UDC 37.01:007

Zufarova A.S.¹ (Khabarovsk, Russian Federation) – 006694@pnu.edu.ru

¹Pacific State University

Abstract. The article examines fairy tale therapy as a scientifically based technology of psychological and pedagogical correction. It substantiates the relevance of the method in the context of increasing psychoemotional stress in preschool and primary school children caused by the digitalization of leisure and early academic workload. The theoretical basis of the study is presented, integrating the cultural-historical approach of L.S. Vygotsky, the activity theory of A.N. Leontiev and the archetypal concept of C.G. Jung. Fairy tale therapy is conceptualized as a reproducible system with the allocation of target, content, process and evaluative blocks. The developed correction program (10 lessons), aimed at reducing anxiety and aggression in first-graders, is described. During the experimental study, diagnostics of the affective sphere were carried out using the methods of R. Tamml, M. Dorki, V. Amen and the Bass-Darki questionnaire, as well as an assessment of cognitive processes and self-esteem. The results showed a statistically significant improvement in the experimental group: anxiety levels decreased from 6.8 to 4.2 points, the aggression index decreased from 18.5 to 12.3, and the proportion of children with adequate self-esteem increased from 40% to 73%. Delayed assessment confirmed the sustainability of these changes. It was concluded that fairy tale therapy is highly effective as an independent tool for developing emotional intelligence and self-reflection.

Keywords: fairy tale therapy, psychological and pedagogical correction, metaphor, identification, empirical effectiveness.

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For citation: Zufarova, A. S. (2026). Fairy tale therapy as a method of psychological and pedagogical correction: Theoretical foundations and empirical effectiveness. CITISE, 3, 525-536.(In Russian).