1. Type of emotional experiences:
a) imagination
b) emotional stress ;
c) imbalance.
2. Positive emotions in childhood develop through:
a) attention;
b) communication;
in) game .
3. What refers to the stress phase:
a) excitation phase;
b) hysteria phase;
in) exhaustion phase .
4. Long-term, stable, subject relations to any object, these are:
a) attention;
b) feelings ;
c) affection.
5. The most powerful type of emotional reactions is:
a) affect ;
b) feeling;
c) mood.
6. The reaction not only to current events, but also to memories, is:
a) temperament;
b) character;
in) emotions .
7. Emotional state, empathy for another object, is:
a) ambivalence;
b) sympathy ;
c) mood.
8. Negative emotions are caused by:
a) instability ;
b) regularity;
c) character.
9. Which of these concepts refers to the type of feelings:
a) moral ;
b) compassionate;
c) depressive.
10. Highlight which theory relates to psychological emotions:
a) characteristic;
b) evolutionary ;
(Bassa-Darky Questionnaire, adapted by G. A. Zuckerman)
Do you want to know what manifestations of aggression are typical for you? We invite you to take a test and identify habitual patterns of behavior!
1. If I get angry, I might hit someone.
2. Sometimes I get so irritated that I can throw an object.
3. I get easily irritated but calm down quickly.
4. Until I am asked in a good way, I will not fulfill the request.
5. It seems to me that fate is unfair to me.
6. I know that people talk about me behind my back.
7. I can't resist arguing if people don't agree with me.
8. If I deceive someone, then I feel ashamed.
9. It seems to me that I can hit a person.
10. When I get irritated, I slam doors.
11. Sometimes people annoy me just by the fact of their presence.
12. If I don't like some rule, I want to break it.
13. Sometimes envy gnaws at me, although I do not show it.
14. I think that many people do not like me.
15. I demand that people respect my rights.
16. Sometimes thoughts come to my mind that I am ashamed of.
17. I know people who can get me into a fight.
18. Sometimes I express anger by knocking on the table.
19. Sometimes I can explode like a powder keg.
20. If someone tries to command me, I act against him.
21. There are people to whom I feel hatred.
22. Quite a lot of people are jealous of me.
23. If I get angry, I can swear.
24. People who dodge work should feel guilty.
25. If someone offends me, I can fight back.
26. Sometimes I grab the first object that comes to hand and break it.
27. I can be rude to people I don't like.
28. When people talk down to me, I don't want to do anything.
29. I try to hide my bad attitude towards people.
30. Sometimes it seems to me that they are laughing at me.
31. If someone annoys me, I can say whatever I think about him.
32. It depresses me that I don't help my parents much.
33. If someone hits me first, I will answer him the same.
35. I get annoyed by little things.
36. The one who poses as a boss, I try to put in his place.
37. I deserve more praise and attention than I receive.
38. I have enemies who would like to harm me.
39. I can threaten, although I do not intend to carry out threats.
40. I do a lot of things that I later regret.
Results processing:
Only positive responses are considered when determining results.
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physical aggression |
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indirect aggression |
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Irritability |
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Negativism |
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Touchiness |
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Suspicion |
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Verbal aggression |
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Guilt |
Interpretation:
The constructed graph (see the figure at the end of the file) shows what manifestations of aggression are typical for you. If the point on the graph is located above the dotted line, we can talk about the severity of this form of behavior.
Physical aggression is a tendency to the most primitive form of aggression. You tend to deal with issues from a position of strength. Perhaps lifestyle and personal characteristics prevent you from looking for more effective methods of interaction. You risk running into retaliatory aggression.
Indirect aggression - of course, it is better to hit the table than the partner's head. However, you should not get carried away with this. Have pity on furniture and utensils. After all, these are direct losses. Besides, it won't take long to get hurt.
Irritation - poorly or even well-hidden aggression will not immediately lead to a break in relations with another person, but will corrode from the inside, like sulfuric acid, until it breaks out. When it breaks through - see physical and indirect aggression.
Negativism is a reaction typical of a teenager who commits senseless and even self-destructive actions out of a sense of protest. Its essence is in the proverb: "I'll gouge out my eye, let my mother-in-law have a crooked son-in-law."
Resentment is the willingness to see in the words and actions of other people a mockery, neglect, a desire to humiliate. Healthy poisons life.
Suspicion is the willingness to see in the words and actions of others a hidden intent directed against you. In its extreme manifestations, it can be a symptom of ill health.
Verbal aggression - you won’t get into your pocket for a word. But in vain. The consequences of a thoughtless word can be much more devastating than the consequences of a fight. However, one does not interfere with the other.
Guilt - congratulations, you didn’t hit anyone, didn’t break anything, didn’t yell at anyone. Why then the feeling of discomfort, the feeling that something is to blame? If you feel responsible for your emotions, then you know how to manage them.
26.10.2017
A child needs your love the most just when
when he least deserves it.
Erma Bombek
In the course of life, each of us has certain emotional states. They define the levelinformation and energyhuman exchange, and the direction of his behavior. Emotions can control us very much. Their absence is no exception. After all, this is such an emotional state that allows us to describe human behavior as special.
WHAT IS A PSYCHO-EMOTIONAL STATE?
PSYCHO-EMOTIONAL STATES - a special form of human mental states,
experiences with the manifestation of the emotional response of one's attitude to the surrounding reality and to oneself;
those states that are predominantly regulated by the emotional-volitional sphere and cover emotional reactions and emotional relationships;
relatively stable experience.
Emotional states that arise in a person in the course of any activity affect both his mental state, and the general state of the body, and his behavior in a given situation. They affect both the processes of cognition and the development of the individual, and the quality of life in general.
The significance of the problem of emotional states hardly needs substantiation.
Emotional manifestations in response to reality are necessary for a person, as they regulate his well-being and functional state. A lack of emotions reduces the activity of the central nervous system and can cause a decrease in performance. Excessive influence of emotiogenic factors can cause a state of neuropsychic stress and disruption of higher nervous activity. Optimal emotional arousal is a condition for readiness for activity and its healthy implementation.
Psycho-emotional state is the basis of personal health.
We've all been teenagers at one time and gone through hardships. adolescence. But only by becoming parents, we can fully appreciate the problems of children of this period of life.
Psychologists distinguish the followingtypes psycho-emotional state of adolescents:
activity - passivity;
hobby - indifference;
agitation - lethargy;
tension - emancipation;
fear is joy;
decisiveness - confusion;
hope is doom;
anxiety - serenity;
confidence is self-doubt.
Despite the fact that these mental processes are opposite, in adolescents they can alternate and change over short periods of time. This is duehormonal stormand may be characteristic of an absolutely healthy, normal child. Now he can talk to you in a friendly way, and after two minutes he can withdraw into himself or make a scandal and leave, slamming the door. And even this is not a cause for concern, but just a variant of the norm.
However, those states , which prevail in the child's behavior at this age, contribute to the formation of appropriate character traits (high or low self-esteem, anxiety or cheerfulness, optimism or pessimism, etc.), and this will affect his entire future life.
PSYCHOLOGICAL FEATURES OF ADOLESCENT:
positive changesoccurring with a teenager:
manifestation of a sense of adulthood;
growth of self-awareness, self-esteem, self-regulation;
increased attention to their appearance;
manifestation of independence in the acquisition of knowledge and skills;
the emergence of cognitive motivation;
the desire to be no worse, but better than others.
Negative changes:
vulnerable unstable psyche;
hyperexcitability:
causeless irascibility;
high anxiety;
manifestation of egocentrism;
depressive states;
intentional manipulation by adults;
internal conflict with oneself and others;
increased negative attitude towards adults;
fear of being alone (thoughts of suicide)
lead to emotional disorders, deviations in behavior. Difficulties in the development of adaptive and social qualities in general lead to a violation of mental and psychological health in adolescents.
DIAGNOSIS METHODS
PSYCHO-EMOTIONAL STATE OF A TEENAGER.
To obtain timely and reliable information about the psycho-emotional manifestations of the child, to determine the causes of violations in his learning, behavior and development, it is necessary to use various diagnostic methods to identify children at risk who need to correct emotional disorders.
Observation is a classic method used in psychological research as an additional diagnostic method, which does not reduce its value and significance. Purposeful monitoring of the specifics and changes in the emotional states of schoolchildren occurs in the process of various activities. Based on the observation, the experimenter (class teacher) compiles various scales, enters the results into state assessment cards. Observation in psychological research is often used in conjunction with peer review.
Conversation and questioning can be both an independent and additional diagnostic method used to obtain the necessary information or clarify what was not clear enough during observation.
Questionnaires, tests, diagnostic methods
| Techniques | Age | Purpose of the technique | Brief description of the methodology |
|
| Projective technique "School drawing" | from 10-11 years old | Target : determination of the child's attitude to school and the level of school anxiety. | The child is given an A4 sheet, colored pencils and asked: "Here, draw a school on a piece of paper." Conversation, clarifying questions about the drawing, comments are recorded on the reverse side of the drawing. Results processing : Emotional attitude to school and learning is assessed by 3 indicators: color spectrum line and pattern plot of the picture |
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| Methodology "Tree with people" (test task) | from 10-11 years old | Target : studying the socio-psychological aspects of self-esteem of students in the context of determining their own place in the study group of classmates (identifying the socio-psychological level of adaptation of the individual in the social group, the degree of school adaptation of the student in the study group (class)). | Instruction: « Consider this tree. You see on it and next to it a lot of little men. Each of them has a different mood and they occupy a different position. Take a red felt-tip pen and circle the person who reminds you of yourself, looks like you, your mood at the new school and your position. We will check how careful you are.Please note that each branch of the tree can be equal to your achievements and successes. Now take a green felt-tip pen and circle the person you would like to be and in whose place you would like to be. |
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| Projective technique | from 10-11 years old | Target: revealing the emotional background of the development of students. | Instruction: In front of you is an information card on whichthe most typical emotional states of a person are presented. Consider them. Think about which of them you experienced yourself, in what situations(with younger students, you can discuss situations in which certain emotions are manifested). Now write the word on the sheet"school" , choose 2-3 emotions that you most often experience at school and draw them. write a word"house" and do the same. write a word"classmates (peers)". What emotions do you think your classmates (peers) experience most often? Choose 2-3 emotions and draw them. write a word"teacher", Choose 2-3 emotions that teachers most often experience in the classroom and draw them. Now write a word"parents" and draw the emotional states that parents most often experience. |
|
| Questionnaire S.V. Levchenko "Feelings at school" | from 10-11 years old (grades 4-11) | Target: make an "emotional portrait of the class." | Emotional well-being plays a huge role in a person's life: they help to learn about the world around us, communicate with each other, and be successful in various fields.A positive attitude is a powerful motivator of activity:what is attractive, pleasant, saturated with joy is performed with special enthusiasm. This technique allows you to visually see the mood of the class, its “emotional portrait. Instruction: The questionnaire contains a list of 16 feelings, of which it is proposed to choose only 8 and mark with an icon«+» those,« that you most often experience at school" . |
|
| Methodology "Color Letters" | from 11-12 years old | Purpose of the study: determination of the psychological comfort of students in different lessons. | The research method is quite simple to use. It is necessary to have a form for each student with a printed list of subjects studied in the class. In the form, each subject corresponds to an empty square, which, in accordance with the instructions, must be painted in such a color that determines the state of the student in a particular lesson. The study is preceded by familiarization with the instructions that the psychologist reads out. Instruction: “Color in the square corresponding to this or that object in such a color that determinesyour condition in this lesson.You are offered 8colors: red, yellow, blue, green, black, grey, purple. According to your choice, the same color can be selected several times, some colors may not be used at all. |
|
| Methodology for studying student satisfaction school life (developed by Associate Professor A.A. Andreev) | from 11-12 years old | Target: determine the degree of student satisfaction with school life. Progress. | Instruction: Students are invited to read (listen to) 10 statements and rate the degree of agreement with their content on the following scale: 4 - completely agree; 3 - agree; 2 - hard to say; 1 - disagree; 0 - totally disagree. |
|
| Method for diagnosing the level of school anxiety Phillips | from 10-11 years old | Target: study of the level and nature of anxiety associated with school in children of primary and secondary school age (grades 4-9) | The test consists of 58 questions, which can be read out by schoolchildren, or can be offered in writing. Each question must be answered with a clear “yes” or “no”. Instruction: “Guys, now you will be offered a questionnaire, which consists of questions abouthow do you feel at school. Try to answer sincerely and truthfully, there are no right or wrong, good or bad answers. Don't think too long about the questions. |
|
| Methodology C.D. Spielberger to identify personal and situational anxiety (adapted into Russian by Yu.L.Khanin) | from 11-12 years old | Target: research on the level of the level of situational and personal anxiety of the child | Testing according to the Spielberger-Khanin method is carried out using two forms of 20 reasoning questions: one form for measuring indicators of situational anxiety, and the second for measuring the level of personal anxiety. The study can be carried out individually or in a group. Instruction: read each of the following sentences and cross out the number in the appropriate box on the right, depending on how you feel at the moment. Do not think about questions for a long time, because there are no right and wrong answers. |
|
| SAN methodology (methodology and diagnostics of well-being, activity and mood) | from 14-15 years old | Target: Express assessment of well-being, activity and mood. | Description of the SAN methodology. The questionnaire consists of 30 pairs of opposite characteristics, according to which the subject is asked to evaluate his condition. Each pair is a scale on which the subject notes the degree of severity of one or another characteristic of his condition. SAN methodology instruction. You are invited to describe your current state using a table consisting of 30 pairs of polar signs. In each pair, you must choose the characteristic that most accurately describes your condition, and mark the number that corresponds to the severity of this characteristic. |
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| Methodology for the study of self-attitude (M IS ) | from 13-14 years old | Target : Method MISdesigned to explore the student's ideas about himself. | Instruction for the student. You are invited to complete the following task, which contains 110 questions in the form of possible statements about your character traits, habits, interests, etc. There can be no “good” or “bad” answers to these questions, because every person is entitled to their own point of view. In order for the results obtained on the basis of your answers to be the most informative and fruitful for concretizing your own idea of yourself, you need to try to choose the most accurate and reliable “agree - disagree” answers that you will record in the appropriate positions of the form. |
|
| Bass Aggressiveness Questionnaire - Darkie | from 14-15 years old | Target : study of the state of aggression in adolescents | Instruction. From Answer "yes" if you agree with the statement, and "no" if you disagree. Try not to think about questions for a long time. |
|
| Diagnostics of personal aggressiveness and conflict (E.P. Iilin, P.A. Kovalev) | from 14-15 years old | Target : The technique is designed to identify, as a personal characteristic, the subject's propensity for conflict and aggressiveness | Instruction: you are presented with a series of statements. If you agree with the statement in the answer sheet, in the appropriate box, put the sign "+" ("yes"), if you disagree - the sign«-» ("No") |
CONCLUSION:
The problem of emotional disorders and their correction is one of the most important in child psychology.
The spectrum of emotional disorders in adolescence is extremely large. It can be mood disorders, behavioral disorders, psychomotor disorders.
There are various methods for diagnosing psycho-emotional experiences, deviations in the behavior of a teenager.
A well-organized corrective system of psychological influences on the child is needed, aimed at alleviating his emotional discomfort, increasing his activity and independence, eliminating secondary personal reactions caused by emotional disorders, such as aggressiveness, increased excitability, anxious suspiciousness, etc.
Patience, the ability to understand and forgive, endurance, love and faith in a growing child will give us adults strength, and he will have a chance to justify our hopes, to become in the future a self-sufficient person, with a strong inner core, with a high level of emotional and social intelligence, a realPERSONALITY.
The original question that led to the creation of the theory of resilience was "what psychological factors contribute to successful coping with stress and reducing (or even preventing) internal tension?". It was suggested that this factor is what was later called resilience - a kind of existential courage that allows the individual to be less dependent on situational experiences, to overcome the constant basic anxiety that is actualized in a situation of uncertainty and the need for choice. Hardiness is a system of beliefs about oneself, about the world, about relationships with the world. This is a disposition that includes three relatively autonomous components: involvement, control, risk taking. The severity of these components and resilience in general prevents the emergence of internal tension in stressful situations due to persistent coping (hardy coping) with stresses and perceiving them as less significant. Engagement (commitment) is defined as "the conviction that involvement in what is happening gives the maximum chance to find something worthwhile and interesting for the individual." A person with a developed component of involvement enjoys his own activities. In contrast, the absence of such a conviction creates a sense of rejection, a feeling of being “outside” of life. “If you feel confident in yourself and that the world is generous, you are inherently engaged.” Control (control) is the belief that the struggle allows you to influence the outcome of what is happening, even if this influence is not absolute and success is not guaranteed. The opposite of this is the feeling of helplessness. A person with a highly developed component of control feels that he chooses his own activity, his own path. Risk acceptance (challenge) - the conviction of a person that everything that happens to him contributes to his development through knowledge derived from experience - no matter positive or negative. A person who considers life as a way of gaining experience is ready to act in the absence of reliable guarantees of success, at his own peril and risk, considering the desire for simple comfort and security to impoverish the life of an individual. At the heart of risk taking is the idea of development through the active assimilation of knowledge from experience and their subsequent use. Thus, resilience is a personal characteristic that is formed in childhood and adolescence, although theoretically its development is possible at a later age. Muddy warns that resilience should not be confused with related concepts such as optimism, connectedness, self-efficacy, resilience, religiosity, and so on.
Which manifests itself in each of us in different ways.
Some people know their strengths and weaknesses and know how to apply them, while others need help to understand themselves.
Our psychological test will tell you what type of emotionality you have.
And after the test, you can read some interesting facts about the strongest human emotions.
The strongest human emotions
Pride. The color of feeling is red
A very strong feeling, which is expressed in the desire for self-respect. Double feeling. It can help a person to rise very high, or it can "help" fall into the abyss. With it, we can bloom and wither. Causes different responses in different circles. Among ordinary people - from pity to hostility, in high circles, in business it can generate respect.
Anger. The color of feeling is fiery
This is a blinding feeling that drives a person into a frenzy because of injustice to him, and also because of the lack of an opportunity to eliminate this injustice. Anger can be destructive (then it harms the person himself, the people around him) and constructive (when a positive result is born in the process of experiencing feelings).
Laziness. Feeling color is purple.
This is a mental illness that determines the whole life of a person suffering from it. It is like a sticky web, getting out of which is very difficult and painful. It gives rise to some other vices - irritability, gluttony, idleness, lies. Laziness is often associated with a lack of willpower, fear of taking responsibility, or children's complexes.
Despondency. The color of feeling is pale blue.
Often this depressing feeling of longing is accompanied by games of sacrifice and intense self-pity. It is often the desired state of lazy people, and it is also a constant companion of those who are in a state of deep stress.
It can be treated both medically (starting from valerian and ending with serious psychotropic drugs), mentally (referring to specialists, various trainings), and spiritually (transferring experiences to mystical experience). Often, discouraged people use dubious methods with the same results (multiple partners, alcohol, drugs, etc.).
Jealousy. Feeling color - bright orange
This feeling corrodes its "carrier", since distrust and doubts in a partner often become obsessive. The feeling is detrimental both for the jealous person (self-esteem decreases, mental health worsens), and for the object of emotion. Small amounts are relationship medicine, excessive amounts are poison.
Love. The color of feeling is the 7 colors of the rainbow.
The brightest of all available in the human soul.
Passion. The color of feeling is all red.
This is anti-love. The feeling has a bright beginning, a very memorable continuation, a stormy climax and an end. It leaves behind disappointment and emptiness. Passion manifests itself both to living beings and to everything inanimate.
Hatred. The color of feeling is cold blue.
An extremely destructive feeling of rejection or disgust towards another person. Most often, hatred is experienced by people unfamiliar with the feeling of love. It is believed that hatred even competes with love, it is not for nothing that there is a saying "from love to hate is one step." Healed by love.
