a) indicative;

b) performing;

c) control;

D) evaluation35. The selection and organization of the content of educational information, the design of students' activities, as well as their own teaching activities and behavior, is the essence of ... the pedagogical function: a) constructive; b) organizational; c) communicative; d) Gnostic.*36. The following intellectual mechanism acts as the dominant basis for the formation of skills and abilities: a) the formation of associations; b) imitation; c) distinction and generalization; d) insight (guess)37. The leading activity of children of primary school age is a) role play b) teaching c) communication in the system of socially useful activities d) educational and professional * 38. Studies have shown that the main types of behavior aimed at achieving or avoiding success are formed at the age of: a) from 3 to 7 years; b) from 3 to 10 years; c) from 3 to 13 years; d) from 3 to 16 years old39. It has been established that the material is remembered better if it: a) is included in the conditions for achieving the goal; b) is included in the content of the main goal of the activity; c) is included in the ways to achieve the goal; G) is presented in a free order40. Understanding the relationship between the various elements of a given situation in order to find a solution to a particular problem is the ability to a) generalize; b) modeling; c) inference; d) comparison.41. The general concept denoting the process and result of the acquisition of individual experience by a biological system is: a) reflex; b) imprinting; c) learning; d) repetition42. The simplest type of learning is: a) habituation. b) classical conditioning. c) operational conditioning. d) complex learning.43 A specific form of learning, the process of fixing information in memory is called: a) a reflex. b) imprint. c) imitation. d) repetition.*44. The method of activating thought processes by jointly searching for a solution to a difficult problem in an atmosphere of looseness, ease, excluding criticism and self-criticism,

a) inversion;

b) discussion;

c) the method of heuristic questions;

d) brainstorming.45. A type of thinking in which the thought process is directly related to the perception of the surrounding reality and cannot be carried out without it:

a) abstract-logical;

c) theoretically figurative;

b) visual and effective;

d) visual-figurative

*46. The ability of a teacher to objectively assess his own mental states and behavior, to understand how he is perceived by other participants in the pedagogical process is

a) reflection;

b) empathy;

c) identification * d) communication.47. The most effective style of behavior in a conflict is a) avoiding conflict b) adapting c) confrontation, rivalry d) striving to solve the problem through compromise, cooperation*48. Determine the type of barrier in pedagogical communication that occurs when the teacher has an incorrect attitude towards the student a) a physical barrier b) a socio-psychological barrier; c) the barrier of incorrect mindset; d) organizational-psychological barrier;49 According to I.P. Pavlov, a strong, unbalanced and mobile type of the nervous system is characteristic of: a) sanguine people; b) phlegmatic; c) choleric; d) melancholy.

50. The type of people who are characterized by increased activity, sociability, a tendency to thoughtless mischief and a frequent change of hobbies:

A) dysthymics b) cyclothymics c) hyperthymics51. The state of increasing emotional stress associated with a threat to the well-being of the individual is: a) affect; b) frustration; c) mood; d) stress.52. What is the name of the state of rest, complete relaxation at the psychophysiological level?

a) relaxation;

b) reflection;

c) empathy

d) initiation.

53 A state characterized by a decrease in activity, emotional passivity, indifference to the events of the surrounding reality, a weakening of motives and interests is called

a) depression;

b) apathy;

c) stress;

d) frustration.54. Behavior that does not correspond to legal, moral, social and other norms accepted in society is a) asocial b) delinquent c) deviant55. Behavior is contrary to social ideology, politics, universal truths - it is a) asocial b) delinquent c) deviant d) antisocial56. Manifestations of behavior are crimes provided for by legal legislation - they are a) asocial b) delinquent c) deviant d) antisocial57. Behavior is associated with a violation of the norms of human community, social obligations, causing damage to others - this is a) asocial b) delinquent c) deviant d) 4antisocial58. Prevention of possible violations of the rules of behavior by a child through suggestions can be traced in the model a) educational and disciplinary b) operational c) personality-oriented d) educational reflex

59. Art therapy is a rehabilitation technology based on the use of means

A) horseback riding b) art c) socio-cultural animation d) physical culture

60. Turotherapy is a socio-cultural, rehabilitation technology, which is based on

A) tourism and sightseeing activities b) creative components based on work with plastic material c) musical games, singing, playing musical instruments

Regulatory framework for management

educational institution

(general part for heads of educational institutions,

applicants for the highest and first qualification categories)

1. Can the course of a disciplinary investigation of violations by a teacher of an educational institution of the norms of professional conduct and (or) the charter of this educational institution and the decisions taken as a result of it be made public?

A) Yes, only with the consent of the interested teacher; b) No; c) Yes.

2. Is a monthly cash compensation paid to executives of educational institutions - in order to facilitate their provision of book publishing products and periodicals?

A) By decision of the pedagogical council of the educational institution; b) No; c) Yes, if their activities are related to the educational process.

3. Is it provided for the distribution of benefits established in rural areas for agricultural specialists, respectively, to teaching staff of educational institutions located in a given area, and educational institutions remote from urban centers and considered as such by state authorities and administration?

A) Yes; b) Yes, for graduates of pedagogical educational institutions of higher professional and secondary professional education; c) Yes, for specialists who graduated from agricultural educational institutions of higher professional and secondary professional education; d) No.4. The federal program for the development of education is developed by a) the Government of the Russian Federation; b) the highest legislative body of the Russian Federation; c) on a competitive basis5. The mandatory minimum content of each main general education program or the main professional education program, the maximum volume of the study load of students, the requirements for the level of graduates' training are established a) by the Model Regulations on educational institutions of the relevant types and types; b) the relevant state educational standard; c) an educational institution; d) a pedagogical worker.6. What is the procedure for the operation of the legislation of the Russian Federation in the field of education? a) applies to all educational institutions on the territory of the Russian Federation; b) some of the articles apply only to state and municipal educational institutions, others apply only to non-state ones, there are articles that apply to educational institutions of all organizational and legal forms; c) applies only to state and municipal educational institutions.7. Who develops and adopts a new edition of the charter of an educational institution? a) the founder or founders; b) educational authorities; c) registration authorities; d) an educational institution.8. Indicate which of the documents is not a local act of an educational institution? a) regulations on the Council of the educational institution; b) regulations on the pedagogical council of the educational institution; c) internal regulations for students; d) an agreement between the educational institution and the founder (founders); e) provision on the provision of paid, including additional educational services.9. Whose competence includes the development and adoption (approval) of educational programs? a) state educational authorities; b) educational authorities of the constituent entity of the Russian Federation; c) an educational institution; d) the founder (founders).10. The knowledge of labor protection of heads of educational institutions is checked at least once a) a year b) 3 years c) 5 years11. Is there an age limit for a student to receive basic general education? a) no; b) yes - 18 years old; c) yes - 15 years; d) yes - 18 years, but for certain categories of students the age limit for obtaining basic general education may be increased.12. When the educational activities of the institution are suspended in cases that pose a threat to the life and health of employees and students, the wages of employees are paid in the amount of a) half of the tariff rate (salary) b) 2/3 of the tariff rate (salary) c) average salary13. Licensing of educational institutions for the right to conduct educational activities under the programs of higher professional and postgraduate professional education is within the competence of a) a subject of the Russian Federation; b) in the joint jurisdiction of the Russian Federation and the subject of the Russian Federation; c) the Russian Federation.14. Does he establish a structure for managing the activities of an educational institution? a) founder; b) educational institution; c) educational authorities.15. What penalties can be established by the administration of an educational institution for students and their parents (legal representatives): a) for smoking at school and outside it;

b) for fights;

c) damage and loss of textbooks;

d) absenteeism;

e) fines from parents for damaging school property by students;

f) rudeness to teachers;

g) imposition of fines is illegal.

16. Do pensioners who previously worked in educational institutions located in rural areas or urban-type settlements (working settlements) retain utility benefits when they move to a permanent place of residence in the city?

A) yes; b) no; c) by decision of the educational authorities;17. The content of the mandatory part of the charter of an educational institution is determined by a) the founder; b) educational institution;

a) J.-J. Rousseau

b ) Plato

c) F. Fröbel

2. Which of the great teachers of the past insisted on the predominant use of the "method of natural consequences" in raising a child, considering it the most effective?

a) J.-J. Rousseau

a) J.-J. Rousseau

b) J. Locke

4 . What principle did J. Locke set as the basis for selecting the content of a child's education?

a) freedom

b) coercion

c) naturalness

G) utilitarianism

5. At what age did he propose to start the systematic education of the child?

b) from 6 years old

c) from the age of 10

5.. Who among the teachers listed below was the first to combine education with productive work?

a) J.-J. Rousseau

6. Which of the teachers first substantiated the importance of the native language in the initial education and upbringing of children?

7. Who first proposed the sound method of teaching children to read and write?

9. Which of these teachers first substantiated didactic principles and rules?

a) J. Locke

10. Who owns the words; “Learning is good only then, it goes ahead of development. Then it awakens and brings to life a whole series of functions that are in the stage of maturation, lying in the zone of proximal development”?

11. The classification of teaching methods depending on the nature of the cognitive activity of students was developed by

12 Explanatory-illustrative, reproductive, research, problematic heuristic teaching methods are selected in accordance with

a) with the specifics of assimilation of various types of content

b) with functions

c) with sources of knowledge

d) with personality structure.

13. The principle of structuring the content of education, in which the same content is periodically repeated, expanding with new information, connections and dependencies:

a) linear

b) concentric

c) spiral

d) mixed

14. The technology of problem education involves:

a) assimilation of knowledge in finished form, without disclosing the ways of proving their truth

b) study of educational material element by element in a logical sequence

in) focus on independent cognitive activity of students in the search for new concepts and methods of action

G) equipping students in a short time with knowledge of the basics of science in a concentrated form

15. The ideas of developmental education were laid

16. Theoretical and practical foundations of cooperation pedagogy were first developed by scientists

b) Russia

in) England

d) France

17. The direction in pedagogy, which was developed in the USA in the late 50s - early 60s of the twentieth century; based on the personality-oriented nature of education and training, the refusal to use the mark

a) pedagogy of non-violence;

b) pedagogy of cooperation;

in) humanistic pedagogy;

d) pedagogy of coercion.

18. The main direction of modernization of Russian education is aimed at the implementation of:

a) creativity of teachers;

b) learning goals;

c) educational purposes;

G) personality-oriented educational process.

19. According to the Concept of specialized education at the senior level of general education, the approximate ratio of the volumes of basic subjects, specialized subjects and elective courses is determined by the proportion:

in) 50:30:20;

20. The main function of elective courses:

a) profiling;

b) career guidance;

c) organizational;

d) motivational

21. The theory of education is

a) a science that studies the ontological and epistemological foundations of education

b) a science that studies the problems of personality development

c) a science that reveals individual, age, group characteristics and the laws of development and behavior of people

G) a section of pedagogy that reveals the essence, patterns of education, its structural elements, concepts and systems

22 Fundamental in modern education systems is the theory

a) psychoanalytic (A. Gezel, Z. Freud)

b) cognitive (J. Piaget, D. Dewey)

in) behavioral (K. Lawrence, D. Watson)

d) humanistic (J.-J. Rousseau, V. Sukhomlinsky

23. If the teacher is a single subject of the educational process, and the student is only an “object”, then this

b) personality-oriented

c) humane - personal

d) free education

24. If technologies implement democracy, equality, partnership in the subject - the subject relations of the teacher and the child, then these are technologies

b) personality - oriented

c) humane - personal

G) cooperation

25. A program in which classes are conducted by the activity method, i.e. knowledge is not given in finished form, and the child acts as a researcher is called

a) "School-2000"

b) "M. Montessori»

d) "Origins"

26. Montessori education provides

a) occupation

in) developmental environment, self-control materials

d) independent activity

27. According to the Montessori system, the “education process” is

a) teacher guidance to the child

b) co-creation of the teacher and the child

in) non-intervention of the teacher in the development of the child

d) systematic impact

28. The type of educational institution, named after the ancient Greek philosophical school near Athens, founded by Aristotle,

a) lyceum;

b) gymnasium;

29. The science that studies the psychological patterns of education and upbringing is called

a) general psychology;

b) developmental psychology;

d) all answers are correct.

30. Teaching as a factor of socialization, the assimilation of the connection between individual and social consciousness is considered in:

a) physiology;

b) biology;

c) psychology;

G) pedagogy.

31. Cognitive ability, which determines a person's readiness to assimilate and use knowledge and experience, as well as to behave reasonably in problem situations, is:

a) thinking;

b) intelligence;

c) heuristics;

d) adaptation

32. The systematic use of data from all human sciences, their consideration in the construction and implementation of the pedagogical process is the essence

a) personal approach

b) a systematic approach

c) cultural approach

G) anthropological approach

33. The development of the human body is called:

a) ontogeny;

b) phylogenesis;

c) sociogenesis;

d) anthropogenesis.

34. Actions aimed at analyzing the conditions of the situation and correlating them with their capabilities in order to correctly set the learning task are called:

a) indicative;

b) performing;

c) control;

d) estimated

35. The selection and organization of the content of educational information, the design of students' activities, as well as their own teaching activities and behavior, is the essence of ... the pedagogical function:

a) constructive;

b) organizational;

c) communicative;

d) gnostic.

36. The following intellectual mechanism acts as the dominant basis for the formation of skills and abilities:

a) association formation;

b) imitation;

c) distinction and generalization;

d) insight (guess)

37. The leading activity of children of primary school age is

a) role play

b) doctrine

c) communication in the system of socially useful activities

d) educational and professional

38. Studies have shown that the main types of behavior aimed at achieving or avoiding success develop at age:

a) from 3 to 7 years;

b) from 3 to 10 years;

in) from 3 to 13 years;

d) from 3 to 16 years old

39. It has been established that the material is remembered better if it:

a) is included in the conditions for achieving the goal;

b) is included in the content of the main goal of the activity;

c) is included in the ways to achieve the goal;

d) presented freely

40. Understanding the relationship between the various elements of a given situation in order to find a solution to a particular problem is the ability to

a) generalization;

b) modeling;

in) inference;

d) comparison.

41. The general concept denoting the process and result of the acquisition of individual experience by a biological system is:

a) reflex;

b) imprint;

c) learning;

d) repetition

42. The simplest type of learning is:

a) addictive.

b) classical conditioning.

c) operational conditioning.

d) complex learning.

44. The method of activating thought processes by jointly searching for a solution to a difficult problem in an atmosphere of looseness, ease, excluding criticism and self-criticism,

a) inversion;

b) discussion;

c) the method of heuristic questions;

G) "brain attack".

45. The type of thinking in which the thought process is directly connected with the perception of the surrounding reality and cannot be performed without it:

a) abstract-logical;

c) theoretically figurative;

b) visual and effective;

G) visual-figurative

46. ​​The ability of a teacher to objectively assess his own mental states and behavior, to understand how he is perceived by other participants in the pedagogical process is

a) reflection;

b) empathy;

c) identification

G) communication.

47. The most effective style of behavior in conflict is

a) avoiding conflict

b) fixture

c) confrontation, rivalry

G) the desire to solve the problem through compromise, cooperation

48. Determine the type of barrier in pedagogical communication that occurs when the teacher has the wrong attitude towards the student

a) physical barrier

b) socio-psychological barrier;

in) barrier of incorrect mindset;

d) organizational-psychological barrier;

49 Po, strong, unbalanced and mobile type of the nervous system is characteristic for:

a) sanguine people;

b) phlegmatic;

in) choleric;

d) melancholy.

50. The type of people who are characterized by increased activity, sociability, a tendency to thoughtless mischief and a frequent change of hobbies:

a) dysthymics

b) cyclothymics

in) hyperthymics

51. A state of increasing emotional stress associated with a threat to the well-being of a person is:

c) mood;

d) stress.

52. What is the name of the state of rest, complete relaxation at the psychophysiological level?

a) relaxation;

b) reflection;

c) empathy

d) initiation.

53 A state characterized by a decrease in activity, emotional passivity, indifference to the events of the surrounding reality, a weakening of motives and interests is called

a) depression;

b) apathy;

in) stress

d) frustration.

54. Behavior that does not comply with the legal, moral, social and other norms accepted in society is

a) antisocial

b) delinquent

in) deviant

55. Behavior is contrary to social ideology, politics, universal truths - this

a) antisocial

b) delinquent

c) deviant

G) antisocial

56. Manifestations of conduct are crimes provided for by legal legislation - these are

a) antisocial

b) delinquent

c) deviant

d) antisocial

57. Behavior associated with a violation of the norms of human community, social obligations, causing damage to others - this

a) asocial

b) delinquent

c) deviant

d) antisocial

58. Prevention of possible violations of the rules of behavior by a child through suggestions can be traced in the model

a) educational and disciplinary

b) operational

c) personality-oriented

d) educational reflex

59. Art therapy is a rehabilitation technology based on the use of means

a) riding a horse

b) art

c) sociocultural animation

d) physical culture

60. Turotherapy is a socio-cultural, rehabilitation technology, which is based on

a) t Uristic and excursion activities

b) creative components based on working with plastic material

c) musical games, singing, playing musical instruments

They are hypertrophied and manifest themselves in the form of "weak points" in the psyche of the individual - its selective vulnerability to certain influences with good and even increased resistance to other influences. Separate accentuated character traits are usually quite compensatory. However, in difficult situations, a person with an accentuated character may experience a violation of behavior. Accentuations of character, his "weak points" can be obvious and hidden, manifested in extreme situations. Persons with personal accentuations are more malleable to the influences of the environment, more prone to mental trauma. And if an unfavorable situation strikes at a “weak spot”, then the entire behavior of such persons changes dramatically - accentuation features begin to dominate (Fig. 95).

The types of accentuated personalities have not yet been definitively determined. They are described by K. Leonhard and A. E. Lichko. However, these authors give an overly fractional classification of accentuations. We distinguish only four types of accentuated personalities: excitable, affective, unstable, anxious (Table 12).

Rice. 95. Structure of character

Unlike accentuation of character, they do not cause a general social maladjustment of the individual.

Intensively manifesting in adolescence, character accentuations can be compensated over time, and under adverse conditions, develop and transform into "marginal" psychopathy.

Types of character accentuations

The main types of character accentuation include:

• excitable;
• affective;
• unstable;
• anxious;

Sometimes accentuation borders on various types of psychopathy, therefore, in its characterization, typology, psychopathological schemes and terms are used. Psychodiagnostics of the types and severity of accentuations is carried out using the “Pathocharacteristic Diagnostic Questionnaire” (developed by A. E. Lichko and N. Ya. Ivanov) and the MMPI personality questionnaire (the scales of which include zones of accentuated and pathological manifestations of character).

Accentuation of character according to A. Lichko

According to the level of manifestation of character traits, characters are divided into medium (normal), pronounced (accentuated) and beyond the norm (psychopathy).

The central, or pivotal, relations of the individual are the relation of the individual to those around him (the team) and the relation of the individual to work. The existence of central, core relationships and the properties conditioned by them in the structure of character is of great practical importance in the upbringing of a person.

It is impossible to overcome individual character flaws (for example, rudeness and deceit) and cultivate individual positive qualities (for example, politeness and truthfulness), ignoring the central, core relationships of the personality, namely, the attitude towards people. In other words, it is impossible to form only a certain property, it is possible to educate only a whole system of interrelated properties, while paying the main attention to the formation of the central, pivotal relations of the individual, namely, relations to others and work.

The integrity of character, however, is not absolute. It's related to that. that the central, core relationships do not always completely and completely determine the rest. In addition, the degree of integrity of character is individually peculiar. There are people with a more holistic and less holistic or contradictory character. At the same time, it should be noted that when the quantitative expression of one or another character trait reaches the limit values ​​and turns out to be at the border of norms, the so-called accentuation of character arises.

character accentuation- these are extreme variants of the norm as a result of strengthening individual features. Accentuation of character under very unfavorable circumstances can lead to pathological disorders and changes in personality behavior, to psychopathy, but it is wrong to identify it with pathology. Character properties are determined not by biological laws (hereditary factors), but by social (social factors).

The physiological basis of character is an alloy of traits such as higher nervous activity and complex stable systems of temporary connections developed as a result of individual life experience. In this alloy, the systems of temporary connections play a more important role, since the type of the nervous system can form all the social qualities of the personality. But, firstly, the systems of connections are formed differently in representatives of different types of the nervous system and, secondly, these systems of connections manifest themselves in a peculiar way depending on the types. For example, decisiveness of character can be brought up both in a representative of a strong, excitable type of nervous system, and in a representative of a weak type. But it will be brought up and manifested differently depending on the type.

Attempts to construct a typology of characters have been repeatedly made throughout the history of psychology.

All typologies of human characters have proceeded and proceed from a number of general ideas.

The main ones are the following:

• the character of a person is formed quite early in ontogenesis and manifests itself as more or less stable throughout the rest of his life;
• those combinations of personality traits that enter into a person's character are not accidental. They form clearly distinguishable types that make it possible to identify and build a typology of characters.

Most of the people in accordance with this typology can be divided into groups.

One of the curious character classifications belongs to the famous Russian scientist A.E. Lichko. This classification is based on observations of adolescents.

Accentuation of character, according to Lichko, is an excessive strengthening of individual character traits (Fig. 6), in which there are deviations in the psychology and behavior of a person that do not go beyond the norm, bordering on pathology. Such accentuations as temporary states of the psyche are most often observed in adolescence and early adolescence. The author of the classification explains this factor as follows: “... under the action of psychogenic factors addressing “the place of least resistance, temporary adaptation disorders, deviations in behavior may occur.” As the child grows up, the features of his character that manifest themselves in childhood remain quite pronounced, lose their sharpness, but with age they can again appear clearly (especially if a disease occurs).

In today's psychology, from 10 to 14 types (typologies) of character are distinguished.

They can be defined as harmonious and disharmonious.

Harmonious character types are characterized by a sufficient development of the main character traits without isolation, isolation, without exaggeration in the development of any one trait.

Disharmonious ones manifest themselves with the identification of different character traits and are called accented or accented.

In 20-50% of people, some character traits are so sharp that there is a “skew” of character - as a result, interaction with people worsens, difficulties and conflicts appear.

The severity of accentuation can be rachtic: from mild, noticeable only to the immediate environment, to extreme options, when you have to think about whether there is no illness or psychopathy. Psychopathy is a painful deformity of character (while maintaining the intellect of a person), as a result of which relationships with other people are sharply violated. But, unlike psychopathy, character accentuations appear inconsistently, over the years they can completely smooth out, approach the norm. Accentuations of character are most often found in adolescents and young men (50-80%), since it is these periods of life that are most critical for the formation of character, the manifestation of originality, and individuality. Then accentuations can be smoothed out or, on the contrary, intensified, developing into neuroses or psychopathy.

Rice. 6. Character accentuation scheme according to E. Filatova and A.E. Testicle

We can consider twelve disharmonious (accentuated) types of character (according to K. Leonhard's typology) and describe their positive and negative qualities that can affect a person's professional activity - we need this to confirm the foundations of personality differentiation in terms of a person's characterological properties.

Hyperthymic type

It is almost always distinguished by a good mood, high vitality, splashing energy, unstoppable activity. Strives for leadership, adventures. It is necessary to be reserved about his unreasonable optimism and overestimation of his capabilities. Features attractive to interlocutors: energy, thirst for activity, initiative, a sense of the new, optimism.

For the people around him, it is unacceptable: frivolity, a tendency to immoral acts, a frivolous attitude to the duties assigned to him, irritability in the circle of close people.

The conflict is possible with monotonous work, loneliness, in conditions of strict discipline, constant moralizing. This causes the person to become angry. Such a person shows himself well in work related to constant communication. These are organizational activities, household services, sports, theater. It is typical for him to often change professions and jobs.

Dysthymic type

The opposite of the first type: serious. pessimist. Constantly low mood, sadness, isolation, reticence. These people are burdened by noisy societies, they do not closely converge with colleagues. They rarely enter into conflicts, more often they are a passive side in them. They greatly appreciate those people who are friends with them and tend to obey them.

People around like their seriousness, high morality, conscientiousness and justice. But such traits as passivity, pessimism, sadness, slowness of thinking, "separation from the team" repel others from acquaintance and friendship with them.

Conflicts are observed in situations that require violent activity. For these people, a change in their usual way of life has a negative impact. They are good at jobs that do not require a wide range of communication. Under unfavorable conditions, they tend to neurotic depression. This accentuation occurs most often in persons of melancholic temperament.

Cycloid type

The accentuation of character is manifested in cyclically changing periods of ups and downs in mood. During the period of mood rise, they manifest themselves as people with hyperthymic accentuation, during the period of decline - with dysthymic. During the recession, they perceive troubles more acutely. These frequent changes in mental state tire a person, make his behavior unpredictable, contradictory, prone to changing profession, place of work, interests.

excitable type

This type of people has increased irritability, a tendency to aggression, intemperance, gloom, boredom, but flattery, helpfulness, a tendency to rudeness and obscene language or silence, slowness in conversation are possible. They actively and often conflict, do not avoid quarrels with superiors, are quarrelsome in a team, are despotic and cruel in a family. Outside of fits of anger, these people are conscientious, accurate and show love for children.

People around do not like their irritability, irascibility, inadequate outbursts of rage and anger with assault, cruelty, weakened control over attraction. These people are well affected by physical labor, athletic sports. They need to develop endurance, self-control. Because of their quarrelsomeness, they often change jobs.

stuck type

People with this type of accentuation "get stuck" on their feelings, thoughts. They cannot forget insults and "settle scores" with their offenders. They have official and domestic intractability, a tendency to protracted squabbles. In the conflict, they are most often the active side and clearly define the circle of friends and enemies for the day. They show dominance.

The interlocutors like their desire to achieve high performance in any business, the manifestation of high demands on themselves, the thirst for justice, adherence to principles, strong, stable views. But at the same time, these people have features that repel others: resentment, suspicion, vindictiveness, arrogance, jealousy, ambition.

A conflict is possible with hurt pride, unfair resentment, an obstacle to achieving ambitious goals.

Pedantic type

These people have a pronounced "tediousness" in the form of experiencing the details, in the service they are able to torture them with formal requirements, exhaust the household with excessive accuracy.

For others, they are attractive conscientiousness, accuracy. seriousness, reliability in deeds and feelings. But such people have a number of repulsive character traits: formalism, "chicanery", "boring", the desire to shift decision-making to others.

Conflicts are possible in a situation of personal responsibility for an important matter, with an underestimation of their merits. They are prone to obsession, psychasthenia.

For these people, professions that are not associated with great responsibility, “paperwork”, are preferred. They are not inclined to change jobs.

alarm type

People of this type of accentuation are characterized by low mood, timidity, timidity, self-doubt. They constantly fear for themselves, their loved ones, experience failure for a long time and doubt the correctness of their actions. They rarely enter into conflicts and play a passive role.

Conflicts are possible in situations of fear, threats, ridicule, unfair accusations.

People around like their friendliness, self-criticism and diligence. But timidity, suspiciousness sometimes serve as a target for jokes.

Such people cannot be leaders, make responsible decisions, as they are characterized by endless experience, weighing.

emotive type

A person of this type of character is overly sensitive, vulnerable and deeply worried about the slightest trouble. He is sensitive to comments, failures, so he most often has a sad mood. He prefers a narrow circle of friends and relatives who would understand him perfectly.

Rarely enters into conflicts and plays a passive role in them. Resentment does not splash out, but prefers to keep them in himself. Those around him like his compassion, pity, expression of joy about other people's successes. He is very executive and has a high sense of duty.

Such a person is usually a good family man. But extreme sensitivity, tearfulness repel others from him.

Conflicts with a loved one, death or illness, he perceives tragically. Injustice, rudeness, being surrounded by rude people are contraindicated for him. He achieves the most significant results in the field of art, medicine, raising children, caring for animals and plants.

Demonstrative type

This person strives to be in the spotlight and achieves his goals at any cost: tears, fainting, scandals, illnesses, boasting, outfits, unusual hobbies, lies. He easily forgets about his unseemly deeds. He has a high adaptability to people.

This person is attractive to others with courtesy, perseverance, focus, acting talent, the ability to captivate others, as well as his originality. He has traits that repel people from him, these traits contribute to conflict: selfishness, unbridled actions, deceit, boastfulness, a tendency to intrigue, shirking from work. A conflict by such a person occurs when his interests are infringed, his merits are underestimated, he is overthrown from the “pedestal”. These situations cause him hysterical reactions.

exalted type

People with this type of accentuation have a very changeable mood, talkativeness, increased distractibility to external events. Their emotions are pronounced and are reflected in amorousness.

Such traits as altruism, artistic taste, artistic talent, brightness of feelings and attachment to friends are liked by interlocutors. But excessive impressionability, pathos, alarmism, susceptibility to despair are not their best features. Failures and sad events are perceived tragically, such people are prone to neurotic depression.

Their environment of existence is the sphere of arts, artistic sports, professions associated with proximity to nature.

introverted type

People of this type of accentuation are characterized by low sociability, isolation. They are aloof from everyone and enter into communication with other people only if necessary, most often immersed in themselves and their thoughts. They are characterized by increased vulnerability, but they do not tell anything about themselves and do not share their experiences. Even to their loved ones, they are cold and reserved. Their behavior and logic are often not understood by others.

These people love solitude and prefer to be alone rather than in noisy company. They rarely enter into conflicts, only when trying to invade their inner world.

They are picky in choosing a spouse and are busy searching for their ideal.

They have a strong emotional coldness and weak attachment to loved ones.

The people around them like them for restraint, degree, deliberateness of actions, the presence of strong convictions and adherence to principles. But the stubborn upholding of their unrealistic interests, views and the presence of their own point of view, which differs sharply from the opinion of the majority, repel people from them.

Such people prefer work that does not require a large circle of communication. They are prone to theoretical sciences, philosophical reflections, collecting, chess, science fiction, music.

Conformal type

People of this type are highly sociable, talkative to the point of talkativeness. Usually they do not have their own opinions and do not strive to stand out from the crowd.

These people are not organized and tend to obey others. In communication with friends and family, they give way to leadership to others. Surrounding in these people like their willingness to listen to another, diligence. But at the same time, these are people "without a king in their heads", subject to someone else's influence. They do not think about their actions and have a great passion for entertainment. Conflicts are possible in a situation of forced loneliness, lack of control.

These people have easy adaptability to a new job and do an excellent job with their job responsibilities when tasks and rules of conduct are clearly defined.

Temperament- this is a set of individual characteristics of a person that characterizes the emotional and dynamic side of his activity (mental activity and behavior). Individual properties and characteristics of temperament may favor or counteract the formation of personality traits.

Temperament(lat. temperamentum - “proper ratio of parts”) - a stable association of individual personality traits associated with dynamic, rather than meaningful aspects of activity (Source: Wikipedia).

From a physiological point of view, temperament is determined by the type of higher nervous activity of a person (type of GNI).

depends on the temperament of the person

• Evaluation and control of activities.
• The rate of occurrence of mental processes (speed of thinking, perception, duration of concentration).
• The intensity of mental processes (activity of the will, strength of emotions).
• The pace, rhythm and acceleration of activity.
• disciplinary influences.
• The focus of mental activity on certain objects (extraversion or introversion).

Does not belong to the type of human temperament

• Character - determines how a person acts, acquired, subject to change.
• Abilities - determine with what speed, depth, ease and strength masters knowledge, skills, abilities.

Temperament is the basis for the development of a person's character, influences the way a person communicates and behaves.

Temperament is an innate individual feature of a person, it is not subject to change. A person with any type of temperament may or may not be capable. temperament type does not affect a person’s abilities, it’s just that some life tasks are easier to solve for a person of one type of temperament, others for another.

Adults involved in the upbringing and education of the child must take into account the type of temperament of the child, so that the methods and techniques of education and training used are effective and do not harm the child.

In psychology, there are 4 types of human temperament: choleric, sanguine, phlegmatic, melancholic.

sanguine(from Lat. "Sangvis" blood) - balanced, sociable, practical, self-possessed.
Phlegmatic person(from the Greek "phlegm" - mucus) - thoughtful, peaceful, reliable, diligent, taciturn.
Choleric(from the Greek "hole" - red-yellow bile) - impulsive, energetic, emotional, not restrained.
Melancholic(from the Greek "melain hole" - black bile) - anxious, unsociable, withdrawn, gloomy.

Psychological characteristics of temperament types - advantages and disadvantages

Temperament type CHOLERIC

Type of nervous system- unrestrained, strong, unbalanced, mobile.

Advantages of Choleric:

• distinguished by decisiveness, initiative, straightforwardness.
• Mobile and fast.
• He gets down to business with enthusiasm, works on the rise, overcoming difficulties.
• Almost always resourceful in a dispute.
• Unforgiving and inoffensive.
• Has an expressive expression.
• Speech is lively and emotional.
• Choleric is able to quickly make decisions and act.
• Relentlessly striving for something new.
• Falls asleep and wakes up quickly, sleeps soundly.
• In a critical situation, he shows determination and pressure.
• Feelings quickly arise and are clearly manifested.

Disadvantages of Choleric:

• Choleric is too hasty.
• The choleric type of temperament is characterized by sharp, jerky movements, restlessness, imbalance, and a tendency to vehemence.
• Doesn't have patience.
• In relationships and in communication with people can be sharp and straightforward.
• Choleric can provoke conflict situations.
• Stubborn, often capricious.
• Characterized by a sharp rise and a rapid decline in activity, i.e. choleric works jerkily.
• Sometimes he does not delve into the essence of the problem, slips on the surface, gets distracted.
• Inclined to take risks.
• The speech of choleric people is fast, sometimes inconsistent, passionate.
• Aggressive, very quick-tempered and not sustained.
• Choleric is prone to sudden mood swings, nervous breakdowns.
• When the energy supply is depleted, his mood plummets.
• Intolerant of mistakes and shortcomings of others.
• Touchy.

Cholerics need to learn to restrain themselves, not to be arrogant. They may be advised to count to ten before reacting to the situation.

Temperament Type Sanguine

Type of nervous system- strong, balanced, mobile.

Benefits of Sanguine:

• Sanguine type of temperament distinguished by cheerfulness, energy, cheerfulness, responsiveness.
• The mood of a sanguine person tends to change frequently, but generally a good mood prevails.
• Feelings of affection, hostility, joy and grief arise quickly in sanguine people, but they are shallow.
• Quickly grasps everything new and interesting.
• Quickly switches from one activity to another.
• He easily overcomes his failures and troubles.
• Easily adapts to various circumstances of life.
• It has good performance and endurance.
• For any new business is taken with enthusiasm.
• The sanguine person is distinguished by loud, hasty, but at the same time distinct speech, accompanied by. active gestures and expressive facial expressions.
• In dealing with new people does not experience fear and constraint.
• Maintains composure in stressful, critical situations.
• The sanguine person is able to reasonably defend himself and at the same time tries to normalize the situation.
• Wakes up and falls asleep quickly.
• Shows perseverance in achieving the set task, goal.
• Good organizer.

Disadvantages of Sanguine:

• If a sanguine person loses interest in the work he has begun, then he abandons it without completing it.
• Sanguine people do not like monotonous work.
• They tend to overestimate both themselves and their capabilities.
• The sanguine type is characterized by instability in interests and inclinations.
• For a person with a sanguine type of temperament, monotonous, everyday painstaking work is a burden.
• Hasty in decisions, recklessness of decisions, not collected.
• Unstable mood.
• It is difficult to develop volitional qualities.
• To achieve success in their activities, sanguine people should not be scattered over trifles, they need to be purposeful, accurate, diligent.

Temperament Type Phlegmatic

Type of nervous system- inert, strong, balanced, inactive.

Advantages of Phlegmatic:

• Phlegmatic type of temperament is distinguished by calmness, composure, prudence, caution, patience, perseverance, poise and endurance, both in ordinary life and in a stressful situation.
• He shows consistency and thoroughness in his affairs, as a result of which the work he has begun is brought to the end.
• Phlegmatic people are persistent and persistent in achieving their goals.
• There is no tendency to affect in phlegmatic people.
• Speech is calm, measured with pauses, without sharply expressed emotions, without gestures and facial expressions.
• Phlegmatic people are not talkative.
• Able to perform monotonous, long-term stressful work.
• Everything counts and does not waste energy in vain.
• In work adheres to the system.
• Phlegmatic people tend to adhere to the developed, habitual routine of life.
• Easily follows the rules.
• The phlegmatic type of temperament has good endurance, which easily allows him to restrain his impulses.
• Not vindictive.
• Condescendingly refers to the barbs expressed in his address.
• Characterized by constancy in relationships and interests, often monogamous.
• They love order and accuracy in everything.
• Reason in phlegmatic people prevails over feeling.
• Good contact with people of other temperaments.
• Has a good memory.
• Phlegmatic people are reliable people who are difficult to piss off.
• The feelings of phlegmatic people are deep, but carefully hidden from prying eyes.

Phlegmatic Disadvantages:

• Phlegmatic people are practically not receptive to approval and censure in their address.
• They react poorly to external stimuli, so they cannot quickly respond to new situations.
• Phlegmatic people are stingy with emotions.
• Facial expressions and movements of the phlegmatic are inexpressive and slow.
• Detailed to the point of tediousness.
• He starts work slowly and just as slowly switches from one thing to another.
• It is difficult to adapt to a new environment and slowly converge with new people.
• There are many stereotypes and patterns in life.
• Unresourceful.

Phlegmatic people should develop the qualities they lack, such as: mobility, activity. Do not allow the manifestation of such qualities as: inertia and lethargy.

Temperament type MELANCHOLIC

Type of nervous system- weak, unbalanced, inactive.

Advantages of the Melancholic:

• Melancholic temperament type is highly sensitive.
• Melancholic people are able to perceive approval and censure.
• He makes high demands both on himself and on those around him.
• Feel good about other people.
• Under favorable conditions, restrained and tactful.
• The emotional states and feelings of people of the melancholy type of temperament are distinguished by depth, duration and great strength.
• Melancholics are characterized by constancy and depth, acute susceptibility to external influences.
• In a familiar and calm environment, people with a melancholic type of temperament feel calm and work very productively.

Melancholic Disadvantages:

• Melancholics are distinguished from other types by high emotional sensitivity.
• They can hardly endure grief and resentment, outwardly this may not manifest itself in any way.
• Keep your thoughts and feelings to yourself.
• Melancholic people are very worried about even minor setbacks.
• The melancholic is very shy, shy, vulnerable, secretive, indecisive, unsure of himself and his abilities.
• Always pessimistic, rarely laughs.
• At the slightest failure, he experiences a feeling of depression and confusion.
• Lost in unfamiliar surroundings.
• The melancholic is embarrassed when in contact with new people.
• It takes a long time to adapt to a new team.
• Has a small circle of close people.
• Melancholics have a tendency to loneliness, depression, suspicion, they become isolated and withdraw into themselves.
• They get tired quickly, it is necessary to pause in work.
• The melancholy type of temperament is characterized by weak quiet speech up to a whisper, impressionability to the point of tearfulness, excessive touchiness and tearfulness.
• The slightest nuisance, a nervous atmosphere at work can unbalance the melancholic.
• Under adverse conditions, melancholics are closed, timid, anxious.
• Melancholic is the only type of temperament characterized by slight vulnerability and resentment.
• The melancholic prefers to obey rules and authorities.
• On the eve of important events, he is always overly worried and worried.
• What the choleric will sweep away on its way, the phlegmatic will not notice, the sanguine will bypass - becomes an obstacle for the melancholic. He is lost, gives up, it is at such moments that he needs the sympathy and support of relatives and friends.

In terms of self-improvement and self-realization, melancholic people need to be more active, organize activities, engage in patronage in order to feel their importance, confidence and increase their self-esteem. This is also facilitated by physical education and sports, gymnastics.

Temperament and profession: the influence of temperament on the choice of profession, recommendations for choosing a profession in accordance with the type of temperament, videos, temperament types of famous people.

Eye makeup: how to look younger, makeup mistakes that age us.

Types of temperament and their characteristics Video - features of interpersonal relationships of people with different types of temperament

Friendship and love depending on the type of temperament

sanguine- experiences sympathy easily, brightly and cheerfully. Novels start easily, just as easily can part with the object of love.

Choleric- befriends few, commands his soul mate, strongly attached, prone to anger and jealousy, to break from addiction.

Phlegmatic person- not inclined to express vivid feelings, calm, even attitude towards a partner, amorous, characterized by calm affection. From him it is almost impossible to hear words of declaration of love, compliments.

Melancholic- devoted to a partner, obeys him, ashamed to open his feelings, often monogamous.

There are no bad and good temperaments. Your temperament can and should be controlled.

The doctrine of the types of temperament Pavlova I.P.

Psychologists say that in life it is quite rare to meet bright representatives of one or another type of temperament, mainly in people the features of different types of temperament are combined, among which one prevails to a greater extent, the rest complement.

However, according to the research of I.P. Pavlov, each type of temperament corresponds to only one specific type of higher nervous activity (HNA), which completely excludes the existence of a “mixed” type of temperament in humans.

Reliable, objective criteria for determining the type of temperament, as a type of nervous system according to Pavlov I.P.

• metabolic rate.
• The speed of the course of nervous processes in humans.
• The power of expressing emotions.
• Structural features of the body structure (somatotype).

I.P. Pavlov argued that the basis human temperament- this is the ratio of the main features of mental activity and the properties of the nervous system (the speed and nature of the balance of the nervous processes of excitation and inhibition).

I.P. Pavlov proved that the basis of higher nervous activity is three components:

• Strength - the individual maintains a high level of performance during intense and prolonged work, does not respond to weak stimuli, quickly recovers. A person has stress resistance and endurance.
• Balance - in an exciting environment, the individual remains calm, easily suppresses his mobility and inadequate desires.
• The mobility of the processes of inhibition and excitation occurring in the nervous system - a person quickly reacts to changes in the situation, easily acquires new skills.

IP Pavlov correlated the types of nervous systems he identified with the psychological types of human temperament and discovered their complete similarity. As a result, we can conclude that temperament is a manifestation of the type of nervous system in human activity and behavior.

It is the type of higher nervous activity that is the physiological basis of temperament.

The ratio of types of the nervous system and temperaments according to Pavlov I.P.

Sanguine type of temperament- strong, balanced, mobile ("alive").

Phlegmatic type of temperament- strong, balanced, inert (sedentary) ("calm").

Choleric type of temperament- strong, unbalanced, mobile, with a predominance of excitation ("unrestrained").

Melancholy type of temperament- weak, unbalanced, inactive ("weak").

A person with a weak type of temperament, despite the weakness of the ongoing nervous processes, is able to achieve great success in studies, labor and creative activity, and a career.

Characteristics of nervous processes of excitation and inhibition in various types of temperament according to Pavlov I.P.

Hippocrates' doctrine of the types of temperament

Hippocrates (an ancient Greek physician) understood the anatomical, physiological and individual psychological characteristics of the individual as temperament. Hippocrates, and later Galen, spoke of temperament as the characteristics of the behavior of a person in whose body one of the four fluids of "vital juices" predominates.

• In choleric people, yellow bile ("bile, poison") predominates, which makes it impulsive and unrestrained.
• In phlegmatic people, lymph (“sputum”) predominates, which makes a person calm, calm, slow.
• In sanguine people, blood ("blood") predominates, which makes it cheerful and mobile.
• In melancholics, black bile ("black bile") predominates, which makes him timid, fearful, sad.

Teachings about the types of temperament Scheme

To parents about children:

Raising a child, taking into account the type of temperament, has a number of important features that every parent should be aware of.

children's room interior, designed taking into account the psychological, emotional, age and behavioral characteristics of the child.

Speech development of children 5 - 6 years old: features, characteristics, games for the development of children's speech.

Literature on the topic "Psychological characteristics of the main types of temperament" for the course

• Ananiev BG Selected psychological works. V. 2v. -M., 1980.
• Ananiev BG Man as a subject of knowledge. -SPb., 1999.
• Andreeva G. M. Social psychology. -M., 2000.
• Asmolova A. G. Psychology of personality. -M., 2000.
• Aho A, Hopcroft J. , Ulman J. Motivational structure of personality. -M., 1999.
• Big explanatory psychological dictionary: V2t., St. Petersburg, 2001.
• Breslav G. M. Emotional features of personality formation in childhood. -M., 1990.
• Verisov N. N. Psychology of management. - Library Manager-Moscow-Voronezh, 2006.
• Vygotsky L.S. Collected works: v6t. -M., 1984.
• Vygotsky L.S. Psychology. -M., 2000.
• Darabash Yu. L. Structure of activity. -M., 1993.
• Daseev VG Motivation of behavior and personality formation. -M., 1996.
• Caprara J.J., Servon D.. Psychology of personality - St. Petersburg-2003.
• Kovalev L. G. Psychology of personality. -M., 2002.
• Leontiev A.N. Selected psychological works: V2t. -M., 1983.
• Maklakov A. G. General psychology. Textbook for high schools. - Moscow, St. Petersburg: ed. Peter, 2005.
• Morgun V.F.; Tkacheva N. Yu. The problem of periodization of personality development in ontogenesis. -M., 1981
• Mukhina VF Problems of personality genesis. -M., 1985.
• Nebylitsyn V. D. Temperament. // Psychology of individual differences. Texts. / Ed. Yu. B. Gippenreiter, V. Ya. Romanova. - M.: Publishing House of Moscow State University, 1982.
• Nemov R.S. Psychology: in 3 books. -M., 2001.
• Ovchinnikov B. V., Vladimirova I. M., Pavlov K. V. "Types of temperament in practical psychology." – 2003.
• Petrovsky A. V. Personality in psychology. - Rostov-on-Don., 1996.
• Piaget J. Selected psychological works. -M., 1994.
• Pryazhnikov M. S., Pryazhnikova E. Yu. Psychology of work and human dignity.
• Psychology of personality in the works of domestic psychologists. -SPb., 2000.
• Psychology of personality in the works of foreign psychologists. / Comp. A. A. Rean. - St. Petersburg, 1998.
• Rubinshtein S. L. Fundamentals of General Psychology: in 2 volumes, -M., 1989.
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• The Four Temperaments in Herluf Bidstrup's Comics

According to K. Leonhard, personality accentuations are primarily manifested in communication with other people. Therefore, evaluating communication styles, certain types of accentuations can be distinguished. The classification proposed by Leonhard includes the following types:

1. Hyperthymic type. A noticeable feature of the hyperthymic personality type is a constant stay in high spirits, even in the absence of any external reasons for this. Elevated mood is combined with high activity, thirst for activity. Hyperthyms are characterized by sociability, increased talkativeness. They look at life optimistically, without losing this quality even when obstacles arise. Difficulties are often overcome without much difficulty, due to their inherent activity and activity. Of the positive features that are attractive to communication partners, people of this type are characterized by vigor, a thirst for activity and initiative. At the same time, they also have some repulsive features: frivolity, a tendency to immoral acts, increased irritability and an insufficiently serious attitude to their duties. They can hardly endure the conditions of strict discipline, monotonous activity.

According to A. E. Lichko, the hyperthymic type is one of the five most “risky” in terms of delinquency. Along with the unstable type close to him, he firmly occupies a leading position in this criterion. In the group of adolescent delinquents who are registered for various offenses, hyperthymic and unstable accentuation is 76%. The antisocial behavior of hyperthyms is due not so much to clearly expressed antisocial attitudes as to frivolity, hyperactivity and risk appetite.

2. Stuck type. The main features of this type are moderate sociability, a tendency to moralize, and the duration of emotional experiences. He strives to achieve high performance in any business he undertakes, makes high demands on himself; especially sensitive to social justice, at the same time touchy, suspicious, vengeful; jealous, makes exorbitant demands on relatives and subordinates at work. Due to the fact that an insult to personal interests and dignity is never forgotten, others characterize such people as vindictive. There are reasons for this: the experience of affect is often combined with fantasizing, carrying out a plan of revenge on the offender. The painful resentment of these people is most often clearly visible.

3. Emotive type. The main feature of an emotive personality: kindness, compassion, a heightened sense of duty, diligence, excessive sensitivity. These people prefer communication in a narrow circle of the elite, with whom good contacts are established, whom they understand "perfectly". Rarely do they themselves enter into conflicts, playing a passive role in them.

Oddly enough, the proportion of emotive accentuators in the group of adolescents with antisocial behavior is quite high and amounts to about 36%.

4. Pedantic type. Well-marked external manifestations of this type are increased accuracy and craving for order, indecision and caution, conscientiousness and seriousness, formalism and tediousness. Before doing anything, think long and carefully about everything. Obviously, behind the external pedantry is the unwillingness and inability to change quickly, to accept responsibility. These people do not change jobs unnecessarily, only in the most extreme cases, and then with great difficulty. In the service, they behave like bureaucrats, presenting many formal requirements to others.

5. Alarm type. The main feature of an anxious personality is increased anxiety about possible failures, concern for their own fate and the fate of their loved ones. At the same time, as a rule, there are no objective reasons for such concern or they are insignificant. People with this type of accentuation are characterized by: low contact, timidity, self-doubt. They rarely come into conflict with others, playing a mostly passive role in them, in conflict situations they seek support. Due to their defenselessness, they also often serve as "scapegoats".

6. Dysthymic type. A dysthymic personality is the antipode of a hyperthymic one. Dysthymics tend to focus on the dark, sad side of life. This is manifested in everything: in behavior, and in communication, and in the peculiarities of the perception of life, events and other people (socio-perceptual features). Usually these people are homebodies by nature, serious. Activity, and even more so hyperactivity, is completely uncharacteristic of them. They highly value those who are friends with them, and are ready to obey them. They have the following personality traits that are attractive to communication partners: conscientiousness and a heightened sense of justice. They also have repulsive features. This is passivity and slowness of thinking, slowness and individualism.

7. Cyclothymic type. He is characterized by fairly frequent periodic mood swings, as a result of which the manner of communicating with people around him also often changes. In a period of high mood, such people are sociable, and in a period of depression, they are closed. During a spiritual upsurge, they behave like people with a hyperactive character accentuation, and during a recession, they behave like people with a dysthymic accentuation. He experiences failure hard, often thinks about his own shortcomings, feels a sense of loneliness. Self-assessment is often inaccurate.

8. Demonstrative type. The central feature of a demonstrative personality is the need and constant desire to impress, to be in the center. This manifests itself in vain, often deliberate behavior, in particular in such traits as self-praise, perception and presentation of oneself as the central character of any situation. Much of what a person says about himself often turns out to be a figment of fantasy or a significant embellished account of events. A demonstrative personality has the following features that are attractive to communication partners: courtesy, the ability to captivate others, and originality of thinking. Repulsive features: selfishness, boasting, shirking work.

9. Excitable type. A feature of an excitable personality is a pronounced impulsive behavior. The manner of communication and behavior depends to a large extent not on logic, not on the rational understanding of one's actions, but is due to impulse, attraction, instinct. In the field of social interaction, representatives of this type are characterized by extremely low tolerance, which can also be regarded as a lack of tolerance in general.

The excitable type of accentuation is included in the group of special risk of delinquent behavior. According to various psychological studies, this type is the second or third most common in the group of delinquents. It is important to note not only that the excitable type is one of the most common among delinquents, but also that it is the excitable accentuators that are the most frequent participants in violent offenses, i.e. those illegal actions that are especially dangerous from a social point of view and, in addition, have the most severe legal consequences.

10. Exalted type. The main feature of an exalted personality is a violent, exalted reaction to what is happening. They are easily delighted with joyful events and despair with sad ones. They are distinguished by extreme impressionability about any event or fact. At the same time, inner impressionability and a tendency to experiences find a vivid external manifestation in their behavior. Such people often argue, but without leading to an open conflict. They are altruistic, have a sense of compassion, show brightness and sincerity of feelings. Their repulsive features: alarmism, susceptibility to momentary moods.

11. Extroverted type. Such people are distinguished by high contact, they are talkative to the point of talkativeness, open to any information, rarely come into conflict with others and usually play a passive role in them. In communication with friends, at work and in the family, they often give up leadership to others, prefer to obey and are in the shadows. They have attractive features, such as a willingness to listen carefully to another, to do what is asked, diligence. Repulsive features are susceptibility to influence and a passion for entertainment, for participating in the spread of rumors and gossip.

12. Introverted type. It, unlike the previous one, is distinguished by a very low contact, isolation from reality and a penchant for philosophizing. Such people love solitude; come into conflict with others only when trying to unceremoniously interfere in their personal lives. They are often cold idealists with relatively little attachment to people. They have such attractive features as restraint, strong convictions, adherence to principles. They also have repulsive features. This is stubbornness and stubborn upholding of one's ideas. Such people have their own point of view on everything, which may turn out to be erroneous, differ sharply from the opinions of other people, and yet they continue to defend it, no matter what.