Rosenzweig technique adult version. Rosenzweig frustration test

Scales: extrapunitive, intropunitive, inpunitive reactions; fixation on self-defence, fixation on an obstacle, fixation on the satisfaction of a need

Purpose of the test

The technique is designed to study reactions to failure and ways out of situations that impede activity or satisfaction of the needs of the individual.

Test Description

frustration- a state of tension, frustration, anxiety caused by dissatisfaction of needs, objectively insurmountable (or subjectively so understood) difficulties, obstacles on the way to an important goal.

The technique consists of 24 schematic contour drawings, which depict two or more people engaged in an unfinished conversation. The situations depicted in the figures can be divided into two main groups.

situations "obstacles". In these cases, some obstacle, character or object discourages, confuses in a word or in some other way. This includes 16 situations.
Images: 1, 3, 4, 6, 8, 9, 11, 12, 13, 14, 15, 18, 20, 22, 23, 24.
. situations "accusations". The subject thus serves as object of accusation. There are 8 such situations.
Images: 2, 5, 7, 10, 16, 17, 19, 21.

There is a connection between these groups of situations, since the "accusation" situation suggests that it was preceded by the "obstacle" situation, where the frustrator was, in turn, frustrated. Sometimes the subject may interpret the situation of "accusation" as a situation of "obstruction" or vice versa.

The drawings are presented to the subject. It is assumed that "responsible for another", the subject will more easily, more reliably express his opinion and show typical reactions for him to get out of conflict situations. The researcher notes the total time of the experiment.

The test can be applied both individually and in groups. But unlike group research, another important technique is used in individual research: they are asked to read the written answers aloud. The experimenter notes the features of intonation and other things that can help clarify the content of the answer (for example, a sarcastic tone of voice). In addition, the subject may be asked questions regarding very short or ambiguous answers (this is also necessary for scoring). Sometimes it happens that the subject misunderstands this or that situation, and although such errors are in themselves significant for a qualitative interpretation, nevertheless, after the necessary clarification, a new answer should be received from him. The survey should be conducted as carefully as possible, so that the questions do not contain additional information.

Instructions for the test

For adults: “You will now be shown 24 drawings. Each of them depicts two talking people. What the first person says is written in the box on the left. Imagine what the other person might say to him. Write the very first answer that comes to your mind on a piece of paper, marking it with the appropriate number.

Try to work as quickly as possible. Take the task seriously and don't joke around. Don't try to use hints either."

Test

Processing and interpretation of test results

Each of the answers received is evaluated, in accordance with the theory of Rosenzweig, according to two criteria: according to the direction of the reaction (aggression) and according to the type of reaction.

According to the direction of the reaction are divided into:

. Extrapunitive: the reaction is directed at the living or inanimate environment, the external cause of frustration is condemned, the degree of the frustrating situation is emphasized, sometimes the situation is required to be resolved by another person.
. Intropunitive: the reaction is directed at oneself, with the acceptance of guilt or responsibility for correcting the situation that has arisen, the frustrating situation is not subject to condemnation. The subject accepts the frustrating situation as favorable for himself.
. Immunitive: the frustrating situation is seen as something insignificant or inevitable, overcome "over time, there is no blaming others or oneself.

According to the type of reaction are divided into:

. Obstructive-dominant. Type of reaction "with fixation on an obstacle". Obstacles that cause frustration are emphasized in every possible way, regardless of whether they are regarded as favorable, unfavorable or insignificant.
. self-protective. Type of reaction "with fixation on self-defense". Activity in the form of censuring someone, denying or admitting one's own guilt, evading reproach aimed at protecting one's "I", responsibility for frustration cannot be attributed to anyone.
. Necessary-persistent. Type of reaction "with fixation on satisfaction of need". A constant need to find a constructive solution to a conflict situation in the form of either asking for help from others, or accepting the responsibility to resolve the situation, or confidence that time and the course of events will lead to its resolution.

The following letters are used to indicate the direction of a reaction:

E - extrapunitive reactions,
. I - intropunitive reactions,
. M - impunity.

Reaction types are indicated by the following symbols:

OD - "with fixation on an obstacle",
. ED - "with fixation on self-defense",
. NP - "with a fixation on the satisfaction of need."

From combinations of these six categories, nine possible factors and two additional options are obtained.

First, the researcher determines the direction of the reaction contained in the response of the subject (E, I or M), and then identifies the type of reaction: ED, OD or NP.

Description of the semantic content of the factors used in the evaluation of responses (adult version)

OD ED NP
HER'. If the answer emphasizes the presence of an obstacle.
Example: "It's raining outside. My raincoat was very handy” (Fig. 9).
“And I expected that we would go together” (8).
Occurs mainly in obstacle situations.
E. Hostility, censure directed against someone or something in the environment.
Example: "the middle of the working day, and your manager is not in place" (9).
“A worn-out mechanism, they can’t be made new anymore” (5).
“We are leaving, she is to blame” (14).
E. The subject actively denies his guilt for the wrongdoing.
Example: “The hospital is full of people, why am I here?” (21).
e. It is required, expected, or explicitly implied that someone must resolve the situation.
Example: "Anyway, you must find this book for me" (18).
“She could explain to us what the matter is” (20).
I I'. The frustrating situation is interpreted as favorable-profitably-useful, as bringing satisfaction.
Example: “It will be even easier for me alone” (15).
“But now I will have time to finish reading the book” (24).
I. Reprimand, condemnation is directed at oneself, the feeling of guilt, one's own inferiority, remorse dominates.
Example: “It was I who came at the wrong time again” (13).
I. The subject, admitting his guilt, denies responsibility, calling for help extenuating circumstances.
Example: “But today is a day off, there is not a single child here, and I am in a hurry” (19).
i. The subject himself undertakes to resolve the frustrating situation, openly admitting or hinting at his guilt.
Example: “I’ll get out somehow” (15).
"I will do my best to atone for my guilt" (12).
MM'. The difficulties of the frustrating situation are not noticed or are reduced to its complete denial.
Example: "Late so late" (4).
M. The responsibility of a person who has fallen into a frustrating situation is reduced to a minimum, condemnation is avoided.
Example: “We couldn’t have known that the car would break down” (4). 		m. The hope is expressed that time, the normal course of events will solve the problem, you just need to wait a bit, or mutual understanding and mutual compliance will eliminate the frustrating situation.
Example: “Wait another 5 minutes” (14).
"It would be nice if it didn't happen again." (eleven).


Description of the semantic content of the factors used in the evaluation of responses (children's version)

OD ED NP
HER'. - "What will I eat?" (one);
- “If I had a brother, he would fix it” (3);
- “I like her so much” (5);
- "I also need to play with someone" (6). 		E. - "I'm sleeping, but you're not sleeping, right?" (ten);
- "I'm not friends with you" (8);
- “And you kicked my dog ​​out of the entrance” (7);
E. - "No, not many mistakes" (4);
- "I also know how to play" (6);
- "No, I didn't pick your flowers" (7).
e. - "You must give me the ball" (16);
“Guys, where are you! Save me!”(13);
- "Then ask someone else" (3).
I I'. - “I am very pleased to sleep” (10);
“I got myself into my hands. I wanted you to catch me” (13);
“No, it doesn't hurt me. I just slid off the railing” (15);
- “But now it has become tastier” (23). 		I. - “Take it, I won’t take it without permission anymore” (2);
- "I'm sorry I prevented you from playing" (6);
- "I did bad" (9);
I. - "I didn't want to break it" (9);
- “I wanted to look, but she fell” (9) 		i. - “Then I will take it to the workshop” (3);
- “I will buy this doll myself” (5);
- "I'll give you mine" (9);
“I won’t do it next time” (10).
MM'. -"So what. Well, swing ”(21);
- “I won’t come to you myself” (18);
- “It won’t be interesting there anyway” (18);
“It's already night. I should already be sleeping.” (10) 		M. - “Well, if there is no money, you can not buy” (5);
- "I'm really small" (6);
- "Well, you won" (8).
m. - “I’ll sleep, and then I’ll go for a walk” (10);
- "I'll go to sleep myself" (11);
"She's going to dry now. Dry" (19);
- “When you leave, I will also sway” (21).


So, the response of the subject in situation No. 14 “Let's wait another five minutes”, according to the direction of the reaction is impunitive (m), and according to the type of reaction - “with fixation to satisfy the need” (NP).

The combination of these or those two options is assigned its own literal meaning.

If the idea of ​​an obstacle dominates in an answer with an extrapunitive, intropunitive or impunitive reaction, the “prim” sign (E’, I’, M’) is added.
. The type of reaction "with fixation on self-defense" is indicated by capital letters without an icon (E, I, M).
. The type of response "with fixation to meet the need" is indicated by lowercase letters (e, i, m).
. Extra- and intropunitive reactions of a self-protective type in situations of accusation have two more additional evaluation options, which are denoted by the symbols E and I.

The appearance of additional options for counting E and I is due to the division of the test situation into two types. In situations of "obstruction" the reaction of the subject is usually directed at the frustrating person, and in situations of "accusation" it is more often an expression of protest, defending one's innocence, rejecting the accusation or reproach, in short, persistent self-justification.

Let's illustrate all these designations on the example of situation No. 1. In this situation, the character on the left (the driver) says: "I'm sorry that we splashed your suit, although we tried very hard to avoid the puddle."

Possible answers to these words with their evaluation using the above symbols:

. E'- "How unpleasant it is."
. I'"I didn't get dirty at all." (The subject emphasizes how unpleasant it is to involve another person in a frustrating situation).
. M'- "Nothing happened, he is a little splashed with water."
. E- “You are clumsy. You are a fool."
. I“Of course I should have stayed on the sidewalk.”
. M- "Nothing special".
. e- "You'll have to clean up."
. i- "I'll clean it."
. m- "Nothing, dry."

Since the answers are often in the form of two phrases or sentences, each of which may have a slightly different function, they can, if necessary, be denoted by two corresponding symbols. For example, if the subject says: "I'm sorry that I was the cause of all this anxiety, but I'll be glad to correct the situation," then this designation will be: Ii. In most cases, one counting factor is enough to evaluate the answer.

The score for most responses depends on one factor. A special case is presented by interpenetrating or interconnected combinations used for answers.

The explicit meaning of the words of the subject is always taken as the basis for counting, and since the answers are often in the form of two phrases or sentences, each of which can have a different function, it is possible to set one counting value for one group of words, and another for another.

The data obtained in the form of literal expressions (E, I, M, E ', M ', I ', e, i, m) are entered in the table.

Next, GCR is calculated - the coefficient of group conformity, or, in other words, a measure of the subject's individual adaptation to his social environment. It is determined by comparing the responses of the subject with standard values ​​obtained by statistical calculation. There are 14 situations that are used for comparison. Their values ​​are presented in the table. In the children's version, the number of situations is different.

General GCR Chart for Adults

Situation number OD ED NP
1 M'E
2 I
3
4
5 i
6e
7 E
8
9
10 E
11
12 E m
13th
14
15 E'
16 E i
17
18 E'e
19 I
20
21
22 M'
23
24 M'

General GCR table for children

Situation number Age groups
6-7 years old 8-9 years old 10-11 years old 12-13 years old
1
2 E E/m m M
3 E E; M
4
5
6
7 I I I
8 I I/i I/i
9
10 M'/E M
11 I/m
12 E E E E
13 E E I
14 M' M' M' M'
15 I' E'; MM'
16 E M’/E M’
17 M m e; m
18
19 E E; I E; I
20 i I
21
22 I I I
23
24 m m m M

10 situations 12 situations 12 situations 15 situations

If the subject's answer is identical to the standard one, a "+" sign is put.
. When two types of responses to a situation are given as a standard response, it is sufficient that at least one of the responses of the subject coincides with the standard. In this case, the answer is also marked with a "+" sign.
. If the subject's answer gives a double mark, and one of them corresponds to the standard, it is worth 0.5 points.
. If the answer does not correspond to the standard, it is indicated by the sign "-".

The scores are summed up, counting each plus as one and each minus as zero. Then, based on 14 situations (which are taken as 100%), the percentage value of the GCR of the subject is calculated.

Adult GCR Percentage Conversion Table


14 100 9,5 68 5 35,7
13,5 96,5 9 64,3 4,5 32,2
13 93 8,5 60,4 4 28,6
12,5 90 8 57,4 3,5 25
12 85 7,5 53,5 3 21,5
11,5 82 7 50 2,5 17,9
11 78,5 6,5 46,5 2 14,4
10,5 75 6 42,8 1,5 10,7
10 71,5 5,5 39,3 1 7,2

Table for converting to GCR percentages for children 8-12 years old

GCR Percentage GCR Percentage GCR Percentage
12 100 7,5 62,4 2,5 20,8
11,5 95,7 7 58,3 2 16,6
11 91,6 6,5 54,1 1,5 12,4
10,5 87,4 6 50 1 8,3
10 83,3 5,5 45,8
9,5 79,1 5 41,6
9 75 4,5 37,4
8,5 70,8 4 33,3
8 66,6 3,5 29,1

Table for converting to GCR percentages for children 12-13 years old

GCR Percentage GCR Percentage GCR Percentage
15 100 10 66,6 5 33,3
14,5 96,5 9,5 63,2 4,5 30
14 93,2 9 60 4 26,6
13,5 90 8,5 56,6 3,5 23,3
13 86,5 8 53,2 3 20
12,5 83,2 7,5 50 2,5 16,6
12 80 7 46,6 2 13,3
11,5 76,5 6,5 43,3 1,5 10
11 73,3 6 40 1 6,6
10,5 70 5,5 36

The quantitative value of GCR can be considered as a measure of the subject's individual adaptation to his social environment.

The next step is to fill in the profile table. It is carried out on the basis of the test's answer sheet. The number of times each of the 6 factors occurs is counted, each occurrence of the factor is assigned one point. If the response of the subject is evaluated using several counting factors, then each factor is given equal importance. So, if the answer was rated “E”, then the value of “E” will be equal to 0.5 and “e”, respectively, also 0.5 points. The resulting numbers are entered in the table. When the table is complete, the numbers are summed up in columns and rows, and then the percentage of each amount received is calculated.

Profile table

OD ED NP amount %
E
I
M
sum
%

Table for converting profile scores to percentages

Point Percent Point Percent Point Percent
0,5 2,1 8,5 35,4 16,5 68,7
1,0 4,2 9,0 37,5 17,0 70,8
1,5 6,2 9,5 39,6 17,5 72,9
2,0 8,3 10,0 41,6 18,0 75,0
2,5 10,4 10,5 43,7 18,5 77,1
3,0 12,5 11,0 45,8 19,0 79,1
3,5 14,5 11,5 47,9 19,5 81,2
4,0 16,6 12,0 50,0 20,0 83,3
4,5 18,7 12,5 52,1 20,5 85,4
5,0 20,8 13,0 54,1 21,0 87,5
5,5 22,9 13,5 56,2 21,5 89,6
6,0 25,0 14,0 58,3 22,0 91,6
6,5 27,0 14,5 60,4 22.5 93,7
7,0 29,1 15,0 62,5 23,0 95,8
7,5 31,2 15,5 64,5 23,5 97,9
8,0 33,3 16,0 66,6 24,0 100,0

The percentage ratio E, I, M, OD, ED, NP obtained in this way represents the quantitative features of the subject's frustration reactions.

Based on the numerical data profile, three main samples and one additional sample are generated.

The first sample expresses the relative frequency of different directions of response, regardless of its type. Extrapunitive, intropunitive and impunitive responses are arranged in order of their decreasing frequency. For example, frequencies E - 14, I - 6, M - 4, are written E\u003e I\u003e M.
. The second sample expresses the relative frequency of response types regardless of their directions. Signed characters are written in the same way as in the previous case. For example, we got OD - 10, ED - 6, NP - 8. Recorded: OD > NP > ED.
. The third sample expresses the relative frequency of the three most frequently occurring factors, regardless of the type and direction of the response. For example, E > E' > M are written.
. The fourth additional sample includes a comparison of responses E and I in situations of "obstruction" and situations of "accusation". The sum of E and I is calculated as a percentage, based also on 24, but since only 8 (or 1/3) test situations allow the calculation of E and I, the maximum percentage of such answers will be 33%. For interpretation purposes, the percentages received may be compared to this maximum number.

Trend analysis

Trend analysis is carried out on the basis of the subject's response sheet and aims to find out whether there was a change in the direction of the reaction or type of reaction of the subject during the experiment. During the experiment, the subject can noticeably change his behavior, moving from one type or direction of reactions to another. The presence of such changes indicates the attitude of the subject to his own answers (reactions). For example, the reactions of the subject of an extrapunitive orientation (with aggression towards the environment), under the influence of an awakened sense of guilt, can be replaced by answers containing aggression towards himself.

Analysis involves revealing the existence of such tendencies and finding out their causes, which may be different and depend on the characteristics of the subject's character.

Trends are written in the form of an arrow, above which a numerical assessment of the trend is indicated, determined by the sign "+" (positive trend) or the sign "-" (negative trend), and calculated by the formula:

(а-b) / (а+b), where

. « a"- quantitative assessment of the manifestation of the factor in the first half of the protocol (situations 1-12),
. « b» - quantitative assessment in the second half (from 13 to 24).

A trend can be considered as an indicator if it is contained in at least four responses of the subject, and has a minimum score of ±0.33.

Five types of trends are analyzed:

. Type 1. The direction of the reaction in the OD graph is considered. For example, factor E' appears six times: three times in the first half of the protocol with a score of 2.5 and three times in the second half with a score of 2 points. The ratio is +0.11. The factor I' appears only once in total, the factor M' appears three times. There is no type 1 trend.
. Type 2. Factors E, I, M are considered similarly.
.Type 3. The factors e, i, m are considered similarly.
. Type 4. The directions of reactions are considered, not taking into account the graphs.
. Type 5. Cross-trend - consider the distribution of factors in three columns, without regard to direction, for example, consideration of the OD column indicates the presence of 4 factors in the first half (score indicated by 3) and 6 in the second half (score 4). The graphs ED and NP are considered similarly. In order to identify the causes of a particular trend, it is recommended to conduct a conversation with the subject, during which, with the help of additional questions, the experimenter can obtain the necessary information of interest to him.

Interpretation of test results

The first stage of interpretation is to study the GCR, the level of social adaptation of the subject. Analyzing the data obtained, it can be assumed that a subject with a low percentage of GCR often conflicts with others, since he is not sufficiently adapted to his social environment.
Data concerning the degree of social adaptation of the subject can be obtained using a repeated study, which consists in the following: the subject is repeatedly presented with drawings, with a request to give in each task such an answer that, in his opinion, would need to be given in this case, i.e. "correct", "reference" answer. The “index of mismatch” of the answers of the subject in the first and second cases provides additional information about the indicator of the “degree of social adaptation”.
At the second stage, the received estimates of six factors in the table of profiles are studied. Stable characteristics of the subject's frustration reactions, stereotypes of emotional response are revealed, which are formed in the process of development, upbringing and formation of a person and constitute one of the characteristics of his personality. The reactions of the subject can be directed to his environment, expressed in the form of various requirements for it, or to himself as the culprit of what is happening, or a person can take a kind of conciliatory position. So, for example, if in a study we get a test score of M - normal, E - very high and I - very low, then on the basis of this we can say that the subject in a frustration situation will respond with increased frequency in an extrapunitive manner and very rarely in intropunitive. That is, we can say that he makes high demands on others, and this can serve as a sign of inadequate self-esteem.

Estimates regarding types of reactions have different meanings.

Grade OD(type of reaction “with fixation on an obstacle”) shows to what extent the obstacle frustrates the subject. So, if we got an increased OD score, then this indicates that in frustration situations the subject is dominated more than normally by the idea of ​​an obstacle.
. Grade ED(type of reaction "with a fixation on self-defense") means the strength or weakness of the "I" of the individual. An increase in ED means a weak, vulnerable person. The subject's reactions are focused on protecting his "I".
. Grade NP- a sign of an adequate response, an indicator of the degree to which the subject can resolve frustration situations.

The third stage of interpretation is the study of trends. The study of tendencies can go a long way in understanding the attitude of the subject to his own reactions.

In general, it can be added that on the basis of the survey protocol, conclusions can be drawn regarding some aspects of the adaptation of the subject to his social environment. The methodology in no way provides material for conclusions about the structure of personality. It is only possible with a greater degree of probability to predict the emotional reactions of the subject to various difficulties or obstacles that stand in the way of satisfying the need, achieving the goal.

Sources

Rosenzweig test. Technique of pictorial frustration (modified by N.V. Tarabrina) / Diagnostics of emotional and moral development. Ed. and comp. Dermanova I.B. - SPb., 2002. S.150-172.

The issues of studying the concept and diagnosing frustration are topical problems of psychology, both in theoretical and practical terms. The purpose of the S. Rosenzweig method, including the children's version, is to study the emotional reactions and stereotypes of a person's behavior when faced with barriers that block the satisfaction of needs and limit vigorous activity. This test will help to better understand the behavior of the test person and the characteristic tendencies of emotional reactions in a traumatic situation of frustration.

S. Rosenzweig's pictorial frustration test: what it is and what it is intended for (in general and for children in particular)

The development of Saul Rosenzweig's theory of frustration began in 1934, the procedure for technical improvement of the idea took another four years, and by 1938 it had received its final formulation. Distinctive features of the method were scientific reasoning, methodological consistency and harmony. The purpose of the method is to determine the content of the concept of frustration and the diagnosis of traumatic psychological states of the individual caused by situations of loss and defeat. The understanding of the term itself in the scientific literature is ambiguous, the literal meaning of the word “frustration” means disappointment, the destruction of hopes for achieving the goal, that is, it implies a stressful situation in which there is a violation of previously planned actions, the collapse of plans. This interpretation of the term in the scientific community is popular, but not all theoretical psychologists accept it. From the point of view of many authors, frustration must be perceived as an organic part of a broader problem, such as the degree of psychological stability of a person to overcome life's problems, the ability to withstand a blow and the reaction to a traumatic challenge.

Life difficulties belong to two qualitative levels:

  • The category of surmountable problems, even if the resolution of such a situation requires a great psychological mobilization and effort from the individual.
  • Insurmountable difficulties, in the face of which a person signs his helplessness and complete impotence.

The attention of scientists specializing in the study of frustration focuses precisely on insurmountable barriers that prevent the satisfaction of needs. In addition, one should distinguish between the concepts of frustrator, i.e., the external causative agent of the situation, and frustration itself, which means the internal reaction of the individual. So, in the future, under the term frustration we will understand precisely the psychological state of the individual, which is provoked by an external barrier and is perceived as an insurmountable difficulty in implementing plans.

Frustration occurs when the organism encounters more or less insurmountable obstacles or obstructions on the way to the satisfaction of some vital need.

Rosenzweig S.

The picture-association method and its application in a study of reaction to frustration // J. Pers. 1945.V.14.

The behavioral model during frustration can unfold in two most likely scenarios:

  • Mature, rational, creative, analytical and balanced, providing flexibility and variability of behavior.
  • Infantile, aggressive, hard and hysterical.

Rosenzweig offers his own typology of psychological defense:

  • Elementary cellular level - the body automatically turns on the physiological mechanisms of protection in case of infection.
  • General protection in a situation of external physical hostility - a psychological reaction is characterized by an emotional background of fear, anxiety, anger, and at the physiological level, a reaction of the "stress" type.
  • The highest level is activated when it is necessary to respond to psychological threats to one's "I", in fact, this is the level of the theory of frustration.

Rosenzweig notes two types of frustration:

  1. Loss - a person was deprived of the necessary conditions to satisfy his need, for example, thirst caused by lack of water.
  2. Blocking - there are barriers to the implementation of the desired goal.

The reaction of the individual in a situation of necessary protection of the “I” is complex, the classification of this reaction according to direction formed the basis of the Rosenzweig test:

  • Extrapunitive - outwardly directed behavior of the victim, the test subject emotionally blames external circumstances or the environment for the deprivation he experiences. The responses are accompanied by a state of affect and hidden aggression.
  • Intrapunitive - the internal orientation of the accusation, the state of guilt, self-flagellation, remorse, increased self-criticism, turning into a state of despondency.
  • Impunitive - an attempt to come to a conciliatory compromise, avoiding making direct accusations both towards others and oneself.

The typology of reactions also has its own classification scale:

  • Emphasizing the barrier factor - focusing on the obstacle, its pronounced dominance, regardless of its significance or assessment (important, unimportant, favorable or not).
  • Self-defense - the desire to protect one's "I", avoiding accusations and reproaches, removing responsibility for the situation.
  • Persistent-inertial - persistent focus on the need to satisfy a need, the search for a productive solution to a conflict situation, seeking help or the hope that time and circumstances will become decisive factors in resolving the problem.

Quite often, the responses will meet two polar responses in an effort to achieve satisfaction of needs:

  1. adaptive inertia. The subject's actions will continue in search of an effective way to resolve the situation, regardless of interference and obstacles.
  2. Non-adaptive inertia. Actions are characterized by persistent stubbornness and psychological rigidity. Persistent reproduction of an inefficient and simplistic model of behavior.

There are also two types of response in setting the personality to protect its “I”:

  1. Adaptive - the justification of the existing result by personal circumstances, for example, by the fact that the subject does not have the necessary resource base of abilities to implement his enterprise. The answer will be considered adaptive if the individual turns to himself in search of the reasons for failure and the recognition of his own responsibility.
  2. Maladaptive - a person will justify his own insolvency by external circumstances, for example, mistakes made by others.

It is worth noting that the same provocation can cause a different behavioral response depending on the individual characteristics of the individual.

  • Active behavior is characterized by the search for an outlet, going into activities that distract from painful experiences and thoughts, replacing a feeling of disappointment and dissatisfaction.
  • A depressed state will cause apathy, a sense of powerlessness, sadness, a feeling of devaluation and the meaninglessness of any action. This state often turns into despair.
  • Regression will lead to psychological freezing in infantile behavior, primitive and useless in its helplessness.

Emotionality and aggressiveness are also common forms of frustration.

An important criterion for the typological classification of frustration is not only the content aspect or orientation, but also the duration of the mental state:

  • typical for the temperament and character of the personality;
  • atypical, but in the future there is a high probability of its consolidation as a new character trait;
  • random, unstable (for example, aggression for a person more prone to depressive reactions or, conversely, depression for an unrestrained and rude person, often showing hostility and a tendency to violence).

Rosenzweig introduced an indicator of tolerance, resistance to frustration without loss of mental adequacy:

  • The most benevolent behavior is distinguished by poise, prudence, a willingness to consider the situation as a useful life experience, without self-abasement.
  • Self-control, mobilization of efforts to restrain an overly emotional reaction, impulsiveness. This behavior is characterized by a state of excessive stress.
  • Showy bravado showing indifference that hides anger and disappointment.

The issue of raising healthy and constructive frustration is topical, since the hypothesis of the radical influence of early childhood reactions on stereotypical adult behavior is quite popular in the scientific literature. Frequent traumatic frustrations at an early age can later have a negative morbid significance. It is impossible to educate a mature, self-sufficient person without developing her skills of productive resolution of difficult situations that impede her full-fledged life.

The order of the children's version of the test

The test technique adapted for children by S. Rosenzweig started in 1948. The technique was based on the belief that the pictorial version would be well received by children as a game of comics, so we expected to get more direct and frank answers than in adult subjects. The children's test is designed to work with children of four to fourteen years old, from the age of fifteen it is advisable to use the adult version of the methodology, from the age of twelve it is allowed to use the adult test. When determining the testing option, it is necessary to take into account the degree of intellectual and psychological readiness of the child for one or another method of conducting the study.

The test uses as stimulus material a series of twenty-four simple graphic cards with everyday scenes from life, which are designed for direct, unambiguous answers of the subject. Each drawing depicts two characters, usually a child and an adult, or a child of the same sex and a child of the opposite sex. Above the left character there is a dialog box with text, and above the right character there is an empty field in which you need to enter the testee's words. There is no mimic expression on the faces of the drawn participants in the scene, so that the subject shows his own attitude to the situation.

Obstacle "over me" - a situation where the main character becomes the object of criticism and accusation. Accordingly, there are nine such cards: 3, 6, 7, 8, 12, 13, 14, 19, 22.

Scenes of illustrations numbered 11 and 15 are classified as indeterminate, and therefore are not included in the first or second groups.

Stimulus material for the children's test by S. Rosenzweig

Figure from the “I” obstacle group No. 1 Figure from the “I” obstacle group No. 2 Figure from the “Over I” obstacle group No. 3 Figure from the “I” obstacle group No. 5 Figure from the “Over I” obstacle group No. 8 Figure from the group Obstruction "I" No. 16 Drawing from the group Obstacle "I" No. 17 Drawing from the group Obstacle "I" No. 18 Drawing from the group Obstacle "I" No. 20 Drawing from the group Obstacle "I" No. 21 Drawing from the group Obstacle "I" No. 23 Figure from the “I” obstacle group No. 24 Figure from the “I” obstacle group No. 10 Figure from the “I” obstacle group No. 4 Figure from the “Over I” obstacle group No. 6 Figure from the “Over I” obstacle group No. 7 Figure from group obstacle "I" No. 9 Figure from the group obstacle "over I" No. 12 Figure from the group obstacle "over I" No. 13 Figure from the group obstacle "over I" No. 14 Figure from the group obstacle "over I" No. 19 Figure from the group “over self” obstacle No. 22 Drawing from the group of indefinite plots No. 11 Drawing from the group of indefinite plots No. 15

There is a logical relationship between these two groups, when the “over-I” type scene was preceded by the “I” blocking scene, where the frustrator acted as a source of barrier and deprivation. In addition, the distinction between the two groups is not strictly unambiguous, since the scene of accusation was preceded by a scene of deprivation or obstacles, so someone who is in the position of the accuser may be in the position of the accused, depending on the interpretation of the tested person.

The psychologist passes the cards to the child and says: “The pictures show two or more people who say something to each other or do something. We can recognize the words of one, since they are written, but we do not know the answers of the second, what do you think he said, try to answer quickly, without hesitation.”

The purpose of the experiment is the desire to remove the stereotypical social attitude fixed in the mind of the child, and to facilitate the symbolic transfer of the “I” of the subject to one of the characters in the plot picture. It is necessary to explain to the test-taker that there can be no right and wrong answers “to the assessment”, all his answers are important, accepted and valuable. Additional comments by the researcher in an atmosphere of friendly conversation will help the child remove the fear of a bad or incorrect answer, and avoid the psychological stress of the exam situation. Such negative fears and clamps of the test person can lead to his unconscious insincerity, secrecy in actions, and therefore, the bias of the results of the study.

If the level of proficiency in the technique of reading or writing the child does not allow him to enter answers on the cards on his own, then the psychologist does this for him, then fixing the results in the protocol. The author's recommendations for the children's version of the test suggest conducting an oral survey with children under eight years of age. At an older age, the test person writes down the answers on his own, even in the conditions of an individual way of conducting the study. After the work on the test is completed, the child reads his answers aloud, and the psychologist makes the necessary notes and notes in the protocol.

In general, testing takes place within fifteen to twenty minutes. The technique of the testing procedure provides for both individual and group methods of work. The group way of organizing the study is allowed from the age of nine and in the amount of four to six children. Quite common is the situation when a child, with a positive perception of the study, finds it difficult to give his explanations on the plot picture under the first number. This may be due to both a misunderstanding of the psychologist's request and instructions, and an ambiguous interpretation of the scene itself. To overcome such a problem, it is worth paying attention to clarifying the task by leading questions, if such stimulation turns out to be ineffective, then go to the card under the second number. It is worth returning to the answer according to the first figure at the end of the study. Refusal to answer carries useful information about the characteristics of the personality of the child or the conditions of his life, therefore, it should also be recorded in the protocol.

An incorrect interpretation of the plot of the card is also possible, for example, when a child attributes the events of card No. 17 to morning time, and not evening, thus distorting the meaning of the situation itself, as a result, it loses its research value. The original answer is recorded in the protocol, at the end of the research procedure, by means of leading questions, the correct understanding of the subject of the plot is clarified, then the final version is fixed. It is important to note that all corrective actions are taken only after receiving and fixing the initial version of all answers on the proposed figures.

Processing the results of S. Rosenzweig's frustration test and their interpretation

In the symbolic language of letter designation, the classification of the direction of reactions will look like this:

  • E - extrapunitive behavior;
  • I - intrapunitive behavior;
  • M - impulsive behavior.

The typology of reactions is represented by the following letter combination:

  • OD - accentuation factor obstruction;
  • ED - self-defense;
  • NP - persistent-inertial behavior.

Various combinations of these six categories give nine basic and two additional options.

The first stage of the study determines the direction of the reactions (E, I, M), and the second specifies the typology (OD, ED, NP).

The combination of two answer options receives a separate letter designation:

  • The designation "prim" (E`, I`, M`) is attached under the condition of a combination of an extrapunitive, intrapunitive or impunitive response with fixation on the barrier;
  • Variant of reaction with dominance of self-defence - E, I, M;
  • A reaction with a persistent desire to achieve the implementation of plans is recorded in lowercase letters - e, i, m;
  • Extrapunitive and intropunitive behavior in combination with the reaction of the accusation received two additional options for designation - E, I (with a dash below). The situation is characterized by stubborn self-justification, denial of one's guilt.

When interpreting the data in the children's test, an approach similar to that of an adult is used.

The rating scale is conveniently illustrated by the example of the analysis of the answers related to the eighth figure. The card graphically depicts a dialogue scene between two girls in front of whom lies a broken doll. The heroine, located to the left, turns to her interlocutor with accusations against her: “It was you who broke my best doll!”.

E` - the answer emphasizes an obstacle, a hindrance, for example: “This situation is unpleasant for me, I am upset. I am very sorry that such a wonderful doll broke!”.

E - aggressiveness, hostile behavior, threats and accusations towards the interlocutor: "You yourself are to blame for what happened!" The child denies any involvement in the incident.

E (with a dash below) - the test subject denies his guilt, as a rule, in the scenes of the accusation: "I did not do what they attribute to me."

e - the solution to the problem is delegated to another character: "This is your problem, you think what to do."

I (approx.) - the situation of frustration, despite the negativism, is assessed as useful, for example: "Now you can get a new toy, even better!". Emphasized participation and empathy may sound in the words: “I'm sorry that you are so worried!”.

I - self-accusation, self-guilt, remorse: "Excuse me, please, it's my fault, I will never do that again."

I (Option I with a dash below) - the tested person admits his involvement, but refuses to take responsibility for his act: “I accidentally, I didn’t want to.”

i - the child offers his active help in resolving the situation: "I'll fix everything now, I'll fix it!".

M` - the situation of frustration is deliberately devalued, the small significance, exaggeration of the problem is emphasized, the child eliminates himself: “What actually happened? I have nothing to do with this."

M - the responsibility of those present is denied, the condemnation is removed: "No one is to blame, it had to happen."

m - hope that the problem will resolve itself over time, or some events will occur: "Let's wait, the situation will change over time."

The results of the children's test are recorded according to indicators that coincide with the adult test: reaction profile, samples, GCR. All indicators are entered into the evaluation form. The scoring system in the children's and adult tests is the same.

Rosenzweig's experimental findings emphasize that children in the younger age group (6–7 years old) are more prone to immediate and direct manifestation of unrestrained hostile reactions.
The GCR indicator (Group Conformiti Rating) - clarifies the degree of coincidence of the child's answers with the most standard, typical option, thus, the coefficient of the degree of adaptation to the social environment is revealed.

General GCR table for children

Situation number Age groups
6–7 years8–9 years old10–11 years old12–13 years old
1
2 EE/mmM
3 E E; M
4
5
6
7 IIII
8 II/iI/i
9
10 M'/E M
11 I/m
12 EEEE
13 EE I
14 M'M'M'M'
15 I' E'; M'M'
16 EM'/EM'
17 Mme; m
18
19 EE; IE; I
20 iI
21
22 IIII
23
24 mmmM
10 situations12 situations12 situations15 situations
  • If the subject gives an answer that is identical to the generally accepted one, then we put "+" - 1 point.
  • If the assessment is of a dual nature, then it receives 0.5 points.
  • If the answer contradicts the standard, then we denote it with the sign "-" - 0 points.

The total number of situations considered is accordingly taken as 100%, thus, having calculated the amount of points that the child’s answers scored, we can calculate the percentage value GCR. There were 10 such situations for 6–7 year old children, 12 for 8–9 year old children, 12 for 10–11 year old children, and 15 situations for 12–13 year old children. For example, if a 7-year-old subject scored 6, then the individual GCR percentage would be 60. GCR

Percent 15 100 10 66,6 5 33,3 14,5 96,5 9,5 63,2 4,5 30 14 93,2 9 60 4 26,6 13,5 90 8,5 56,6 3,5 23,3 13 86,5 8 53,2 3 20 12,5 83,2 7,5 50 2,5 16,6 12 80 7 46,6 2 13,3 11,5 76,5 6,5 43,3 1,5 10 11 73,3 6 40 1 6,6 10,5 70 5,5 36

The second stage of the research procedure is to fill in the values ​​of the profiles. For this purpose, the general protocol of the answers of the tested person is used. Each of the six types of reactions is assigned one point, if the answer has a dual position ("Mm"), then each factor is given 0.5 points. The obtained indicators are recorded in the protocol table, the numbers are grouped into lines and columns, the total amount and its percentage are calculated.

19,5 81,2 4,0 16,6 12,0 50,0 20,0 83,3 4,5 18,7 12,5 52,1 20,5 85,4 5,0 20,8 13,0 54,1 21,0 87,5 5,5 22,9 13,5 56,2 21,5 89,6 6,0 25,0 14,0 58,3 22,0 91,6 6,5 27,0 14,5 60,4 22.5 93,7 7,0 29,1 15,0 62,5 23,0 95,8 7,5 31,2 15,5 64,5 23,5 97,9 8,0 33,3 16,0 66,6 24,0 100,0

Interpretation of study results

1. Analysis of GCR indicators.

A low numerical value indicates conflict and hostility of the tested person, poor adaptation to the social environment.

2. Analyze six aspects of the table of profiles.

Increased extrapunitivity is a symptom of inadequately high expectations in relation to the external social environment and insufficient self-criticism. A low percentage of E means the subject's tendency to underestimate the negative painful aspects of situations, and an indicator that exceeds the norm indicates the presence of increased pretentiousness in relation to others, indirectly indicates problems with inadequate self-esteem.

High percentages of intropunity indicate low self-esteem and excessive demands on oneself. The predominance of behavior of an intropunitive orientation indicates the desire to smooth out the sharpness of the conflict, to hush up an unpleasant situation.

The indicators of the protocol records demonstrate the dynamics and effectiveness of self-control and the degree of awareness by the tested of their actions in a situation of frustration. When summarizing the results of the study, individual values ​​​​and normative group indicators are compared, and attention is paid to whether a violation of the upper and lower limits of the permissible interval is recorded.

  • High values ​​of the OD category (emphasis on the obstacle) prove that the test-taker is over-focusing on the obstacle, exaggerating its significance, removing most of the responsibility for solving the problem. In this case, as a rule, indicators of more active behavior E-D, N-P will be underestimated.
  • The E-D score (self-defense) is directly related to the characteristics of personality strength, self-confidence. Accordingly, a low percentage will tell about the problems of insecurity, weakness, vulnerability and vulnerability of the "I" of the child, who constantly takes a position of self-defense.
  • The N-P rating (persistence in meeting needs) shows the degree of adequacy of the reaction to the challenge of a traumatic situation, determines the level of personal maturity and readiness to take responsibility for self-solving the problem.

3. Study of general trends.

This stage is important for the subjects to understand the features of their behavior and for self-esteem.

It is important to note that the method does not claim to draw global conclusions about the structural characteristics of the person being tested. The test allows you to draw interesting conclusions about the relationship of the subject with others and, with a certain degree of probability, suggest his emotional reactions to the obstacles that have arisen that block the satisfaction of needs.

The S. Rosenzweig test is widely used in psychological practice for solving various problems and has established itself as a fairly reliable psychological toolkit. In addition, this test is successfully used in research work and allows you to identify gender, personality, ethnic and other factors and characteristics that determine the behavior of adults and children in situations of frustration.

This technique is aimed at determining the reaction to failure and studying the methods chosen by the test-taker to resolve the difficulties that have arisen. In other words, the object of analysis is individual frustration - a type of emotional state, expressed in the individual's internal anxiety as a result of a reaction to the negative events of recent days. The presented methodology, which today allows you to take the Rosenzweig test online for free, makes it possible to study the reaction of the subject to:
  • Aggression
  • Apathy
  • Identification
  • Compensation
  • moving
  • suppression
  • projection
  • Rationalization
  • Regression
  • fantasy
  • fixation
    • Belonging to the class of projective tests, it offers the tested person 24 life situations. In 16 of them, a scene of a certain moment of life is reproduced, where a person encounters certain obstacles. At 8, the probationer is subject to accusations. At the same time, both groups of situations have a common stimulus - the factor that activated the “collision with an obstacle” mode, and then caused a feeling of frustration. At the same time, it absolutely does not matter how a person who decides to take the Rosenzweig test online for free perceives what is happening - as an "obstacle" or as an "accusation".

    Identification of hidden aggression and frustration - the applied value of the technique

    Rosenzweig's pictorial frustration test sets the main task - to bring out the hidden hostility of the subject. At the same time, it involves additionally determining the type of aggression:
  • External (extraputive) - aimed at everything that surrounds a person
  • Internal (introputive) - the subject himself acts as an object of aggression
  • To nowhere (inputive) - which is a consequence of the denial of the frustrator
    • At the same time, the barrier (frustrator) could also be ambiguous:
  • Deprivation - the inability to achieve the goal
  • Loss - deprivation of some thing, a loved one, inner strength, etc.
  • Conflict - the presence of a situation that causes internal tension
    • Along the way, such a concept as "frustration tolerance" was singled out - the resistance of the test person to frustrating situations (lack of a pronounced reaction to a stimulus).


    In the end, people who decided to take the Rosenzweig test online for free were helped not only to determine the adequacy of reactions to what was happening, but also to identify the most commonly used ways to overcome it.

    Theoretical basis

    Each of the received answers, according to the Rosenzweig theory**, is evaluated according to 2 criteria:
  • direction of reaction
  • type of reaction
    • In turn, the direction of the reaction can be extrapunitive, intropunitive and impunitive. The first type of direction of reaction is expressed in the manifestation of aggression towards the external environment. Here the emphasis is on the degree of the frustrating situation. The individual transfers the right to resolve the problem to someone on the side. The second type characterizes a person with a deep sense of self-criticism. He sees only himself as the source of problems and the person capable of solving them. The third type says that a person sees what is happening as a consequence of inevitability. Deciding to take the Rosenzweig test online for free, he ends up figuring out that "his" problem solving is all about time and patience.
    The type of reaction is obstructive-dominant, self-protective and necessary-persistent. The first focuses on the “obstacle”, regardless of what assessment the test subject himself gives him - positive, neutral or negative. The second is based on self-defense. The subject is trying with all his might to find an excuse for himself, looking for the causes of the problem outside. The third type involves taking the installation to meet their own needs. A person, depending on a number of third-party factors, has different views on what is happening at one time or another.

    He either looks for ways to resolve the conflict, or shifts this responsibility to another, or allows the situation to "go with the flow", hoping for its resolution after the necessary time for this.

    projective constitutive additive frustration

    The text of the experimental psychological methodology for studying frustration reactions of S. Rosenzweig was modified at the Research Institute. V. M. Bekhtereva. The Rosenzweig technique, like the hand test, is projective, and therefore very necessary for a qualitative study of the personality of the subjects.

    The theory of frustration by S. Rosenzweig, like many scientific theories in general, is, of course, not free from a broad understanding of its significance in the diagnosis and prognosis of personal development and growth. But in general, the experience of using this technique testifies to its value in the differential diagnosis of character accentuations, behavioral disorders (including socially dangerous ones), neurotic conditions, as well as in a positive way of establishing the optimal state of mental health of children and adults.

    Experimental-psychological method of studying frustration reactions.

    This technique was first described in 1944 by S. Rosenzweig under the title "Pictorial Frustration Method". The stimulating situation of this method is a schematic outline drawing of two or more people engaged in an unfinished conversation. The depicted characters may differ in gender, age and other characteristics. Common to all drawings is finding the character in a frustrating situation.

    The technique consists of 24 drawings, which depict faces in a frustration situation.

    The situations presented in the text can be divided into two main groups.

    1. Situations of "obstacles". In these cases, some obstacle, character or object discourages, confuses a person in a word or in some other way. This includes 16 situations - figures 1, 3, 4, 6, 8, 9, 11, 12, 13, 14, 15, 18, 20, 22, 23, 24.

    2. Situations of "accusation". The subject thus serves as object of accusation. There are eight of them: figures 2, 5, 7, 10, 16, 17, 19, 21.

    There is a connection between these types, since the "accusation" situation suggests that it was preceded by the "obstruction" situation, where the frustrator was, in turn, frustrated. Sometimes the subject may interpret the situation of "accusation" as a situation of "obstruction" or vice versa.

    The procedure of the experiment is organized according to the instructions attached to the set of drawings.

    Test score. Each response is evaluated in terms of two criteria: the direction of the response and the type of response.

    1. Extrapunitive reactions (the reaction is directed at the living or inanimate environment - the degree of the frustrating situation is emphasized, the external cause of frustration is condemned, or the resolution of this situation is charged to another person).

    2. Intropunitive reactions (the reaction is directed by the subject to himself: the subject accepts the frustrating situation as favorable for himself, takes the blame on himself or takes responsibility for correcting this situation).

    3. Impulsive reactions (the frustrating situation is considered by the subject as insignificant, as the absence of someone's guilt, or as something that can be corrected by itself, one has only to wait and think).

    Reactions also differ in terms of their types:

    1. The type of reaction “with fixation on an obstacle” (in the response of the subject, the obstacle that caused frustration is emphasized in every possible way or interpreted as a kind of good or described as an obstacle that does not have a serious significance).

    2. Type of reaction “with a fixation on self-defense” (the main role in the response of the subject is played by the defense of himself, his “I”, the subject either blames someone, or admits his guilt, or notes that responsibility for frustration cannot be attributed to anyone ).

    3. The type of reaction “with a fixation to meet the need” (the answer is aimed at resolving the problem; the reaction takes the form of a demand for help from other persons to solve the situation; the subject himself takes on the resolution of the situation or believes that time and the course of events will lead to its correction) .

    R1z combinations of these six categories get nine possible factors and two additional options. To indicate the direction of the reaction, the letters E, I, M are used:

    E - extrapunitive reactions; I - intropunitive; M - impulsive.

    The types of responses are denoted by the following symbols: OD - "fixed on an obstacle", ED - "fixed on self-defense", and NP - "fixed on satisfying a need".

    To indicate that the idea of ​​an obstacle dominates in the answer, the sign "prim" (E", I", M") is added. The type of reaction "with fixation on self-defense" is indicated in capital letters without a sign. The type of reaction "with fixation on meeting the need" is indicated lowercase e, i, m.

    The corresponding table contains methods for evaluating the answers of the subjects. The grades are recorded on the registration sheet for further processing. It involves the calculation of the GCR indicator, which can be referred to as the "degree of social adaptation." This indicator is calculated by comparing the answers of a particular subject with the "standard", average.

    Description of the semantic content of factors

    OD "with fixation on an obstacle"

    ED "with fixation on self-defense"

    NP "with fixation on satisfaction of needs

    E" - the presence of an obstacle is emphasized in the answer. Example: "This situation definitely frustrates me (annoys, worries)".

    Occurs mostly in obstacle situations

    E - hostility, censure directed against someone or something in the environment. The response contains accusations, reproaches, sarcasm. Example: “Go to hell!”, “You are to blame!”

    The subject actively denies his guilt for the offense committed.

    Example: "I did not do what you accuse me of."

    e - it is required, expected or clearly implied that someone must resolve this situation. Example: "You need to solve this issue."

    I" - the frustrating situation is interpreted as favorable and useful, as bringing satisfaction (or deserving punishment).

    I - censure, condemnation is directed at oneself, the feeling of guilt, one's own inferiority, remorse dominates.

    i - the subject himself undertakes to resolve the frustrating situation, openly admitting or hinting at his guilt.

    M" - the difficulties of the frustrating situation are not noticed or are reduced to its complete denial.

    Example: "This situation does not matter."

    M - the responsibility of a person in a frustrating situation is minimized, condemnation is avoided.

    Example: "Nothing, we learn from mistakes."

    m - the hope is expressed that time, the normal course of events will solve the problem, you just have to wait a bit; or that mutual understanding and mutual compliance will eliminate the frustrating situation.

    There are only 14 situations that are used for comparison. Their values ​​are presented in the table (see below). A “+” sign is placed on the left side of the subject's protocol sheet if the subject's answer is identical to the standard answer. When two types of responses to a situation are given as a standard response, at least one response that matches the meaning of the standard is sufficient. In this case, the answer is also marked with a "+" sign. If the subject's answer gives a double mark and one of them corresponds to the standard, it is worth 0.5 points. If the answer does not correspond to the standard, it is indicated by the sign "-". The scores are summed up, counting each plus as one and each minus as zero. Then, based on 14 situations (which are taken as 100%), a percentage value is calculated GCR subject. quantitative value GCR can be considered as a measure of individual adaptation of the subject to his social environment.

    profiles. The frequencies of occurrence of each of the 9 counting factors are entered in the squares of the profiles. In this case, each counting factor by which the answer was evaluated is taken as one point. If the answer is scored by multiple scoring factors, then in this scoring, any division between the scoring factors is calculated on a proportional basis, with each of the factors given equal weight.

    When the 9 squares of the profiles are filled (see the test subject's answer sheet), the numbers are summed up in columns and lines. Since the number of situations is 24, the possible maximum for each case is 24, and based on this, the percentage of each amount received is calculated. The percentage ratio E, I, M, OD, ED, MP calculated in this way represents the quantitative features of the subject's frustration reactions.

    Samples. Based on the numerical data profile, three main samples and one additional sample are generated.

    1. The first sample expresses the relative frequency of different directions of response, regardless of its type. Extrapunitive, intropunitive and impunitive responses are arranged in order of their decreasing frequency. For example, frequencies E - 14, I - 6, M - 4 are written: E> I> M.

    2. The second sample expresses the relative frequency of response types, regardless of their directions. Signed characters are written in the same way as in the previous example. For example, we got OD-10, ED - 6, NP - 8. It is written: OD > NP > ED.

    3. The third sample expresses the relative frequency of the three most frequently encountered factors, regardless of the type and direction of the response. It is written, for example: E\u003e E "\u003e M.

    4. The fourth additional sample includes a comparison of answers E and I in the situations of "obstruction" and "accusation". The sum of E and I is calculated as a percentage, based also on 24, but since only 8 (or 1/3) of the test situations allow the calculation of E and I, the maximum percentage of such answers will be 33. For the purposes of interpretation, the percentages obtained can be compared with this number.

    Trend analysis. During the experiment, the subject can noticeably change his behavior, moving from one type or direction of reactions to another. Such a change is of great importance for understanding the reactions of frustration, as it shows the attitude of the subject to his own reactions. For example, the subject may give extrapunitive reactions at the beginning of the experiment, and then, after nine or ten situations that make him feel guilty, he begins to give answers of the intropunitive type. Analysis involves identifying the existence of such tendencies and clarifying their nature. Trends are written in the form of an arrow, above the shaft of which indicate the numerical assessment of the trend, defined by the sign "+" (positive trend) or "-" (negative trend).

    The formula for calculating the numerical assessment of the trend: (a - b) / (a ​​+ b), where a - quantitative assessment in the first half of the protocol, b - quantitative assessment in the second half. For a trend to be considered indicative, it must fit into at least four responses and have a minimum score of 0.33.

    Five types of trends are analyzed.

    Type 1. The direction of the reaction in the OD graph is considered. For example, factor E" appears six times: three times in the first half of the protocol with a score of 2.5 and three times in the second half with a score of 2 points. The ratio is +0.11. Factor I" appears only once in general , factor M" appears three times. There is no Type 1 trend.

    Type 2. Factors E, I, M are considered similarly.

    Type 3. The factors e, i, m are considered similarly.

    Type 4th. The directions of reactions are considered without taking into account the graph.

    Type 5th. Cross-trend considers the distribution of factors in three columns, without taking into account the direction; for example, looking at the OD column indicates there are 4 factors in the first half (score marked 3) and 6 in the second half (score 4). The graphs ЕD and NP are considered similarly.

    Interpretation

    The subject consciously or subconsciously identifies himself with the frustrated character of each pictorial situation. The interpretation technique includes several steps.

    The first stage is to study GCR, which is an important indicator of the technique. So, if the subject has a low percentage GCR, then we can assume that he often has conflicts (of various types) with those around him, that he is not sufficiently adapted to his social environment. The second step is to examine the scores of the six factors in the profile table. Estimates regarding the direction of reactions (E, I, M) have meanings arising from theoretical ideas about frustration.

    So, for example, if we get a test score M - normal, E - very high, I - very low, then on the basis of this we can say that the subject in a frustration situation will respond with increased frequency in an extrapunitive manner and very rarely in an intropunitive one. It can be assumed that he makes increased demands on others, and this may be a sign of inadequate self-esteem.

    Estimates regarding types of reactions have different meanings.

    The OD score (type of reaction “with fixation on an obstacle”) shows the extent to which the obstacle frustrates the subject. Thus, if we received an increased OD score, then this indicates that in frustration situations the subject is dominated, more than normally, by the idea of ​​an obstacle.

    The ED score (type of reaction "with fixation on self-defense") means a weak, vulnerable person. The subject's reactions are focused on protecting his "I".

    The NP score is a sign of an adequate response, an indicator of the extent to which the subject can resolve frustration situations.

    The third stage of interpretation is the study of trends. It can be of great importance in understanding the attitude of the subject to his own reactions. The duration of the examination is 20-30 minutes.

    In general, it can be added that on the basis of the survey protocol, conclusions can be drawn regarding some aspects of the adaptation of the subject to his social environment.

    The methodology in no way provides material for conclusions about the structure of personality. It is only possible with a greater degree of probability to predict the emotional reactions of the subject to various difficulties or obstacles that stand in the way of satisfying his needs, to achieve the goal.

    drawing no.

    FORM FOR PROCESSING RESULTS

    Evaluation of the answers of the subject. Profile table

    trends 1.

    General pattern of behavior:

    Percentage table

    (Rosenzweig S., 1945). A projective technique for studying personality traits. According to Rosenzweig's theory, frustration occurs when an organism (personality) encounters a more or less insurmountable obstacle on the way to satisfying some vital need. Frustration tolerance is the ability to adapt to a stressful situation. The subject is shown drawings depicting frustration situations, and he puts into the mouth of one of the characters in the drawing the words that he must express about this. The reactions of the subject are distinguished according to their orientation (blaming the frustrating factor or oneself, the desire to level the conflict of the situation), according to the type of reaction (emphasizing the frustrating factor, self-defense, the need to resolve the situation).

    The technique is useful in the study of personal characteristics of patients suffering from neurosis, psychopathy.

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    • - the assumption put forward by J. Dollard and colleagues that frustration always leads to aggression and that aggressive behavior clearly indicates the frustration that precedes it ...
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    • - P. m. f. R. - a semi-projective technique, consisting of 24 pictures, on which 2 people are depicted. in typical life situations characterized by a moderate level of frustration...

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    "Rosenzweig's frustration test" in books

    5.3.1. Shortened recruitment stage - test, test, test ...

    From the book A guide to a novice capitalist. 84 steps to success author Khimich Nikolay Vasilievich

    5.3.1. Abbreviated recruitment stage - test, test, test ... One of the methods of recruiting people is an abbreviated stage of recruitment by testing. Its essence lies in the fact that when you contact a suitable applicant, ask him to complete test tasks. It is desirable

    What will happen to the test director and test manager

    From the book How Google Tests author Whittaker James

    What will happen to the test director and test manager How will all these role changes affect managers, directors and vice presidents of testing? There will be fewer of them. Those with technical knowledge will move on to other roles more suited to their engineering background.

    2.4. Development of an active position. Test 3. How well can I communicate with people? Quiz 4. How strong a leader am I?

    author Azarova Olga Nikolaevna

    2.4. Development of an active position. Test 3. How well can I communicate with people? Quiz 4. How strong a leader am I? All the reeds in the thickets are the same in appearance, But one reed produces sugar, And the other produces only a mat. Jawahir al-Asmar TEST 3. How good am I

    3.3. The general atmosphere of the negotiations. Discussion, persuasion, compromise. Feedback. TEST 5. How can I speak? TEST 6. How can I listen?

    From the book Little Tricks of Big Business author Azarova Olga Nikolaevna

    3.3. The general atmosphere of the negotiations. Discussion, persuasion, compromise. Feedback. TEST 5. How can I speak? TEST 6. How can I listen? Golden rule: It's not what I said, but what others heard. The general atmosphere of the negotiations. In addition to special and

    Methodology for determining the propensity to frustration

    From the book Psychological Safety: A Study Guide author Solomin Valery Pavlovich

    Methodology for determining the tendency to frustration Used to examine adolescents and adults. Purpose: identifying a tendency to frustration.Instruction. Answer "yes" or "no" by reading the following statements: 1. Envy the well-being of some of your

    Test No. 9 SPIELBERGER-KHANIN test. ASSESSMENT OF THE EMOTIONAL STATE (LEVEL OF REACTIVE AND PERSONAL ANXIETY)

    From the book Business Psychology author Morozov Alexander Vladimirovich

    Test No. 9 SPIELBERGER-KHANIN test. ASSESSMENT OF THE EMOTIONAL STATE (LEVEL OF REACTIVE AND PERSONAL ANXIETY) Using this test, the level of anxiety at the time of its execution (RT) is determined, reflecting the reaction to a short-term momentary situation and the level

    VM test (indicative school maturity test - verbal thinking)

    From the book Bad Habits of Good Children author Barkan Alla Isaakovna

    VM test (indicative test of school maturity - verbal thinking) I. Irazek Which animal is bigger - a horse or a dog? Horse = 0, incorrect answer = -5. In the morning we have breakfast, and at noon ...? We have lunch. We eat soup, pasta and meat = 0. Have lunch, dinner, sleep, etc. wrong

    2.2. Frustrations of a teenager at school as a negative factor of social adaptation

    author

    2.2. Teenagers' frustrations at school as a negative factor in social adaptation Teenagers' social adaptation is not uniform, each has its own distinctive features of adaptation. Some guys, mastering social roles, quickly grow up, help their parents, become

    2.4. Frustrations of a teenager during family socialization

    From the book Teenager: social adaptation. A book for psychologists, educators and parents author Kazanskaya Valentina Georgievna

    2.4. Frustrations of a teenager during family socialization The process of assimilation of social roles, social rules, attitudes and positions largely depends on how they are treated in the family, what rules of social coexistence the mother or father requires to adhere to, how they themselves

    2.5. Environment and peers as adolescent frustrations

    From the book Teenager: social adaptation. A book for psychologists, educators and parents author Kazanskaya Valentina Georgievna

    2.5. The environment and peers as frustrations of a teenager Additional education institutions, sports and music schools, various circles and sections are additional institutions of socialization. Here, teenagers do what they are interested in. Moreover, we note

    frustrations

    From the book Good Power [Self-Hypnosis] by LeCron Leslie M.

    Frustrations Our life is a field "mined" by frustrations: they are born already in early childhood, when we first have to face parental prohibitions. “No”, “don't”, “don't do this”, the child hears at every step; so from the first days of his life his personal

    In Search of the Soul Center with the Rosenzweig Test

    From the book A book for those who like to live, or the Psychology of Personal Growth author Kozlov Nikolay Ivanovich

    In search of the Soul Center with the Rosenzweig test In my personal development, the Rosenzweig test helped me a lot in my time. When I was a student, they didn’t really tell us how to work with him, but the idea was clear, and that was enough. I asked my sister to fill out the test and

    Frustration research

    From the book Personality Theories and Personal Growth author Frager Robert

    Researching Frustration In 1941, Kurt Lewin and his students, Barner and Dembo, studied the behavior of children in situations of frustration. He decided to test his so-called dedifferentiation hypothesis. Its essence can be formulated as follows: in conditions of frustration

    Test at the kinesthetic level, or K-Test

    From the book Pickup. seduction tutorial author Bogachev Philip Olegovich

    Kinesthetic Test or K-Test Men's magazines don't give much advice about sex because men think, "I already know what to do. Just give me a naked woman!" Jerry Seinfeld. Imagine that you have traveled far from your home, say, kilometers

    7. Time of agony and frustration

    From the book Tao of love - sex and Taoism by Zhang Ruolan

    7. A Time of Agony and Frustration If we try to choose a new name for our time, we can quite aptly call it "a time of agony and frustration": the agony and frustration of dissatisfaction in love. Already in academic studies of sexologists, such as

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