes also influence the normative standards of the language, contributing to its enrichment and renewal through new expressions and constructions.

Studying linguistic changes occurring on social media is an important issue for linguistics, as it helps identify the developmental tendencies of the contemporary Uzbek language. The main aim of this research is to analyze linguistic changes observed in the speech of young people and to determine their causes and social context. At the same time, the article highlights the features of new words, slang, abbreviations, and code-switching emerging on social media and demonstrates the communicative and cultural aspects of language change.

Main Part

The speech of modern youth exhibits distinctive linguistic features. Among these, slang and neologisms come first. For example, expressions such as “vibe,” “flex qilish,” or “let’s just chill” are widely used in everyday communication. These expressions not only simplify communication but also serve as tools for group identity and conveying emotional tone. Abbreviations are also common in youth speech. English-origin abbreviations such as “brb” (be right back) or “lol” (laughing out loud), as well as Uzbek abbreviations like “xsh” (short for xayr), help speed up communication and enrich interactive discourse. In addition, emojis and other visual symbols are frequently used to enrich speech, convey emotional states, and add expressiveness to communication.

These examples show that linguistic changes in youth speech manifest in various ways. First, lexical changes—new words, jargon, and expressions borrowed from global culture—contribute to the enrichment of the lexicon. Second, grammatical adaptations occur when English or Russian words are integrated into Uzbek sentence structures. Third, communicative functions—such as conveying emotions, establishing group identity, or creating humorous and dramatic effects—make communication more expressive.

The analysis indicates that youth speech on social media undergoes several linguistic transformations. Phonetically, pronunciation becomes simplified and shortened. Lexically, new words and jargon appear frequently, some of which blend with English or Russian elements. Grammatically, mixed sentences and code-switching are widespread, serving to enrich the language and facilitate communication.

Furthermore, the social significance of language change is considerable. Youth language plays an important role in forming group identity, connecting with global culture, and creating a unique communication style. However, such changes may also negatively affect language norms, as abbreviations and slang often remain incomprehensible in formal contexts. Therefore, observing and analyzing these processes is essential for linguistics.

Conclusion

Social media is accelerating linguistic change in the speech of young people. Slang, abbreviations, code-switching, and new lexical units contribute to the enrichment of contemporary Uzbek. At the same time, these processes raise issues related to maintaining normative language standards and harmonizing new expressions with traditional forms. Future research should focus on integrating slang and new words into formal texts, preserving linguistic norms while aligning them with youth speech, and developing linguistic corpora to monitor ongoing language changes on social media.

References

1. Akhmedov, O. Development Tendencies of the Modern Uzbek Language. Tashkent: Fan, 2020.2. Karimov, S. Language and Communication: Linguistic Analysis of Social Media. Tashkent, 2021.3. Rahimova, N. “Slang and Code-Switching in Youth Speech.” Journal of Linguistics, 2019.4. Nabiev, D. Modern Uzbek Language and Social Media. Tashkent: Ilm-Fan, 2022.5. Crystal, D. Language and the Internet. Cambridge: Cambridge University Press, 2006.Student of the Uzbek Language and Literature Program, Faculty of Philology, Shahrisabz State Pedagogical Institute Khudoyberdiyeva Jasmina, daughter of Bozorboy

City of Stooped Shoulders

The masked, thuggish man grabbed

for the 30-something woman. Her

nine-year-old squealed with fright as

her bag was ripped from her hands

and her sandwich and apple tumbled

from the torn sack and landed with a

splat on the pavement.

The man, oblivious to the little girl,

wrestled the 120-lb. woman to the

sidewalk and bound her wrists with

a plastic tie. When she struggled,

he placed his knee on her neck and

applied his weight. She grew still.

He snarled into his radio and seconds

later, a second man appeared on

scene and similarly bound the now

screaming child. “Say good-bye to

your mamacita,” the first thug

told the little girl, and grinned

wolfishly.

“She’ll be on a bus to Gary, Indiana,

if she’s lucky.” He turned to the girl.

“An’ we got a nice cage waitin’ for

you” Turning back to the woman he

said importantly, “We work for the

government, you little puta.”

“I am not a prostituta,” she

protested. “Then you’d better

learn, and quick,” he retorted.

‘I don’t even know who you are,”

said the woman breathlessly.

“We’re ICE,” he boasted. “U.S.

tax dollars at work.”