Methodology for diagnosing personality traits. Personality diagnostic methods. Test "What is your character"

1.Diagnostics of personal characteristics of minors

1.1. Questionnaire of K. Leonhard - G. Smishek. Methodology for diagnosing character accentuations.

Target : identify types of character accentuations.

Description of the technique

Using this technique, the following 10 types of character accentuation are determined (according to K. Leonhard’s classification): which are quite arbitrarily divided into two groups: character accentuations (demonstrative, pedantic, stuck, excitable) and temperament accentuations (hyperthymic, dysthymic, anxious-fearful, cyclothymic, affective-exalted, emotive).

1. 
   Demonstrative type. Characterized by increased capacity for displacement.
2. 
   Pedantic type. Persons of this type are characterized by increased rigidity, inertia of mental processes, and inability to repress traumatic experiences.
3. 
   Stuck type. Characterized by excessive persistence of affect.
4. 
   Excitable type. Increased impulsiveness, weakening control over drives and impulses.
5. 
   Hyperthymic type. Increased mood level combined with optimism and high activity.
6. 
   Dysthymic type. Decreased mood, pessimism, fixation on the shadow sides of life, lethargy.
7. 
   Anxious and fearful. Tendency to fear, timidity and timidity.
8. 
   Cyclothymic type. Change of hyperthymic and dysthymic phases.
9. 
   Affectively exalted. Ease of transition from a state of delight to a state of sadness. Delight and sadness are the main conditions accompanying this type.
10. 
    Emotive type. Related to affective-exalted, but the manifestations are not so violent. Persons of this type are particularly impressionable and sensitive.

• 
  Adult version of the questionnaire
• 
  Children's version of the questionnaire

Material: To conduct the study, you must prepare protocol forms, a pen or pencil to fill out the test form, and the text of the questionnaire. “Keys” are used to process the results.

Procedure

The questionnaire is made up of 88 questions, the answers to which are indicated on the registration form, respectively “+” if the answer is affirmative (yes) and “minus” if the answer is negative (no). To process the results, it is necessary to make keys using the type of stencils that are applied to the registration sheet filled out by the test subject, and the answers corresponding to the keys are counted.

1.Are you usually calm and cheerful?

28. Does it ever happen that you feel happy or sad for no reason?

73. Do you participate in a drama club (do you like to read poetry from the stage)?

To study personality characteristics for all age categories studied, R. Cattell’s personality questionnaire was used in age-appropriate versions. A number of techniques were also used to study the characteristics of the motivational, volitional, emotional and cognitive spheres of personality. Both test and experimental methods were used, as well as expert assessments.

R. Cattell's questionnaire for children is an adapted children's version of the famous 16-factor questionnaire by R. Cattell. The technique is intended for examining children 8-12 years old. The methodology includes 12 scales that reflect the characteristics of certain personality traits: factors A (cordiality, kindness - isolation, aloofness), B (high intelligence - low intelligence), C (emotional stability - emotional instability), E (persistence, assertiveness - obedience, dependence), specific children's factor B (excitability - poise), B (carelessness - concern), C (high conscientiousness - dishonesty), N (courage - timidity), I (kindness, tenderness - severity, cruelty), O ( tendency to feel guilty - self-confidence), C)3 (high self-control of behavior - low self-control of behavior), 4 (tension - relaxation). Each of the 12 factors appears as a continuum of a certain quality. The factors are characterized bipolarly. The questionnaire contains 120 questions describing various aspects of children’s lives: relationships in the family, relationships with classmates, self-esteem, behavior in the classroom, on the street, social attitudes, etc.: For each question, two answer options are offered (for questions on factor B - three options ). The questionnaire consists of two identical parts, each of which includes 60 questions. The sum of points for each factor is converted into “walls”. A group survey was carried out. Standard forms were used for responses.

For adolescents, a version of the R. Cattell 14 RR questionnaire was used, containing, in addition to the above factors, I (Hamlet factor, asthenia as a result of cultural pressure) and

For boys and girls, the adult version of R. Cattell's questionnaire 16 RB (Form C) was used. In addition to the factors mentioned above.

(except for factors B and I), it includes factors "b (gullibility - suspicion), M (practicality - daydreaming), N (straightforwardness - insight),

To diagnose the characteristics of the cognitive sphere of personality, the methods described below were used.

A short test of creative thinking (figured form) by P. Torrens (adapted by E. I. Shcheblanova. I. S. Averin). Designed to study creativity (creative thinking) of various age categories, starting from 5-6 years. A shortened version of the pictorial (figurative) battery of P. Torrance’s creativity test was used (task “Finish the drawing”). This subtest requires you to create as many original images as possible based on a given variety of unfinished shapes. Test takers must give answers to the test tasks in the form of drawings and captions. You are given 10 minutes to complete the test, excluding instruction time.

Testing was carried out in group form (from 15 to 35 people).

Based on the results of completing the task, four indicators of creativity are assessed: fluency, flexibility, originality, and elaboration.

The teenage intelligence test PIT HRC is designed to study intelligence in children aged 8-12 years. The method contains 11 subtests of 14 tasks each, designed to diagnose various intellectual functions: “awareness”, “hidden figures”, “missing words”, “arithmetic problems”, “comprehension”, “elimination of images”, “analogies” , “number series”, “inferences”, “geometric addition”, “learning words”. Completion of tasks for each of the subtests was limited in time. A group survey was carried out. The answers were recorded on standard forms. “Raw” scores were converted to scale scores. For further analysis, indicators for each subtest and the total number of points scored on the test were used.

Additionally, factor B of the Cattell questionnaire was used to diagnose the level of intelligence at all age stages.

Rigidity in children was diagnosed using the experimental “Methods for studying rigidity of thinking,” the material of which consists of 10 simple arithmetic problems, sequentially solved in writing by students. The technique can be used for schoolchildren starting from the first grade.

To study rigidity in adolescents and young men, the “Methodology for Measuring Rigidity” was used, which includes 50 statements.

To study divergent productivity, the “Sentence” (divergent productivity on symbolic material) and “Classification” (divergent productivity on semantic material) techniques were used.

To diagnose the characteristics of the volitional sphere, in addition to individual factors of the Cattell questionnaire (factors H (timidity - courage), G (irresponsibility - conscientiousness), Q3 (impulsivity - high self-control)), the following methods were used.

For the diagnosis of children 8-12 years old and adolescents, the “Observation method for assessing volitional qualities” developed by A.I. Vysotsky was used. Three teachers acted as experts when assessing volitional qualities. Average indicators were calculated based on expert assessments for each subject. The methodology involves assessing the following qualities in activities according to a five-point system: discipline, independence, perseverance, endurance, organization, determination, initiative.

To diagnose volitional qualities in adolescence, we used the “Method for studying the volitional qualities of a person,” which allows us to diagnose the severity and generalization of such volitional qualities as determination, courage, perseverance, independence, and self-control.

For a more reliable assessment of volitional qualities, an experimental procedure consisting of two stages was also used. At the first stage of the experimental study of volitional personality traits, subjects were asked to solve a problem that had a solution (the study was carried out in an individual form): for children 8-12 years old - to assemble a picture from its component parts, for teenagers - to find a city on a map, for young men - to solve an anagram. At the second stage of the experimental study, the subjects were asked to solve a similar problem, but without a solution, which the subjects did not know: there were not enough components to compose the picture, the city that was proposed to be found was in fact non-existent, it was impossible to form a word in the proposed anagram. At this stage, the time from the start of the task to the refusal to complete it was recorded.

To diagnose the characteristics of the emotional sphere, in addition to the individual factors of the Cattell questionnaire (factors A (closedness - openness), C (uncertainty - self-confidence), E (restraint - expressiveness), I (realism - sensitivity), O (calmness - anxiety), SI (relaxation - tension), as well as for adolescents I (Hamlet factor, asthenia as a result of cultural pressure) and for young men B (gullibility - suspicion)), the methods listed below were used.

To diagnose asthenia in children, the “Children’s Neurosis Questionnaire”, described above, was used; in adolescents and young men, the “Asthenic State Scale”, developed by L. D. Malkova and adapted by T. G. Chertova, was used on the basis of clinical and psychological observations and the MMP1 questionnaire and including 30 statements reflecting the characteristics of asthenia.

To diagnose the characteristics of the emotional sphere of children, we also used the method of color diagnostics of the social emotions of a child by O. A. Orekhova “Houses” for children 6-11 years old (indicators “Kindness”, “Friendship”, “Resentment”, “Quarrel”) and the standardized “Fairytale” projective test" by K. Kolakoglou for children 7-12 years old (the indicators "Aggression (type A)", "Aggression as defense", "Aggression as envy", "Aggression as revenge", "Fear of aggression" were assessed).

To diagnose aggression and hostility in adolescence and youth, A.’s questionnaire was used.

Bassa - A. Darki, consisting of 75 statements, each of which refers to one of eight forms of aggressive or hostile reactions: physical aggression, indirect aggression, irritation, negativism, resentment, suspicion, verbal aggression, guilt.

To diagnose the characteristics of the motivational sphere, the methods described below were used.

To diagnose the level of aspirations in all age groups, the Schwarzlander Motor Test test was used.

The task is given as a test of motor coordination; the subject should not know about the true purpose of the study until the end of the study. In each test, the task is given to put crosses in the maximum number of squares of one of the rectangular sections in a certain time. Before each trial, the subject is asked to name the number of squares that he can fill with crosses, placing one in each square in 10 seconds. He writes his answer in the top large cell of the first rectangular section. After the test, which begins and ends at the experimenter's signal, the subject counts the number of crosses placed and writes this number in the lower large cell of the rectangular section. It is important that the number of supposed and actually filled squares is recorded by the subject himself. On the third trial, the time to complete 1 task is reduced to 8 seconds. After it has been carried out, the fourth test is carried out in the same way.

In the proposed methodology, the level of aspiration is determined by the target deviation, that is, by the difference between what a person planned to accomplish in a certain time and what he actually accomplished. The study allows us to identify the level and adequacy, otherwise realism, of the subject’s claims. The level of aspiration is associated with the process of goal setting and represents the degree of localization of the goal in the range of difficulties. The adequacy of claims indicates the correspondence of the put forward goals and the capabilities of a person.

To diagnose motivation to achieve success and avoid failure in children, the achievement motivation test “MD-grid”, adapted by N. V. Afanasyeva, was used. The semi-projective test of H. D. Schmalt, called the MD-grid (Achievement Motivation Grid), combines the advantages of a projective test and a personality questionnaire. The test stimulus material contains 18 pictures and a list of 18 statements on relevant topics. The introduction of drawings increases the projectivity of the method and the reliability of the data. Using a list of statement categories provides cost-effective processing. The MD grating test is intended for schoolchildren aged 9-11 years. The test allows you to obtain data on the severity of a child’s achievement motivation in various areas of activity. The author highlights the most significant ones - teaching, sports, music, help, self-affirmation, object-manipulative activities. The MD grating was used in a group version. Based on the test results, three tendencies can be obtained in achievement motivation - “desire for success” (or “hope for success”); “fear of failure due to a feeling of one’s own inability” (the feeling of one’s own inability can manifest itself in avoiding situations of achievement); “fear of the social consequences of failure” (the child is motivated by a negative assessment from an adult).

For teenagers > and? in adolescence, the method of A. A. Rean was used. The technique is a test questionnaire that can be used to identify the predominant type of motivation: motivation to achieve success or motivation to avoid failure. A. A. Rean’s questionnaire contains 20 statements relating to such characteristics of activity as:

1. Activity in completing tasks;

2. Selecting the difficulty of the task;

3. Tendency to overcome obstacles on the way to achieving the goal;

4. Hope for success;

5. Having a sense of purpose;

6. Persistence in achieving the goal;

7. Planning the future for the long term, or for the near future;

The technique involves dividing the results into gradations. Thus, A. A. Rean indicates four gradations of the trait:

1. expressed achievement motivation;

2. tendency towards achievement motivation;

3. tendency towards motivation to avoid failures;

4. pronounced motivation to avoid failures.

To diagnose the level of subjective control in children, a technique for solving imaginary experimental situations developed by M. V. Matyukhina and S. G. Yarikova was used. Children are asked to imagine 10 specific school situations related to students’ failure to complete any of the teacher’s assignments or school rules of conduct. Possible reasons for failure to complete teacher assignments can be divided into two types: 1) the reason for failure is the student himself, his characteristics (subjective reasons); 2) the reason for non-compliance is another person, external circumstances (objective reasons). Students must analyze the proposed judgments and explain the reason for their behavior in a similar situation. When processing the results, the number of responses is taken into account, indicating the subjective reason for what happened. As a result of the survey, we can talk about the external or internal orientation of responsibility.

To diagnose the level of subjective control in adolescence and youth, the USK questionnaire by E. F. Bazhin and E. A. Golynkin was used. A. M. Etkind.

The questionnaire diagnoses the localization of control over significant events. It is based on the distinction between two loci of control - internal and external. High scores on the USC scale correspond to the internal type, low scores correspond to the external type.

To diagnose the motivation of the desire for acceptance and the fear of rejection, the “affiliation motivation” technique was used, adapted by M. Sh. Magomed-Eminov. The questionnaire is designed to diagnose two generalized stable personal motives included in the structure of affiliation motivation: the desire for acceptance (SA) and the fear of rejection (FR). The technique is applicable for measuring the intensity of two motives (SP) and (SO) in schoolchildren, students and adults, both men and women.

To diagnose learning motivation in children and adolescents, the “Study of Learning Motivation” test by M. R. Ginzburg [IZ] was used. The subjects are asked to choose from the proposed wordings an option for ending unfinished sentences. Based on the test results, the final level of motivation is revealed, as well as the leading motives of activity (external, gaming, getting a grade, positional, social, educational).

Diagnostic methods for studying a child’s personality To diagnose the personal qualities and educational motivation of younger schoolchildren, the following methods can be used.

Ten of my I Students are given pieces of paper, on each of which the word I is written ten times. Students must define each I, talking about themselves and their qualities. For example: I'm smart. I'm handsome, etc. The class teacher pays attention to what adjectives the student uses to describe himself.

Fairy tales Primary school students enjoy writing essays, stories, and fairy tales. In their small works they are quite sincere, talk about their joys and sorrows, demonstrate their problems that require solutions. The method of writing fairy tales is very successful among students. In elementary school, students can be asked to write fairy tales on the following topics: The Tale of My Briefcase. An unusual story about an ordinary diary. Fabulous holidays. Unusual adventures of an ordinary schoolboy. A fairy tale about how Students themselves define the topic as (how I studied lessons, how I didn’t want to go to school, how I overslept, etc.) Compiling fairy tales helps students deal with the manifestation of their negative emotions, uncertainty, fear, negative qualities of character. What's on my heart Students in the class are given hearts cut out of paper. The class teacher gives the following assignment: Guys, sometimes adults say that their hearts are not easy or their hearts are heavy. Let us determine with you when the heart may be heavy and when it may be light, and what this may be connected with. To do this, on one side of the heart write the reasons why your heart is heavy and the reasons why your heart is light. At the same time, you can color your heart in the color that matches your mood. Diagnostics allows you to find out the reasons for the child’s experiences and find ways to overcome them. Thermometer Before the diagnostic procedure, the teacher conducts a preliminary conversation with the students, during which he presents an object that is found in every home. This is a thermometer. The teacher explains to the children that when the temperature is high, a person feels bad, anxious 38, 39, 40, 41 (the numbers are written on the board). Normal human temperature is 36.6. He has no anxiety, everything is fine, everything works out for him, he is healthy. A person’s temperature can be as low as 35. At this temperature, a person experiences weakness, fatigue, lack of interest and desire to do anything. After the explanation, the teacher invites students to play a game. He will name educational objects, and the children are invited to fantasize and name or write the temperature that appears to them conventionally when naming this object. For example: Russian language 39, Mathematics 36.6 This allows us to determine the degree of anxiety of younger schoolchildren, which is associated with educational activities. Paints Students in the class receive a set of paints or markers, as well as sheets of drawing paper. There are 10 circles drawn on each sheet, and the following items related to school are written in each circle: bell, book, teacher, briefcase, class, physical education, school, lesson, homework, notebook. The students' task is to color the circles in one color or another. If a child paints objects dark or black, this indicates that he experiences negative emotions towards this object. Mood Students are given a list of academic subjects they are studying. Next to each object there are three faces (happy, sad, neutral). The student is given the right to choose the face that most often corresponds to his mood when studying this subject and highlight it on a piece of paper. For example: mathematics:The methodology allows you to see the student’s attitude both to learning in general and to the study of individual subjects. Island of Bad Luck At the beginning of the procedure, the teacher explains to students the following: An SOS radiogram has been received from the Island of Bad Luck. The people living on this island are terribly unlucky. Children are unlucky in learning, adults are unlucky in work. You and I have the opportunity to help children. On a piece of paper that lies in front of you, you need to write down the items that prevent children from living a fun and happy life. You determine these items yourself. The class teacher needs to analyze which subjects are on the list and whether there are any academic subjects among them. This technique makes it possible to determine the motivational value of learning for a student, as well as to identify what is a priority, in his opinion, in creating a favorable environment around him. School of the Future Students are asked to determine what needs to be taken to the school of the future from the school of today, and also what should not be taken. To do this, the children are given sheets of paper with two columns: (+) they need to take, (-) they don’t need to take. If students enter the teacher’s lesson in the (-) column, this indicates that these concepts cause anxiety in the student, which does not contribute to the formation of positive learning motivation. Wizard Students are invited to play wizards. Everyone gets a magic wand and turns school objects into different animals (at their discretion). For example, school textbooks are laid out on a table, a student comes up to the table, touches the textbook with a magic wand, and it turns into Who? Students must explain why they are turning the textbook into this particular animal. This technique makes it possible for the child to express his emotional experience associated with the study of each academic subject. Ranking of academic disciplines. Students in the class are asked to rank (arrange in order of importance for themselves) the academic disciplines that are studied at school and justify the significance of each subject in one or two words. For example, mathematics is interesting, etc. This study allows us to identify students' learning interests and determine what explains students' learning priorities. Forest school Students are invited to use their imagination a little and go to forest school on September 1st. After visiting the forest school, the children should talk about what they saw there, answering the following questions: What does the forest school look like? What subjects are on the forest school curriculum? Who teaches animals at forest school? What kind of forest school teacher is he? What grades are given at forest school? How do animals study at forest school? By fantasizing and composing a story about a forest school, the child conveys his feelings and his perception of the educational process that he himself experiences. If a child describes forest school negatively, he signals to us about his problems and failures in real school life. Associations The children are given pieces of paper on which school-related words are written. Students should draw a small picture next to the word that, in their opinion, reflects the meaning of the word. The list of words could be as follows: mathematics Russian reading foreign physical education fine arts labor singing lesson mark school teacher class friend Diagnostics allows you to determine how positive or negative the primary school student’s associations with school are. Essay Students, without prior preparation or special warning, are asked to write an essay on one of the following topics (optional): What do I know about the Russian language? What do I know about mathematics? My most favorite subject. My favorite activity. My saddest day at school. My happiest day at school. My day off. What do I think about my studies at school? How I want to end the school year. My school difficulties. Essays can be analyzed according to various criteria. One of the analysis criteria is the student’s choice of essay topic. If a student writes an essay and chooses, for example, “My saddest day at school,” it means that this topic or problem dominates all others, causes anxiety, and requires an immediate solution. The content of the essay can also tell the class teacher a lot: about the student’s interests, his emotions and feelings, experiences, search for a solution, etc. The most important thing is that the children’s essays do not go unnoticed by an adult. Based on the results of working on an essay, you can organize extracurricular work with students: individual consultation, educational assistance, mutual assistance, etc. What is good and what is bad Students are asked to continue the sentences. A good school is a Bad school is a Good class is.. A bad class is a Good student is a Bad student is a Good teacher is a Bad teacher is a Good lesson is a Bad lesson is a Good answer is a Bad answer is Nomination Students are invited to take part in honoring school subjects. To do this, it is proposed to distribute school subjects into the following categories: the most interesting academic subject; the most useful educational subject; the most unnecessary academic subject; the most difficult academic subject; the easiest academic subject; the most fun school subject. Then students are asked to come up with another nomination and determine for themselves which academic subject can be attributed to this nomination. This technique allows you to study the educational priorities of students and determine the benefits of academic subjects for students.

Questionnaire Students are asked to answer the following questions in the survey by choosing one of the answer options: 1. Do you like school or not so much? don't really like don't like 2. In the morning when you wake up, are you always happy to go to school or do you often want to stay at home? more often I want to stay at home, it happens in different ways I go with joy 3. If the teacher said that tomorrow all students do not have to come to school, those who wish can stay at home, would you go to school or would you stay at home? I don’t know, I would have stayed at home, I would have gone to school 4. Do you like it when some of your classes are cancelled? I don’t like it, I like it in different ways 5. Would you like not to be given homework? I would like I would not like I don’t know 6. Would you like there to be only breaks at school? I don’t know I wouldn’t like I would like 7. Do you often talk about school life to your parents? often rarely don’t tell 8. Would you like to have a different teacher? I don’t know exactly would like would not like 9. Do you have many friends in your class? few many no friends 10. Do you like your class? like not really dislike To analyze the questionnaire, you can use the following key: Questions Score for the first answer Score for the second answer Score for the third answer 1,130 2,013 3,103 4,310 5,031 6,130 7,310 8,103 9,130 ​​10,310 Questionnaire analysis 25- 30 points high level of school motivation, cognitive activity. Students are distinguished by a high level of cognitive motives and have the desire to successfully fulfill all the requirements. Such students clearly follow all the teacher’s instructions, are conscientious and responsible, and are very worried if they receive unsatisfactory grades or comments. 20-24 points good school motivation. The majority of primary school students who successfully cope with educational activities have this motivation. 19-15 points a positive attitude towards the school, which is of interest to students in non-curricular activities. These are students who are interested in communicating with their peers and with the teacher at school. Their cognitive interest is poorly developed. 14-10 points low school motivation. Students go to school unwillingly and sometimes skip classes. Such students experience serious difficulties in their educational activities and find it difficult to adapt to school education. Below 10 points there is a negative attitude towards school, school maladjustment. Such students experience serious difficulties at school: they cannot cope with educational activities, experience problems communicating with classmates, and in relationships with the teacher. They perceive school as a hostile environment. Sometimes children show an aggressive reaction and refuse to make contact or fulfill the teacher’s instructions. Such research should be carried out in 4th grade, when students are preparing to move on to the secondary level of education. Motivation studies make it possible to prepare a psychological and pedagogical consultation in the classroom and develop recommendations for changing the motivation of students at the middle stage of education.

Diagnostic methods for studying a student’s personality

Assessment of the level of school motivation.

Purpose: to study the school motivation of primary school students.

1. Do you like school or not so much?

Not good; like; I do not like

2. When you wake up in the morning, are you always happy to go to school or do you want to stay at home?

more often you want to stay at home; it's not always the same; I'm going with joy

3. If the teacher said that all students did not have to come to school tomorrow, would you go to school or stay at home?

Don't know; would have stayed at home; would go to school

4. Do you like it when some of your classes are cancelled?

I do not like; it's not always the same; like

5. Would you like no homework?

I would like to; I wouldn't like to; Don't know

6. Do you often tell your parents about school?

often; rarely; I'm not telling

7. Would you like to have a different teacher?

I do not know for sure; I would like to; I wouldn't want to

8. Do you have many friends in your class?

few; a lot of; no friends

9. Do you like your classmates?

like; Not good; do not like

Answers are scored from 0 to 3 points.

If you score 6-9 points, your friends can say that you are a true friend and can be relied on in any situation. You are a caring, sensitive and attentive comrade.

If you have 10-14 points, then you should take a little closer look at yourself, since in a difficult situation there is a chance that you will find yourself alone. You should not isolate yourself on your loved one. We must remember that a kind word is half of happiness and the road to a good friend is never long.

If you have 15 -18 points, then everything depends only on you if you want to change. It is worth learning to forgive and not forget that you need to treat others as you would like them to treat you. In life, it is better to adhere to the principle “If you don’t have a friend, look for him, but if you find him, take care of him!”

Questionnaire "Me and the role of books for me"

1. Do you think a person can live without a book?

3. What books do you enjoy reading?

4. Do you like receiving books as gifts?

5. What book are you reading now?

6. Do you borrow books from the library?

7. Do you have a lot of books at home?

8. Do your parents subscribe to you for a children's magazine? Which?

Questionnaire "To and from school"

1. The mood in which you go to school (good, bad, calm, anxious)

2. Do you have friends at school?

3. Which subject do you like best?

4. Are parents interested in school affairs?

5. Do you tell them everything?

6. Most memorable event.

Questionnaire "Here I am"

Goal: Show the importance of self-knowledge and positive self-acceptance.

Please read the form and fill in the missing words.

1. My name is ______________

2. I am ____________ years old.

3. I have _____________ eyes.

4. I have _____________ hair.

5. The street where I live is called ____________________

6. My favorite food is ________________

7. My favorite color_______________

8. My favorite animal is __________

9. My favorite book is ________________

10. My favorite show is ______

11. I love ___________________ about myself

12. My favorite game is ________________

13. My best friend's name is _________

14. A place where I would like to go ____________

15. What I do best is ____________________

16. My brothers and sisters names are __________________

17. My deepest wish is ______________________

18. My self-portrait

Test "What is your character"

Answer the questions "yes" or "no"

1. Do you think that many of your friends and classmates have a bad character?

2. Do the small chores you have to do at home every day irritate you?

3. Do you believe that your friends will never betray you?

4. Are you pleased if someone tries to talk to you familiarly, although you don’t know them?

5. Are you capable of hitting a cat or dog?

6. Do you often feel bad?

7. Do you want to go to shops?

8. Do social responsibilities in class weigh you down?

9. Are you able to wait for more than five minutes for a friend you have decided to meet?

10. Are you able to wait patiently for a phone call?

11. Do you consider yourself an unlucky person?

12. Do you like your figure?

13. Do your friends make fun of you? Do you like it or not?

14. Do you like your family?

15. How long do you remember the evil done to you?

16. When the weather is warm or stormy for a long time, do you get angry?

17. Are you in a bad mood already in the morning?

18. Does loud music annoy you?

19. Do you like it when people with small children come to your house?

Processing the results.

Give yourself one point for each negative answer to questions 1,2,4,5,6,7,8,11,12,15,16,17,18.

Give yourself one point for each positive answer to questions 3,9,10, 13,14,19

15 and above points - you are friendly, you have a good character.

8-15 points - you have shortcomings, but you can get along with you.

7 points and below - you need to pay attention to your character. If you don't do this, you will have communication problems.

Questionnaire "My family"

Continue the sentence:

1. Our family... (consists of... people, friendly, cheerful, good...)

2. Usually in the evening I...(sit at home alone, read with my mother, watch TV,...)

3. On weekends, my family...(rests, quarrels with each other, each minds its own business,...)

4. My mother...(trying to make everyone feel good, going about her business, cooking, washing, cleaning the house,...)

5. My dad...(helps mom, makes something, lies on the couch, watches TV, ...)

6. I want...(no one in our family would quarrel, they would take me with them and not leave me at home, they would do a common thing together, ...)

PSYCHOLOGICAL TESTS FOR DIAGNOSIS OF INTERPERSONAL RELATIONSHIPS

Sociometric game "Secret" (T.A. Repina) reveals the system of electoral preferences existing between children.

Methodology "Captain of the Ship" designed to diagnose the status of preschoolers and junior schoolchildren in a group of peers.

"Mosaic" technique- a natural experiment in which the characteristics of interpersonal relationships between children in a peer group are studied, including: the degree of emotional involvement of the child in the actions of a peer; the nature of participation in the actions of a peer, the nature and degree of expression of empathy for a peer, the nature and degree of manifestation of prosocial forms of behavior in a situation where the child is faced with the choice to act “in favor of another” or “in his own favor.”

Rene Gilles technique allows you to explore the child’s social adaptability, the scope of his interpersonal relationships and its characteristics, and the child’s perception of family relationships.

Sociometric test intended for diagnosing emotional connections, i.e. mutual sympathy between group members.

Methodology for diagnosing interpersonal relationships by T. Leary is intended to study the style and structure of interpersonal relationships and their characteristics, as well as to study the subject’s ideas about himself, his ideal self, and his attitude towards himself.

Methodology for studying mutual relationships “student-teacher” (according to Khanin-Stambulov).

Methodology for studying the psychological atmosphere in a group (F. Fiedler’s scale-questionnaire). The technique is intended to study the characteristics of the psychological (emotional) atmosphere in the work team.

Methodology for studying the psychological climate in the team of A.N. Lutoshkin.

Test "Psychological climate circle" designed to diagnose the psychological climate, measured through the business and emotional components

Methodology "Team Management Style" is intended to diagnose the style that a manager implements when managing a work team (liberal, democratic or authoritarian).

K. Thomas test designed to determine the subject's behavior strategies in conflict situations.

Methodology "Constructive quarrel" by S. Kratochvil is aimed at determining the degree of constructiveness of the course of the conflict and its results (used in family psychology).

Methodology "Studying team cohesion"(indicators of value-orientation unity) R.S. Nemova allows us to identify the level of cohesion and value-orientation unity of the team by determining the frequency of distribution of positive positive and negative characteristics of a phenomenon significant for the group

Methodology "Analysis of Family Relationships" (AFV) by E. Eidemiller, V. Yustitsky designed to diagnose the characteristics of the relationship between parents and the child, the degree of satisfaction of his needs, the level and adequacy of the applied requirements

Test-questionnaire for marital satisfaction by V. Stolin, T.L. Romanova, T. Butenko. The purpose of the technique is to determine the level of satisfaction - dissatisfaction of spouses with marriage.

Methodology "Conflict in different spheres of family life." The methodology uses the predominant distribution of conflicts in 8 areas of family life, namely: a) problems of relationships with relatives and friends; b) issues related to raising children; c) manifestation of a desire for autonomy by spouses; d) situations of violation of role expectations; e) situations of discrepancy between norms of behavior; f) manifestation of dominance by spouses; g) manifestation of jealousy by spouses; h) differences in attitudes towards money.

Methodology "Distribution of roles in the family" is intended to determine the practice of distribution of roles that has developed in a young family.

Methodology "Diagnostics of parental attitudes" by A.Ya.Varg and V.V. Stolin allows us to identify the characteristics of the parents’ relationship with the child, described in terms of the following five scales: 1) Acceptance - rejection of the child. 2) Cooperation. 3) Symbiosis. 4) Authoritarian hypersocialization. 5) "Little Loser." This last scale shows how adults feel about the child’s abilities, his strengths and weaknesses, successes and failures. The parent sees the child as younger than his actual age. The child seems ill-adapted, unsuccessful, and open to bad influences.

Drawing test "Drawing of a family" (T. G. Khomentauskas) allows us to identify the characteristics of intrafamily communication.

INTERPERSONAL RELATIONS OF PRESCHOOL CHILDREN:

DIAGNOSIS, PROBLEMS, CORRECTION

Diagnosis of interpersonal relationships in preschool children

Identifying and studying interpersonal relationships is associated with significant methodological difficulties, since relationships, unlike communication, cannot be directly observed. Verbal methods, widely used in the study of interpersonal relationships among adults, also have a number of diagnostic limitations when we are dealing with preschoolers. Questions and tasks from an adult addressed to preschoolers, as a rule, provoke certain answers and statements from children, which sometimes do not correspond to their real attitude towards others. In addition, questions that require a verbal response reflect more or less conscious ideas and attitudes of the child. However, in most cases there is a gap between conscious ideas and real relationships of children. The relationship is rooted in deeper layers of the psyche, hidden not only from the observer, but also from the child himself.

At the same time, in psychology there are certain methods and techniques that allow us to identify the characteristics of interpersonal relationships of preschoolers. These methods can be divided into objective and subjective. Objective methods include those that allow you to record the external perceived picture of the interaction of children in a peer group. This picture somehow reflects the nature of their relationship. At the same time, a psychologist or teacher notes the behavioral characteristics of individual children, their likes or dislikes, and recreates a more or less objective picture of the relationships between preschoolers. In contrast, subjective methods are aimed at identifying the internal deep characteristics of attitudes towards other children, which are always associated with the characteristics of his personality and self-awareness. Therefore, subjective methods in most cases are projective in nature. When faced with “uncertain” unstructured stimulus material (pictures, statements, unfinished sentences, etc.), the child, without knowing it, endows the characters depicted or described with his own thoughts, feelings, experiences, i.e., projects (transfers) his Self.

METHODS REVEALING AN OBJECTIVE PICTURE OF INTERPERSONAL RELATIONS

Among the objective methods used in the group of preschoolers, the most popular are:

¦ sociometry,

¦ observation method,

¦ method of problem situations.

Let us dwell on the description of these methods in more detail.

Sociometry

Already in the senior group of kindergarten there are quite strong selective relationships. Children begin to occupy different positions among their peers: some are more preferred by most children, while others are less preferred. Usually, the preferences of some children over others are associated with the concept of “leadership.” The problem of leadership is one of the most important in social psychology. With all the variety of interpretations of this concept, the essence of leadership is mainly understood as the ability for social influence, leadership, dominance and subordination of others. The phenomenon of leadership is traditionally associated with the solution of some problem, with the organization of some activity important for the group. This understanding is quite difficult to apply to a group of preschool children, in particular to a kindergarten group. This group does not have clear goals and objectives, it does not have any specific, common activity that unites all members; it is difficult to talk about the degree of social influence. At the same time, there is no doubt about the fact of preference for certain children and their special attractiveness. Therefore, it is more correct for this age to talk not about leadership, but about the attractiveness or popularity of such children, which, unlike leadership, is not always associated with solving a group problem and with leading any activity. The degree of popularity of a child in a peer group is of great importance. The subsequent path of his personal and social development depends on how the preschooler’s relationships develop in the peer group. The position of children in the group (their degree of popularity or rejection) in psychology is revealed sociometric methods , which make it possible to identify mutual (or non-mutual) selective preferences of children. In these techniques, the child, in imaginary situations, selects preferred and non-preferred members of his group. Let us dwell on the description of some of the methods that correspond to the age characteristics of preschoolers 4-7 years old.

Captain of the ship

During an individual conversation, the child is shown a drawing of a ship (or a toy boat) and asked the following questions:

1. If you were the captain of a ship, which member of the group would you take as your assistant when you went on a long voyage?

2. Who would you invite on the ship as guests?

3. Who would you never take with you on a voyage?

4. Who else remained on the shore?

As a rule, such questions do not cause any particular difficulties for children. They confidently name two or three names of peers with whom they would prefer to “sail on the same ship.” Children who received the largest number of positive choices from their peers (1st and 2nd questions) can be considered popular in this group. Children who received negative choices (3rd and 4th questions) fall into the group of rejected (or ignored).

Two houses

To carry out the technique, you need to prepare a sheet of paper on which two houses are drawn. One of them is large, beautiful, red, and the other is small, nondescript, black. The adult shows the child both pictures and says: “Look at these houses. In the red house there are many different toys and books, but in the black house there are no toys. Imagine that the red house belongs to you, and you can invite everyone you want to your place. Think about which of the guys in your group you would invite to your place, and which one you would put in a black house.” After the instructions, the adult marks those children whom the child takes into his red house, and those whom he wants to place in the black house. After the end of the conversation, you can ask the children if they would like to change places with someone, if they have forgotten anyone.

The interpretation of the results of this test is quite simple: the child’s likes and dislikes are directly related to the placement of peers in the red and black houses.

Verbal election method

Older preschoolers (5-7 years old) can quite consciously answer a direct question about which of their peers they prefer and who does not arouse their particular sympathy. In an individual conversation, an adult can ask the child the following questions:

1. Who would you like to be friends with, and who will you never be friends with?

2. Who would you invite to your birthday party, and who would you never invite?

3. Who would you like to sit at the same table with and who would you not?

As a result of these procedures, each child in the group receives a certain number of positive and negative choices from his peers.

Children's answers (their negative and positive choices) are entered into a special protocol (matrix):

The sum of negative and positive choices received by each child makes it possible to identify his position in the group (sociometric status). Several options for sociometric status are possible:

¦ popular (“stars”) – children who received the largest number (more than four) of positive choices,

preferred – children who received one or two positive choices,

ignored – children who received neither positive nor negative choices (they remain, as it were, unnoticed by their peers),

rejected – children who received mostly negative choices.

When analyzing the results of the methodology, an important indicator is also the reciprocity of children’s choices. The most favorable cases are considered to be cases of mutual elections. Based on the children’s answers in each of the methods, a sociogram of the group is compiled, where there are pronounced stars and outcasts.

It should be emphasized that not every group has such a clear sociometric structure. There are groups in which all children receive approximately the same number of positive choices. This indicates that the attention and friendly attitude of peers is distributed approximately equally among all members of the group. Apparently, this situation is due to the correct strategy for developing interpersonal relationships and is the most favorable.

Observation method

This method is indispensable for initial orientation to the reality of children's relationships. It allows you to describe a specific picture of the interaction of children, provides many living, interesting facts that reflect the life of a child in his natural conditions. When observing, you need to pay attention to the following indicators of children’s behavior:

initiative – reflects the child’s desire to attract the attention of a peer, to encourage joint activities, to express his attitude towards himself and his actions, to share joy and sorrow,

sensitivity to peer influences – reflects the child’s desire and readiness to perceive his actions and respond to suggestions. Sensitivity is manifested in the child’s actions in response to requests from a peer, in the alternation of proactive and reactive actions, in the consistency of one’s own actions with the actions of another, in the ability to notice the wishes and moods of a peer and adapt to him,

prevailing emotional background – manifests itself in the emotional coloring of the child’s interaction with peers: positive, neutral-business and negative.

A protocol is created for each subject, in which, according to the diagram below, the presence of these indicators and the degree of their severity are noted.

Scales for assessing parameters and indicators

Registration of children's behavior using this protocol will allow us to more accurately determine the nature of the child's relationship with peers. Thus, the absence or weakly expressed initiative (0-1 point) may indicate an underdeveloped need to communicate with peers or an inability to find an approach to them. Medium and high levels of initiative (2-3 points) indicate a normal level of development of the need for communication.

Lack of sensitivity to peer influences, a kind of “communicative deafness” (0-1 point) indicates an inability to see and hear another, which is a significant obstacle in the development of interpersonal relationships.

An important qualitative characteristic of communication is the prevailing emotional background. If a negative background is predominant (the child is constantly irritated, screams, insults peers, or even fights), the child requires special attention. If a positive background predominates or positive and negative emotions towards a peer are balanced, then this indicates a normal emotional mood towards the peer.

When observing, it is necessary not only to record the behavior of children according to the specified parameters, but also to notice and describe a vivid picture of children's interactions. Specific statements, actions, quarrels, ways of expressing attention to a peer can provide irreplaceable real facts of a child’s life that cannot be obtained by any other methods.

So, the observation method has a number of undeniable advantages. It allows you to describe the real life of a child, allows you to study the child in the natural conditions of his life. It is indispensable for obtaining preliminary information. But this method also has a number of disadvantages, the main one of which is its extreme labor intensity. It requires high professionalism and a huge investment of time, which does not at all guarantee obtaining the necessary information. The psychologist is forced to wait until the phenomena that interest him arise by themselves. In addition, observational results often do not allow us to understand the reasons for certain forms of behavior. It has been noticed that, when observing, a psychologist sees only what he already knows, and what he does not yet know passes by his attention. Therefore, another, more active and targeted method, experimentation, turns out to be more effective. A psychological experiment allows you to purposefully induce certain forms of behavior. In the experiment, the conditions in which the child finds himself are specially created and modified.

The specificity of an experiment in child psychology is that the experimental conditions should be close to the natural living conditions of the child and should not disrupt the usual forms of his activity. Unusual laboratory conditions may confuse the child and cause him to refuse to perform activities.

Therefore, the experiment should be close to the natural living conditions of the child.

METHOD OF PROBLEM SITUATIONS

Here are some examples of possible problem situations:

Builder.

The game involves two children and an adult. Before construction begins, the adult invites the children to look at the construction set and tell them what can be built from it. According to the rules of the game, one of the children must be a builder (that is, carry out active actions), and the other must be a controller (passively observing the actions of the builder). Preschoolers are asked to decide for themselves: who will build first and, accordingly, will play the role of a builder, and who will be a controller - monitoring the progress of construction. Of course, most kids want to be a builder first. If children cannot make a choice on their own, an adult invites them to use lots: guess in which hand the construction cube is hidden. The one who guessed is appointed as a builder and builds a building according to his own plan, and the other child is appointed as a controller, he observes the construction and, together with an adult, evaluates his actions. During construction, the adult encourages or reprimands the child builder 2-3 times.

For example: “Very good, great house, you build great” or “Your house looks strange, there are no such things.”

Dress up the doll

The game involves four children and an adult. Each child is given a paper doll (girl or boy) that must be dressed up for the ball. An adult gives children envelopes with parts of doll clothes cut out of paper (dresses for girls, suits for boys). All clothing options differ from each other in color, trim and cut. In addition, the envelopes contain various items that decorate a dress or suit (bows, lace, ties, buttons, etc.) and complement the doll’s outfit (hats, earrings, shoes). An adult invites the children to dress their doll for the ball; the most beautiful of the dolls will become the queen of the ball. But, starting to work, the children soon notice that all the items of clothing in the envelopes are mixed up: one contains three sleeves and one shoe, and the other contains three shoes, but not a single sock, etc. Thus, a situation arises involving the mutual exchange of details. Children are forced to turn to their peers for help, ask for something they need for their outfit, listen to and respond to the requests of other children. At the end of the work, the adult evaluates (praises or makes comments) each dressed doll and, together with the children, decides whose doll will become the queen of the ball.

Mosaic

Two children participate in the game. An adult gives each person a field to lay out a mosaic and a box with colored elements. First, one of the children is asked to lay out a house on their field, and the other is asked to observe their partner’s actions. Here it is important to note the intensity and activity of the observing child’s attention, his involvement and interest in the actions of his peer. As the child completes the task, the adult first condemns the child’s actions and then encourages them. The reaction of the observing child to the adult’s assessment addressed to his peer is recorded: whether he expresses disagreement with unfair criticism or supports the adult’s negative assessments, whether he protests in response to rewards or accepts them.

After the house is completed, the adult gives a similar task to another child.

In the second part of the problem situation, children are asked to race to place the sun on their field. At the same time, elements of different colors are not distributed equally: in one child’s box there are mainly yellow elements, and in the other’s box there are blue ones. Having started to work, one of the children soon notices that there are not enough yellow elements in his box. Thus, a situation arises in which the child is forced to turn to his peer for help, to ask for the yellow elements needed for his sun.

After both suns are ready, the adult asks to make the sky above the sun. This time the necessary elements are not in the other child's box.

The child’s ability and desire to help another and give away his part, even if he himself needs it, and the reaction to requests from peers serve as indicators of empathy.

Data processing and results analysis

In all of the above problem situations, it is important to note the following indicators of children’s behavior, which are assessed on the appropriate scales:

1. The degree of emotional involvement of the child in the actions of a peer . Interest in a peer, heightened sensitivity to what he is doing, may indicate an internal involvement in him. Indifference and indifference, on the contrary, indicate that a peer is an external being for the child, separated from him.

0 – complete lack of interest in the actions of a peer (does not pay attention, looks around, minds his own business, talks to the experimenter);

1 – quick, interested glances towards a peer;

2 – periodic close observation of the actions of a peer, individual questions or comments on the actions of a peer;

3 – close observation and active interference in the actions of a peer.

2. The nature of participation in the actions of a peer , i.e., the coloring of emotional involvement in the actions of a peer: positive (approval and support), negative (ridicule, abuse) or demonstrative (comparison with oneself).

0 – no ratings;

1 – negative assessments (scolds, mocks);

2 – demonstrative assessments (compares with oneself, talks about oneself);

3 – positive assessments (approves, gives advice, suggests, helps).

3. The nature and degree of expression of empathy for a peer , which are clearly manifested in the child’s emotional reaction to the success and failure of another, censure and praise by adults of the actions of a peer.

0 – indifferent -- consists of indifference to both positive and negative assessments of the partner, which reflects a general indifferent position towards the partner and his actions;

1 -- inadequate reaction- unconditional support for the adult’s censure and protest in response to his encouragement. The child willingly accepts an adult’s criticism of a peer, feeling superior to him, and experiences his peer’s success as his own defeat;

2 – partially adequate reaction– agreement with both positive and negative assessments of the adult. Apparently, this reaction option reflects rather the child’s attitude towards the adult and his authority and an attempt to objectively assess the result of the partner’s actions;

3 – adequate reaction– joyful acceptance of a positive assessment and disagreement with a negative assessment. Here the child seems to be trying to protect his peer from unfair criticism and emphasize his merits. This reaction option reflects the ability to empathize and rejoice.

4. The nature and degree of manifestation of prosocial forms of behavior in a situation where a child is faced with a choice to act “in favor of another” or “in his own favor.” If a child performs an altruistic act easily, naturally, without the slightest hesitation, we can say that such actions reflect the internal, personal layer of relationships. Hesitation, pauses, and procrastination may indicate moral self-constraint and the subordination of altruistic actions to other motives.

0 – refusal– the child does not give in to any persuasion and does not concede his details to the partner. Behind this refusal, apparently, lies the child’s egoistic orientation, his concentration on himself and on the successful completion of the assigned task;

1 –- provocative assistance– observed in cases where children are reluctant, under peer pressure, to give up their details. At the same time, they give their partner one element of the mosaic, clearly expecting gratitude and emphasizing their help, knowingly understanding that one element is not enough, and thereby provoking the next request from their peer;

2 – pragmatic help– in this case, children do not refuse to help a peer, but only after they complete the task themselves. This behavior has a clear pragmatic orientation: since the situation contains a competitive element, they strive first of all to win this competition and only if they win themselves to help their peer;

3 – unconditional help– does not imply any requirements or conditions: the child provides another with the opportunity to use all of his elements. In some cases this happens at the request of a peer, in others - on the child’s own initiative. Here the other child acts not so much as a rival and competitor, but as a partner.

The use of these techniques gives a fairly complete picture of not only the characteristics of the child’s behavior, but also makes it possible to reveal the psychological foundations of this or that behavior aimed at a peer. Emotional and practical attitudes are revealed in these methods in inextricable unity, which is especially valuable for diagnosing interpersonal relationships.

METHODS THAT IDENTIFY SUBJECTIVE ASPECTS OF ATTITUDE TO OTHERS

As noted above, the attitude towards another is always associated with the characteristics of the child’s self-awareness. The specificity of interpersonal relationships is the fact that the other person is not an object of detached observation and cognition. It is always important to us how another treats us, what his reaction to our treatment and behavior is; we always compare ourselves with others in one way or another, empathize with them. All this reflects our connection with other people, the degree of our involvement in their experiences. Therefore, interpersonal relationships and the perception of another always reflect one’s own I person. If there is no such inclusion, we can talk about the absence of interpersonal relationships as such: the other here acts only as an object of use or cognition.

Based on this, it is obvious that all methods aimed at identifying the internal, subjective aspects of the relationship to another have a projective nature: a person projects (transfers) his I(your expectations, ideas and attitudes) on other people. It is characteristic that the word “attitude” is derived from the verb “to relate”, which reflects the process of transferring one’s own I into the personality of other people.

This part of the manual presents some of the most common projective techniques that are used by psychologists in working with preschool children. These techniques can be divided into two groups, which include:

1. The child’s position in relationships with others, his general orientation in social reality.

2. Perception of the other and the specific nature of the attitude towards him.

Let us dwell on the description of specific techniques related to these groups.

A CHILD’S ORIENTATION IN SOCIAL REALITY AND HIS SOCIAL INTELLIGENCE

A common feature of these methods is that the child is presented with a specific problem situation. Unlike the method of problem situations described above, here the child is not faced with a real conflict, but with a problem situation presented in projective form.

This can be a depiction of some familiar and understandable plot in pictures, stories, unfinished stories, etc. In all these cases, the child must offer his own version of a solution to a social problem.

The ability to solve social problems is reflected in the term "social intelligence" (or "social cognition" ). Solving problems of this kind involves not only intellectual abilities, but also putting oneself in the shoes of other characters and projecting one’s own possible behavior into the proposed circumstances.

To determine the level of development of social intelligence, you can use two methods: questions borrowed from D. Wechsler’s test (subtest “Comprehension”) and the projective “Pictures” technique.

Understanding

For a conversation, you can choose the six questions that are most understandable to children and correspond to modern conditions from D. Wechsler’s test for measuring general intelligence (subtest “Comprehension”):

1. What will you do if you cut your finger?

2. What will you do if you lose the ball you were given to play with?

3. What will you do if you came to the store to buy bread, but there was no bread there?

4. What would you do if a little boy (girl), smaller than you, started to fight with you?

5. What would you do if you saw a train approaching the damaged tracks?

6. Why should women and children be rescued first in case of a shipwreck?

The degree of solution to the problem is measured on a three-point scale in accordance with the criteria used in the D. Wechsler test:

0 points – no answer;

1 point – asking someone for help;

2 points – independent and constructive solution to the problem.

Images

Here children are asked to find a way out of a problem situation that is understandable and familiar to them.

Children are offered four pictures with scenes from the everyday life of children in kindergarten, depicting the following situations (see Appendix 1, Fig. 1--5):

1. A group of children does not accept their peers into the game.

2. A girl broke another girl’s doll.

3. The boy took the girl’s toy without asking.

4. A boy destroys a children’s building made of blocks.

The pictures depict children interacting with their peers, and each of them features an offended, suffering character. The child must understand the conflict between children depicted in the picture and tell what he would do in the place of this offended character.

Thus, in this technique, the child must solve a specific problem related to relationships between people or the life of society.

The degree of problem solving is assessed on the same scale as in the previous test.

In addition to the level of development of social intelligence, the “Pictures” technique can provide rich material for analyzing the child’s qualitative relationship with his peer.

This material can be obtained from an analysis of the content of children’s responses when resolving conflict situations. When resolving a conflict situation, children usually give the following answers:

1. Avoiding the situation or complaining to an adult (I’ll run away, cry, complain to my mom).

2. Aggressive decision (I’ll beat you, call a policeman, hit you on the head with a stick, etc.).

3. Verbal decision (I will explain that it is so bad that this cannot be done; I will ask him to apologize).

4. Productive solution (I’ll wait until others finish playing; I’ll fix the doll, etc.).

In cases where out of four answers more than half are aggressive, we can say that the child is prone to aggressiveness.

If the majority of children’s answers have a productive or verbal solution, we can talk about a prosperous, conflict-free relationship with a peer.

Conversation

To identify the child’s ideas about the states or experiences of his peer and his own, an individual conversation is conducted with him. Before it starts, the adult meets the child and offers to talk with him, while creating a friendly atmosphere of communication with the child. The child is asked the following questions:

1. Do you like going to kindergarten, why?

2. Do you think the children in your group are good or bad? Who? Why?

3. If you give a friend a toy to play with and immediately take it away when he has not yet had time to play, what kind of mood do you think he will be in?

4. Could you give a friend a toy for good? What kind of mood do you think he will be in if you give him a toy?

5. If your friend (peer) is punished, what do you think it will be like for him? Why?

6. When you are punished, what mood do you have, how do you feel?

7. If the teacher praises you for something, what kind of mood do you have?

8. If your friend is praised, how do you think he will feel?

9. If your friend doesn’t succeed in something, what do you think his mood will be? Could you help him?

10. Mom promised to go with you to the circus on the day off, but when the day off came, it turned out that she needed to do household chores (clean, wash, etc.) and she could not go with you to the circus. What will your mood be like then?

These ten questions can be divided into three groups:

The first is questions that reveal the child’s general evaluative attitude and idea of ​​other children. For example, the second question is provocative. The humane attitude is assumed to be acceptance of all children and their positive evaluation. If a child gives a negative assessment to children, this indicates a superficial, subject-evaluative attitude towards peers.

The second is questions that allow us to judge the level of formation of the child’s ideas about the states of his peer and the adequacy of their assessment. Such questions include 3, 4, 5, 8, 9 (see text of the conversation). When asking a child such questions, it is important to identify the child’s understanding of the subjective states of a peer, i.e., what the child experiences in a specific simulated situation, and not his knowledge of what kind of peer (greedy, kind, etc.).

The third is questions aimed at finding out the level of formation of the child’s ideas about his own experiences and the degree of their adequate assessment. Examples of such questions are questions 6, 7, 10.

When processing the answers to the questions of the first group, the following are recorded: a) answers that give a negative assessment to the kindergarten and peers; b) answers that positively evaluate the kindergarten and the children in the group; c) non-response options.

When processing questions of the second and third groups, other indicators are recorded: a) adequacy of the assessment; b) answer options “I don’t know” or no answer.

Rene Gilles technique

This technique reveals the selective preferences of children, as well as the predominant position of the child among others.

Starting from the age of 4, you can use this technique to determine with whom the child seeks to communicate and how he relates to his peers. The technique allows us to identify the following data:

whose company - peers or adults - the child prefers;

the presence of intra-family conflicts;

child's behavior style in conflict situations.

To carry out the technique, you need pictures depicting various situations from a child’s life.

The child is presented with pictures one by one, about each of which the adult asks questions.

1. You are on a walk outside the city. Show me: where are you?

2. Place yourself and several other people in this picture. Tell me: what kind of people are these?

3. You and some others were given gifts. One person received a much better gift than the others. Who would you like to see in his place?

4. Your friends are going for a walk. Where are you (see Appendix 2, Fig. 8)?

5. Who is your favorite person to play with?

6. Here are your comrades. They quarrel and, in my opinion, even fight. Show me where you are. Tell me what happened.

7. A friend took your toy without permission. What will you do: cry, complain, scream, try to take it away, start beating?

Situations (1--2) help to clarify the relationships with which people the child prefers to maintain. If he only names adults, this means that he has difficulty connecting with peers or has strong attachments to significant adults. The absence of parents in the picture may mean a lack of emotional contact with them.

Situations (3-7) determine the child’s relationships with other children. It turns out whether the child has close friends, who receives gifts with him (3), is nearby on a walk (4), with whom the child prefers to play (5).

Situations (6--7) determine the child’s behavior style in conflict situations and his ability to resolve them.

Unfinished stories

Another projective method that allows us to identify a child’s attitude towards others is the “story completion” test. This technique consists of a series of unfinished sentences presented to the child in order to complete them. Typically, sentences are selected to explore specific important points in the child's attitudes.

The adult asks the child to complete several situations:

1. Masha and Sveta were putting away the toys. Masha quickly put the cubes into a box. The teacher told her: “Masha, you have done your part of the work. If you want, go play or help Sveta finish cleaning.” Masha answered... What did Masha answer? Why?

2. Petya brought a new toy to kindergarten - a dump truck. All the children wanted to play with this toy. Suddenly Seryozha approached Petya, snatched the car and began to play with it. Then Petya... What did Petya do? Why?

3. Katya and Vera played tag. Katya ran away, and Vera caught up. Suddenly Katya fell. Then Vera... What did Vera do? Why?

4. Tanya and Olya played daughter-mother. A little boy came up to them and asked: “I want to play too.” “We won’t take you, you’re still small,” Olya answered. And Tanya said... What did Tanya say? Why?

5. Kolya played “horses”. He ran and shouted: “But, but, but!” In another room, his mother was putting his little sister Sveta to bed. The girl could not sleep and cried. Then mom came up to Kolya and said: “Please don’t make noise. Sveta just can’t sleep.” Kolya answered her... What did Kolya answer? Why?

6. Tanya and Misha were drawing. The teacher approached them and said: “Well done, Tanya. Your drawing turned out very good.” Misha also looked at Tanya’s drawing and said... What did Misha say? Why?

7. Sasha was walking near the house. Suddenly he saw a small kitten, who was trembling from the cold and meowing pitifully. Then Sasha... What did Sasha do? Why?

When analyzing children’s responses and observation results, you should pay attention to the following points:

1. How the child treats his peers (indifferent, even, negative), does he give preference to someone and why.

2. Does he provide help to another and for what reason (at his own request, at the request of a peer, at the suggestion of an adult); how he does it (willingly, reluctantly, formally; he starts helping with enthusiasm, but it quickly gets boring, etc.).

3. Does he show a sense of duty towards peers, younger children, animals, adults, how is it expressed and in what situations.

4. Does he notice the emotional state of another, in what situations, and how does he react to it.

5. Does he show concern for peers, younger children, animals and how (constantly, from time to time, occasionally); what motivates him to care about others; in what actions this concern is expressed.

6. How he reacts to the success and failures of others (indifferent, reacts adequately, inadequately, i.e. envies the success of another, rejoices at his failure).

When processing the results, special attention is paid not only to the correctness of the child’s answer, but also to his motivation.

Emotivity

Another important indicator of a child’s attitude towards others is his ability to be emotive—the child’s responsiveness and sensitivity to the world around him and the experiences of other people. This ability is most clearly manifested when a child perceives works of art. The adult seats the children around him and reads aloud some fairy tale (for example, the fairy tale by S. Lagerlöf “The Wonderful Journey of Nils...”). At the same time, another adult observes and records the children’s emotional reactions.

Based on this, the following types of perception are distinguished:

1. Emotive perception:

Empathy corresponding to the character’s state: copying the hero’s actions (the child sighs in the same way as the character); the child mimics the hero’s emotional reaction (makes a pained expression on his face when the hero cries); the child repeats the character’s words (often with just his lips);

Real perception of various episodes of the fairy tale (a sharp wind blows - the child shudders and shudders from the cold);

The desire to disconnect from strong empathy (the child hits himself, pinches, closes his eyes).

2. Cognitive perception. The child listens attentively to the fairy tale, without expressing emotional involvement in facial expressions, gestures and posture. After reading a fairy tale, the child makes an adequate verbal judgment about the content of the fairy tale.

3. Inappropriate emotional response on the content of the fairy tale. Laughter and grins in situations where a positive character finds himself in distress.

Rosenzweig test

To diagnose the characteristics of people's reactions to conflict situations in psychology, the Rosenzweig test is used. There is a children's version of this test, specially adapted for children 5-7 years of age. The technique determines the child’s reactions to stressful, frustrating situations (i.e., situations that cause psychological tension, worries, feelings of subjective insurmountability of the barrier).

The test contains 24 pictures depicting various situations. The drawings depict two or more people engaged in an unfinished conversation. These pictures are offered to the child in turn and asked to finish the conversation. It is assumed that by “responsible for another”, the subject will express his opinion more easily, more reliably and show typical reactions to get out of conflict situations. The child should take a good look at each picture; children 5-6 years old can be helped by an adult who discusses the contents of the picture with the child, after which he reads the text to him. So, examining, for example, picture 5 (Fig. 11), children are explained that there is a shop window depicted here, in which there is a very beautiful doll. The girl really wants this doll, and she probably asked her dad to buy it. But dad refused her. After this they ask the question: “What do you think the girl will answer?”

Each of the responses received is assessed according to two criteria: by the direction of the reaction and by the type of reaction.

By direction of reaction highlight:

1. Extrapunitive orientation (E)-- the direction of the child’s reaction outward, towards others. The child sees the cause of the conflict in the outside world and demands that the other person resolve the situation.

2. Intrapunitive orientation (In)-- the reaction is directed at oneself: the child accepts the blame and responsibility for correcting the situation; the behavior of others is not subject to condemnation.

3. Impulsive orientation (Them)-- expresses the degree of desire to resolve the situation “without victims” (others’ or one’s own), smoothing out the severity of the situation, which is considered as something insignificant or inevitable, surmountable over time.

By type of reaction highlight:

1. Dominant type of response (D)-- determines the degree of internal tension of the child that arises in stressful, frustrating situations. The more often this type of reaction occurs, the more developed the child’s impressionability, tendency towards sympathy and empathy, and the more frustrated the child is with the presented situation. The answer highlights an obstacle that prevents a constructive resolution of the situation.

2. Self-protective type of response (WITH)-- determines the degree of ability to restrain emotional stress, reveals the strength and weakness of the child’s personality. The higher this indicator, the weaker the personality: greater self-doubt, lower level of self-control, more frequent hesitations in decision-making and greater emotional instability. The response emphasizes self-defense. The answer is in the form of blaming someone, denying one’s own guilt, evading reproach, aimed at protecting one’s self, responsibility is not attributed to anyone.

3. Persistent type of response (U)-- expresses the degree of adequacy of response and independence in resolving a stressful, frustrating situation.

The higher this indicator, the more often the child demonstrates independence and the more adequately he perceives the situation.

The response reveals a constant need to find a constructive solution to a conflict situation (in the form of demanding help from other people; in the form of accepting the responsibility to resolve the situation; or in the form of confidence that time and the course of events will lead this situation to resolution).

The results are analyzed as follows. There are nine possible combinations of reaction types and directions. We denote them by letters (the first indicates the direction of the reaction, the second its type). When interpreting, all the child’s answers are analyzed. For each type of answer, their number is emphasized.

Those reactions, which are the majority, are considered the most typical for a given child. Let us describe some characteristics of these combinations.

E-D: The child sees all the reasons for his failures in external circumstances. He cannot resolve conflict situations himself and requires this from other people. As a result, the child is characterized by increased conflict and, possibly, aggressiveness. Over time, these traits may further develop and become accentuated.

E-S: Strongly expressed defense of one's own I. Responsibility for what happened is often not assigned to anyone. The child probably has inflated self-esteem.

E-U: There is a clear desire to resolve conflict situations, but responsibility for this lies with other people. The child does not have any special communication problems.

In-D: The complexity of the situation is emphasized. The child usually takes responsibility for resolving conflict situations. This is not bad, but up to certain limits, since one day a situation may arise when the child’s desires do not coincide with his capabilities.

In-S: The child is inclined to blame himself for the conflict that has arisen, but at the same time there is pronounced self-defense. This discrepancy can lead to unstable emotional responses.

In-U: The child is confident that he himself is capable of resolving existing conflict situations constructively.

Im-D: When faced with a stressful situation, the child tends to deny the existence of an obstacle. At the same time, the frustrating influence of the situation increases.

Im-S: Condemnation of the situation, strong defense of one’s own I. Self-esteem may be damaged. The child does not know how to constructively resolve conflict situations.

Im-U: The child is confident that the conflict can be overcome. He has no particular problems in communication.

Thus, the Rosenzweig test will help to understand what style of behavior in difficult situations is inherent in the child.

Children's Apperception Test (CAT)

There is another test that makes it possible to conduct a comprehensive diagnosis of the personality of a child 4-10 years old. With its help, you can explore not just one quality, but the structure of the child’s personality. This technique makes it possible not only to diagnose deviations, but also to understand some of the reasons for their occurrence. However, it also has disadvantages, the main one of which is the lack of an objective basis that makes it possible to interpret the results obtained. Therefore, we will focus only on a few drawings, the interpretation of which is less difficult.

Pictures depicting animals in various situations that are quite familiar and understandable to children. So, on one of them there is a family of monkeys, on the other - fox cubs running in a race, on the third - a kangaroo with cubs, on the fourth - a bunny lying in a crib. And finally, on the fifth - a tiger running after a monkey 1 . The pictures are drawn in such a way as to give children the opportunity to have different interpretations of the situation depicted.

The adult shows the child the first picture and says: “Look at this picture. Please tell us about what is happening here." During the story, the instructions are clarified and the child is asked to say what preceded this situation and how it will end, which of the characters he likes and who he doesn’t. The pictures are presented one by one. The first can be analyzed together with the child (especially with children 4-5 years old). When composing a story, the adult asks the child questions about who he likes, what he thinks about the characters, etc. The child talks about the following drawings independently. Additional questions (what will happen next, who you like, etc.) are asked not immediately, but as the story unfolds. If the child composes the story himself, there is no need to ask additional questions. The next picture is shown after the end of the story about the previous one. All the child’s words are recorded.

When analyzing the results, pay attention to the correspondence of the general nature of the story to the picture. Each of the drawings is aimed at exploring a certain quality: the tiger and the monkey - aggressiveness; bunny in the crib - anxiety; running foxes - ability to communicate with peers, desire for leadership; monkey family - ability to communicate with adults; kangaroos with kangaroos - relationships with brothers and sisters. If the child correctly interprets the content of the drawing, we can say that the formation of the corresponding personality quality is proceeding without deviations. However, if the content of the picture causes anxiety and tension in children, their story needs to be analyzed in more detail. So, when talking about a tiger and a monkey, children can focus on the strength of the tiger or the fear of the monkey, coming up with various details about how the tiger chases it and wants to eat it. In the event that the story is mainly about a tiger (the tiger saw a monkey, he was hungry, he ate it or tore it to pieces, only bones remained from it, etc.), we can talk about the child’s open aggression. If the story talks about the fear of a monkey, how it ran away from a tiger, called for help, etc., we can assume a high degree of anxiety experienced by the child. However, in the story, the monkey can defeat the tiger by luring him into a pit, hitting him on the head with a coconut, etc. In this case, we can talk about pronounced aggression caused by anxiety, i.e., defensive aggression.

Some children's stories contain characters they have invented who directly or indirectly regulate the behavior of the tiger and the monkey. These could be hunters who killed a tiger and saved a monkey, other animals, the parents of these animals, etc. In any case, aggression is introduced into an acceptable framework, which indicates good socialization of the child. However, this type of aggression (or anxiety) is still present and, under unfavorable circumstances, can lead to neuroticism.

When analyzing the stories, one must also pay attention to their complete inconsistency with the content of the picture. For example, children can say that a tiger and a monkey are friends and went for a walk together, or about a bunny who is not at all afraid to lie alone in the dark, etc. Such stories indicate high anxiety or aggression that is being repressed from the child’s consciousness. This is also evidenced by the refusal to answer when children say that they do not know what is drawn here, or that they are tired, etc. These are the most difficult cases, and it can be assumed that the child’s nervous tension increases because he considers this quality negative and does not want to admit that he has it.

The interpretation of the stories based on other drawings is similar. High anxiety is indicated by stories in which children emphasize the fears of a bunny in a dark room. Children suffering from alienation and coldness of their parents often say that the bunny was punished and left alone in the room, that the adults are in the next room, they are talking, watching TV, and he is lying here alone and crying. Phobias may also appear in the story, the child’s specific fears are the dark, dogs barking outside the windows, bandits who climb through the window, and other dangers that threaten the bunny. Aggressive, asocial children can also emphasize the idea of ​​punishment, but at the same time they say that the bunny is not afraid, he will jump out of bed and go play, he will secretly watch TV, i.e. in any case we are talking about breaking the rule and avoiding punishment . In the case of repressed anxiety, as already mentioned, either the story does not correspond to the picture, or the child simply refuses to answer.

In the story about the running foxes, children striving for leadership always emphasize the positive qualities of the little foxes running ahead, sometimes identifying directly with them. Anxious children often say in their stories that fox cubs are running away from danger, while aggressive children, on the contrary, believe that they are chasing someone.

Children suffering from the coldness of adults, in a story about a family of monkeys, emphasize that adults talk about their business, not paying attention to the little one. It is also emphasized that one of the monkeys scolds the little monkey for some offense. Demonstrative children see in this situation the desire of adults to look at the child, and one of the monkeys, in their opinion, is asking to read a poem (show your drawings, sing, etc.).

In the story about a kangaroo with kangaroos, children who are jealous of a brother or sister emphasize the difference in the position of the younger and older kangaroos. At the same time, older children can say that the little one is being driven, but the older one has to go himself, although he is very tired. The younger ones in this situation say that the older one has his own bicycle on which he rides, but the little one does not. In case of refusal to answer, we can talk about repressed jealousy, which can cause the child’s neuroticism, stubbornness or aggression.

Comparing the stories from all the pictures of this test makes it possible to get an idea of ​​the structure of the child’s personality and draw some conclusions about the reasons for his failure, bad behavior, and difficulties in communication.

FEATURES OF PEER PERCEPTION AND SELF-AWARENESS OF A CHILD

By the end of preschool age, the child develops certain, more or less stable ideas about himself. Moreover, these ideas are not just cognitive, but also evaluative in nature. Self-esteem arises and develops in the context of communication with other people. The degree of well-being of the child’s relationships not only with himself, but also with others will depend on how positive the experience of communicating with others was. Harmonious and adequate self-esteem can serve as a solid and positive foundation for the development of relationships with peers. If a child accepts himself and is confident in himself, he has no need to prove his own worth to others, there is no need to assert himself at the expense of others or, conversely, to protect his own I from the demands and attacks of others. Methods that reveal a child’s general attitude towards himself and his specific self-esteem include the “Ladder” and “Rate Yourself” methods.

Ladder

The child is shown a drawing of a staircase consisting of seven steps. You need to place a child figurine in the middle. For convenience, a figurine of a boy or a girl can be cut out of paper and placed on the ladder depending on the gender of the child being tested.

An adult explains the meaning of the drawn steps: “Look at this ladder. You see, there is a boy (or girl) standing here. Good children are placed on the higher step (they show), the higher the better the children, and at the very top step are the best kids. Not very good children are placed one step lower (they show), even lower ones are even worse, and at the very bottom step are the worst kids. On what level will you place yourself? And what step will your mother (teacher) put you on? your friend (girlfriend)?

It is important to monitor whether the child understood the adult’s explanation correctly. If necessary, it should be repeated.

When analyzing the results, first of all, pay attention to what level the child has placed himself on. It is considered a positive sign if children place themselves at the level of “very good” and even “the best”. In any case, these should be the upper steps, since a position on any of the lower steps (and even more so on the lowest) indicates a clear disadvantage in self-esteem and general attitude towards oneself. This may be due to rejection or harsh, authoritarian upbringing, in which the child’s personality is devalued. At the same time, the child develops the attitude that he is either completely unworthy of love, or that he is loved only for his compliance with certain requirements (which the child is sometimes unable to fulfill).

However, the results of various studies show that data on this indicator can fluctuate greatly within one child over a short period of time and, therefore, are situationally dependent.

Of much greater diagnostic value is such an indicator as the presence or absence the gap between the child’s own assessment and his assessment through the eyes of others (mothers, teachers and peers). The absence of such a gap (the coincidence of self-assessment through one’s own eyes and through the eyes of others) indicates that the child is confident in the love of others and feels protected. Such a child will not exhibit demonstrative or aggressive behavior, trying to assert himself, nor will he be shy, touchy or withdrawn, trying to isolate himself and protect himself from others. In the case of a significant gap (more than three steps), we can talk about the subjective experience of one’s own insignificance and undervaluation in the eyes of others. Such an experience can be the source of many interpersonal and intrapersonal conflicts.

Rate your qualities

If in the previous method we are talking about general self-esteem (I am good/I am bad), then in this method the child is asked to evaluate his individual qualities in a more differentiated way. To carry out the technique, you need a sheet on which a vertical line is depicted indicating a scale - a vertical line, in the upper part of which there are positive values, and in the lower part - negative values, as well as a piece of paper on which pairs of positive and negative qualities are written (see Appendix 5). At the beginning of testing, children’s attention is paid only to the list of qualities being assessed, from which children choose five or six of the most attractive and the most unattractive: “Look at this piece of paper. Various qualities of people are recorded here - both good and bad. Choose from them those that you consider the best and the worst.” After these qualities are selected (written out or underlined on a list), children are asked to rate themselves and the principle of placing qualities on a scale is explained. “Now try to evaluate yourself by placing these qualities on a scale. Those traits that you have that are well developed are at the top of the scale, and those that are poorly developed or absent are at the bottom.” During work, the adult does not interfere with the assessment process; he may even leave the room for a few minutes or go about his business. After finishing the work, its results are also not discussed with the children.

When analyzing the results, pay attention to the location on the scale of both positive and negative qualities. Self-esteem is considered adequate when the child places several positive qualities at the top of the scale, and one or two qualities at the bottom or close to zero. If the negative qualities are placed close to zero, one of them is in the lower part of the scale, and at least one is in the upper part, we can say that the child generally accepts himself and his image and at the same time sees his negative traits.

If a child places all the positive qualities at the top of the scale and quite high, and the negative ones at the bottom or near zero, his self-esteem is inadequately inflated, he is not critical of himself, cannot adequately evaluate himself, does not notice his shortcomings and attribute to himself the missing ones. his dignity. This inadequacy can be a source of aggressive behavior, conflict in the child, as well as anxiety or communication disorders. In any case, it prevents contacts and is the cause of many difficulties and antisocial reactions of the child.

If a child, on the contrary, has positive qualities closer to zero or, even worse, at the bottom of the scale, then regardless of where the negative qualities are located, we can talk about inadequately low self-esteem.

Such children, as a rule, are characterized by anxiety, lack of self-confidence, and the desire to gain the attention of their interlocutor, especially an adult, by any means. However, low self-esteem can also have aggressive behavioral manifestations.

Drawing “Me and my friend in kindergarten”

To identify the child’s internal experiences, his deep attitude towards himself and others, graphic methods are widely used in child psychology. Graphic methods belong to the projective class, since they give the child the opportunity to project aspects of his inner life onto a drawing and interpret reality in his own way. It is obvious that the results obtained from children's activities largely bear the imprint of the child's personality, her mood, feelings, characteristics of presentation and attitude. The most informative method for diagnosing a child’s attitude towards others is the “Me and My Friend in Kindergarten” technique.

Children are offered a sheet of white paper, paints or pencils to choose from, which must have six primary colors. Before starting to draw, the experimenter conducts a short conversation with the child, asking him the following questions: “Do you have a friend in kindergarten? Who is your best and closest friend? Today we will draw you and a friend, who would you like to draw next to you? Please draw yourself and your best friend in kindergarten on this sheet of paper.” When the drawing is finished, the adult must ask the child: “Who is shown in the drawing?”, “Where is your friend in the drawing, and where are you?” If necessary, other questions are asked to clarify the details shown in the figure.

When analyzing the results, first of all, it is necessary to pay attention to the relationship between the nature of the image of the image of oneself and the friend. It is necessary to pay attention to the size of the characters depicted, since it expresses the subjective significance of the character for the child, that is, what place the relationship with this character currently holds in the child’s soul.

After your child finishes the drawing, be sure to ask him who is who in the drawing. Carefully consider who is located higher on the sheet and who is lower. The character with the greatest significance for the child is located highest in the picture. Below everyone is the one whose importance to him is minimal. The distance between characters (linear distance) is clearly related to psychological distance. If a child portrays himself further away from the other characters, it means that he feels isolated in the group; if the teacher is closest to the child, then he has a pronounced need for approval and support from adults. The same applies to other characters: those whom the child perceives as close to each other, he will draw next to each other. If a child draws himself very small in the space of a sheet, then he currently has low self-esteem.

Characters who are directly in contact with each other in the drawing, for example with their hands, are in equally close psychological contact. Characters that do not come into contact with each other do not, in the child’s opinion, have such contact.

The character that causes the author of the drawing the greatest anxiety is depicted either with increased pencil pressure, or is heavily shaded, or his outline is circled several times. But it also happens that such a character is outlined by a very thin, trembling line. The child seems hesitant to portray him.

In addition to the location of the characters, you should pay attention to the details of the image of the human figure. By interpreting the image using the criteria below, you can learn about how the child perceives his own personality and the people around him.

The head is an important and most valuable part of the body. Intelligence and skill are in the head. The child considers the smartest person in the group to be the one with the largest head.

Eyes are not only for viewing the environment, eyes, from the point of view of a child, are given in order to “cry with them.” After all, crying is a child’s first natural way of expressing emotions. Therefore, the eyes are the organ of expressing sadness and asking for emotional support. Characters with large, dilated eyes are perceived by the child as anxious, restless, and wanting to be helped. Characters with “dots” or “slits” eyes carry an internal prohibition on crying, an expression of the need for dependence, they do not dare to ask for help.

The ears are the organ of perception of criticism and any opinion of another person about oneself. The character with the biggest ears should listen to those around him the most. The character, depicted without ears at all, does not listen to anyone, ignores what they say about him.

The mouth is necessary in order to express aggression: screaming, biting, swearing, being offended. Therefore, the mouth is also an organ of attack. A character with a large and/or shaded mouth is perceived as a source of threat (not necessarily just through shouting). If there is no mouth at all or it is a “dot”, “dash” - this means that he hides his feelings, cannot express them in words or influence others.

The neck symbolizes the ability for rational self-control of the head over feelings. The character who has it is able to control his feelings.

The functions of the hands are to cling, join, interact with surrounding people and objects, that is, to be able to do something, change something. The more fingers there are, the more the child feels the character’s ability to be strong and able to do anything (if on the left hand - in the sphere of communication with loved ones, in the family, if on the right hand - in the world outside the family, in kindergarten , yard, school, etc.); if there are fewer fingers, then the child feels internal weakness, inability to act.

Legs are for walking, moving in an expanding living space, they are for support in reality and for freedom of movement. The larger the area of ​​support at the feet, the more firmly and confidently the character stands on the ground.

The sun in the picture is a symbol of protection and warmth, a source of energy. People and objects between the child and the sun are what prevents him from feeling protected and using energy and warmth. The image of a large number of small objects is a fixation on rules, order, a tendency to restrain emotions.

Since this technique allows for a certain freedom of interpretation and does not have objective criteria for evaluation, it cannot be used as the only one and should only be used in combination with others.

A story about a friend

Projecting your inner attitude towards yourself and others can be carried out not only in graphic, but also in verbal form. By answering an adult’s questions about other children, the child reveals the peculiarities of his perception of others and his attitude towards them.

To identify the nature of a peer’s perception and vision, the simple and portable “Tale about a Friend” technique is quite effective.

During the conversation, the adult asks the child which children he is friends with and which children he is not friends with. Then he asks to characterize each of the named guys: “What kind of person is he? What could you tell us about him?

When analyzing children's responses, two types of statements are distinguished:

1) qualitative descriptive characteristics : good/evil, beautiful/ugly, brave/cowardly, etc.; as well as an indication of his specific abilities, skills and actions (sings well; screams loudly, etc.);

2) characteristics of a friend, mediated by his attitude towards the subject: he to me helps/doesn't help, he offends me/doesn't offend me, he me friendly/not friendly.

When processing the results of this technique, the percentage of statements of the first and second types is calculated. If the descriptions of the child are dominated by statements of the second type, in which the pronoun dominates I(“me”, “by me”, etc.), we can say that the child does not perceive his peer as such, but his attitude towards him. This indicates the perception of another as a bearer of a certain evaluative attitude towards oneself, that is, through the prism of one’s own qualities and characteristics.

Accordingly, the predominance of statements of the first type indicates attention to a peer, the perception of another as a self-valued, independent person.

It should be emphasized that the ability to see and perceive another person, and not oneself in him, is (which is defined in this technique) perhaps the most important aspect of the normal development of interpersonal relationships.

Identifying the characteristics of a child’s relationship with his peers is a rather complex and subtle area of ​​practical and clinical psychology. Most of the above methods are quite complex, not so much in their organization as in the analysis of results and interpretation of data. Their implementation requires fairly high psychological qualifications and experience working with children. Therefore, initially these techniques should be carried out under the guidance of an experienced psychologist, discussing the data obtained with him. The use of the proposed diagnostic techniques can give fairly reliable and reliable results only if the following conditions are met.

Firstly, the methods described above must be used in combination (at least three or four methods). None of them separately can provide sufficiently complete and reliable information. Especially important combination of objective and subjective methods . The use of projective techniques must necessarily be supplemented by observation of children’s behavior in natural conditions or in problem situations. If the results of different methods differ in one child, the diagnostic examination should be continued using new additional methods.

Secondly, most of the proposed methods are designed for individual work with a child (or with a small group of children). The presence and interference of outside children and adults can significantly influence the behavior and responses of children, distorting the real picture of their relationships. Therefore, it is better to carry out diagnostics in a separate room, where nothing distracts the child from solving the proposed problem.

Thirdly, a necessary condition for carrying out all diagnostic procedures is trusting and friendly relationships between a child and an adult. Without such trust and a sense of security on the part of the child, one cannot count on receiving reliable data. Therefore, diagnostic techniques cannot be carried out at the first meeting of an unfamiliar adult with children. A preliminary acquaintance and establishment of the necessary contact is necessary.

Fourth, diagnostic testing must be carried out in a natural and familiar form of play or conversation for preschoolers . In no case should a child feel or suspect that he is being studied, evaluated or examined. Any assessments, reprimands or rewards are unacceptable. If a child refuses to solve a particular problem (or answer a question), the diagnostic procedure should be postponed or another activity should be offered.

Fifthly, the results of a diagnostic examination should remain only within the competence of the diagnostic psychologist. In no case they cannot be communicated to the child himself or his parents . Comments that a child is too aggressive or that his peers do not accept him are unacceptable. Equally unacceptable are praise and messages about the child’s achievements in communication with peers. Diagnostic results can only be used to identify and gain a deeper understanding of the child’s internal problems, which will significantly facilitate the provision of timely and adequate psychological assistance.

Finally, it should be remembered that in the sphere of interpersonal relationships in preschool age there is still no definitive diagnosis can be made even when using all possible methods. For many children, relationships with peers are unstable; it depends on many situational factors. In some cases, they may show attention and support to their peers, in others - a hostile and negative attitude towards them. At this age, the sphere of interpersonal relationships (as well as self-awareness) is in the process of intensive development. Therefore, it is unacceptable to give an unambiguous and final conclusion about the individual characteristics of the child.

At the same time, the methods proposed above help to identify certain trends in the development of the child’s attitude towards peers and towards himself. Particular attention of the psychologist should be drawn to cases of ignoring peers, fear of them, hostility towards others, suppressing and blaming them, etc. The use of the proposed methods will contribute to the timely identification of these trends and will help to identify children who represent a unique risk group in the development of problematic forms of interpersonal relationships. The next part of the manual is devoted to a specific description of such problematic forms.

Questions and tasks

1. What methods can be used to identify a child’s position in a peer group and the degree of his popularity?

2. Using sociometric techniques known to you, try to identify the most popular and rejected children in the group. Record the positive and negative choices of the children in the protocol and draw up a sociogram of the group.

3. Observe, together with other psychologists, the free interaction of two or three children in a kindergarten group; compare the results of your observations with the observations of your colleagues; discuss possible similarities and discrepancies in the results of observations of the same children.

4. Together with a psychologist or teacher, try to organize one of the problem situations (“Builder” or “Mosaic”); record in the protocol the main indicators of attitude towards a peer and compare their values ​​in different children.

5. Carry out the “Pictures” technique with two or three children and analyze the similarities and differences in the children’s answers.

6. Carry out the “Talk about a friend” technique and drawing with different children. I and my friend in kindergarten." Compare the nature of the answers and drawings of individual children.

Problem forms interpersonal relationships of preschoolers

In almost every kindergarten group, a complex and sometimes dramatic picture of children’s interpersonal relationships unfolds. Preschoolers make friends, quarrel, make peace, get offended, get jealous, help each other, and sometimes do minor dirty tricks. All these relationships are acutely experienced by the participants and carry a lot of different emotions. Emotional tension and conflict in the sphere of children's relationships are much higher than in the sphere of communication with adults.

Parents and educators are sometimes unaware of the wide range of feelings and relationships that their children experience and, naturally, do not attach much importance to children's friendships, quarrels, and insults. Meanwhile, the experience of first relationships with peers is the foundation on which the further development of the child’s personality is built. This first experience largely determines the nature of a person’s attitude towards himself, towards others, and towards the world as a whole. This experience does not always go well. Many children, already in preschool age, develop and consolidate a negative attitude towards others, which can have very sad long-term consequences. Identifying problematic forms of interpersonal relationships in a timely manner and helping a child overcome them is the most important task of a teacher and psychologist.

Such psychological and pedagogical assistance should be based on an understanding of the psychological reasons underlying certain problems in children’s interpersonal relationships. Using the diagnostic methods outlined in the first part of the manual, a teacher or psychologist can identify the origins of conflicting forms of behavior in children, which are always associated with the child’s internal, personal problems.

Internal causes that cause a child’s persistent and often repeated conflict with peers lead to his objective or subjective isolation, to a feeling of loneliness, which is one of the most difficult and destructive human experiences. Timely identification of a child’s interpersonal and intrapersonal conflict requires not only psychological observation, not only mastery of diagnostic techniques, but also knowledge of the psychological nature of the main problematic forms of interpersonal relationships.

However, before talking about problematic forms of interpersonal relationships in children, we should dwell on the age-related dynamics of their normal development.

In preschool age (from 3 to 6-7 years), children's interpersonal relationships go through a rather complex path of age-related development, in which we can distinguish three main stages.

I. For younger preschoolers, the most characteristic is indifferent-benevolent attitude towards another to kid. Three-year-old children are indifferent to the actions of their peers and to their assessment by an adult. At the same time, as a rule, they easily solve problem situations in favor of others: they give up their turn in the game, give away their objects (however, their gifts are more often addressed to adults (parents or educators) than to peers). All this may indicate that the peer does not yet play a significant role in the child’s life. The baby does not seem to notice the actions and states of his peer. At the same time, its presence increases the child’s overall emotionality and activity. This is evidenced by children’s desire for emotional and practical interaction and imitation of their peers’ movements. The ease with which three-year-old children become infected with common emotional states with a peer may indicate a special commonality with him, which is expressed in the discovery of identical properties, things or actions. The child, “looking at his peer,” seems to objectify himself and highlight specific properties in himself. But this community is purely external, procedural and situational in nature.

II. A decisive change in attitude towards peers occurs in the middle of preschool age. At 4-5 years old, the picture of children’s interaction changes significantly. In the middle group, emotional involvement in the actions of another child increases sharply. During the game, children closely and jealously observe the actions of their peers and evaluate them. Children's reactions to an adult's assessment also become more acute and emotional. The successes of peers can cause children grief, but their failures cause undisguised joy. At this age, the number of children's conflicts increases significantly, and phenomena such as envy, jealousy, and resentment against peers arise.

All this allows us to talk about a deep qualitative restructuring of the child’s relationship with his peer, the essence of which is that the preschooler begins to relate to himself through another child. A different child for that matter. becomes the subject of constant comparison with oneself. This comparison is not aimed at identifying commonality (as with three-year-olds), but at contrasting oneself and another, which primarily reflects changes in the child’s self-awareness. His I“objectified”, it already highlights individual skills, abilities and qualities. But they can stand out and be recognized not on their own, but in comparison with someone else’s, the bearer of which can be an equal but different being, i.e. a peer. Only through comparison with a peer can one evaluate and establish oneself as the owner of certain virtues that are important not in themselves, but in the eyes of another. Again, for a 4- to 5-year-old child, this other becomes a peer. All this gives rise to numerous conflicts among children and such phenomena as boasting, demonstrativeness, competitiveness, etc. However, these phenomena can be considered as age-related characteristics of five-year-olds. By older preschool age, the attitude towards a peer changes significantly again.

III. By the age of 6, the number of prosocial actions, as well as emotional involvement in the activities and experiences of a peer, increases significantly. In most cases, older preschoolers carefully observe the actions of their peers and are emotionally involved in them. Even contrary to the rules of the game, they strive to help him, to suggest the right move. If 4- to 5-year-old children willingly follow an adult in condemning the actions of a peer, then 6-year-olds, on the contrary, can unite with a friend in their opposition to an adult. All this may indicate that the prosocial actions of older preschoolers are not aimed at a positive assessment of an adult or compliance with moral standards, but directly at another child.

By the age of 6, many children have a direct and selfless desire to help a peer, give or give in to him. Schadenfreude, envy, and competitiveness appear less often and not as acutely as at the age of five. Many children are already able to empathize with both the successes and failures of their peers. Non-judgmental emotional involvement in his actions may indicate that a peer becomes for a child not only a means of self-affirmation and a subject of comparison with oneself, not only a preferred partner for communication and joint activities, but also a self-valued person, important and interesting, regardless of his achievements and their items. This gives grounds to say that by the end of preschool age there appears personal beginning in children's attitudes towards themselves and others.

This is, in general terms, the age-related logic of the development of attitudes towards peers in preschool age. However, it is not always realized in the development of specific children. It is widely known that there are significant individual differences in a child’s attitude towards his peers, which largely determine his well-being, position among others and, ultimately, the characteristics of his personality development. The greatest concern is caused by problematic forms of interpersonal relationships.

Psychodiagnostics: definition, interdisciplinary connections, history of origin and development. Psychological diagnostics is intended to provide the collection of information about the characteristics of the human psyche. The subject of psychodiagnostics is the application of various kinds of diagnostic methods to a person in order to identify his mental uniqueness and its subsequent measurement using various kinds of statistical methods.

Psychodiagnostics is a field of psychological science and the most important form of psychological practice, which is associated with the development and use of various methods for recognizing individual psychological characteristics of a person. Interdisciplinary connections: general psychology, developmental psychology, mathematics, experimental psychology, clinical psychology, etc.

History of modern psychodiagnostics begins from the first quarter of the 19th century, i.e. from the beginning of the clinical period in the development of psychodiagnostic knowledge. Psychiatrists began to conduct systematic observations of patients in clinics, recording and analyzing the results of their observations. At this time, psychodiagnostic methods such as observation, questioning, and document analysis appeared. But these methods were qualitative in nature, so different doctors often drew different conclusions based on the same data. Only in the second half of the 19th century, when the German psychologist Wundt created the world's first psychodiagnostic laboratory, where technical devices and instruments began to be used for psychodiagnostic purposes, did psychodiagnostic methods acquire a quantitative nature. Modern methods of psychodiagnostics, relating to the basic psychodiagnostic processes, properties and conditions of a person, began to appear in the late 19th - early 20th centuries. At this time, the theory of probability and mathematical statistics were actively developing, on which scientific methods of quantitative psychodiagnostics subsequently began to rely. In 1884, the English psychologist Galton founded the Anthropometric Laboratory, one of its goals was to obtain statistical data on human abilities. In 1877, he proposed using the method of correlations in psychodiagnostics. Galton's contemporary Fisher invented variance analysis, and another Englishman, Spearman, invented factor analysis. The first statistically valid Binet test appeared in 1905-1907. In the 20s New psychodiagnostic tests, including intellectual and personality tests, began to appear, allowing for psychodiagnostics of various human processes and properties. For the 50-60s. XX century accounts for the bulk of various psychodiagnostic techniques.

Modern psychodiagnostics has emerged as a separate area of ​​scientific and practical psychodiagnostic knowledge. Modern methods of mathematics and physics, as well as electronic psychodiagnostics tools, are increasingly used in psychodiagnostics. Professional and ethical communication between a psychodiagnostician and a subject. In all countries where psychodiagnostics is used, a code has been developed that provides for responsibilities and rights when conducting research. During the diagnostic examination, the diagnostic psychologist bears great responsibility to the subject. Before starting the study, the diagnostician must inform the subject who will know the information received. It is necessary to ask the subject's consent that the data will be known to someone else. If he does not give consent, the diagnostician has no right to report data. Information must be provided in a soft form. Professional and ethical principles:

1. The principle of preparedness and certification of persons using diagnostic techniques;
2. Limited distribution of psychodiagnostic techniques;
3. Ensuring individual sovereign rights;
4. Principle of confidentiality;
5. The principle of psychoprophylactic presentation;
6. The principle of personal responsibility;
7. The principle of correct and restrained statements.

Classification of psychodiagnostic procedures. Currently, there are several fairly substantiated classifications of psychodiagnostic techniques.

Gurevich distinguishes 2 classes of techniques:

1. Methods of a high level of formalization (tests, questionnaires, projective methods);
2. The methods are little formalized (observation, conversation, etc.).

Techniques with a high level of formalization are characterized by:

• strict regulation of the diagnostic examination procedure;
• strict adherence to instructions;
• strictly defined ways of presenting stimulus material;
• non-interference of the researcher, etc.

These methods are characterized by standardization, that is, the presence of norms or other criteria for assessing results; reliability and validity.

Tests. In translation, test, check, sample. A test is a standardized, short, time-limited test designed to establish quantitative and qualitative individual psychological differences. They differ in form, content and purpose of psychological testing. I.

The following psychological tests are distinguished by form:

• individual and group;
• oral and written;
• blank;
• subject;
• hardware;
• computer;
• verbal and non-verbal.

Individual tests– when the interaction between the experimenter and the subject occurs one on one. “+”: possibility of observing the subject. “-”: a lot of time is spent on individual testing; The level of qualification requirements for diagnosticians is very high. Individual tests are necessary when working with young children; in clinical psychology. In clinical settings, only an individual form of testing.

Group tests- These are techniques that allow simultaneous testing on large groups. “+”: mass testing; instructions and procedures are the same for everyone; relative ease and speed of data collection. “-”: the experimenter is not able to establish personal contact with the subject.

Oral tests in form they are more often individual, and written ones are more often group. Oral answers can be formulated independently (open answers) and there are closed answers. Written responses are offered in various forms, etc., and can be open or closed. The notebooks contain a task for each, instructions, examples of solutions and samples of filling out forms. Both individual and group treatments are used.

Subject tests appear in the form of the use of cubes, pictures, etc.

Hardware tests objective indicators.

Computer tests is an automated type of testing in the form of a dialogue between the subject and the computer.

Verbal and non-verbal tests differ in the nature of the stimulus material.

Verbal tests- this is an operation with concepts; they are very sensitive to differences in language and culture.

Nonverbal tests are not sensitive to languages ​​and are presented clearly in pictures, etc. II.

Tests vary by content. Highlight:

• intelligence tests;
• aptitude tests;
• achievement tests;
• personality tests.

Intelligence tests are designed to examine and measure a person's intellectual development.

By shape are different.

Aptitude tests are intended to assess the test subject's capabilities in mastering the knowledge, skills, and abilities necessary for one or more activities. General ability tests provide a measure of the level of mastery of many types of activities (identified with intelligence tests). There are separate tests for special abilities.

Achievement Tests- these are tests for objective monitoring of success in the field of education, sports, etc. They are designed to assess the degree of advanced abilities. Mostly they are group, blank, and some are computer-based.

Personality tests– these are psychodiagnostic techniques that are aimed at assessing the emotional-volitional components. Personality is diagnosed using questionnaires and projective techniques.

III. By purpose The following tests are distinguished: from educational practice; from the judicial system, etc. depending on the purpose.

Questionnaires– this is a group of psychodiagnostic techniques in which tasks are presented in the form of questions or statements. Designed to obtain data from the words of the subject. Standardized self-reports can be group or individual, often written, on forms, or computer-based. Based on the nature of the responses, questionnaires are divided into closed and free response. “+” of the closed questionnaire: this is the simplicity of the registration procedure. “-”: information is slightly rounded. Open-ended questionnaires allow for free responses. It is necessary to carry out It is necessary to carry out standardized processing, which is achieved by assigning the response produced to one or another category. “+”: receiving a variety of information. “-”: difficulty in formalizing answers; difficulties in interpretation. According to content they are divided into: questionnaires of personality traits; typological; motive questionnaires; interests; value orientations; installations. There are questionnaires. Projective techniques (methods) are based on the fact that insufficiently structured material, acting as a stimulus, with the appropriate organization of the entire experiment as a whole, gives rise to processes of fantasy and imagination, in which certain characteristics of the subject are revealed. Psychophysiological methods diagnose the natural characteristics of a person, which are determined by the characteristics of his n/s. There are other classifications (for example, Shmelev). Selects by subject and procedure. Characteristics of the effectiveness of psychodiagnostic techniques. The characteristic of effectiveness includes the concept of reliability, standardization and validity. Reliability means consistency, stability of test results during initial and repeated use on the same subjects.

Types of reliability:

1. Retest. Involves presenting the same test again to the same subjects and under approximately the same conditions as originally administered, and then establishing a correlation between the two sets of data. Used to check the stability of a diagnostic sign or property.
2. Reliability of parallel forms. It involves creating equivalent forms of the questionnaire and presenting them to the same subjects in order to then assess the correlations between the results obtained.
3. Reliability of parts of the text. It is determined by dividing the questionnaire into two parts - even and odd tasks, after which the correlation between these 2 parts is considered. Used for measuring tool.

1. Checking the reliability of the measuring instrument itself;
2. Checking the stability of the measured characteristic or property;
3. Constancy is checked. Standardization is the uniformity of the test procedure and assessment.

Standardization is considered in 2 plans: 1). This is the development of uniform requirements for the experimental procedure; 2). This is the definition of a single criterion for evaluating the results of diagnostic tests. It is better to give instructions in writing. Unification. Strict adherence to the diagnostic procedure makes it possible to compare the indicators obtained by different subjects. Criterion selection stage. An important step in standardizing the methodology is the choice of criterion by which the results obtained will be compared. In traditional testing, the reference point is obtained statistically and this is the statistical norm. To calculate the statistical norm, methods of mathematical statistics and, in particular, standard deviation are used. To determine the normal deviation, 2 values ​​are used: the arithmetic mean and standard deviation. The socio-psychological standard is implemented in a set of tasks that make up the test. Therefore, the test itself is such a standard. A comparison of individual and group test results is carried out with the maximum presented in the test. The evaluation criterion is an indicator reflecting the degree of closeness of the results to the standard. The subjects are divided according to the test results into 5 subgroups: the most successful (10% of all subjects); close to success (20%); average in terms of success (40%); less successful (20%); least successful (10%). Validity is a complex characteristic that includes information about whether a technique is suitable for measuring what it was designed to measure and what its practical usefulness is. Checking validity is called validation. If validity is related to the methodology itself, then the test is called theoretical validation. To carry out theoretical validation means to prove that the technique measures exactly the mental property that the researcher intended it to measure. And if validity relates not so much to the methodology, but to the purpose of its research, then this is called pragmatic validation. It involves testing the methodology in terms of its practical effectiveness, significance, and usefulness. To carry out pragmatic validation, an independent external criterion is usually used, i.e., an indicator of the manifestation of the property being studied in everyday life.

Types of validity:

1. Content validity. A comparison of test success with teacher expert assessments is carried out;
2. Concurrent validity. Data relating to the present time is collected;
3. Predictive validity. It is determined by an external criterion, but information on it is collected some time after the test;
4. Retrospective validity. It is determined on the basis of a criterion reflecting events or states of the quality being studied in the past.

Methods for collecting data on individual psychological characteristics of a person. L, Q and T data. We obtain data using external observation. Q – using self-report (questionnaires). T – obtained using hardware techniques (computer, etc.).

Personality questionnaires. Personality questionnaires are a class of psychodiagnostic techniques designed to determine the degree of expression of certain personal characteristics in an individual and are lists of questions, the answers to which are presented quantitatively by the subject. Personality questionnaires are a classic example of a subjective diagnostic approach. A survey is one of the least reliable ways of obtaining knowledge about a person, which researchers strive to objectify. The prototype of modern personality questionnaires is considered to be the “Personality Data Form” developed by R. Woodworth (1917), intended for screening conscripts for military service (the questions related to behavioral deviations and were developed based on the author’s study of neurotic symptoms). Over the past decades, questionnaires have become widely used in diagnostic studies throughout the world. Personality questionnaires are distinguished by their ease of use, ease of processing the results obtained, clarity, and the validity of foreign interpretation schemes by numerous studies. However, this does not mean that we have objective and reliable knowledge about personality based only on questionnaires.

Evaluation by empirical criterion. Assessing empirical validity based on two criteria:

1. each particular peripheral characteristic actually explains only those variables which it is postulated to explain;
2. the entire set of characteristics proposed by a given theorist explains all the variables.

Empirical validity- a set of test validity characteristics obtained using comparative statistical analysis. The indicator of empirical validity is expressed as a quantitative measure of the statistical relationship between the test results and external criteria for assessing the property being diagnosed. Such criteria can be the previously discussed expert assessments, experimental and “life” criteria. Personality theories and development of test questionnaires. For example, trait theory (Allport) did not develop a methodology. Eysenck - development of a methodology for introversion - extraversion, neuroticism according to his theory.

Cattell Questionnaire. Questionnaire development:

1. Development of theoretical foundations. The conceptual model should be the outcome.
2. Development of the tasks themselves, questionnaire items. Recommendations: each task should contain one question or one statement; there should be clarity and simplicity of formulation; double interpretation of the clause is excluded; answers should be of equal value and should not be perceived as incorrect; the question should not have a suggestive effect; a general type of tasks according to the type of answer is desirable (dichotomous type of answer, scales - no more than 7 divisions); In the finished questionnaire, all questions must be numbered.
3. It is necessary to obtain an expert opinion.
4. Conduct trial testing. Testing is performed on a sample corresponding to the one for whom this questionnaire is intended, i.e., representativeness of the sample is achieved. The instructions must be clear and easy to understand. It should indicate how to select an answer and how to mark it on the form. Also in the instructions, the researcher can highlight other important information, such as that regarding the confidentiality of the study, that may contribute to the effective performance of the subject. The issue of including control scales should be addressed. This may reduce the influence or eliminate the effect of such factors as social desirability, factors of refusal to test in the form of random answers, positional response style (agreeing or not). “Lie scale” (the simplest). There is also input of direct and reverse questions. Duplicate questions.
5. The so-called item difficulty index is often calculated, as a result of which those items that were answered correctly or equally by more than 75% of subjects or less than 25% are discarded.
6. Checking the relationship between test tasks. The correlation coefficient of each task with the total score of the entire test is calculated (calculation of the discriminativeness of the task).
7. Determining the reliability of the entire test. Test-retest reliability (measure). Reliability is measured - the stability of the results. When conducting retest reliability, the retest period must be met. Reliability-consistency. Correlating parallel test forms (usually achieved by dividing one test into even and odd items). The alpha criterion is calculated.
8. In addition to checking reliability, it is necessary to check the validity of the test. Typically, the data obtained from the test is correlated with data obtained from similar tests.
9. The data is factorized using factor analysis. Using factorization, we can empirically identify the structure of the questionnaire and compare it with the previously identified scales.
10. Test standardization. Percentiles, walls, scales, etc.

Attitude towards the test and attitude towards answers.

1. Installation of consent. This is the tendency of the subject to agree with statements or answer questions “yes” regardless of their content. Most often manifested, according to Guilford (1959), when statements (questions) are ambiguous and vague;
2. Focus on socially approved responses. This is the tendency of test takers to answer test questions in a way that appears "socially positive": if a "socially desirable" answer is possible, then it is highly likely that test takers will give it. This attitude, as shown by Edwards (1957), has, in particular, an impact on the results of the MMPI test;
3. Setting for vague or average answers. If the questionnaire presents a middle response category that reflects indecision or uncertainty in the answer (for example, “not sure,” “don’t know,” or “difficult to answer”), then many subjects tend to resort to it as a safe compromise. This leads to a decrease in item validity, since most item analysis methods are based on extreme values ​​of indicators;
4. Set to “extreme” (located at the edges of the scale) answers. This attitude may be evident when using a multi-item rating scale. Some subjects, regardless of the content of the questions, prefer to choose extreme answers.

Diagnosis of mental states and personality traits. 1). Luscher color test. 2). Anxiety tests (Spielberger-Hanin).

Projective and semi-projective methods of personality diagnostics.

1. TAT technique (thematic apperception test). Pictures are given, and they are asked to write a story about each of the pictures. The structure of the analysis includes the following: hero - the character with which the subject identifies himself; forces emanating from the hero (feelings, emotions, motives, aspirations); the forces of the environment surrounding the hero; results; development or denouement of the story; topic analysis; formal analysis.
2. “Rosenzweig” technique (picture-frustration). There are 24 designs available. They depict 2 or more people. One of them is shown always saying certain words to the other. The subject is required to write in the empty square the first answer that comes to mind. The following reactions are detected: extrapunitive; intropunitive; impunitive.
3. “Rorschach ink blots” technique. It is proposed to answer the question: what is it? (showing spots); what does it look like? The test reveals the Rorschach personality structure. 3 main blocks: 1. Type of experience (extratensive, introversive; ambivalent, coarse); 2. Affectivity and the degree of its controllability; 3. Assessment of intellectual capabilities;
4. Luscher test. The test is based on the assumption that the choice of color often reflects the focus on a certain activity, mood, functional state and the most stable personality traits;
5. Test of Humorous Phrases (TUF);
6. Sondi's method of portrait selection (Sobchik modification). This is a test of 8 drives (depression; aggressiveness, etc.);
7. Graphic methods (draw); and etc.

Repression and projection as the basis of personality research methods. Particular attention is paid to the issue of the role of stimulus in projective techniques. The concept of projection (from the Latin projectio - throwing out) as a psychological concept appears for the first time in psychoanalysis and belongs to S. Freud (1894). The interpretation of this concept in psychoanalysis firmly linked it with the defense mechanisms of the “I”. Projection (along with repression, rationalization, sublimation, etc.) was considered as one of the defense mechanisms. Projection, repression mechanism. Slightly structured test material is offered - the process of imagination is triggered. Through the imagination, features repressed into the unconscious are revealed. Projective techniques successfully complement existing ones, allowing you to look into what is most deeply hidden and escapes when using traditional research techniques. The following features are common to all projective techniques: 1. Uncertainty, ambiguity of the stimuli used; 2. No restrictions in choosing an answer; 3. Lack of assessment of the test subjects’ answers as “correct” or “incorrect”.

Projective techniques, the problem of their validity and reliability. There is a problem of standardization of projective techniques. Some methods do not contain a mathematical apparatus for objective processing of the results obtained and do not contain standards. These methods are, first of all, characterized by a qualitative approach to personality research, and not a quantitative one, like psychometric tests. And therefore, adequate methods for checking their reliability and giving them validity have not yet been developed. Advantages and disadvantages of projective methods and questionnaires. A relatively unstructured task that allows for an unlimited variety of possible answers is one of the main features of projective techniques. Testing using projective techniques is disguised testing, since the respondent cannot guess what exactly in his answer is the subject of interpretation by the experimenter. Projective methods are less susceptible to falsification than questionnaires based on information about the individual. There is a problem of standardization of projective techniques. Some methods do not contain a mathematical apparatus for objective processing of the results obtained and do not contain standards. Advantages of questionnaires: ease of use; ease of processing the results obtained; their visibility; possibility of mathematical processing. For a more accurate study, data obtained using projective techniques should be correlated with data obtained using other methods.

METHODOLOGY AND TECHNOLOGY OF SOCIAL-

PEDAGOGICAL WORK WITH PERSONALITY

Personality diagnostic technique

The diagnostic function is one of the main ones in the activity

social teacher. According to the Methodological Letter “On Social

pedagogical work with children≫ (1993), it assumes

making a “social” diagnosis, for which a study is carried out

personal characteristics and social and living conditions

children, family, social environment, identifying positive

and negative influences and problems.

Diagnostics- a general way to obtain a comprehensive

information about the process or object being studied.

Diagnostics is an essential component of social technology

(goal-diagnosis - prognosis - program - implementation - analysis).

At the same time, in the practice of social activities,

actual diagnostic technologies, which include

principles, algorithm of procedures and methods for checking various

research methods. The standard technology procedure algorithm assumes:

Introducing the client, setting tasks, highlighting the subject

diagnostics, selection of main indicators or criteria;

Measurement and analysis of indicators;

Formulation and execution of conclusions, conclusion, statement

social diagnosis.

One of the objects of diagnosis is the personality (of the child,

adult). Within the framework of socio-pedagogical personality diagnostics

necessary:

Identification of specific social qualities and characteristics

development and behavior;

Clarification of the social development situation;

Determination of the degree of development or deformation of various

properties and qualities determined primarily by the inclusion of man

into various social connections (social attitudes,

positions, processes of adaptation and socialization, communicative

abilities, psychological compatibility, etc.);

Ranking, description of the client’s diagnosed characteristics,

building a “social portrait” of an individual.

Among the mandatory documents drawn up by social

teacher, - medical-psychological-pedagogical characteristics

wards, which is one of the internal documents

use and is not subject to publicity.

When implementing the diagnostic function, the social teacher is guided by

in its activities with the following requirements:

comply with general technological requirements: determine the goal,

choose the most effective diagnostic tools,

directly receive data and select and process it

and interpret the data (statistical processing

and qualitative analysis), establish a diagnosis, make a prognosis

development of the situation and determine the content of socio-pedagogical

activities (features of socio-pedagogical

activities) with a specific ward;

comply with ethical standards;

protect the interests of the ward: observe the principle of voluntariness

during examination; inform the subject of the purpose of the study;

inform him about who will be acquainted with the received

data; acquaint him with the results of the study, providing

him the possibility of some adjustment of these results,

as well as for purely pedagogical purposes;

have professional competence: know theoretical

basics, diagnostic tools used; keep files of used

methods, qualification standards, comply

professional ethics (keep the results secret, do not allow

non-professionals to implement techniques, etc.). \

A social teacher can independently perform diagnostic tests

operations, as well as resort to the services of specialists,

applying their data in their work. Different persons can use

diagnostic data for different purposes:

social teacher - for subsequent work with this ward;

related specialists - to formulate administrative

solutions, formulation of specialized or complex

diagnosis (in medicine, judicial practice, medical-psychological-pedagogical

examination, etc.);

the ward himself - for the purpose of self-development, behavior correction

The results of diagnostic activities are formalized by social

teacher into a single “Personality Characteristics Card”

≫, ≪Medical-psychological-pedagogical characteristics of personality

≫ etc. A single sample of this type of document is currently

no time. There are various options possible

combining or creating your own version, co-

which would meet the practical tasks of the activity (see appendix).

To compile these and similar maps of personality characteristics

a social teacher can use a wide range of diagnostic

methods: socio-psychological, psychological,

sociological, pedagogical, medical. Let's characterize

some of them.

Observation- method of cognition and research that is used

when studying external manifestations of human behavior

without interfering with the course of its activities. Social

pedagogical observation requires certain preparation: in order to

to successfully study behavior, you need to develop the ability to accurately

observe all external manifestations (actions, movements, speech,

facial expressions), and most importantly, learn to correctly interpret their social

meaning. The study of child behavior in microsociety is not

comes down to random observations of individual actions,

statements. Only systematic, carefully thought out

recording actions and statements can reveal real

features of personality and patterns of its formation.

Observations are usually carried out in natural conditions, without

interference in the course of activity and communication. When necessary, actions

and the words of the observed are recorded and carefully analyzed.

Before observation, it is necessary to draw up a plan that includes

something to which you need to pay special attention.

Conversation- in social and pedagogical work, the method of obtaining

and correction of information based on verbal (verbal)

communication, which is an important way of penetration

into the inner world of the individual and understanding his difficulties. Success

conversation depends on pre-established contact; from

the degree of its preparedness; from the skill of a social teacher

build a conversation. The beginning of the conversation is preceded by a short introduction,

where the topic, goals and objectives of the survey are stated. Then they are offered

The questions are the simplest, neutral in meaning. More

complex issues requiring analysis, reflection, activation

memory are placed in the middle of the conversation. Questions merge

according to thematic and problem principles. Wherein

the transition to a new direction of conversation should be accompanied by

explanations, switching attention.

Questionnaire- method of multiple statistical collection

material by interviewing subjects. The questionnaire can be calculated

to receive material relating to or directly

the subject, or a third party. The questionnaire material is revealed

predominantly the final result rather than the dynamics of the process.

The use of the questionnaire method is limited in the study of emotional

and the volitional sphere of a person, since verbal statements

about emotions and desires are not yet emotional

life and volitional actions. For the success of the survey, it is important

What matters is the normal well-being of the subject, a certain

interest and lack of bias towards the test,

trust in the researcher. When compiling a questionnaire, it is important to consider

only a specific problem. Every question is required

accompanied by an additional question regarding the motives

statements. Additional questions are best formulated

with the words “why is this so?” This allows processing

the data obtained to make not only quantitative, but

and qualitative analysis.

When compiling questionnaires, the following questions are used:

About the facts of consciousness (identification of opinions, wishes, expectations,

plans for the future, etc.); anything said at the same time

opinion is a value judgment and is subjective

character;

About facts of behavior (actions, actions, results of activities);

Socio-demographic nature (questions that reveal

gender, age, nationality, education, professional,

Family status);

To identify the level of awareness and knowledge (questions

examination type, containing tasks, experimental

or game situations, the solution of which requires the subject to

certain knowledge, skills, as well as familiarity with

specific facts, events, names).

The form of questions can be: closed (with a reduction

full set of answer options); open (does not contain hints)

and do not “impose” an answer option, therefore, using

open questions can be collected richer in content

information); straight; indirect.

Interview includes pre-prepared questions,

addressed to each specific subject. The interview is being arranged

and is directed in such a way as to accommodate as much as possible

questions to the capabilities of the answerer. Requirements to

organizing interviews: conducting interviews in the usual way

subject conditions or in conditions associated with the subject

survey (home or work environment); definition of sufficient

amount of time; eliminating or reducing influence

third parties; wording of questions that is not intended to

reading, but on the conversation situation (conversational style).

Types of interviews:

free interview (conducted without a pre-prepared

questionnaire or developed plan, only the topic is determined;

direction of the conversation, its logical structure, sequence

questions, their wording depends on individual characteristics

details of who is conducting the interview; the information received is not

needs statistical processing; information is valuable and interesting

its uniqueness);

focused interview (its purpose is to collect opinions,

assessments about a specific situation; interview participants

introduce the subject of the conversation in advance, questions are also prepared

in advance; Each question is required, although their sequence

may change);

formalized interview (strictly regulated in detail

developed questionnaire and instructions);

standardized interview (closed questions predominate);

interviews with open questions (more time consuming

research form).

Expert assessment method based on questionnaires or interviews,

with the help of which information is revealed,

reflecting knowledge, opinions, value orientations and attitudes

subjects, their attitude to events, phenomena of reality.

In practice, it is used in situations where

or another problem needs to be assessed by competent persons - experts,

having deep knowledge about the subject or object of research.

Surveys of competent persons are called expert surveys, and the results

surveys - expert assessments. Procedure for interviewing experts

may be full-time or part-time. One of the simplest

forms of expert forecast - exchange of opinions of all experts for

“round table”, where the dominant position is identified

on the issue under discussion. Optimal number of experts

at a “round table” - no more than 12 people. A similar form of production

general opinion or assessment is carried out according to the scheme,

when each participant in the “round table” takes upon himself a certain

“idea generator” - actively puts forward all kinds of assumptions

about the predicted phenomenon;

“selectors” - evaluate and select the most significant ideas,

put forward by “idea generators”;

“stimulants” - stimulate “idea generators” to develop

various assessments, formulating more and more new assumptions;

“regulators” - make sure that the controversy does not become

chaotic nature, remained within the framework of objective discussion;

did not move into the mainstream of mutual assessment of competence

each other;

≪president of the “round table”≫ - holds the attention of experts

on the central topic of the discussion.

Discussion of the problem can take place in several rounds,

until it is possible to develop some more or less consistent

bathroom assessment. A generalized assessment can be based on

analysis and synthesis of written opinions of experts on the topic

or other problem.

A variant of the expert assessment method is the expert method

forecast - “Delphic technique”, which consists

in developing consensus opinions through repeated

repeating the survey of the same experts. Let's present the algorithm

using this method:

First expert survey;

Generalization of results;

Communication of results;

Repeated survey of experts. At this stage the following options are possible:

experts either confirm their point of view expressed

at the first stage, or change their assessment in accordance

with the majority opinion.

This scheme is repeated 3-4 times until it is developed

agreed assessment. At the same time, the opinion of those who

after repeated questioning, he remained in his position.

Parametric method consists of comparing two key

parameters: the previous state of the social unit (≪at

input≫) and the current state of the social unit (≪output

≫). The difference between these two parameters is

“social effect” (rehabilitation, correction, etc.)

or a result indicating the effectiveness of use

means, methods, level of personnel qualifications, etc.

Performance Evaluation Method (PEM) has varieties:

a) direct assessment method, when periodically carried out

oral and written (for example, using questionnaires) customer surveys;

b) the parametric method, which is used to produce

comparison (comparison) of what is due to the client according to the standards,

regulations or standards, and what is actually implemented

in the process of social and pedagogical activities;

c) a combination of the first and second options.

MOE is very pragmatic, as it allows you to systematize

factors of efficiency and factors of inefficiency, provide

them in a clear and visible form, for example in the form

relevant tables, as well as develop and execute programs

(plans) to improve activities. Using

This method allows the division of efficiency factors

into three groups:

1) factors, the implementation of which does not depend on the analyzed

system, structural unit (upper, external or “alien”

≫ factors);

2) factors, the implementation of which depends on this system,

structural unit (internal factors);

3) factors located on the border between external and internal

factors.

Document analysis- one of the most commonly used

methods in social and pedagogical work. Documents are divided:

According to the degree of personification - into personal and impersonal;

Depending on the status of the documentary research -

into official and unofficial;

According to the source of information - to primary (including

data obtained from direct observation or interview)

and secondary (summarizing or describing primary documents).

According to the reliability of information, official documents are more

reliable than informal ones, and personal ones are more reliable than

impersonal. When using secondary sources, it is important to establish

their original source, since the reliability of some

documents depends on the reliability of others. Reliability check

document involves distinguishing between event and evaluative information,

analysis of the target intentions and motives of the document compiler,

understanding the general context in which the document was compiled.

This method is economical and allows you to quickly obtain

factual data about the object, which in most cases

cases are objective in nature. Among the main restrictions

methods include the following:

Accounting and reporting information is not always reliable

and needs monitoring through observations and surveys;

Individual blocks of information become outdated very quickly;

The purposes of creating documents most often do not coincide with those

problems that the researcher solves, therefore the information

The vast majority of data in departmental documents

does not contain information about consciousness, motives, values

attitudes, human orientation.

Testing- a research method based on

there are certain standardized tasks. Can be used

various tests: development tests, general performance tests,

psychometric, graphic, associative

tests, etc. Most tests include instructions for the test taker

on completing tasks, the tasks themselves, the key

to decipher the results obtained, instructions for interpretation

results, methods of teaching the one who will “read”

≫ test, instructions for re-conclusion. For the researcher

conclusions based on

which draw conclusions on the problem under study.

Biographical method is one of the most commonly used

methods in social pedagogy. Preference is given to ≪social

biographies≫, which allow, based on analysis,

personal documents to explore the subjective aspects of public

life. A person’s personal relationships to those social

processes, socio-psychological situations, in

which it was included indirectly or directly.

There are various sources of biographical data: directed

interviews, testimonies of relatives, various

kind of correspondence, photographs, autobiographical fragments,

messages about your life in general, about individual stages or life

any relatives. All these sources make it possible

with varying degrees of depth and generality, identify the specifics

human life experience in the process of joint life activity

with other people, when including him in some

or social groups. When using the ≪social

biographies≫ two points should be taken into account: “the effect of distance”

(over time, a person may evaluate certain things differently

other events of one’s own and others’ lives) and the need for analysis

information received from the individual, since extracted from

its meaning, as a rule, does not coincide with that which was originally in it

invested subject.

A variation of this method is family biography. Studying history

of a particular family allows us to identify internal factors

influencing the formation and social functioning of a person,

highlight the mechanisms for transmitting the socialization process

(style, levels, behavior patterns, value orientations,

life positions, etc.).

There are other methods of socio-pedagogical diagnostics:

situational analysis, data processing methods, content

analysis, etc.

A realistic assessment and formulated diagnosis serve

basis for decision making, determining strategy and tactics

activities .