M. Snyder's test will allow you to determine the level of your communicative control. Is your behavior stable, or are you not restrained in your emotional manifestations? Are you able to respond flexibly to changing situations?

Read carefully ten sentences describing reactions to certain situations. You must evaluate each of them as true or false in relation to yourself.

If the sentence seems to you true or mostly true, put the letter "B" next to the serial number, if it's incorrect or mostly incorrect - the letter "H".

1. It seems to me difficult the art of imitating the habits of other people.

2. I could probably play the fool to get attention or to amuse others.

3. I could make a good actor.

4. Other people sometimes think that I am experiencing something more deeply than it really is.

5. In a company, I rarely find myself in the spotlight.

6. In different situations and in dealing with different people, I often behave in completely different ways.

7. I can only defend what I sincerely believe.

8. In order to succeed in business and in relationships with people, I try to be the way they expect me to be.

9. I can be friendly with people I can't stand.

10. I'm not always what I seem.

People with high communicative control, according to Snyder, they constantly monitor themselves, know well where and how to behave, control the expression of their emotions. At the same time, spontaneity of self-expression is difficult for them, they do not like unpredictable situations. Their position: "I am who I am at the moment."

People with low communicative control more direct and open, they have a more stable "I", little subject to change in various situations.

Instruction:

One point is awarded for the answer "H" to questions 1, 5 and 7 and for the answer "B" to all the others.

Calculate your points.

If you sincerely answered the questions, then, apparently, the following can be said about you:

Results:

0-3 points- you have low communication control. Your behavior is stable, and you do not consider it necessary to change depending on situations. You are capable of sincere self-disclosure in communication. Some consider you "uncomfortable" in communication because of your straightforwardness. This can become a hindrance when working in a team, especially in a women's team, where, as you know, personal relationships mean a lot.

4-6 points- you have an average communicative control, you are sincere, but not restrained in your emotional manifestations, you are considered in your behavior with other people.

7-10 points- you have high communication control. You easily enter into any role, react flexibly to changing situations, feel good and are even able to foresee the impression that you make on others. Professional communication is not a problem for you, but when it comes to deep relationships, sincerity and self-disclosure, you are uncomfortable without the usual roles and masks.

Objective: study of communicative control.

Preliminary remarks. Self-control in communication is a high ability to self-regulate emotional states that arise in a communicative situation. There are three levels of communicative control: high, medium and low. Self-control in communication is one of the main components of communication skills associated with the socialization of the student's personality.

Material: proposal form.

Execution method: can be performed both individually and with a group of subjects.

WORK PROGRESS: Students are asked to evaluate 10 statements with the words: "true", "false".

INSTRUCTION:“Carefully read ten sentences describing reactions to certain situations. You must evaluate each of them as true or false in relation to yourself. If the sentence seems to you true or predominantly true, put the letter "B" next to the serial number, if it is incorrect or predominantly incorrect, the letter "H".

Offers:

1. The art of imitating the habits of other people seems difficult to me.

2. I could probably play the fool to get attention or to amuse others.

3. I could make a good actor.

4. Other people sometimes think that I am experiencing something more deeply than it really is.

5. In a company, I rarely find myself in the spotlight.

6. In different situations and in dealing with different people, I often behave in completely different ways.

7. I can only stand for what I sincerely believe.

8. In order to succeed in business and in relationships with people, I try to be the way they expect me to be.

9. I can be friendly with people I can't stand.

10. I am not always what I seem.

Processing of results. One point is awarded for the answer "H" to questions 1, 5 and 7 and for the answer "B" to all the others. Calculate your points. If you sincerely answered the questions, then, apparently, the following can be said about you:

0-3 points - you have low communicative control. Your behavior is stable, and you do not consider it necessary to change depending on situations. You are capable of sincere self-disclosure in communication. Some consider you "uncomfortable" in communication because of your straightforwardness.

4-6 points - you have an average communicative control, you are sincere, but not restrained in your emotional manifestations, your behavior is considered with other people.

7-10 points - you have high communicative control. You easily enter into any role, react flexibly to changing situations, feel good and are even able to foresee the impression you make on others.

Interpretation of results. People with high communicative control, according to Snyder, constantly monitor themselves, know well where and how to behave, control the expression of their emotions. At the same time, spontaneity of self-expression is difficult for them, they do not like unpredictable situations. Their position is: "I am who I am at the moment." People with low communicative control are more direct and open, they have a more stable "I", little subject to change in various situations.

The concept of "communicative skills" includes not only the assessment of the interlocutor, the determination of his strengths and weaknesses, but also the ability to establish a friendly atmosphere, the ability to understand the problems of the interlocutor, etc.

10. Studying the method of observation to assess the volitional qualities of the personality of schoolchildren☺☺

Target: the study of discipline, independence, perseverance, endurance, organization, determination and initiative by observation. The technique was developed by A.I. Vysotsky.

Progress: A fairly complete characterization of the subject's volitional activity can be obtained by observing his perseverance, initiative, determination, independence, endurance, organization and discipline, manifested in some kind of activity. These volitional qualities, reflecting the activating and restraining functions of the will, are most clearly manifested in the actions and deeds of subjects, are convenient for observation, and are characteristic of all types of activity (study, labor, sports, social work). As for purposefulness, it can be judged by the manifestation of the following qualities.

We give signs of these volitional qualities of schoolchildren.

Signs of discipline:

Conscious implementation of the order established in this activity (compliance with the requirements of teachers, timely execution of labor assignments, compliance with all rules in sports, etc.);

Voluntary implementation of the rules established by the team (class, members of the circle, a group of comrades in work, sports, etc.);

Prevention of misconduct (leaving without permission from classes, failure to appear on Sunday, etc.);

maintaining disciplined behavior when the situation changes.

Signs of independence:

The performance by the subject of feasible activities without help and constant monitoring from the outside (without reminders and prompts to complete an educational, labor task, etc.);

the ability to find an occupation for oneself and organize one's activities (start preparing lessons, serve oneself, find a way to relax, etc.);

the ability to defend one's opinion without showing stubbornness if wrong;

The ability to observe the developed habits of independent behavior in the new conditions of activity.

Signs of persistence:

the desire to constantly bring the work started to the end; the ability to pursue a goal for a long time without reducing energy in the fight against difficulties;

· the ability to continue the activity in case of unwillingness to engage in it or in the event of another, more interesting activity;

The ability to show perseverance in a changing environment (change of team, working conditions, etc.).

Endurance signs:

manifestation of patience in activities performed in difficult conditions (big interference, failures, etc.);

the ability to behave in conflict situations (in disputes, undeserved accusations, etc.);

The ability to inhibit the manifestation of feelings in case of strong emotional arousal (great joy, indignation, etc.); the ability to control one's behavior in an unusual environment.

Signs of organization:

observance of a certain order that contributes to success in activities (keep in order books, workplace, objects of labor and entertainment, etc.);

planning their actions and their reasonable alternation; rational use of time, taking into account the situation;

The ability to bring a certain organization into their activities when the situation changes.

Signs of decisiveness:

quick and thoughtful decision-making when performing one or another action or deed;

implementation of the decision made without hesitation, confidently; lack of confusion when making decisions in difficult conditions and during emotional excitement;

Demonstration of decisive action in an unusual environment.

Signs of initiative:

manifestation by the subject of creativity, fiction, rationalization;

participation in the implementation of a reasonable innovation, a good undertaking, coming from others;

· active support of the team in the implementation of the plans;

The desire to take the initiative in an unusual environment.

The strength of volitional qualities is assessed according to a five-point system: 5 - volitional quality is very highly developed, 4 - highly developed, 3 - poorly developed, 2 - very poorly developed, 1 - volitional quality is not inherent in this subject (for greater accuracy, the assessment can be expressed with tenths of a point, such as 3.7 or 4.2, etc.).

The overall assessment of each volitional quality is determined as the arithmetic mean obtained by dividing the sum of the assessments of this quality by the number of evaluators. If the arithmetic mean is four or more, this quality is manifested strongly, in other cases, the volitional quality is considered to be weakly manifested. This is how the strength of each of the studied volitional qualities is determined.

An assessment of the stability of one or another volitional quality is made according to the frequency of manifestation of the signs of this quality. A volitional quality is considered more or less stable if one of its signs is found in the observed subject in this activity on average three or more times a week, or if two or more signs appear on average at least twice a week during the observation of the subject. With a rarer manifestation of signs, the volitional quality is considered unstable.

If the volitional quality of a certain strength and stability is manifested in only one type of activity (study, work, sports, social work), we can assume that this is the influence of a motive, interest in this activity, if in two or more types of activity - that this is most likely a quality personality.

12. The study of character accentuations according to K. Leonhard using the method of H. Smishek☼☼☼

Target: The study of character accentuations according to K. Leonhard. The concept of "accentuation" was first introduced by a German psychiatrist and psychologist, professor of neurology at the neurological clinic of the University of Berlin K. Leonhard. He also developed and described the well-known classification of personality accentuations. In our country, another classification of accentuations has become widespread, which was proposed by the famous child psychiatrist, Professor A. E. Lichko. However, in both approaches, a common understanding of the meaning of accentuation is preserved. In its most concise form, accentuation can be defined as disharmony of character development, hypertrophied severity of its individual features, which causes an increased vulnerability of the individual in relation to certain types of influences and makes it difficult to adapt to some specific situations.

At the same time, it is important to note that selective vulnerability to certain types of influences, which occurs with one or another accentuation, can be combined with good or even increased resistance to other influences. In the same way, difficulties with the adaptation of the personality in some specific situations (associated with this accentuation) can be combined with good or even increased abilities for social adaptation in other situations. At the same time, these “other” situations in themselves can be objectively and more complex, but not associated with this accentuation, not referential her.

In the works of K. Leonhard, combinations of "accentuated personality" and "accentuated character traits" are used. But still, the main thing for him is the concept of “accentuation of personality”. The very classification of K. Leonhard is a classification of accentuated personalities. In turn, A.E. Lichko believes that it would be more correct to talk about character accentuations, because in reality it is about character traits and character typology that we are talking about.

We believe that it is fair to use both combinations - both an accentuated personality and an accentuation of character. In Russian psychology, a tradition has developed to clearly and sometimes sharply emphasize the difference in the concepts of "personality" and "character". This means that the concept of "personality" is broader, including orientation, motives, attitudes, intelligence, abilities, etc. Meanwhile, in Western psychology, when talking about personality, they often mean its characterology. There are certain reasons for this, because character is not only the basis of personality (many people think so, although this is debatable), but also an integrative education. The system of relations of the individual, his attitudes, orientations, etc. find their expression in character. If we turn specifically to the descriptions of various accentuations (it doesn’t matter in what typology - K. Leonhard or A. E. Lichko), then it is easy to see that much in them characterizes the personality in its various aspects.

One of the common practical mistakes that we would like to warn against is the interpretation of accentuation as an established pathology. However, it is not. In the works of K. Leonhard, it is specially emphasized that accentuated people are not abnormal. Otherwise, only average mediocrity should be considered the norm, and any deviation from it should be considered as a pathology. Leonhard even believed that a person without a hint of accentuation, of course, is not inclined to develop in an unfavorable direction, but it is equally unlikely that he is somehow different in a positive direction. Accentuated personalities, on the contrary, are characterized by readiness for the special, i. both socially positive and socially negative development. Summarizing all that has been said, we can obviously conclude that accentuation is not a pathology, but an extreme version of the norm.

Material: This technique was developed by X. Smishek in 1970 based on the concept of accentuated personalities by K. Leonhard. In form, it is a questionnaire consisting of 88 questions and suggesting two possible answers - “yes”, “no”. To conduct the study, the questionnaire itself, a protocol with a response form are required.

Progress: The study can be carried out both individually and in a group version. The questionnaire is designed for adults, but was successfully used on adolescents aged 14-16.

The instruction attached to the questionnaire can be changed if it becomes necessary to adapt it to the characteristics of the contingent of subjects. The instruction should be as simple as possible and correspond to the mental capabilities of the subjects. In the case of adolescent subjects, it is desirable to support the instruction with 1-2 examples.

Test subject's instructions: Please answer the questions we have provided. Remember that there are no right or wrong answers here. Therefore, answer immediately, without hesitation for a long time. Questions should only be answered in the form of "yes" or "no". Please answer carefully, but at a fast pace.

1. Are you often in a cheerful and carefree mood?

2. Are you sensitive to insults?

3. Does it happen that tears come to your eyes in the cinema, theater, conversation, etc.?

4. After doing something, do you doubt whether everything is done right, and do not calm down until you are sure again that everything is done right?

5. As a child, were you as brave and desperate as all your peers?

6. Do you often have a sharp mood change, from a state of boundless glee to disgust for life, for yourself?

7. Are you usually the center of attention in society, in a company?

8. Does it happen that you are in such a grouchy mood for no reason that it is better not to talk to you?

9. Are you a serious person?

10. Are you able to admire, admire something?

11. Are you enterprising?

12. Do you quickly forget if someone offends you?

13. Are you soft-hearted?

14. When dropping a letter into the mailbox, do you check by running your hand over the slot of the box that the letter has completely fallen into the box?

16. Were you scared as a child during a thunderstorm or when meeting an unfamiliar dog?

17. Do you strive to keep order in everything and everywhere?

18. Does your mood depend on external circumstances?

19. Do your friends love you?

20. Do you often have a feeling of strong inner unrest, a feeling of possible trouble, trouble?

21. Do you often have a somewhat depressed mood?

22. Have you ever had a tantrum or a nervous breakdown?

23. Do you find it difficult to sit in one place for a long time?

24. If you were treated unfairly, do you vigorously defend your interests?

25. Can you slaughter a chicken or a sheep?

26. Does it annoy you if a curtain or tablecloth hangs unevenly at home, and you immediately seek to correct it?

27. Were you afraid to be alone at home as a child?

28. Do you often have mood swings for no reason?

29. Do you always strive to be strong enough in your profession?

30. Do you quickly get angry or angry?

31. Can you be completely carefree fun?

32. Does it happen that a feeling of complete happiness literally permeates you?

33. What do you think, will you make a leader (comeser) in a humorous performance?

34. Do you usually express your opinion to people quite frankly, directly and unambiguously?

35. Do you find it difficult to bear the sight of blood? Does it make you feel uncomfortable?

36. Are you a job enthusiast with a high personal responsibility?

37. Do you tend to defend people who are being treated unfairly?

38. Is it difficult or scary for you to go down in a dark basement?

39. Do you prefer a job where you have to act quickly, but the requirements for the quality of performance are low?

40. Are you sociable?

41. Did you willingly recite poetry at school?

42. Did you run away from home as a child?

43. Do you find life difficult?

44. Does it happen that after a conflict, resentment, you were so upset that going to work seemed simply unbearable?

45. Can you say that when you fail, you do not lose your sense of humor?

46. ​​Do you take the first steps towards reconciliation if someone offended you?

47. Do you like animals very much?

48. Do you go back to make sure you left your home or workplace in such a state that nothing will happen there?

49. Do you sometimes have a vague idea that something terrible can happen to you and your loved ones?

50. Do you feel that your mood is very changeable?

51. Do you find it difficult to report (perform on stage) in front of a large number of people?

52. Can you hit the offender if he offends you?

53. Do you have a very great need to communicate with other people?

54. Are you one of those who, when disappointed, falls into deep despair?

55. Do you like work that requires vigorous organizational activity?

56. Do you persistently achieve your goal if you have to overcome a lot of obstacles on the way to it?

57. Can a tragic film move you so that tears come to your eyes?

58. Do you often find it difficult to fall asleep because the problems of the past day or the future are constantly spinning in your thoughts?

59. At school, did you sometimes tell your comrades or let them cheat?

60. Would it take more effort of will for you to walk alone through a cemetery at night?

61. Do you carefully ensure that every thing in your apartment is only in the same place?

62. When you are in a good mood before going to bed, do you get up the next day in a depressed mood that lasts for several hours?

63. Do you easily get used to new situations?

64. Do you have headaches?

65. Do you often laugh?

66. Can you be friendly even with those whom you clearly do not appreciate, love, or respect?

67. Are you an active person?

68. Are you very worried about injustice?

69. Do you love nature so much that you can call yourself its friend?

70. When you leave home or go to bed, do you check if the gas is turned off, if the lights are off, if the doors are locked?

71. Are you very timid?

72. Does your mood change when you drink alcohol?

73. When you were young, you willingly participated in amateur art circles (theatre, dancing, etc.). Or maybe you are participating now?

74. Do you evaluate life somewhat pessimistically, without expectation of joy?

75. Do you often feel like traveling?

76. Can your mood change so abruptly that your state of joy is suddenly replaced by a gloomy, depressed state?

77. Do you easily manage to cheer up friends in the company?

78. How long do you experience resentment?

79. Do you experience other people's sorrows for a long time?

80. How often, as a schoolboy, did you rewrite a page in your notebook if you put an inkblot in it?

81. Do you treat people with distrust and caution rather than gullibility?

82. Do you often have nightmares?

83. Does it happen that you are afraid of throwing yourself under the wheels of a passing train or, standing at the window of a multi-storey building, are afraid that you can fall out of the window?

84. Are you usually cheerful in a cheerful company?

85. Are you able to distract yourself from difficult problems that need to be solved?

86. Do you become less reserved and feel more at ease when you drink alcohol?

87. Are you stingy with words in conversation?

88. If you had to act on stage, would you be able to get into the role so that you forget that this is just a game?

Results processing: After testing, the psychologist processes the response form using the keys. As a result, he receives indicators for each of the types of accentuations ("raw" scores). Key: Hyperthymic type: 1.11, 23, 33, 45, 55, 67, 77 Stuck type: 2, 12, 15.24, 34, 37, 46, 56, 59.68, 78, 81. Pedantic type : 4, 14, 17, 26, 36, 39, 48, 58, 61, 70, 80, 83. Emotive type: 3, 13, 25, 35, 47, 57, 69, 79. Alarm type: 5, 16 , 27, 38, 49, 60, 71, 82. Cyclothymic type: 6, 18, 28, 40, 50, 62, 72, 84. Excitable type: 8, 20, 30, 42, 52, 64, 74, 86 Dystimic type: 9, 21, 31, 43, -53, 65, 75, 87. Demonstrative type: 7,19,22,29,41,44, 51,63,66,73,85,88. Exalted type: 10, 32, 54, 76.

Then the obtained indicators are converted using the appropriate coefficients according to the formula: "raw" scores X coefficient = final indicator.

The coefficients for each type of accentuation are as follows:

Hyperthymic - 3.

stuck - 2.

Pedantic - 2.

Emotive - 3.

Anxious - 3.

Cyclothymic - 3.

Excitable - 3.

Dysthymic - 3.

Demonstrative - 2.

Exalted - 6.

The counting results are recorded in the results fixing form. A rough estimate of the type of accentuation can be immediately given. If the final indicator exceeds 12 (the maximum value is 24), then this is considered a sign of accentuation for this type

The results can then be presented graphically. For this, the obtained indicators should be postponed in the coordinate system: the type of accentuation - the value of the indicator. This coordinate system should already be presented on the score sheet. After connecting the points on the graph, we get a profile of personal accentuations.

It should be noted that the questionnaire does not have a lie scale, so additional steps are required to obtain reliable results. A psychologist needs maximum attention and persuasion at the stage of instruction in order to notice possible negative attitudes towards research and create an atmosphere of benevolence and a serious attitude towards work. At the stage of evaluating the results, analyzing the graph, you can sometimes notice that the profile of accentuations is strongly shifted up or down. In this case, when determining the types of accentuation, we advise not to bind the assessment to some numerical values, but to evaluate the shape of the profile.

Interpretation of results:

DEMONSTRATIVE TYPE. The central feature of a demonstrative personality is the need and constant desire to impress, attract attention, be in the spotlight. This is manifested in conceited behavior, often deliberately demonstrative. An element of this behavior is self-praise, stories about oneself or events in which this person occupied a central place. A large proportion of these stories may be either fantasies or highly embellished accounts of events.

EXCITABLE TYPE. A feature of an excitable personality is impulsive behavior. The whole manner of communication and behavior largely depends not on logic, not on the rational evaluation of one's actions, but is due to impulse, attraction, instinct or uncontrollable impulses. In the field of social interaction, communication, they are characterized by an extremely low tolerance, which can often be characterized as a lack of tolerance at all.

DISTHYMIC TYPE. A dysthymic personality is the opposite of hyperthymia. Dystimics 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 serious by nature. Activity, and even more so hyperactivity, is completely uncharacteristic of them.

EXALTS TYPE. The main feature of an exalted personality is a stormy, exalted reaction. They are easily delighted with joyful events and despair with sad ones. They are distinguished by extreme impressionability about sad events and facts. At the same time, inner impressionability and experience are combined with their bright outer expression.

PEDANTIC TYPE. Well-marked external manifestations of this type are increased accuracy, craving for order, indecision and caution. 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, and if necessary, they hardly go for it. They love their production, their usual work. In everyday life, they are characterized by conscientiousness.

ALARM TYPE. The main feature of this type is increased anxiety, concern about possible failures, concern for one's fate and the fate of loved ones. At the same time, as a rule, there are no objective reasons for such concern or they are insignificant. They are distinguished by timidity, sometimes with a manifestation of humility. Constant alertness to external circumstances is combined with self-doubt.

CYCLOTHYMIC TYPE. The most important feature of the cyclothymic type is the change of hyperthymic and dysthymic states. However, such changes are both frequent and non-random. In the hyperthymic phase, behavior is typical - joyful events cause not only joyful emotions, but also a thirst for activity, increased talkativeness, and activity. Sad events cause not only grief, but also depression. In this state, slowness of reactions and thinking, slowing down and decrease in emotional response are characteristic.

HYPERTHYMIC TYPE. A noticeable feature of the hyperthymic personality type is a constant (or frequent) stay in high spirits. Hyperthymia can be in high spirits, despite the absence of any external reasons for this. Elevated mood is combined with high activity, thirst for activity. Sociability, increased talkativeness are characteristic. They look at life optimistically, without losing optimism even when difficulties arise. Difficulties are often overcome without much difficulty due to their inherent activity and activity.

STAP TYPE. The stuck type of personality is characterized by a high stability of affect, the duration of an emotional response, experiences. Insulting personal interests and dignity, as a rule, is not forgotten for a long time and is never simply forgiven. In this regard, others often characterize them as vindictive and vindictive people. There is a reason for this: emotional experiences are often combined with fantasizing, hatching a plan to respond to the offender, revenge. The painful resentment of these people, as a rule, is clearly visible. They can also be called sensitive and easily vulnerable, but in combination and in the context of the above.

EMOTIONAL TYPE. The main feature of an emotive personality is high sensitivity and deep reactions in the field of subtle emotions. Kindness, kindness, sincerity, emotional responsiveness, highly developed empathy are characteristic. All these features, as a rule, are clearly visible and are constantly manifested in the external reaction of the individual in various situations. A characteristic feature is increased tearfulness (“wet eyes”).

13. . The study of special abilities; identification of communicative and organizational inclinations using the CBS methodology ☼☼☼

Target: Diagnosis of communicative and organizational inclinations using the CBS methodology (the ability to clearly and quickly establish business and friendly contacts with people, the desire to expand contacts, participation in group events, the ability to influence people, the desire to take the initiative, etc.).

Material: QOS questionnaire, answer sheet, protocol.

Progress: The subjects are given answer sheets and a questionnaire containing 40 questions, for each of which the subject must answer “yes” or “no”. The time to complete the task is 10-15 minutes. At the same time, the level of communicative and organizational inclinations is determined separately.

Test subject instructions: You need to answer all the questions provided. Feel free to express your opinion on each question and answer either yes or no.

1. Do you have a passion for learning about people and making friends with different people?

2. Do you enjoy doing community work?

3. How long have you been bothered by the feeling of resentment caused to you by one of your comrades?

4. Do you always find it difficult to navigate in a critical situation?

5. Do you have many friends with whom you constantly communicate?

6. Do you often manage to persuade the majority of your comrades to accept your opinion?

7. Is it true that it is more pleasant and easier for you to spend time with books or some other activity than with people?

8. If there are some obstacles in the implementation of your intentions, is it easy for you to abandon your intentions?

9. Do you easily establish contacts with people who are much older than you?

10. Do you like to invent or organize various games and entertainments with your friends?

11. Is it difficult for you to join new companies (teams) for you?

12. Do you often put off things that should be done today?

13. Is it easy for you to establish contacts and communicate with strangers?

14. Do you strive to get your comrades to act in accordance with your opinion?

15. Is it difficult for you to get used to a new team?

16. Is it true that you do not have conflicts with your comrades because of their failure to fulfill their promises, obligations, duties?

17. Do you seek to get to know and talk with a new person at an opportunity?

18. How often do you take the initiative in dealing with important matters?

19. Do people around you annoy you and do you want to be alone?

20. Is it true that you are usually bad at navigating in unfamiliar surroundings?

21. Do you enjoy being around people all the time?

22. Do you get irritated if you can't finish what you started?

23. Do you find it difficult to take the initiative to meet a new person?

24. Is it true that you get tired from frequent communication with your comrades?

25. Do you like to participate in collective games?

26. Do you often show initiative in resolving issues that affect the interests of your comrades?

27. Is it true that you feel insecure around strangers?

28. Is it true that you rarely seek proof that you are right?

29. Do you think that it is not difficult for you to bring animation to an unfamiliar group?

30. Do you take part in social work?

31. Do you try to limit the circle of your acquaintances?

32. Is it true that you do not seek to defend your opinion or decision if it was not immediately accepted by your comrades?

33. Do you feel at ease when you are in an unfamiliar group?

34. Are you willing to start organizing various events for your comrades?

35. Is it true that you do not feel confident and calm enough when you have to say something to a large group of people?

36. Are you often late for business meetings, dates?

37. Is it true that you have many friends?

38. Do you often find yourself in the center of attention of your comrades?

39. Do you often feel embarrassed, feel awkward when communicating with unfamiliar people?

40. Is it true that you do not feel very confident surrounded by a large group of your comrades?

¨ Processing and interpretation of results:

Communication tendencies:

(+) "YES" - 1, 5, 9, 13, 17, 21, 25, 29, 33, 37

(-) "NO" - 3, 7, 11, 15, 19, 23, 27, 31, 35, 39

Organizational aptitudes:

(+) "YES" - 2, b, 10, 14, 18, 22, 26, 30, 34, 38

(-) "NO" - 4, 8, 12, 16, 20, 24, 28, 32, 36, 40

Communication tendencies: the ability to psychologically correctly and situationally determined to enter into communication; the ability to maintain communication, psychologically stimulate the activity of a partner; the ability to psychologically accurately determine the end point of communication; the ability to make the most of the socio-psychological characteristics of the communicative situation to implement their strategic line; the ability to predict possible ways of developing a communicative situation within which communication unfolds; the ability to predict the reactions of partners to their own acts of communicative actions; the ability to psychologically tune in to the emotional tone of communication partners; the ability to seize and hold the initiative in communication; the ability to provoke the "desired reaction" of a communication partner; the ability to form and "manage" the socio-psychological mood of a partner in communication

Organizational tendencies: the ability to mobilize, coordinate and interconnect a jointly acting group of people; the ability to organize joint activities of people, rationally distributing responsibilities between employees and expediently using their capabilities, abilities and experience; the ability to rationally use working time; the ability to rationally and expediently plan and predict; the ability to ensure a high level of efficiency of employees and create a favorable healthy atmosphere in the team.

The study of self-esteem using the Dembo-Rubinstein method modified by A.M.Prikhozhan ☺☺☺

Target: study of the features of self-esteem of the individual using the scaling procedure. This technique is based on direct assessment (scaling) by the subjects of a number of personal qualities, such as self-confidence, abilities, character, etc.

Material: a form on which seven lines are depicted, each 100 mm high, indicating the upper, lower points and the middle of the scale. In this case, the upper and lower points are marked with noticeable features, the middle - with a barely noticeable dot.

Progress: The execution consists in the direct assessment (scaling) by the subjects of a number of personal qualities, such as intelligence, abilities, character, etc. The subjects are invited to mark on the vertical lines with certain signs the level of development of these qualities (self-esteem indicator) and the level of claims, i.e. The level of development of these same qualities that would satisfy them. Each subject is offered a methodology form containing instructions and a task.

Instructions to the examinees: Any person evaluates his abilities, capabilities, character, etc. The level of development of each quality, side of the human personality can be conventionally depicted by a vertical line, the lower point of which will symbolize the lowest development, and the upper one - the highest. You are offered seven such lines. They stand for:

Health;

Mind, ability;

5) the ability to do a lot with your own hands, skillful hands;

Appearance;

Self confidence.

On each line with a line (-), mark how you evaluate the development of this quality in yourself, the side of your personality at a given moment in time. After that, mark with a cross (x) at what level of development of these qualities, sides, you would be satisfied with yourself or feel proud of yourself.

The subject is given a form on which seven lines are shown, each 100 mm high, indicating the upper, lower points and the middle of the scale. In this case, the upper and lower points are marked with noticeable features, the middle - with a barely noticeable dot.

The technique can be carried out both frontally - with a group, and individually. During frontal work, it is necessary to check how each subject filled out the first scale. You need to make sure that the proposed icons are applied correctly, answer the questions. After that, the subject works independently. The time allotted for filling the scale along with reading the instructions is 10-12 minutes.

Processing and interpretation of results: Processing is carried out on six scales (the first, training - "health" - is not taken into account). Each answer is expressed in points. As noted earlier, the length of each scale is 100 mm, in in accordance with this, the answers of schoolchildren receive a quantitative characteristic (for example, 54 mm = 54 points).

1. For each of the six scales, determine:

a) the level of claims - the distance in mm from the lower point of the scale ("0" to the sign "x";

b) the height of self-esteem - from "O" to the sign "-";

c) the value of the discrepancy between the level of claims and self-esteem - the distance from the “x” sign to the “-” sign, if the level of claims is below self-esteem, it is expressed as a negative number.

Table 1 gives quantitative characteristics of the level of claims and self-esteem obtained for students in grades 7-10 of urban schools (about 900 people).

Table 1. Quantitative characteristics of the level of claims and self-esteem of students in grades 7-10 of city schools

Claim level

The norm, the realistic level of claims, characterizes the result from 60 to 89 points. Optimal - a relatively high level - from 75 to points, confirming the optimal idea of ​​one's capabilities, which is an important factor in personal development. The result from 90 to 100 points usually certifies the unrealistic, uncritical attitude of the subjects to their own capabilities. A result of less than 60 points indicates an underestimated level of claims, it is an indicator of unfavorable personality development.

Height of self-esteem

The number of points from 45 to 74 (“average” and “high” self-esteem) certifies a realistic (adequate) self-esteem.

The number of points from 75 to 100 and above indicates an overestimated self-esteem and indicates certain deviations in the formation of personality. Inflated self-esteem can confirm personal immaturity, inability to correctly evaluate the results of one's activities, compare oneself with others; such self-esteem may indicate significant distortions in the formation of personality - "closedness to experience", insensitivity to one's mistakes, failures, comments and assessments of others. A score below 45 indicates low self-esteem (underestimation of oneself) and indicates extreme trouble in personality development. These students constitute the “risk group”, as a rule, they are few in number. Two completely different psychological phenomena can be hidden behind low self-esteem: genuine self-doubt and “protective”, when declaring (to oneself) one’s own inability, lack of ability, and the like, allows one not to make any efforts.

The study of creative abilities; diagnostics of verbal creativity using the technique of S. Mednik modified by A.N. Voronin, L.G. Alekseeva, T.V. Galkina ☺☺

Target: Diagnostics of verbal creativity with the help of S. Mednik's test. The proposed method is a Russian-language adapted version of the RAT test (remote association test) by S. Mednik. The technique was adapted in the laboratory of the psychology of abilities of the Institute of Psychology of the Russian Academy of Sciences on a sample of high school students L. G. Alekseeva, T. V. Galkina, on a sample of managers aged 23 to 35 years - A. N. Voronin.

Material: Questionnaires - cards with 40 verbal triads, protocol.

Progress: The developed test is designed to diagnose verbal creativity, which is defined as the process of recombining the elements of a situation. In this case, the subjects are offered verbal triads (triples of words), the elements of which belong to mutually distant associative areas. The subject needs to establish an associative relationship between them by finding a fourth word that would combine the elements in such a way that it forms a phrase with each of them. The test uses 40 verbal triads as stimulus material.

When developing this test, we used the principles of constructing a methodology that does not regulate the activity of the subject. Thus, the test tasks were maximally freed from orientation towards achievement motivation, since achievement motivation is a stimulation of activity.

The developed methodology is aimed at identifying and evaluating the creative potential that exists in the subject, often hidden, blocked, and not the characteristics of the subject's activity in these experimental conditions.

The tasks of the methodology were not limited in any way. It was built not on the principle of a test or task, but as an unlimited field of activity in the form of tasks of the same type.

The subject cannot be limited by the time for solving test tasks. It is desirable to work with the subject individually, although a group option is also possible.

When conducting research, it is better to avoid an open discussion of the subject orientation of the methodology, that is, one should not report that creative abilities and creative thinking are being studied. The test can be presented as a technique for "originality", the ability to express oneself in unusual activities, situations. The testing time should not be limited, but approximately the subjects spent 1-2 minutes on each triplet of words.

Variant of Verbal Creativity Diagnosis Methodology for Senior School Students

The technique consists of a warm-up and two series of tasks presented to the subject after a certain period of time. When performing tasks, the subject, as mentioned above, was not given any time limits. The coppersmith attached great importance to the warm up.

The subjects who had a warm-up before the main series had a clear advantage over the subjects who did not have it. A warm-up is necessary to facilitate the process of the subject entering the activity and adapting to it.

The warm-up in the Russian-language modification is a verbal task built according to the "principle of homonymism": the subject is offered two words-qualities of two different meanings of the homonym, it is necessary to choose a common word corresponding to each. Thus, the subject is only introduced into the activity of solving verbal problems, but the principle of solving the main tasks is not given.

Immediately after the warm-up, the first series of basic tasks is given. The second series is carried out with the subject after a certain period of time (3-5 days) after the first series. A characteristic feature of the first series is that an instruction is given that does not contain an orientation towards achieving original results, that is, the subject is simply asked to solve verbal tasks,

In the second series, the subject is offered test tasks with a classic instruction containing an achievement orientation that stimulates the appearance of original and numerous answers.

Work is carried out individually, but you can work with small groups (up to 20 people). A quiet, well-lit room is chosen for the experiment. It is imperative that the subject sit at the table alone (the case of working with a group) to exclude communication during the experiment. Test tasks are presented on separate sheets, on which the subject writes down his answers.

Before starting work, the subject must have a serious and benevolent attitude towards the experiment, which can be achieved by thoughtful explanations appropriate to the age and condition of the subject. Having finished the introductory conversation, the experimenter offers instructions for the warm-up. The warm-up is a kind of discussion of the possibilities of solving test problems.

Test subject instructions: Now I will give you a little verbal task. Before the main series, we will conduct a short warm-up so that you understand the essence of the tasks and imagine the mechanism for solving them. I give you two words. You select a third for them, such that it is combined with each proposed one, that is, it can form a phrase with it. For example, you are given the words: wooden, pioneer. The answer can be the words: ruler, room. What other words can you suggest?

Let's take another pair: hot, tiled. Answer: tile.

You can change stimulus words grammatically: hot floor, tiled floor.

The subject is offered cards with warm-up tasks, which he solves sequentially, writing down the answers on the cards themselves.

Warm-up tasks: branded, record; children's, inkwell; chess, graceful; paper, autumn; delicious English.

The moment of possibility-impossibility of using certain expressions is constantly discussed with the subject. The experimenter in the process of discussion brings the subject to the idea of ​​the possibility of using the most incredible phrases. If the warm-up is a kind of discussion, that is, the work of the subject in tandem with the experimenter, then such communication is completely excluded during the main series. The experimenter reads the instructions, then offers to ask the questions that have arisen. To answer them, the experimenter again reads aloud the appropriate passages from the instructions. In order not to violate the adequacy of the experimental conditions, the experimenter should not try to explain in his own words the meaning of the tasks and examples of solutions. After making sure that the subject understood the essence of the task, the experimenter allows him to take the first card from the first main series. .

Series 1

Instruction to the subject: So, let's move on to the main series of tasks. The essence of each task is approximately the same as in the warm-up tasks. Only now you are offered not two, but three words. You select for them such a fourth one that would fit each stimulus word, that is, could make a phrase with each proposed word. For example, fast, green, full, the answer word can be a word train. You can also change words grammatically, use prepositions. For example, clock, violin, unity. The answer might be: master: watchmaker, violin maker, sole master, or a variant with a preposition - watch master.

If, in response to the proposed stimuli, you have not one, but several associations, write them all down. Write your answers on the same cards. If you change stimulus words, then write only the suggested word. Work in any mode convenient for you, you are not limited in time. Since purely your personal results are important here, please do not be distracted and work individually.

Series 2

The instructions for this series are given in other words:

Instruction to the subject: C Today I give you tasks similar to the past, but our goal is becoming more interesting, even somewhat more complicated. Try to make those images, those associations that come to your mind in response to the proposed words, be as original and bright as possible, unusual, figurative. Let these be phrases that are not even used in ordinary life and sound very unusual. Try to overcome your stereotypes of thinking and create something new and original. The conditions are the same: you can change the grammatical basis of words, use prepositions. Write your answers on cards.

Once again I remind you of the purpose of today's work: try to demonstrate in your answers the originality and originality of your thinking. Let your phrases be bright and unusual, maybe even sometimes strange. New and original always sounds unusual and seems devoid of meaning. Don't let that scare you - now you are creating!!! Give free rein to your own imagination. Allow yourself to forget about speech norms, about the norms of the everyday language of every day. And speak a new original beautiful language.

Try to give as many original and unusual answers as possible for each task.

Stimulus material of the second series	The most typical answers
random party back far folk money door person friend train color affectionate childhood air singer heavy lot curve garden bone	mountains paper homeland blind fear ticket trust shoulder straps city buy hare wrinkles case fast America birth nonsense glasses brain randomly	long-awaited wall path future world free fast plant circle paper sugar fairy tale good fresh thin fruitful straight sharp empty station	Meeting newspaper return watch war time enter military native ticket white grandmother mood jet voice year speak eye head meeting

Thus, the second series of basic tasks practically does not differ in stimulus material from the first series. The main difference lies in the instruction, the purpose of which is to motivate the subject as much as possible. The instruction emphasizes that the subject must “create” and demonstrate originality and originality of thinking in his answers, and there should be as many such answers as possible.

Results processing: All the results obtained on a certain sample are recorded and summarized in a general table, where the names of the subjects are entered vertically, and all the responses to the stimulus words proposed to the subjects are horizontally. A separate table is made for each series.

Criteria for evaluation.

1. Number of associations. Na=x/y, where x is the total number of answers; y is the total number of tasks.

(In this version of the test, twenty tasks were offered in each series. If the subject offered 36 answers for 20 tasks, his originality index would be 36/20 = 1.8).

2. originality index. First considered originality index each answer, and then originality index of all answers of the subject, that is, the index of originality of his work.

The work was carried out as follows: for each stimulus, a list of answers proposed in this choice is compiled, and the frequency of occurrence of each answer is calculated. Z= i/ r, where Z is the index of originality of each answer; i- job number; d - the frequency of occurrence of a specific answer in each subject relative to a given homogeneous sample.

All indexes of the originality of the responses of a particular subject are added up, where N is the index of the originality of the work of the subject; X is the total number of responses.

For example, to the stimulus "fast, green, full", out of 50 subjects, 46 answered "train", the index of originality of this answer will be 1/46. Thus, the indices of all the answers of this subject are calculated and the sum of the subject's indices is obtained: 1/5 + 1/6 + 1/7 + 1/24 = 9.8.

The index of originality of this subject will be equal to 9.8/20 = 0.49.

3. Response uniqueness index.

An answer is considered unique if it has an originality index

Zi=1; N y =L/x, where N y n - the index of the uniqueness of the answers (relative to this sample); L is the number of unique responses (ZL=1)

4. Selective process index.

To obtain this index, an additional procedure is required, which consists in the following: all responses proposed in a given sample for each stimulus are summarized in a general table and then offered to the subject. The subject from all recorded answers must choose the most original and vivid.

A similar choice is made by a group of experts. The choices are then compared.

The selective process index is calculated using the following formula:

Nsp \u003d P / Y, where P - the number of coincidences of the elections; Y is the total number of tasks.

When analyzing the results, qualitative indicators (N on , N y m) are more informative. The quantitative indicator (N a) is important only from the point of view, expressed by Mednik, that among a large number of answers, an original answer is more likely to be obtained.

Subjects are ranked on a creativity scale in terms of originality, then adjusted in terms of uniqueness. And only then there is a correction in quantitative terms. The selective process index is the least objective, as it depends on the opinion of experts, and is taken into account last.

A variant of the method for diagnosing verbal creativity for managers

Progress: The proposed version of the methodology was developed and adapted on the basis of the Mednik test by A. N. Voronin. This is a group abbreviated version of the methodology, consisting of one series (20 triads) and not involving a warm-up, since a warm-up in adults in a situation of lack of time to complete a task (entrepreneurs are usually busy people) gives a systematic shift in test results, determined by warm-up tasks. The stimulus material for the reduced group version of the technique was taken from the second series of the technique described above.

Instructions for the abbreviated version: You are offered triplets of words, to which you need to choose one more word so that it is combined with each of the three proposed words (I make up some phrase).

For example, for the triple of words loud, true, slowly, the word-answer can be the word speak (speak loudly, tell the truth, speak slowly). You can also change words grammatically and use prepositions. For example, for the words clock, violin, unity, the answer may be the word master (clock master, violin master, the only master).

Try to make those images and associations that come to your mind in response to the proposed words as original and bright as possible. Try to overcome stereotypes and come up with something new and original. Try to give the maximum number of answers for each triple of words. More stimulus material and response protocols are given below.

Processing the results in an abbreviated group version: The originality of the answers was assessed based on the entire data array and was calculated using the formula:

Or = 1 -

where Or - originality of the given type of answer; X - the number of answers of this type; X max - the maximum number of responses in the type.

At the same time, the type of answer meant single-root words that carry approximately the same semantic load. Yes, the words striving, striving, striving, striving were considered as words of the same type and combined into one type of answers: pursuit.

Interpretation of results: The interpretation of test results for this test depends quite strongly on the specifics of the sample, so adequate and reliable conclusions about an individual can only be obtained within this sample or similar to it. In this case, norms and lists of typical responses for a sample of young managers are presented, and, accordingly, it is possible to assess the verbal creativity of people of this or similar contingent quite well. If the sample is very different from the proposed one, then analyze the results for the entire new sample and only then give conclusions about individual people. The laboratory for diagnostics of abilities and PVK has a computer program for data entry and processing of results for the IBM PC.

To evaluate the results of testing people belonging to the contingent of managers or similar to it, the following algorithm of actions is proposed.

It is necessary to compare the answers of the subjects with the available typical answers and, if a similar type of answer is found, assign the originality indicated in the list to this answer. If there is no such type of answers in the list, then the originality of this answer is considered to be 1. The originality index is calculated as the average of the originality of all answers, that is, the sum of originality for all answers is divided by the number of answers. The number of answers may not coincide with the number of “triples of words”. For some triplets of words, the subjects give two or three answers, for some there are no answers. The uniqueness index, according to Mednick, is equal to the number of unique answers.

Using the percentile scale built for these two indices and for the “number of answers” ​​indicator, it is possible to determine the place of a given person in relation to the proposed sample and, accordingly, draw conclusions about the degree of development of his verbal creativity and productivity.

Similar information.

Instruction:“Carefully read ten sentences describing reactions to certain situations. You must evaluate each of them as true or false in relation to yourself. If the sentence seems to you true or mostly true, put next to the serial number - the letter "B", if not true or mostly incorrect - the letter "H".

1. I find it difficult to imitate the habits of other people.

2. I could probably play the fool to attract attention or amuse others.

3. I could make a good actor.

4. Other people sometimes think that I am experiencing something more deeply than it really is.

5. In a company, I rarely find myself in the spotlight.

6. In different situations and in dealing with different people, I often behave in completely different ways.

7. I can only defend what I sincerely believe in.

8. To succeed in business and in relationships with people, I try to be the way they expect me to be.

9. I can be friendly with people I can't stand.

10. I am not always what I seem.

Calculation of results: 1 point is awarded for the answer "H" to questions No. 1,5,7 and for the answer "B" to all the rest. Calculate your points. If you sincerely answered the questions, then the following can be said about you:

0-3 points You have low communication control. Your behavior is stable and you do not consider it necessary to change depending on the situation. You are capable of sincere self-disclosure in communication. Some consider you "uncomfortable" in communication because of your straightforwardness.

4-6 points- You have an average communicative control, you are sincere, but not restrained in your emotional manifestations, you are considered in your behavior with other people.

7-10 - points - You have high communication control. You easily enter into any role, react flexibly to changing situations, feel good and are even able to foresee the impression that you make on others.

People with high communicative control, according to Snyder, constantly monitor themselves, know well where and how to behave, control the expression of their emotions. At the same time, spontaneity of self-expression is difficult for them, they do not like unpredictable situations. Their position: "I am who I am at the moment." People with low communicative control are more direct and open, they have a more stable "I", little subject to change in various situations.

3. Test "Can you listen?"

The concept of "communication skills" includes not only the assessment of the interlocutor, the determination of his strengths and weaknesses, but also the ability to establish a friendly atmosphere, the ability to understand the problems of the interlocutor, etc.

Instruction:“Mark the situations that cause you dissatisfaction or annoyance and irritation when talking with any person - be it your friend, colleague, leader or just a random interlocutor.”

Situation options

situations defiant

1. The interlocutor does not give me a chance to speak out, I have something to say, but There is no way to insert a word. 2. The interlocutor constantly interrupts me during the conversation. 3. The interlocutor never looks in the face during a conversation, and I'm not sure if they are listening to me. 4. Conversation with a partner causes a feeling of waste of time. 5. The interlocutor is constantly fussing: a pencil and paper occupy him more than my words. 6. The interlocutor never smiles. I feel uneasy and anxious. 7. The interlocutor always distracts me with questions and comments. 8. Whatever I say, the interlocutor cools my ardor. 9. The interlocutor always tries to refute me. 10. The interlocutor distorts the meaning of my words and puts a different content into them. 11. When I ask a question, the interlocutor makes me defend myself. 12. Sometimes the interlocutor asks me again, pretending not to have heard. 13. The interlocutor, without listening to the end, interrupts me only to agree. 14. During a conversation, the interlocutor is focused on outsiders: he plays with a cigarette, wipes glass, etc., and I am firmly convinced that he is inattentive at the same time. 15. The interlocutor draws conclusions for me. 16. The interlocutor is always trying to insert a word into my story. 17. The interlocutor always looks at me very carefully, without blinking. 18. The interlocutor always looks at me as if evaluating. It worries. 19. When I offer something new, the interlocutor says that he thinks the same. 20. The interlocutor replays, showing that he is interested in the conversation, nods his head too often, gasps and agrees. 21. When I talk about something serious, and the interlocutor inserts funny stories, jokes, anecdotes. 22. The interlocutor often looks at his watch during a conversation. 23. When I enter the office, he drops everything and turns all his attention to me. 24. The interlocutor behaves as if I'm preventing him from doing something important. 25. The interlocutor requires everyone to agree with him. Any of his statements ends with the question: “Do you think so too?” or "Do you disagree?"

Results processing: Calculate the percentage of situations that cause frustration and irritation.

70% - 100% - You are a bad conversationalist. You need to work on yourself and learn to listen.

40% - 70% - You have some flaws. You are critical of statements, you still lack some of the virtues of a good interlocutor, avoid hasty conclusions, do not focus on the manner of speaking, do not pretend, look for the hidden meaning of what was said, do not monopolize the conversation.

10% -40% - You are a good conversationalist, but sometimes you refuse your partner full attention. Repeat politely his statements, give him time to reveal his thought completely, adapt your pace of thinking to his speech and you can be sure that it will be even more pleasant to communicate with you.

0% - 10% - You are an excellent conversationalist. You know how to listen, your style of communication can become an example for others.

How to increase self-esteem and achieve success Evgeniy Tarasov

From the book Business Psychology author Morozov Alexander Vladimirovich

Test No. 8 LEVEL OF MOTIVATION FOR ACHIEVING SUCCESS Answers "yes" to questions 2, 6, 7, 8, 14, 16,18, 19, 21, 22 and answers "no" to questions 1, 3, 4, 5, 9, 10, 11, 12.13, 15,17,20. Over 15 points - a high level of motivation to achieve success, that is, you have a strong desire for

From the book How to understand a man. 20 rules + 25 tests author

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

From the book 1000 men's secrets that a real woman should know, or Journey through Bluebeard's castle author Lifshits Galina Markovna

Test № 18 WHAT IS YOUR LEVEL OF NON-VERBAL COMPONENTS IN THE PROCESS OF BUSINESS COMMUNICATION? The fewer affirmative answers to questions, the better the person owns non-verbal means of communication. If all questions are answered in the negative ("no"), this does not mean that

From the book How to Increase Self-Esteem and Succeed author Tarasov Evgeny Alexandrovich

Test 6 The level of your sexuality To determine this, try to answer all questions frankly, without cunning in front of yourself.1. Could you live quite happily without having sex at all? You only "make love" when your partner wants you to

From the book Men's Tricks and Women's Tricks [The best guide to recognizing lies! Training book] the author Narbut Alex

Test 7 Level of your sensuality With the help of this test you will be able to understand your own sensuality - the most important component of sexuality. When answering the questions of the test, mark the appropriate score.1. Do you know the erogenous zones of your body? Yes - 1. No -

From the book Psychology of Communication and Interpersonal Relations author Ilyin Evgeny Pavlovich

Test "Determining the level of depression" There is a fairly accurate test with which you can determine the level of your depression. This is the so-called "Zung Scale". This test asks you to answer 10 positively worded and 10 negatively worded questions.

From the book How to raise self-esteem and become self-confident. Tests and rules author Tarasov Evgeny Alexandrovich

Test number 1. Your level of self-esteem

From the book Black Stripe - White! [A Practical Guide to Managing Your Destiny] author Kharitonova Angela

Test number 11. Your level of organization

From the author's book

Test number 14. The level of development of intuition

From the author's book

Test number 18. Your level of self-control

From the author's book

Test "My level of self-deception" Choose one answer.1. When I admire some person, I expect: a) that he will also admire me - no matter sincerely or not b) that he will express his attitude towards me as he sees fit c) that he will

From the author's book

Communication Self-Control Test (Marion Snyder) Instructions Read carefully the ten sentences that describe reactions to certain situations. You must evaluate each of them as true or false in relation to yourself. If the offer seems right to you or

From the author's book

Quiz #1 Your Self-Esteem Level KeyI. You have high self-esteem. You are clearly not burdened by an inferiority complex, calmly react to critical remarks addressed to you and rarely doubt your actions. But aren't you sometimes overly pleased with yourself? To be

From the author's book

Quiz #11 Your level of organization Key. You remember well that an organized person, as it were, lives 2–3 lives, because he manages to do 2–3 times more than an unorganized one, which means that he has a much greater chance of achieving something in life. For if the second

From the author's book

Test number 14 The level of development of intuition KeyI. You have an unusually strong intuition. You have the ability to predict many events, that is, according to the definition, “they are able to comprehend the truth by directly seeing it without substantiation with the help of

From the author's book

Day 17 The sixth reason for the delay in the fulfillment of desire: low energy levels. Test for energy fullness Let's analyze the following reason why the fulfillment of desire can be inhibited. It consists in a low level of human energy. In this case

FOOD AND CONTROL: how do you control yourself?

Our character is clearly shown in how we eat and what we eat. How do you organize your meals? How do you control it? Who are you to yourself - a friend or a critic? or maybe a parent?.. Take our test and find out!

1. When you look in the mirror, how do you usually perceive your reflection?

A. You like to look at yourself, you can even turn around, show off, emphasizing the pluses of your appearance.

B. You try not to pay attention to the shortcomings of appearance, focusing on the merits.

B. You notice shortcomings and worry about them.

D. You are aware of the pros and cons of your appearance, and at the same time perceive your reflection with sympathy.

2. If the clothes did not sit well on your figure in the store:

A. Angry about the way the clothes are made.

B. Comfort yourself, try not to get upset.

Q. It raises a wave of self-criticism in you.

G. Take it easy, look for another, more suitable model.

3. Imagine that you have gained excess weight. How will you react to this?

A. Usually you do not notice changes in your weight.

B. Try to understand why it happened.

B. You scold yourself, you get angry with yourself.

D. Calm down - you know how to return to your previous weight.

4. When you suddenly have an appetite before going to bed, what do you most often do?

A. You see no reason - why not eat if you want?

B. Sometimes you allow yourself to relax.

B. Holding back - you never fill up at night.

D. Eat light, non-caloric foods.

5. How easy is it for you to give up a high-calorie dessert?

A. Why refuse? You don't limit yourself to sweets.

B. For you, this is painful, so most often you still can not resist the goodies.

Q. You know how to control yourself and maintain strict discipline.

G. It all depends on the situation - how much you want a dessert, whether you are overweight now ...

6. What can be said about fat people?

A. They know how to enjoy life.

B. They are kind and cheerful.

B. They are loose and weak-willed.

D. All people are different, you can't judge a person by their weight.

7. When you are on a diet, how does that time go for you?

A. Painfully. You think about food all the time.

B. Difficult, but you know how to be distracted by other topics, to entertain yourself.

Q. You get used to restrictions easily.

D. You do not torment yourself with a feeling of hunger, and if you have to go on a diet, then carefully think over your diet, replacing one food with another.

8. Do you have a habit of limiting yourself in food, dieting, thinking about calories?

A. No, you eat what you want.

B. You think about how healthy the food is, not about whether you will get better or not.

Q. Yes, you are very careful about what you eat.

D. You think about how healthy the food is, not about whether you will get better or not.

9. Your relationship with food can best be described as follows:

A. You like to eat.

B. You follow a healthy diet.

Q. You try to eat less.

D. You don't attach much importance to food.

10. When you are told that you have lost weight, how do you react?

A. You don't pay attention.

B. Consider this a dubious compliment.

B. You rejoice - for you this is a compliment.

G. Trying to figure out if it's true or a compliment.

11. How do you react to being overweight in other people?

A. You sympathize with them.

B. You sympathize.

B. You condemn them for their licentiousness.

G. You don't notice that a person's weight is not important to you.

12. Most often you look in the mirror for the following reason:

A. Just like that - you like to look at yourself.

B. You put yourself in order, take care of your appearance.

B. You check if everything is in order, you critically evaluate your appearance.

D. If necessary, apply a mask on the face, etc.

13. If a girl with ugly legs puts on a short skirt, your thoughts:

A. “But she has beautiful eyes / hair / smile ...”

B. "She should have thought more carefully about her choice of clothes."

V. “Terrible! Here's a freak!"

G. "It's her own business."

14. How did your parents feed you as a child?

A. Some of them were spoiled with something tasty.

B. They came up with interesting stories to make you eat better: about “magic” porridge, etc.

Q. It happened that you were forced to eat, force-fed.

D. Your parents respected your reluctance or desire to eat something.

15. In food, the main thing for you is that it be:

A. Delicious.

B. Useful.

B. Light, low-calorie.

G. Diverse.

BUT SUPPLIER. You treat yourself gently and condescendingly, sometimes even indulging your whims. In your relationship with food, you do not have a clear pattern: you eat what you want, when you want, without adhering to a certain regimen. Most likely, this reflects your childhood situation: your parents loved you, but their upbringing was somewhat chaotic, and you lacked stability and certainty. This shortage is still affecting now, so specific plans and a clear schedule will help you be more effective and realized.

Your strengths are kindness and gentleness. You are tolerant of the shortcomings of others, and expect the same from them in relation to yourself.

However, you should pay attention to your diet - the lack of a system can lead to weight gain and gastrointestinal diseases.

B LOVING PARENT. You can safely say to your parents “Thank you for a happy childhood” - they loved you and happily took care of you. This laid a fairly high level of self-acceptance, you know your strengths and weaknesses, you know how to take care of yourself. It makes you self-reliant and independent. As for nutrition, you adhere to a certain system that you consider optimal for yourself. You know what you like and what you don't. Most likely, you love to cook, generously treat guests, and are not afraid to experiment with recipes. You know how to be a caring parent for yourself, which means that you will also be a good parent for your children!

Your strengths are independence and courage. But think about it - do you sometimes behave like a child? ..

AT STRICT CRITIC. Your parents were strict as a child. Most likely, he acted out of the best of intentions - they tried to follow a clear regimen, studied books on raising children, but they overdid it with criticism and comments. And now you're too hard on yourself. This also applies to nutrition - you often go on diets, limit yourself in many ways, watch your weight. You may even be a vegetarian. Such an “iron” discipline makes you demanding not only to yourself, but also to others, so you may seem critical and judgmental to someone.

In fact, you need support, approval - first of all from yourself. A person who does not accept himself as he is cannot accept other people! Try to surround yourself with loving, understanding loved ones. Their attention will help you treat yourself with more love and forbearance.

Your pluses are willpower, discipline, good organizational talent.

What is the "trap" for you? Remember that nutrition should be balanced, and therefore varied. Strict food restrictions lead to a deficiency of trace elements important for the body.

G EQUAL PARTNER. Your parents were your friends as a child. Therefore, now you yourself know how to be a good friend, including for yourself. You respect your needs, including food. You feel good about your body, you hear its "tips" - what kind of food and in what quantity it needs now. This is a wise position, because our body itself knows what nutrients it needs. Trust in the body allows you to maintain optimal weight and be healthy. But your trust in the body is not blind, it is combined with a rational position. This helps to find the optimal balance between desires and possibilities.

Your strengths are a combination of high sensitivity and rationality.

What is worth thinking about? Do you sometimes treat life too rationally - to yourself, to other people? ..

Prepared by psychologist Irina Solovieva especially for the magazine "Our Psychology"