The psychological and pedagogical characteristic is an analytical product of the teacher's activity in the process of observing the student in various areas of his life - learning, communication, social behavior.

The psychological and pedagogical characteristics of the student is compiled for different purposes, based on which, its content may change. The characteristic can be of a current nature when it is compiled for the first time after one academic year of the student at school and when he is transferred from class to class, it is supplemented and changed.

Detailed, detailed characteristics are required when transferring a student from one school to another, if additional examination is required at the PMPK, to clarify or change the educational route.

The compilation of the characteristics is preceded by an important period - observation of the student and the study of his cognitive activity, personal qualities, individual psychological characteristics. In addition, the nature of the assimilation of knowledge in subjects, the causes of difficulties in the assimilation of knowledge, the peculiarities of the student's attitude to different subjects, the peculiarities of an individual approach in the course of the educational process are studied. The class teacher is responsible for this section, however, for the most objective and complete characterization, the participation of other specialists working directly with the student is desirable: an educator, subject teachers, a speech therapist, a psychologist, a social teacher. Features of speech disorders are given by a speech therapist.

The participation of subject teachers in the preparation of psychological and pedagogical characteristics makes it possible to reveal the features of cognitive activity.

The educator conducts a study of the student from the side of his personal qualities, behavior, relationships in the team. At the same time, the educator collects material on the student's attitude to homework, fixes the difficulties encountered in their implementation.

A significant role in the preparation of psychological and pedagogical characteristics is given to the psychologist and social pedagogue. The psychologist in the characteristic reflects the results of the student's diagnostics, gives a description of the emotional-volitional sphere of the student. The social pedagogue describes the conditions in which the child is brought up, characterizes the role of parents in education, reveals the characteristics of the student's behavior, his relationship with the team of students and teachers, the level of assimilation by the student of social norms and rules, the presence of bad habits, records in the organs of prevention.

Thus, all specialists of the school participate in the collection of material for psychological and pedagogical characteristics.

All data about the student during the school year is recorded in the diary of observations, which is the main reference document containing data about a particular student. In addition to the diary of observations, when compiling the characteristics of the student, his personal file is used, where special attention is paid to the conclusion of the PMPK, a class journal, the products of the student's activity - notebooks, drawings, etc.

The study of the student begins with an acquaintance with his personal file: with the data of the PMPK, characteristics for the past years of study, data on academic performance.

When studying a student of a correctional school, the teacher faces the following tasks:

1. Establishment of the warehouse of mental development with the definition of a diagnosis (mild, moderate or severe mental retardation). However, it must be remembered that the designation of a child's diagnosis in a characteristic is a gross violation of his rights. Thus, the teacher characterizes the intellectual development of the child without a diagnosis.
2. Determine the structure of the defect (violation of neurodynamics, pathology of analyzers, personality disorder).
3. Determination of the features of the development of cognitive activity and personal qualities.
4. Different attitudes towards norms of behavior, differences in relationships with peers and adults.
5. Determination of optimal conditions for training and correctional and educational work, as well as conditions for more successful social and labor adaptation.

When studying a student, the following principles must be observed: complexity, objectivity, comprehensiveness, the principles of an individual and dynamic approach.

Psychological and pedagogical characteristics must meet the following requirements:

1. Be expanded, complete and detailed.
2. Contain an analysis of the data obtained, conclusions, confirmed by facts and examples.
3. The characteristic should indicate not only negative, but also positive traits of the student's personality and his cognitive activity.

Plan-characteristics of a student of a correctional school

CHARACTERISTIC
student... class
institution name
………………….(full name) (year of birth)

I. General information about the student and his family

The year of entry to the school is indicated. Where did the student enter the correctional school from (what type of institution or family). How many years and in what classes did you study before. The composition of the family, the financial situation of the family, the social status of the family, the cultural level of the family, the presence of asocial factors and bad habits in parents. Who carries out education in the family, is there a unity of requirements in education. Behavior of a student at home, his daily routine, work duties at home. In what form is the contact between the school and the family.

II. Medical examination data

In connection with the protection of the rights of the child, the diagnosis of PMPK, as well as the features of the anamnesis, are not indicated in the characteristic. If there is a need and facts, then in rare cases it is permissible to use the following interpretation “he entered a correctional school on the recommendation of PMPK, during the years of study at a correctional school, the diagnosis of PMPK was confirmed.”

The characteristic must reflect the general physical development of the student, the existing violations. Further, the features of higher nervous activity and the nature of lesions of the central nervous system. Features of the sensorimotor sphere (vision, hearing, motor speech apparatus, motor stiffness, disinhibition, impaired coordination of movements, the state of fine motor skills), the presence of a complex defect. It is also necessary to indicate the means of health promotion and methods of corrective work.

III. academic performance

In this section, it is necessary to reflect the student's progress in subjects. It is desirable that teachers teaching this student give a detailed description of the child's cognitive activity in each lesson, as well as the attitude to the subject, the student's discipline in the classroom and in preparing homework.

How in the course of teaching and preparing homework the psychophysical characteristics of the student are taken into account, the general system of work to improve the progress of this student is interpreted.

IV. Features of attention and cognitive activity

Features of attention and cognitive activity are revealed on the basis of observations of the student, analysis of the educational process, conversations with the student, teachers, study of the products of activity and the results of educational work.

1. Features of attention, especially voluntary, its volume. Is it easy to attract attention in the classroom and when preparing homework. Stability, distribution, switchability of attention, distractibility, absent-mindedness and their causes. What means of attracting attention are most effective for this student.
2. Features of sensation and perception. Tempo, completeness, correctness of perception, recognition of objects and phenomena. Perception of time: knowledge and understanding of the measures of time, the sequence of events, their remoteness or proximity. Perception of shape, size, position in space.
3. Representations: completeness, fragmentation, distortion and likeness.
4. Features of memory: memorization (tempo, volume, awareness, accuracy). The nature of information memorization (arbitrariness and productivity). Storing material in memory. Recognition of the known in new material. The nature of reproduction: completeness, consistency, consistency, the nature of errors during reproduction (repeatability, introductions, distortion, etc.). The level of memory development: the predominance of mechanical or verbal-logical memory. Means used for the development of memory and better memorization of material.
5. Features of thinking. Active or passive thinking, stereotyping, stiffness, consistency of reasoning, criticality. Ability to establish cause-and-effect relationships, draw conclusions, generalize. Performing analysis, synthesis, comparison, generalizations. Features of the assimilation of concepts: the ability to identify essential features, to give a definition. What type of mental activity is developed by the student (visual-figurative, conceptual).
6. Speech: the degree of development of speech, the ability to understand spoken speech. Characteristics of the dictionary: the volume of the dictionary, features of the grammatical structure. The pace, expressiveness and activity of speech. The nature of monologue speech: logic, coherence, completeness. The nature of dialogical speech: the ability to maintain a conversation, ask questions and answer questions, the nature of formulating answers. Features of written speech: understanding the text, the nature of errors in writing, the ability to express thoughts in writing, the accuracy of the use of words and the nature of sentences. Difficulties in the performance of written work: when copying, writing from dictation, independent work. The ratio of oral and written speech. The presence of speech defects and their nature. Corrective work of a speech therapist.

V. Personality and behavior

1. Moral qualities of the student.
2. Attitude towards work and study: positive, indifferent, negative. Interest, diligence, attitude towards teachers and educators.
3. Discipline, attitude to the rules and requirements, behavior in the classroom, when preparing homework, during events, in a group, in free time, in public places. The level of formation of social norms. Motives for discipline or breach of discipline. Having a sense of duty and responsibility.
4. The manifestation of volitional qualities. The presence of strong-willed character traits, purposefulness of actions and deeds, determination, the ability to overcome difficulties and show strong-willed effort. Disadvantages in the development of the will: easy suggestibility, compliance, compliance, self-will, impulsiveness, absent-mindedness, avoiding difficulties, etc. The level of formation of motives and needs, the presence of defects in legal consciousness and value-normative orientations. The ratio of the incentive and sense-forming function of motives, the level of mediation of motives.
5. Cultural behavior skills: courtesy, courtesy, sensitivity, responsiveness, neatness. The degree of sustainability of these skills.
6. Interests in extracurricular activities, work assignments, club work, sports, games and other leisure activities. Variety of interests, sustainability, selectivity, focus, awareness, forms of manifestation of interests. Evaluation of the interests of the student by the teacher and educator. The means used by the teacher to maintain the interests and their development in this child.
7. Character features. The presence of moral character traits: kindness, sincerity, diligence, restraint, modesty, honesty, self-criticism, self-confidence, collectivism. The presence of difficult character traits: selfishness, isolation, secrecy, negativism, overstated claims, laziness, deceit, capriciousness, irascibility, aggressiveness, pugnacity, etc.
8. The nature of emotions and higher feelings: the stability of moods, a tendency to affective outbursts, the duration and inadequacy of experiences, reactions to success and failure. The level of development of higher feelings: camaraderie, honesty, duty, honor, patriotism, collectivism, etc. The level of self-esteem, the presence of self-criticism, evaluation of others, predicting one's own future.
9. Occupied place in the team, role in the team (leader, outsider), respect for comrades and his comrades. Isolation, partial or complete, its causes. Stability of relations with comrades. The presence of one's own opinion, the ability to reckon with public opinion and obey it. Having close friends.
10. The system of views, interest in the social events of our country. The desire to be useful to the team and society.
11. The presence of bad habits, records in law enforcement agencies, social services, organs of the prevention system. The level of orientation in the surrounding world, the level of independence of action. The presence of sanitary and hygienic skills, the level of their development and the ability to apply them in practice.

VI. Conclusion

As a conclusion of the psychological and pedagogical characteristics, it is necessary to reflect the general opinion about the student, to draw conclusions about the main personality traits that can be relied upon in further work with him. Determine what the apathy of personality development and the main drawback is manifested in. Outline the ways of further correctional and educational work with the student. Indicate the side of the defect, the work on which presents the greatest difficulty.

At the end of the characteristic, it is necessary to indicate the date of its compilation, as well as the specialists who participated in its compilation. For example, “the characteristic was compiled based on the materials of the class teacher ...” indicating the full name and position of the specialist. The characteristic is certified by the signature of the head of the institution. If necessary, the characteristics are introduced to the parents or legal representatives of the minor against signature with the date.

List of used literature:

1. Golovin S.Yu. Dictionary of a practicing psychologist. – Minsk, 2001.
2. Diagnostics of educational activity and intellectual development of children / Ed. D.B. Elkonina, L.A. Wenger. - M., 1981.
3. Luria A.R. Principles of selection of children in the auxiliary school. - M., 1973.
4. Mukhina V.S. Developmental psychology: phenomenology of development, childhood, adolescence. - M., 1999.
5. Nemov R.S. General foundations of psychology. - M., 2003.
6. Fundamentals of Special Psychology./Ed. Kuznetsova L.V. - M., 2002.
7. Semago N.Ya., Semago M.M. Guide to psychological diagnostics. - M., 2002.

PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS OF THE STUDENT'S PERSONALITY

KALININGRAD STATE UNIVERSITY

CHAIR OF PEDAGOGY OF PRIMARY EDUCATION

Guidelines

Kaliningrad, 1997

Psychological and pedagogical characteristics of the student's personality: Guidelines / Kaliningr. un-t; Comp. N.V. Kovalev. - Kaliningrad, 1997. - 24 p.

Guidelines for students of the specialty "pedagogy and methods of primary education" contain general provisions, basic requirements, an approximate scheme of characteristics, assessment criteria, as well as psychological methods.

Compiled by N.V. Kovalev.

Published by decision of the Editorial and Publishing Council of Kaliningrad State University.

© Kaliningrad State University, 1997

Psychological and pedagogical characteristics of the student's personality

Guidelines

Compiled by Natalya Vasilievna Kovaleva

License No. 020345 dated December 27, 1991
Editor L. G. Vantseva.
Signed for printing on December 3, 1996. Format 60x90 1/16.
Boom. for multiplies. devices. Risograph.
Conv. oven l. 1.5. Uch.-ed. l. 1.6. Circulation 120 copies. Order.

Kaliningrad State University,

236041, Kaliningrad region, st. A. Nevsky, 14.

INTRODUCTION

Psychological practice is an integral part of the pedagogical practice of students at school.

The main task of psychological practice is the formation of psychological and pedagogical skills, professional personality traits of the future teacher, which will help him successfully cope with the duties of a teacher at school. First of all, they include the following:

• the ability to identify, analyze and take into account general psychological patterns when organizing the educational process;
• the ability to diagnose the level of development of cognitive abilities of schoolchildren using special methods and on the basis of behavioral indicators;
• the ability to put into practice an individual approach to education and upbringing by developing specific recommendations for individual students based on the study;
• the ability to notice and analyze situations that arise in the class team that require pedagogical intervention;
• skills in using observation methods, conversations, studying school documentation, some psychodiagnostic tools;
• skills of working with a classroom team, taking into account its psychological structure and level of development;
• the ability to plan the educational process, taking into account the age, gender and individual psychological differences of schoolchildren;
• the ability to draw up psychologically sound summaries of the lessons and educational activities;
• the ability to competently analyze (from a psychological, pedagogical and methodological point of view) lessons and educational activities conducted by teachers and student trainees, etc.

In order for students to master the indicated skills and abilities, the Department of Pedagogy of Primary Education has developed a system of ever-complicating tasks for pedagogical practice. One of these tasks involves conducting research work to study the psychological characteristics of the personality of a younger student, followed by writing his psychological and pedagogical characteristics.

WORK ON CHARACTERISTICS

The objectives of this assignment are as follows.

1. Mastering the skills of orientation in the personal qualities of the student, their psychological interpretation with subsequent pedagogical conclusions.

2. Formation of the skills to apply the basic methods of psychological and pedagogical study of the student (organization, conduct, fixation and processing of results) and the preparation of a written psychological description of him.

3. Reporting documents are a diary of observations with protocols of ongoing psychological research of the student and the psychological and pedagogical characteristics of the student.

1. Restore scientific and theoretical knowledge in the courses “General Psychology”, “Age and Pedagogical Psychology”.

The following textbooks and teaching aids can help with this: Developmental and Pedagogical Psychology / Ed. M.V. Gamezo. - M.: Enlightenment, 1984. Developmental and pedagogical psychology / Ed. A.V. Petrovsky. - M.: Education, 1979. Gamezo M.V., Domashenko I.A. Atlas of psychology. - M.: Enlightenment, 1986. Nemov R.S. Psychology: In 2 books. - M.: Enlightenment; Vlados, 1995. General psychology / Ed. A.V. Petrovsky; 9th ed., revised. and additional - M .: Education, 1986.

2. Select the object of study (a specific primary school student) and organize the collection of factual data using the methods of psychological and pedagogical research (see the relevant section of these guidelines).

3. Comprehend, generalize and present the collected material. These stages are interrelated and in the course of work can be intertwined with each other, although they are specific in themselves and require compliance with the relevant requirements. The teacher is never engaged only in the study of students. He works with them: teaches, educates, and in the course of this work finds out what their psychological characteristics are.

It is important to remember that a child is a specific object of study, his psyche is in the process of formation and development, therefore, when studying it, one should be guided by certain principles.

The principle of humanism and pedagogical optimism results in the requirement “Do no harm!”. Any research should help the development of the student, and not slow him down. We need to believe in the future of the child. Diagnosis involves not only establishing the current level of development, but also identifying its reserves.

The principle of objectivity and scientific character suggests that mental development should be revealed in its own laws, explained in terms of developmental psychology.

The principle of complexity, systematic and systematic suggests that the study of the student is carried out sequentially. At the same time, not individual parameters are studied, but all aspects of development are traced in order not only to control, but also to predict its course, to set pedagogical tasks.

Principle of determinism means that every mental phenomenon is interconnected with others, that it is caused by a whole complex of causes. It is important to understand the cause-and-effect relationships in the formation of certain mental characteristics.

The principle of development of the psyche of consciousness and activity assumes that all the mental characteristics of the child are in the making and the main condition for their development is one or another activity. At the same time, activity is not only one of the conditions for the development of the psyche, but also one of the ways to study it.

The principle of unity of consciousness and activity means the interconnection and mutual influence of consciousness and activity. Consciousness directs activity, but in activity it is formed. Consciousness can be studied indirectly through the activity of the child. The principle of an individual and personal approach means that the general laws of mental development manifest themselves in each child in a peculiar and unique way.

PERFORMANCE REQUIREMENTS

1. Revealing one or another feature of the student's personality, one should give its fullest possible description, using for this the most characteristic facts of behavior and experimental data. The presence of factual material and the argumentation of psychological conclusions is a prerequisite for characterization.

2. The depth of the characteristic will be determined by the degree of discovery of the true psychological reasons for the manifestation of the corresponding personal qualities of the student and the recommended measures of pedagogical influence, taking into account these reasons.

3. The characteristic is written in a separate notebook, on the title page of which it is indicated to whom and by whom it was compiled. It is also noted during what time the study of the student was carried out and by what methods. The finished characteristic must be certified (but not evaluated) by the class teacher.

4. The psychological and pedagogical characteristics are submitted along with the rest of the documentation on pedagogical practice, checked and evaluated by the teacher of the department.

An approximate scheme for studying and compiling the psychological characteristics of a student

I. General information about the student: age, class, school, state of health, appearance (brief verbal portrait). Methods: conversation (with a student, teacher, school doctor), study of school documentation, observation.

II. Conditions for family education: family composition; professions, age, brief description of parents and other family members (brothers, sisters, grandparents, etc.), family relationships, coordination of actions of adults in raising a child.

Methods and techniques: study of school documentation, conversation with students (“collisions”), teacher, parents; questionnaire by E. Eidemiller and V. Yustitsky to study the style of parenting; projective test drawing “My family” and its variants (“Family of animals”, “Who does what”); children's version of TAT, “Color painting” (“What color is each family member”); unfinished sentences (oral version).

III. Activities of the younger student.

1. Educational activities: readiness for schooling (for first graders); motives for learning and learning interests; attitude to school, learning and grades; educational achievements (performance, knowledge, skills, abilities); activity, curiosity, diligence; the presence of school anxiety.

2. Game activity: a place in the life of a student; prevailing and favorite games; preferred roles in them; relationships in the game with peers and adults.

3. Labor activity: socially useful and domestic work (permanent and occasional assignments); motives, attitude to work; activity, ability to cooperate with adults and peers; roles and functions in joint labor activity.

4. Communication: the need for communication, sociability, the circle of desired and real communication, satisfaction with communication, the nature of communication (dominance, submission, leadership, conformism, empathy, conflict); communication with adults, peers and younger; communication with children of the same and the opposite sex.

Methods and techniques: observation of students in various activities and analysis of products of activity; conversation; compositions “My class”, “My family” and similar drawings; questionnaires to study educational interests and motives of activity.

IV. The student as a member of the class team: a brief description of the class (the number of students, the ratio of boys and girls, the formal and informal structure of the group, the psychological climate, interpersonal relationships, the degree of formation of the team in the class); the place of the student in the formal and informal structures of the group; awareness of one's position in the class and satisfaction with it; the need to be a member of a team; the need for recognition; authority (what is it based on); attitude to mass phenomena in the classroom.

Methods and techniques: observation, conversation, sociometry and its variants for younger students (method of choice in action, "Rocket", etc.); essay and drawing “My class”, color painting (according to A. Lutoshkin); projective test “To and from school”.

V. The structure of the student's personality.

1. Orientation: dominant motives and goals of activity, type of orientation (public, personal, business); interests (prevailing interests, their depth, breadth, stability, degree of activity; professional and personal interests); dreams and ideals (degree of their generalization and effectiveness). Elements of an emerging worldview.

Methods and techniques: questioning, conversation, diagnosis of the type of orientation by the method of pairwise comparison, “Eye gauge”, “Flower-seven-flower”, unfinished sentences.

2. Character: description of character traits by types of relationships (to oneself, other people, activities, things), character traits, type of accentuation. Methods and techniques: observation, conversation, analysis of products of activity, drawing of a person, drawing of a fantastic creature, Luscher color test, generalization of independent characteristics.

3. Self-consciousness and control system: Self-concept, self-assessment (level, adequacy, stability, orientation, differentiation). Methods and techniques: observation, conversation, analysis of documentation and products of activity; “Who am I?”, drawing of a person, modified methods by S. Budassi, T. Dembo - S. Rubinshtein, V. Shur, children's version of TAT.

4. Level of claims: height, adequacy, stability, leading trend. Methods: F. Hoppe, Schwarzlander's motor test, children's version of TAT, "Cubes".

5. Abilities: general, special, giftedness; how and in what form they develop. Methods and techniques: analysis of documentation and products of activity, observation, conversation, children's version of the scale of progressive matrices Raven, drawing of a person (up to 10 years old).

6. Temperament: type of the nervous system, psychological characteristics (sensitivity, reactivity and activity and their relationships, extraversion, rigidity, emotional excitability, types of reactions), manifestations in behavior and communication.

Methods and techniques: observation, Leites method (balance of the nervous system), drawing of a person.

VI. Attention: types, properties, impact on academic performance and discipline, compliance with age characteristics.

Methods and techniques: observation, analysis of activity products; correction test of Bourdon, F.Gorbov's red-black numerical table, tachistoscopy technique and its modification.

VII. Perception: integrity, speed and accuracy, meaningfulness; perception of time and space, perception of a person; observation.

Methods and techniques: observation, the task to describe an object or a person, studying the accuracy of the eye using the method of average errors; study of the speed and accuracy of perception (method P. Kees).

VIII. Memory: the level of development of various types of memory, individual and age characteristics, a tendency to cramming, the impact on academic performance.

Methods: diagnostics of the leading type of memory, identification of the volume of operational, short-term and long-term memory; the study of logical and mechanical memory, the study of mediated memorization by the method of pictograms, the study of the influence of the emotional coloring of information on involuntary memorization.

IX. Thinking: the level of development of species and operations; independence, flexibility, activity, speed of thought processes, logic; impact on performance.

Methods and techniques: observation, analysis of activity products, children's version of Raven's scale of progressive matrices, definition of concepts; Lachins technique (rigidity of thinking); methods of A. Zak (the level of development of theoretical thinking); comparison of concepts; “4th extra”, classification (operations of thinking); studying the speed of thought processes by filling in the missing letters in words; study of students' understanding of the principle of conservation (the phenomena of J. Piaget).

X. Speech: phonemic, lexical, grammatical, stylistic features; content and clarity; consistency, richness of vocabulary, the presence of speech “stamps”; expressiveness, emotionality; sexual characteristics; the level of development of oral and written speech.

Methods: observation, conversation, analysis of activity products. XI. Imagination: recreative and creative, a tendency to fantasize, manifestation in creative activity, originality, convergence, flexibility, fluency, independence, generalization, emotionality; the level of development of personality creativity.

Techniques: “Circles” (A.Luk, V.Kozlenko), “Finishing figures” (E.Torrens-O.Dyachenko), “Composition on the theme...” (“Fairy tale about...”), fantasy creature; essays and drawings on a free topic.

XII. Feelings and emotions: predominant; emotional excitability and instability; propensity to affect in situations of success and failure; attitude to pedagogical influences; dominant emotions in interpersonal contacts; tendency to mental states of anxiety, aggressiveness; frustration tolerance. Methods and techniques: observation, children's version of the Rosenzweig drawing test.

XIII. Will: the level of development, purposefulness, initiative, determination, self-control, the presence of strong-willed habits. Methods and techniques: observation, study of the level of development of the child's volitional habits (V. Yurkevich), study of the process of mental satiety (A. Karsten).

XIV. General conclusions and recommendations: the general level of mental development of the student, compliance with age characteristics, the need for psychological and pedagogical correction and its path, to whom the recommendations are addressed; the student's contribution to the formation of the personality of a junior schoolchild.

Criteria for assessments for a characteristic

Grade " Great” is set if the student's psychological and pedagogical characteristics, written by the student, meet the following requirements.

1. The characteristic reflects the student's knowledge of the theoretical foundations of psychology, its psychological orientation is visible, and the motivation for choosing this student for studying is given.

2. The student has been studied in all areas of activity (educational, play, work) and in all areas of communication (at school, family, circle, play group, etc.).

3. It is mandatory to conduct at least 10 special psychological research methods (test, questionnaire, experiment). The study materials must be related to the entire content of the characteristic, the data is processed and interpreted.

4. The characteristic contains a conclusion with specific pedagogical conclusions and recommendations on ways and means to strengthen the positive and eliminate the negative qualities of the student's personality.

5. A diary of observations is attached to the characteristic, where facts are recorded, examples demonstrating the psychological characteristics of the student's personality.

6. The work is neatly framed and delivered on time.

Grade " well” is set if all the above requirements are met, but: 1

) there is no diary of observations;

2) there are no experimental data that act only as an application to the characteristic.

Grade " satisfactorily” is set if the content of the characteristic is descriptive, there is no factual material and pedagogical conclusions. At the same time, there are: 1) weak argumentation of judgments about the psychological characteristics of the student's personality; 2) insufficiency of experimental data; 3) the work is framed carelessly and not submitted on time.

Grade " unsatisfactory” is set if the work does not fully meet the requirements for the psychological characteristics of the student's personality. Work is also considered unsatisfactory, in which diligence is noticeable, but which is performed at the level of not scientific, but everyday psychology. An unsatisfactory characteristic is returned to the student for revision.

Personality

1. Technique “If you were a magician. If you had a magic wand"

Purpose: to study the desires of younger students. Research order. The children are invited to name three wishes that they would like to fulfill. It is better not to offer the choice of one desire, since it is still very difficult for younger students to choose the most important desire. The analysis of responses can be performed according to the following scheme: for oneself, for others. The answers of the second group can be specified: for relatives, for people in general.

2. Methodology “Flower-seven-flower”

Purpose: diagnosis of the desires of children. Equipment: paper flower. Research order. Children read (remember) V. Kataev's fairy tale "Flower-Semitsvetik". It is possible to view a cartoon or filmstrip. Each is given a seven-flower flower made of paper, on the petals of which they write down their desires. Children can give petals with desires to those to whom they are addressed. Processing of the results can take place according to the following scheme: write out desires, summing up those that are repeated or close in meaning; group: material (things, toys, etc.), moral (have animals and take care of them), cognitive (learn something, become someone), destructive (break, throw away, etc.) .

3. Method "Joys and sorrows" (method of unfinished sentences)

Purpose: revealing the nature, content of the experiences of younger students. Research order. The following methods are possible:

1. The guys are invited to complete two sentences: “I am most happy when...”, “Most of all I am upset when...”.

2. A sheet of paper is divided in half. Each part has a symbol: a sun and a cloud. Children in the corresponding part of the sheet draw their joys and sorrows.

3. Children each receive a chamomile petal made of paper. On one side they write about their joys, on the other - about grief. At the end of the work, the petals are collected in a chamomile.

4. It is proposed to answer the question: “What do you think pleases and what upsets your parents, teachers?” When analyzing the answers, one can highlight the joys and sorrows associated with one's own life, with the life of the team (group, class, circle, etc.). The results obtained will give an idea of ​​the core integral properties of the child's personality, which are expressed in the unity of knowledge, relationships, dominant motives of behavior and actions.

4. Methodology "Who to be?"

Purpose: to reveal the interest of children in professions, various jobs, the motives for their choice. Research order. The guys are invited to: a) draw who they would like to become in the future, make a signature under the picture; b) write a mini-story “Who do I want to become and why?”; c) write a story on the topic: “My mom (dad) is at work.”

The processing of the received materials may include the classification of professions, the classification of the motives for their choice, the comparison of drawings, answers, written works, the identification of the influence of parents on the choice of profession.

5. Method "My hero"

Purpose: to determine those samples that the child has that he wants to imitate. Research order. This technique can be carried out in several versions.

1. Children are asked questions (orally, in writing): - who would you like to be like now and when you grow up? Are there guys in the class that you would like to be like? Why? - which of your friends, heroes of books, cartoons would you like to be like? Why?

2. Invite the children to choose who they would like to be like: dad, mom, brother, sister, teacher, comrade, acquaintance, neighbor.

3. Composition-story (fairy tale) “I want to be like ...” Processing of results. When analyzing the results, pay attention not only to who becomes an example to follow, but also why this choice was made by the student.

6. Technique "Choice"

Purpose: identifying the direction of needs. Test subject instructions. “Imagine to yourself that you earned (you were given) ... rubles. Think about what you would spend this money on? Processing of results. The analysis determines the dominance of spiritual or material, individual or social needs.

7. Methodology “Scheduling for a week” S.Ya.Rubinshtein modified by V.F.Morgun

Purpose: diagnosis of the student's attitude to specific subjects and to teaching in general. Equipment: a sheet of paper divided into seven parts, where the days of the week are signed. Test subject instructions. Let's imagine that you and I are in the school of the future. This is a school where children can make their own schedule of lessons. Before you is a page from the diary of this school. Fill out this page as you see fit. You can write any number of lessons for each day. Lessons can be written as you like. This will be the schedule for the week for our school of the future.

Processing and analysis of results. The experimenter has a real class timetable. This schedule is compared with the “school of the future” schedule compiled by each student. At the same time, those subjects are singled out, the number of which the subject has more or less than in the real schedule, and the percentage of discrepancy is calculated, which makes it possible to diagnose the student's attitude to learning in general, and especially to individual subjects.

8. Method “Unfinished sentences” by M. Newtten modified by A. B. Orlov

Purpose: diagnosis of learning motivation. Research order. The experimenter reads out the beginning of the sentence and writes down the end of the sentence that the student says. The technique is used in grades 2-3 with each student individually. Test subject instructions. Now I will read you the beginning of the sentence, and you, as soon as possible, come up with a continuation to it.

1. I think a good student is someone who...

2. I think a bad student is someone who...

3. Most of all I love it when a teacher...

4. Most of all I don't like it when a teacher...

5. Most of all I like the school because...

6. I don't like school because...

7. I am happy when at school ...

8. I'm afraid when at school...

9. I would like the school to...

10. I don't want school to...

11. When I was little, I thought that at school...

12. If I'm inattentive in class, I...

13. When I don't understand something in class, I...

14. When something is not clear to me when doing homework, I ...

15. I can always check if I'm right...

16. I can never check if I'm right...

17. If I need to remember something, I ...

18. When something is interesting to me in the lesson, I ...

19. I always wonder when in class...

20. I'm always not interested when in the classroom ...

21. If we don't get homework, I...

22. If I don't know how to solve a problem, I...

23. If I don't know how to write a word, I...

24. I understand better when in class...

25. I would like that at school always ...

Processing and analysis of results. Initially, each sentence ending is assessed in terms of the student's expression of a positive or negative attitude towards one of the four indicators of learning motivation (1 - the type of personally significant student activity (learning, play, work, etc.); 2 - personally significant for the student subjects (teacher, classmates, parents influencing the student's attitude to learning); 3 - the sign of the student's attitude to learning (positive, negative, neutral), the ratio of social and cognitive motives of learning in the hierarchy; 4 - the student's attitude to specific educational objects and their content).

If the end of a sentence does not contain a pronounced emotional relationship to indicators of learning motivation, then it is not taken into account in the analysis. Next, the sum of positive and the sum of negative assessments of this indicator of learning motivation is calculated. They are compared with each other, and the final conclusion is made on this indicator.

Temperament

Studying the temperament of a schoolchild by observation

Purpose: to determine the characteristics of the temperament of a younger student. Observation plan

1. How it behaves in a situation where it is necessary to act quickly:

• a) easy to get started;
• b) acts with passion;
• c) acts calmly, without unnecessary words;
• d) acts timidly, uncertainly.

2. How does he react to the teacher's remarks:

• a) says that he will not do this again, but after a while he does the same thing again;
• b) is indignant at being reprimanded;
• c) listens and reacts calmly;
• d) is silent, but offended.

3. As he speaks with comrades when discussing issues that concern him very much:

• a) quickly, with fervor, but listens to the statements of others;
• b) quickly, with passion, but does not listen to others;
• c) slowly, calmly, but surely;
• d) with great excitement and doubt.

4. How does one behave in a situation when it is necessary to hand over a test, but it is not finished; or the control is passed, but it turns out that a mistake was made:

• a) easily reacts to the created situation;
• b) in a hurry to finish the work, indignant about mistakes;
• c) decides calmly until the teacher takes his work, says little about mistakes;
• d) submits the work without talking, but expresses uncertainty, doubts about the correctness of the decision.

5. How does one behave when solving a difficult problem if it does not work right away:

• a) quits, then continues to work again;
• b) decides stubbornly and persistently, but from time to time sharply expresses indignation;
• c) shows uncertainty, confusion.

6. How does he behave in a situation when he is in a hurry to go home, and the teacher or class asset suggests that he stay at school to complete some task:

• a) quickly agrees;
• b) is indignant;
• c) stays, does not say a word;
• d) is insecure.

7. How he behaves in an unfamiliar environment:

• a) shows maximum activity, easily and quickly receives the necessary information for orientation, quickly makes decisions;
• b) is active in one direction, because of this he does not receive sufficient information, but makes decisions quickly;
• c) calmly looks at what is happening around, is not in a hurry with decisions;
• d) timidly gets acquainted with the situation, makes decisions uncertainly.

For observation according to this plan, it is advisable to use the scheme (Table 1), marking the corresponding reactions for each item of the plan with a “+” sign.

Table 1
Scheme for monitoring the temperament of a schoolchild
Option Observation plan items
reactions 1 2 3 4 5 6 7
a
b
in
G
The reactions of each item of the plan correspond to temperaments:

• a) sanguine;
• b) choleric;
• c) phlegmatic;
• d) melancholy.

Data processing. The number of “+” signs in the lines corresponding to the items is counted. The largest number of “+” signs in one of the items will indicate the approximate temperament of the subject. Since there are no “pure” temperaments, this scheme can also be used to establish those features of other temperaments that are to a certain extent inherent in the subjects.

Self-esteem

Modification of the Dembo-Rubinstein technique

Purpose: study of student self-esteem. Equipment: a form made of checkered paper, on which seven parallel vertical lines 10 cm long are drawn, each with a dot in the middle. The lines are signed according to the scaled qualities: “growth”, “kindness”, “mind”, “fairness”, “courage”, “honesty”, “good friend” (the list of qualities can be changed).

Operating procedure. The child is presented with a form. Instruction to the subject: “Imagine that all the students of our class are located along this line according to ... (name of quality). At the top is the most ... (maximum quality), at the bottom - the most ... (minimum quality). Where would you place yourself? Mark with a dash.”

After self-assessment of all qualities, a conversation is held with the child in order to clarify the meaning that he puts into each of the names of the quality (except for growth), to clarify what he lacks in order to place himself at the very top of the line for a certain quality. The child's answers are recorded. In the conversation, thus, the cognitive component of self-esteem is clarified.

Data processing. The scale is divided into twenty parts (cells) in such a way that the middle is between the tenth and eleventh. The mark placed on the scale is assigned the numerical value of the corresponding cell.

The level of self-esteem is presented from +1 to -1. The emotional component of self-esteem is determined by its height, reflecting the degree of self-satisfaction. In the area of ​​positive values, three levels of satisfaction are distinguished (0.3 - low; 0.3-0.6 - medium; 0.6-1.0 - high). The level of dissatisfaction with oneself is in the area of ​​negative values. The growth scale is not taken into account, it is needed only to explain to the child what the experimenter wants from him.

The scores on all other scales are summed up and divided by six. This is the average level of self-esteem of this student.

cognitive processes

Attention

1. Technique “Studying Attention Switching”

Purpose: to study and evaluate the ability to switch attention. Equipment: a table with black and red numbers from 1 to 12, written out of order; stopwatch.

Research order. At the signal of the researcher, the subject must name and show the numbers: a) black from 1 to 12; b) red color from 12 to 1; c) black in ascending order, and red in descending order (for example, 1 - black, 12 - red, 2 - black, 11 - red, etc.). The time of the experiment is fixed with a stopwatch.

Processing and analysis of results. The difference between the time required to complete the last task and the sum of the time spent working on the first and second will be the time that the subject spends on switching attention when moving from one activity to another.

2. Assessment of the stability of attention by the method of correction test

Purpose: to study the stability of students' attention. Equipment: standard test form “Correction test”, stopwatch. Research order. The study must be carried out individually. You need to start by making sure that the subject has a desire to complete the task. At the same time, he should not have the impression that he is being examined. The subject must sit at the table in a comfortable position for this task.

The examiner gives him a “Correction Test” form and explains the essence according to the following instructions: “The letters of the Russian alphabet are printed on the form. Consistently considering each line, look for the letters "k" and "r" and cross them out. The task must be completed quickly and accurately.” The subject begins to work at the command of the experimenter. Ten minutes later, the last letter considered is noted.

Processing and analysis of results. The results in the proofreading form of the subject are compared with the program - the key to the test. The total number of letters viewed in ten minutes, the number of letters correctly crossed out during the work, the number of letters that needed to be crossed out are counted.

The productivity of attention is calculated, equal to the number of letters viewed in ten minutes and the accuracy calculated by the formula m K = ⋅ 100% , where K is the accuracy, n is the number of letters that needed to be n crossed out, m is the number of letters correctly crossed out during work.

3. Study of the features of the distribution of attention (method of T.E. Rybakov)

Equipment: a form consisting of alternating circles and crosses (each line has seven circles and five crosses, a total of 42 circles and 30 crosses), a stopwatch.

Research order. The subject is presented with a form and asked to count aloud, without stopping (without the help of a finger), horizontally the number of circles and crosses separately.

Processing and analysis of results. The experimenter notices the time it takes for the subject to complete the count of elements, fixes all the stops of the subject and those moments when he begins to lose count.

Comparison of the number of stops, the number of errors and the serial number of the element from which the subject begins to lose count will allow us to draw a conclusion about the level of distribution of attention in the subject.

Memory

1. Methodology “Determining the type of memory”

Purpose: to determine the predominant type of memory.

Equipment: four rows of words written on separate cards; stopwatch.

To memorize by ear: car, apple, pencil, spring, lamp, forest, rain, flower, saucepan, parrot.

To memorize with visual perception: plane, pear, pen, winter, candle, field, lightning, walnut, frying pan, duck.

For memorization with motor-auditory perception: steamboat, plum, ruler, summer, lampshade, river, thunder, berry, plate, goose.

To memorize with combined perception: train, cherry, notebook, autumn, floor lamp, glade, thunderstorm, mushroom, cup, chicken.

Research order. The student is told that a series of words will be read to him, which he must try to remember and, at the command of the experimenter, write down. The first row of words is read. The interval between words when reading is 3 seconds; the student should write them down after a 10-second break after the end of reading the entire series; then rest 10 minutes.

The experimenter reads the words of the third row to the student, and the subject repeats each of them in a whisper and "writes" in the air. Then write down the memorized words on a piece of paper. Rest 10 minutes.

The experimenter shows the student the words of the fourth row, reads them to him. The subject repeats each word in a whisper, “writes down” in the air. Then write down the memorized words on a piece of paper. Rest 10 minutes.

Processing and analysis of results. The predominant type of memory of the subject a can be concluded by calculating the coefficient of the type of memory (C). C = , where a - 10 is the number of correctly reproduced words.

The type of memory is determined by which of the rows had a greater reproduction of words. The closer the coefficient of the memory type is to one, the better developed the given type of memory is in the subject.

2. Methodology “Study of logical and mechanical memory”

Purpose: study of logical and mechanical memory by memorizing two rows of words.

Equipment: two rows of words (there is a semantic connection between the words in the first row, there is no semantic connection in the second row), a stopwatch.

First row: Second row:
doll - play beetle - armchair
chicken - egg compass - glue
scissors - cut bell - arrow
horse - sleigh tit - sister
book - teacher lake - tram
butterfly - fly boots - samovar
brush - teeth match - decanter
snow - winter hat - bee
cow - milk fish - fire
lamp - evening saw - scrambled eggs

Research order. The student is told that pairs of words will be read, which he must remember. The experimenter reads to the subject ten pairs of words of the first row (the interval between the pair is five seconds).

After a ten-second break, the left words of the row are read (with an interval of ten seconds), and the subject writes down the memorized words of the right half of the row.

Similar work is carried out with the words of the second row.

Processing and analysis of results. The results of the study are entered in the following table.

table 2
Volume of semantic and mechanical memory
Volume of semantic memory Volume of mechanical memory
Quantity Quantity Coefficient Quantity Quantity Coefficient
words of the first memorizing - semantic words of the second memorizing - mechanical
row of memory words
(A) (B) C= B / A (A) (B) C= B / A

Thinking

1. Technique “Simple analogies”

Purpose: to study the logic and flexibility of thinking.

Equipment: a form in which two rows of words are printed according to the model.

1. Run Screaming
stand a) be silent, b) crawl, c) make noise, d) call, e) stable

2. Locomotive Horse
wagons a) groom, b) horse, c) oats, d) cart, e) stable

3. Leg Eyes
boots a) head, b) glasses, c) tears, d) eyesight, e) nose

4. Cow Trees
herd a) forest, b) sheep, c) hunter, d) flock, e) predator

5. Raspberry Math
berry a) book, b) table, c) school desk, d) notebooks, e) chalk
6. Rye Apple tree
field a) gardener b) fence c) apples d) garden e) leaves

7. Theater Library
spectator a) shelves b) books c) reader d) librarian e) watchman

8. Steamboat Train
pier a) rails, b) station, c) land, d) passenger, e) sleepers

9. Currant Casserole
berry a) stove, b) soup, c) spoon, d) dishes, e) cook

10. Disease TV
treat a) turn on, b) install, c) repair, d) apartment, e) master

11. House Staircase
floors a) residents, b) stairs, c) stone,

Research order. The student studies a pair of words placed on the left, establishing a logical connection between them, and then, by analogy, builds a pair on the right, choosing the necessary concept from the proposed ones. If the student cannot understand how this is done, one pair of words can be disassembled with him.

Processing and analysis of results. Eight to ten correct answers testify to a high level of thinking logic, 6-7 answers to a good one, 4-5 to a sufficient level, and less than 5 to a low level.

2. Methodology “Exclusion of the superfluous”

Purpose: to study the ability to generalize. Equipment: sheet with twelve rows of words like:

1. Lamp, lantern, sun, candle.

2. Boots, boots, laces, felt boots.

3. Dog, horse, cow, elk.

4. Table, chair, floor, bed.

5. Sweet, bitter, sour, hot.

6. Glasses, eyes, nose, ears.

7. Tractor, harvester, car, sled.

8. Moscow, Kyiv, Volga, Minsk.

9. Noise, whistle, thunder, hail.

10. Soup, jelly, saucepan, potatoes.

11. Birch, pine, oak, rose.

12. Apricot, peach, tomato, orange.

Research order. The student needs to find in each row of words one that does not fit, is superfluous, and explain why.

Processing and analysis of results.

1. Determine the number of correct answers (highlighting an extra word).

2. Determine how many rows are summarized using two generic concepts (an extra “pot” is dishes, and the rest is food).

3. Find out how many series are generalized using one generic concept.

4. Determine what mistakes were made, especially in terms of using non-essential properties (colors, sizes, etc.) to generalize.

The key to evaluating results. High level - 7-12 rows summarized with generic concepts; good - 5-6 rows with two, and the rest with one; medium - 7-12 rows with one generic concept; low - 1-6 rows with one generic concept.

3. Methodology “Studying the speed of thinking”

Purpose: determination of the speed of thinking.

Equipment: a set of words with missing letters, a stopwatch.

n-ra d-r-in p-i-a p-s-o
Mr. s-m-k r-ba o-n-
p-le k-m-n f-n-sh s-o-ok
k-sa p-s-k x-kk-th k-sh-a
t-lo s-no u-i-spruce sh-sh-a
r-ba s-ol k-r-tsa p-r-g
r-ka sh-o-a b-r-for sh-p-a
p-la k-i-a p-e-d b-r-b-n
s-lo s-l-tse s-eg k-n-i
m-re d-s-a v-s-a d-r-v-

Research order. The following words are missing letters. Each dash corresponds to one letter. In three minutes, you need to form as many singular nouns as possible.

Processing and analysis of results: 25-30 words - high speed of thinking; 20-24 words - good thinking speed; 15-19 words - average speed of thinking; 10-14 words - below average; up to 10 words - inert thinking.

These criteria should be used when evaluating students in grades 2-4, first-graders can be studied from the second half of the year and counting from the third level: 19-16 words - a high level of thinking; 10-15 words - good; 5-9 words - medium; up to 5 words - low.

4. Methodology “Studying self-regulation”

Purpose: determination of the level of formation of self-regulation in intellectual activity. Equipment: a sample with the image of sticks and dashes (/-//-///-/) on a lined notebook sheet, a simple pencil.

Research order. The subject is offered for 15 minutes on a notebook sheet to write sticks and dashes in a ruler as shown in the sample, while observing the rules: write sticks and dashes in a certain sequence, do not write in the margins, correctly transfer characters from one line to another , write not on each line, but through one.

In the protocol, the experimenter fixes how the task is accepted and performed - completely, partially or not accepted, not performed at all. It also fixes the quality of self-control in the course of performing the task (the nature of the mistakes made, the reaction to errors, i.e. notices or does not notice, corrects or does not correct them), the quality of self-control in evaluating the results of activities (it tries to thoroughly check and checks, is limited to a quick look, does not review the work at all, but gives it to the experimenter immediately upon completion). The study is carried out individually.

Processing and analysis of results. The level of formation of self-regulation in intellectual activity is determined. It is one of the components of the general ability to learn.

1 level. The child accepts the task completely, in all components, keeps the goal until the end of the lesson; works with concentration, without being distracted, at approximately the same pace; works mostly accurately, if it makes individual errors, then during the check it notices and independently eliminates them; does not rush to hand over the work immediately, but once again checks what is written, makes corrections if necessary, does everything possible so that the work is done not only correctly, but also looks neat and beautiful.

2nd level. The child accepts the task completely, keeps the goal until the end of the lesson; makes a few mistakes in the course of work, but does not notice and does not independently eliminate them; does not eliminate errors and in the time specially allotted for checking at the end of the lesson, is limited to a cursory review of what was written, he does not care about the quality of the work design, although he has a general desire to get a good result.

3 level. The child accepts the goal of the task in part and cannot keep it in its entirety until the end of the lesson; therefore writes signs randomly; in the process of work, he makes mistakes not only because of inattention, but also because he did not remember some rules or forgot them; does not notice his mistakes, does not correct them either in the course of work or at the end of the lesson; at the end of the work does not show a desire to improve its quality; completely indifferent to the result.

4th level. The child accepts a very small part of the goal, but loses it almost immediately; writes characters in random order; does not notice and does not correct mistakes, does not use the time allotted for checking the completion of the task at the end of the lesson; at the end immediately leaves the work without attention; indifferent to the quality of the work performed.

Level 5 The child does not accept the task at all in terms of content, moreover, more often he does not understand at all that some kind of task has been set for him; at best, he catches from the instructions only that he needs to work with pencil and paper, tries to do this by writing or painting the sheet as he will, without recognizing either margins or lines; there is no need to even talk about self-regulation at the final stage of the lesson.

Imagination

Technique "Finishing shapes"

Purpose: to study the originality of solving problems on the imagination.

Equipment: a set of twenty cards with figures drawn on them: an outline drawing of parts of objects, for example, a trunk with one branch, a circle-head with two ears, etc., simple geometric shapes (circle, square, triangle, etc. ), colored pencils, paper. Research order. The student needs to finish each of their figures so that a beautiful picture is obtained.

Processing and analysis of results. A quantitative assessment of the degree of originality is made by counting the number of images that were not repeated in the child and were not repeated in any of the children in the group. The same drawings are those in which different reference figures turned into the same element of the drawing.

The calculated coefficient of originality is correlated with one of the six types of problem solving on the imagination. Null type. It is characterized by the fact that the child has not yet accepted the task of building an image of the imagination using a given element. He does not finish drawing it, but draws something of his own side by side (free fantasy).

Type 1 - the child draws a figure on the card so that an image of a separate object (tree) is obtained, but the image is contour, schematic, devoid of details.

Type 2 - a separate object is also depicted, but with various details.

Type 3 - depicting a separate object, the child already includes it in some imaginary plot (not just a girl, but a girl doing exercises).

Type 4 - the child depicts several objects according to an imaginary plot (a girl walks with a dog). Type 5 - a given figure is used in a qualitatively new way.

If in types 1-4 it acts as the main part of the picture that the child was drawing (circle-head), now the figure is included as one of the secondary elements to create an image of the imagination (the triangle is no longer a roof, but a pencil lead, with which the boy draws a picture).

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2. Bogdanova T.G., Kornilova T.V. Diagnostics of the cognitive sphere of the child. - M., 1994.
3. Borozdina L.V. The study of the level of claims. - M., 1986. - S. 62-68. 23
4. Gavrilycheva G.F. Diagnostics of the study of the personality of a younger schoolchild // Primary School. - 1994. - N 1. - S. 16-18; N 8. - S. 4-8.
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6. Diagnostics of educational activity and intellectual development of children / Ed. D.B. Elkonina, L.A. Wenger. - M., 1981.
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Popular materials

per ____________________________________________ student (tsu) ________________ class

School No. ______________ (district) No. ________________ for the period from _________ to _______

I. GENERAL INFORMATION ABOUT THE STUDENT:

Age, pioneer or Komsomol member, was he in kindergarten, how old are you? Did the class change? If yes, why?

Appearance (verbal portrait).

II. PHYSICAL DEVELOPMENT

General health, presence of chronic diseases. state of the eyes.

Height Weight. Correspondence of physical development to age norms.

III. CHARACTERISTIC CONDITIONS OF FAMILY EDUCATION OF SCHOOLCHILDREN

Family composition: age of each family member, profession, education, place of work and position of adult family members.

Living conditions. What conditions does the student have in the apartment (a separate room, a corner, a separate table, there is no permanent place of study, etc.).

Financial security of the family.

The general atmosphere of relationships in the family (the presence of conflict, antipathy, friendliness, consent, etc.).

The attitude of family members towards the student (blind adoration, caring, friendship, trust, equality, alienation, petty guardianship, complete independence, independence, lack of control, assistance in educational activities, attention to the spiritual development of the child, etc.)

The student's attitude towards family members (respect, desire to support, caring, politeness, obedience, selfishness, capriciousness, stubbornness, negativism, despotism, neglect, etc.).

IV. SUMMARY OF THE CLASS OF WHICH THE STUDENT IS A MEMBER.

Quantitative and gender composition.

General characteristics of academic performance, discipline, social activity, psychological climate in the classroom.

V. STUDENT'S STATION IN THE CLASS TEAM, CHARACTERISTIC OF HIS RELATIONSHIP WITH TEACHERS

The official status of the student (achievement, discipline, what social assignments do they perform?).

How does he perform public assignments (good, satisfactory, bad, enthusiastically, with pleasure, does not perform.?).

What position does he occupy in the class (leader, popular, accepted, isolated, outcast).

What role does he play in social work, games with peers (initiator, organizer, performer, contemplator?).

How does he relate to the opinion of the collective, to the demands and criticisms of his comrades (benevolently, seriously, indifferently, hostilely?).

Sociability, breadth and constancy of contacts with classmates, the presence or absence of close friends among classmates, the reasons for friendship, the manifestation of comradely qualities (mutual assistance, mutual assistance, reliability or ability to betray, etc.). If a student is alone in the class, then where, with whom and on the basis of what interests does he communicate?

The nature of relationships with peers of the opposite sex (active friendships or inability to establish contact, restraint or swagger, etc.).

The nature of the relationship with teachers (the presence or absence of conflicts, the manifestation of rudeness, the reaction to grades and comments, etc.).

VI. DIRECTION OF THE SCHOOLCHILD'S PERSONALITY

The degree of formation of the ideological and political orientation of the individual (does he show interest in political events in the country, in periodicals, in sharply debatable youth television programs? Depth and breadth of awareness on political issues. Formation of personal position),

Do you have an individualistic or collectivist orientation?

The student's moral beliefs (for example, his representation of honesty, justice, integrity, decency, kindness, etc.). Content, degree of formation and stability of moral convictions. The unity of knowledge and behavior. Ideals of the student (their content, the degree of influence on behavior and self-education).

Attitude to work (socially useful work both at school and at home, labor lessons). Does he respect work or treat it with disdain? Does he show conscientiousness, diligence, accuracy in work, or the opposite qualities? What work skills (including self-service skills) have been formed? Is there a habit of prolonged labor effort?

The prevailing motives of educational activity (for the sake of what, why does he study?). What attitude does he show towards various academic subjects (enthusiastic, interested, conscientious, indifferent, negative). Specify the reasons for the formed relationship. What activity does he show in the lessons (high, medium, low, does not show?). How does he perform his academic duties (neatly, carelessly, regularly, not regularly, has difficulty in work, does not perform)?

Does he show interest in art, sports, technology, etc.? Sustainability, depth, breadth, effectiveness of interests. cultural outlook; Does the circle, sections, electives participate in the work (if so, in which and where)? What are the student's reading interests (their content, sustainability)? Do non-curricular interests positively or negatively influence educational interests and vice versa? Give examples.

Does it have a stable professional intention (if so, who does it want to be)? What type of professions does he have an inclination for (man - man, man - nature, man - technology, man - sign system, man - artistic image)? Does he have a fairly complete idea of ​​his future profession (yes, partially, no)? Does he prepare himself for his future profession? Do the student's abilities match his professional intentions? (The presence of this or that ability is manifested in the successful performance of the corresponding activity, in the relatively quick and lasting assimilation of knowledge).

VII. LEVEL OF CLAIMS AND SELF-ASSESSMENT

Evaluation of the level of claims (high, medium, low). It manifests itself in the goals that the student wants to achieve in his studies and future work, in the position he achieves in the class team.

Characteristics of self-esteem (adequate or inadequate, the latter may be overestimated or underestimated). Give examples of situations in which the nature of the student's self-esteem manifested itself. Adequate self-esteem is manifested in the student's ability to objectively evaluate his successes and failures in school or other activities, in the ability to see and admit his mistakes, in a critical attitude to his character flaws, etc. Inflated self-esteem gives rise to such behavioral features as selfishness, narcissism , arrogance, arrogance, desire for leadership, disregard for the opinions of others, an uncritical attitude towards oneself and very high demands on others. Low self-esteem in a student manifests itself in self-doubt, passivity, alienation, high anxiety, depression, painful sensitivity and vulnerability, a feeling of inferiority compared to others.

VIII. LEVEL OF INTELLECTUAL DEVELOPMENT OF SCHOOLCHILDREN -

The degree of formation of general educational skills and abilities (the ability to highlight the main thing, plan educational work, read and write at the right pace, work independently with a book, exercise self-control).

features of attention. Evaluate how developed the student's ability to control his attention (in other words, is the formation of voluntary attention and does its development correspond to age-related patterns?). Does the student have attention deficits, in what form (“Khlestakov’s” or “professor’s” absent-mindedness)? Describe the features of the development of individual properties of attention (stability, concentration, distribution, switching).

a) Describing stability, it should, firstly, be noted whether the student's attention is stable, as a rule, throughout the entire lesson, or whether the student can be concentrated only for a certain period of time (indicate which: 5, 10, 15 min. ... At the beginning, in the middle, at the end of the lesson). Secondly, to indicate whether the instability of attention manifests itself approximately the same in all lessons or depends significantly on the interests of the student.

b) The degree of concentration of the student's attention is evidenced by his reaction to distracting stimuli. The stronger the stimulus required to divert the attention of the student, the more concentrated his attention. And, conversely, if the student is easily distracted by minor extraneous stimuli, then the concentration of attention is low.

c) The ability of the student to successfully perform several types of activities at the same time testifies to the high development of the distribution of attention. Give examples of the manifestation of this quality.

d) The high speed of switching attention is evidenced by the ease of inclusion in the work at the beginning of the lesson; ease of transition from one type of educational activity to another (for example, from mastering new material to answering homework); Please note that the switchability of attention is closely related to the type of temperament. In mobile types of temperament (sanguine, choleric), this quality is usually more developed than in sedentary types of temperament (phlegmatic, melancholic).

Features of perception (type of perception, degree of development of observation).

Features of memory (Speed ​​of learning, duration of retention, accuracy of reproduction. Type of memory according to the optimal method of memorization. Comparative development of semantic and mechanical memory. Comparative development of figurative and verbal-logical memory. Possession of rational methods of memorization).

a) Different schoolchildren require a different number of repetitions in order to memorize the same poem, formula, rule, etc. The memory of schoolchildren in this case differs in the speed of memorization.

b) The existence of individual differences in the duration of material retention is illustrated by the following example: one student easily recalls material learned several months (years) ago, while another cannot recall material learned several days ago.

c) characterizing the individual characteristics of the student's memory in terms of the accuracy of reproduction, it should be noted how fully the student usually reproduces the educational material, whether he makes factual errors, etc.

d) When determining the type of memory, it should be remembered that there are visual, auditory, motor and combined types of memory. The type of memory is determined by the most optimal way for a given person to remember information of any content. It can be established on the basis of observations, student self-report, as well as experimental studies.

e) The high development of mechanical memory is evidenced, for example, by the ease of memorizing digital material, poems, as well as the verbatim transmission of educational texts.

f) The high development of figurative memory is evidenced, for example, by a good memory for faces, the voices of friends, pictures of nature, musical melodies, smells, etc. The high development of verbal-logical memory is evidenced by the ease of memorizing texts of various contents, mathematical formulas, etc. d.

g) The rational methods of memorization include: the semantic grouping of the text, the repetition distributed in time, the use of mnemonic techniques, etc.

Features of thinking

a) What type of thinking is predominant in this student? (subject-effective, visual-figurative, abstract). If a student shows an inclination to solve technical, design, organizational problems, then he has developed a subject-effective type of thinking.

If, when studying mathematics, a student solves geometric problems more easily than algebraic ones; if, when studying history, for example, it is easier to learn facts, characteristics of individual historical figures, details of events, prone to emotional presentation, then the student is dominated by figurative thinking.

If the student more easily solves problems that require abstract reasoning, easily makes generalizations, and when presenting the material, focuses on the main patterns and connections of events, then abstract thinking prevails.

flexibility(the ability to find new ways to solve problems, the ability to understand the opinion of another person and take his point of view, etc.) The opposite quality is called inertia;

skill logical, evidentiary reasonably express your thoughts;

depth(the ability to penetrate into the essence of complex issues, to see the causes and consequences of a phenomenon, etc.);

resourcefulness, ingenuity(ability to deal with difficult situations in a short time). The opposite quality is called slow thinking;

independence in reasoning (the ability to develop one's opinion, to argue one's point of view);

criticality(the ability to objectively evaluate their own and other people's thoughts).

conduct analysis educational text, task conditions, work of art, etc.;

conduct comparison concepts;

give definition concepts;

give examples and facts illustrating and confirming any rules and laws;

conduct classification concepts and phenomena.

Features of speech (vocabulary, correctness, expressiveness, figurativeness, emotionality of speech, the ability to express one's thoughts in oral and written speech).

IX. FEATURES OF THE SCHOOLCHILD'S EMOTIONAL SPHERE

Prevailing emotional tone: what mood is most typical for a student (cheerful, optimistic, cheerful, cheerful, calm, serious, frivolous, lethargic, depressed, sad, irritable, excited, anxious, pessimistic, etc.)?

Stability of emotional states. It can be large (manifested in a rare change of mood, it is difficult to excite such a person, he does not calm down quickly, etc.) or small (opposite manifestations).

The degree of emotional excitability. Excitability can be increased (such a person is easy to surprise, please, offend, anger; for the slightest reason he gets excited, impressionable, etc.) or reduced (opposite manifestations).

The nature of the flow of emotions (stormy, vivid expression, ardor, irascibility, a tendency to affect or restraint, self-control).

Is the student's typical form of reaction to a stressful situation: aggressive or depressive? For example, when a student is insulted or offended, how does he react: is he rude, embittered, fights or cries, falls into despair, experiences self-doubt? How does he behave in a responsible situation (at an exam, competition, public speaking): is he mobilized and shows better results than usual, or vice versa?

X. PECULIARITIES OF VOLUNTARY TRAITS OF CHARACTER

Evaluate how developed the student has such qualities as purposefulness, determination, perseverance, endurance, self-control, courage, independence, discipline, organization, suggestibility, stubbornness.

XI. TEMPERAMENT

What type of higher nervous activity (in terms of strength - weakness, balance, mobility of nervous processes) is typical for a student? Features of what type of temperament predominate (choleric, sanguine, phlegmatic, melancholic)?

What type of higher nervous activity (according to the predominance of the left or right hemisphere) is manifested in the student (thinking or artistic type)?

XII. ACCENTUATIONS OF CHARACTER

In this section, it should be indicated whether the student’s character is “average” in terms of severity or he has an accentuation of character, that is, some character traits are sharply enhanced. In the latter case, one can presumably determine the type of accentuation based on the descriptions of various character accentuations given. Each type of accentuation is characterized by the presence of a “weak link” or “place of least resistance”. These are those strictly defined situations in which the type of character shows its weakness.

XIII. FINDINGS

Is the student's personality developing correctly? What personality traits (interests, character traits, abilities) should be cultivated in a student for his all-round development? What personality flaws need to be corrected?

What conditions of life, upbringing in the family and school contributed to the development of positive personality traits and which led to negative ones?

What should be the individual approach to this student on the part of individual teachers, class teacher, pioneer and Komsomol organizations to improve their educational impact?

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REPORTFOR PSYCHOLOGICAL AND PEDAGOGICAL PRACTICE

I underwent psychological and pedagogical practice at the Krasnoyarsk school No. 9, in the period from 01/17/2008. to 6.02.2008

During my internship, my goal was to:

To master the necessary skills for the practical work of a teacher-psychologist in the education system.

Tasks:

Deepen and consolidate the theoretical knowledge gained at the institute, and learn how to apply this knowledge in practice in educational work with children;

To learn, based on the knowledge of psychology, pedagogy and physiology of children and adolescents, to conduct educational, correctional and developmental work with children, taking into account their age and individual characteristics, to take care of the health of schoolchildren;

Prepare and conduct a remedial session;

To master some skills of research work in the field of psychological science, to observe, analyze and generalize advanced psychological and pedagogical experience;

Also, in the process of practice, I had to master the following psychological and pedagogical skills:

Plan the work of a psychologist with students, a class, taking into account the age and individual characteristics of students;

Conduct work on the study of individual students;

To carry out a psychological analysis of the lesson, correctional and developmental classes;

Determine and implement the corrective tasks of the lesson, select and apply the best methods and techniques;

Use in the process of implementation of correctional and developmental, psychoprophylactic activities, a variety of technical means;

Create conditions for improving the educational process.

During the educational practice at school, I conducted 1 remedial lesson with the 4th "A" class, diagnostic work with a student of the 4th "A" class.

In my opinion, the remedial session went well. I was able to compose and conduct the lesson taking into account the interests of the children. The children listened attentively, answered the questions, participated in the discussion and took an active part in the game. A friendly, warm atmosphere was created in the classroom between children, as well as agreement between groups of children. They performed all the tasks with great passion and listened attentively to my instructions and the advice of a psychologist. It was very interesting for me to work at school as a psychologist, to communicate with children, conduct classes and diagnose.

DIARY

complex psychological and pedagogical practice

student4 courses groups Pip

correspondence department 2007/ 2008school year.

Practice dates fromJanuary 17 on February 62008.

General information about the school:

School No. 9

Group leader:

Head teacher:

Deputy director for educational work:

Psychologist teacher:

		Note		Signature of psychologist, methodologist
	Acquaintance and meeting with a psychologist. Discussion of work at school. Drawing up a work plan.
	Attendance at a psychologist's class. Acquaintance with various forms of work. Visiting the methodical office, selection of literature for work.
	Observation of 4"A" class. Attendance at Russian language and mathematics lessons. Work in the methodical office, selection of methods.
	Visit to the methodical office. Search for literature for compiling a remedial lesson.
	Work in the methodical office. Refinement of a correctional lesson. Compilation and verification.
	Meeting with the school psychologist, checking the remedial lesson. Conversation with the teacher of the 4th "A" class.
	Conducting a remedial session. Discussion with a psychologist, drawing up self-analysis.
	A visit to the methodological room, the selection of methods for the study of the child. Consultation with a psychologist at school.
	Diagnostic examination according to the method of "Ch. Spielberg's Personality Scale of Self-Esteem" with a student of the 4th "A" class.
	Registration of protocols.
	Diagnostic examination according to the methodology “Personal questionnaire G.Yu. Eysenck".
	Processing of survey results. Registration of protocols.
	Diagnostic examination according to the Amthauer mental development test method.
	Processing of survey results. Registration of protocols.
	Diagnostic examination according to the 8-color Luscher test. Protocol processing.
	Processing of survey results. Registration of protocols.
	Compilation of the psychological and pedagogical characteristics of the student. Consultation with a psychologist.
	Preparation of reporting documentation

PSYCHOLOGIST'S WORK PLAN FOR THE WEEK

			students	Parents
Monday		Individual counseling	Psychological gymnastics	School for parents, I - IV grade
		Psychodiagnostics	Psychodiagnostics (processing of results) Optional for girls (training) Helpline (1 shift)	School for parents, V-VIII grade.
		Modular courses	Optional for boys (training) Psychological gymnastics	Individual consultations
		Pedagogical Council	Helpline (2nd shift) School of three "C"	Individual consultations
		Consultative meeting with the administration Psychotherapy		"Helpline" School for parents, grades IX-XI

ABSTRACT

remedial lesson,spent with students 4 BUTclassschools № 9 Krasnoyarsk student ______________

The date of the:

Subject: "In Search of the Lost Stone, or Raja's Diamond"

Target: Optimization of intra-group relationships: development of group interaction skills, the ability to reckon with the views of others, constructively resolve conflict situations.

Tasks:

Form: group

Means: verbal-communicative, visual, expressive.

Materials:

· Business cards of several colors (according to the number of teams);

· Paper, felt-tip pens, pens;

· Matches;

Forms for answers to the second task;

· Encrypted letter;

· Chairs;

«Diamond of Raja»

· Forms of "licenses" by the number of teams;

· Musical accompaniment

Lesson progress

Upon entering the room where the lesson is held, each participant receives a business card of one of the colors. The children take their seats.

Host: Hello guys. I'm glad to see you. Now we will warm up a little with you. The exercises "Non-traditional greeting", "Tropical rain", "Those who" are performed. When performing the last exercise, you need to divide the participants into teams according to the color of business cards (the last task will be: “Those who received red cards go to one part of the room, blue to another, etc.)

Leading. Each team is a detective agency with an expiring detective license (the “license” form is shown). In order to extend it, you must complete a number of tasks.

Teams that can prove that they have the right to continue their detective work receive licenses and become members of the association of detective agencies.

The symbol of this association is the "Raja diamond" - a unique gem. It is kept in the office of one of the agents, and once a year, on the day of the detectives' professional holiday, it is transferred one by one to another agency (the "Raja diamond" is demonstrated.

Based on the results of each task, your agencies will receive points (minimum 1, maximum 3). After completing all tasks, agencies that have received from 6 to 11 points renew their license for one year, from 12 to 17 - for 5 years, from 18 to 21 - for 10 years.

The decision to award points is made by a professional jury, which includes: Sherlock Holmes, Hercule Poirot, Mrs. Marple (the hosts become these famous detectives for the duration of the game).

Along the way, teams need to not only perform well on assignments, but also observe the work of colleagues from other agencies - in the future, they may have to cooperate with them when unraveling mysterious cases.

The first task "Business card"

Equipment: sheets of paper for the emblem and business card, felt-tip pens (1 set for each team).

Leading. For successful work, you need to have a name, emblem, motto. You are given 10 minutes to come up with all this, draw an emblem, write a motto, design business cards for all agency employees in the same style. Then you will have to give a brief history of the agency, tell about the main activities - what kind of crimes does your agency solve, explain its emblem and motto (within 3 minutes).

After completing this exercise, conduct a reflection by offering to evaluate the work of colleagues from other agencies (continue the phrase: “I liked the work of other agents most of all ...”). The jury announces the points awarded.

Note: This exercise actualizes the skills of group cooperation, introduces the atmosphere of the game.

Second task. "A Day in the Life of a Detective"

Leading. On duty, a detective must possess many qualities: professionalism, skill, observation, accuracy of movements, ability to cooperate. To convince the jury that you can do all this, you must complete the following exercises.

Exercise 1

Leading. You need to make a well of matches. Everyone takes turns placing one match. The higher the well, the more points the team will receive. Time is limited.

Exercise 2.

Leading. This exercise will reveal if you have a sense of time. You should sit comfortably and close your eyes. I will say: “Started”, and after a while “Finished”.

After that, each team should discuss and write down on their answer sheet how much time has passed (1.5 minutes). The more accurate the answer, the more points are awarded.

Exercise 3

Leading. This exercise will reveal how accurately you can determine the size of objects by eye. I will show you 3 books with different number of pages, each book has a bookmark. It is necessary to determine by eye how many pages are in each book and on which page the bookmark lies. You can't take books.

After the discussion, each team makes a note on the answer sheet. The more accurate the answer, the more points are awarded.

Exercise 4

Leading. This exercise will reveal how attentive you are. Words are hidden among a set of letters. It is necessary to find and read these words as quickly as possible, as well as underline words containing 5 or more letters.

Letter set.

a)heyegcharukawoodexamrorochiagsch

b)yankoshzhvhockeyprgshhyubtrinityaprdshk

c) yafdvlovezsbyaperformance

d)rngshshchxperceptioneknzzyforvfks

Self-analysis of the remedial session

In the modern social situation, the person who has the following psychological neoplasms is able to fully, subjectively develop and function: the ability to unconditionally accept oneself; capacity for healthy intergroup relationships.

Children of the 4th grade, aged 10-11 years, participated in the remedial lesson on Optimization of intragroup relationships. We conducted the lesson in a playful way. The duration of the lesson was 40 minutes.

In preparing for the remedial session, we set the following goals:

Demonstrate various social roles and how to assume them;

To develop the skills of group interaction, the ability to reckon with the views of others, to constructively resolve conflict situations.

The objectives of the event were:

1. Activate logical, creative thinking, imagination, attention, observation and fantasy among the participants in the game;

2. Strengthen cooperation, team cohesion;

The main idea of ​​this lesson was to strengthen the friendly attitude of children towards each other and unite the team, to teach them to easily get out of conflict situations. Involve separate groups of children to cooperate in order to achieve the goal.

When observing during the lesson, we can draw the following conclusions that the guys have good relationships in the team, during the game we found a common language with the guys, and they willingly fulfilled all the conditions of the game.

Children quickly became interested in the game, took an active part, listened carefully to the tasks. When performing tasks, it was not immediately possible to achieve coordinated actions and mutual understanding from the teams. The feeling of mutual assistance and the ability to listen to a friend soon came to the guys thanks to the timely advice of a psychologist and the desire to get a prize.

This lesson helped to activate logical, creative thinking, imagination, attention, as well as observation and fantasy among the participants in the game. This manifested itself in the performance of tasks.

PSYCHOLOGICAL - PEDAGOGICAL CHARACTERISTICS OF A SCHOOLCHILD

CHARACTERISTIC

pupils Semyonova Sveta class 4 "A"

schools № 9

for 2007-2008 academic year G.

Child's age 10 years;

The development and health of the girl corresponds to the average norm according to age and sex. The child is erudite, speaks well, does not pick up words for a long time to answer.

In the family of a girl, parents have higher education. Alcohol is not used. A lot of time is devoted to raising a child. Brothers, no sisters. The family lives in a 3-room apartment with an improved layout, where the child has his own room. Relationships in the family are warm. The child is treated with love. The family loves outdoor activities. Of the domestic animals, a large parrot lives in the house.

There are 10 boys and 20 girls in Sveta's class. The performance in the class is average, there are excellent students, shock students, three-year-olds and one's own loser. Sveta studies well, but there is one triple in a quarter in the Russian language. The discipline in the class according to the age of the students is good. The class is friendly, as it is formed from children of the same group kindergarten. Pupils in the class are trained according to the Vinogradov system. The class also has its own tradition: "Birthday Day" - takes place 4 times a year according to the seasons. Children visit the search theater, an exhibition hall, visit the forest museum, go on small trips to the Yenisei River in the summer, etc.

The girl is sociable, develops successfully, easily finds a common language with her comrades. She is balanced, calm, the level of mental stability, as well as extra / introversion in the girl corresponds to the average norm for his gender and age. The level of anxiety is average. Easily makes contact, but is not a leader in the class. She has many friends and girlfriends in the class, with whom she constantly keeps in touch, plays, goes to visit and for birthdays. He considers cheating from a neighbor to be a normal phenomenon "what if you don't know something." The child loves to draw, sculpt from clay, is engaged in weaving from beads. Fantasy is highly developed, loves to fantasize and dream.

The school serves as a nurse. This position is chosen by popular vote. There are also positions: a florist, a headman, a labor worker, an educational sector for working on mistakes.

The level of claims is adequate. He treats himself demandingly, he does his homework carefully sometimes with the help of his parents. Accepts criticism from teachers. Works well in cooperation with other guys. She loves when people listen to her opinion. He treats work well, loves team work at school. Diagnosing mental abilities, it can be concluded that the girl has a high level of intelligence. She successfully copes with tasks on awareness, generalization and classification. Sensitive and responsive, however, there is some tension in it. She wants to seek and make decisions to draw conclusions herself without anyone's intervention. Dislikes monotony and mediocrity. Since she wants to be seen as a person whose opinion is authoritative - it is difficult for her to admit that she is wrong, sometimes she only reluctantly accepts the point of view of another. He needs recognition from others, in their agreement with her desires and respect for her views - without this, he cannot feel easy and carefree.

Everything unusual, original, including people with some outstanding properties, make a strong impression on him. She tries to adopt those qualities that she admires and shows the originality of her own personality.

Shows interest in the humanities, loves mathematics, music, folklore.

During the internship, we conducted a remedial lesson to optimize intra-group relationships: the development of group interaction skills, the ability to reckon with the views of others, and constructively resolve conflict situations. During the lesson, the children had small disagreements between the groups, but thanks to the work of the psychologist and my help in resolving conflict situations, we managed to make the lesson useful and exciting. A team to unite in achieving a common goal. Sveta listened to my advice during the lesson attentively and helped us to unite different groups into one whole.

I would like to advise teachers to pay more attention to Sveta, to give her the opportunity to express herself, to help her use her authority in communicating with children, to feel self-confidence.

I would like to advise parents to instill in their child a love for sports, this will help Sveta feel more confident and learn to overcome difficulties.

Surname and name of the child: Semyonova Sveta

Child's age 10 years

Date of examination 31.01.2008

Start time of the survey 11:45

Exam end time 11:50

Method(s) Intelligence test Amthauera

1. The first subtest - a study of the differentiation of essential features of objects and phenomena from non-essential ones, as well as the stock of knowledge of the subject (the subject scored 9.5 points out of 10 possible);

2. The second subtest - the study of operations of generalization and distraction, the ability to highlight the essential features of objects and phenomena (the subject scored 10 points out of 10 possible);

3. The third subtest - the study of the ability to establish logical connections and relationships between concepts (the subject scored 9 points out of 10 possible);

4. The fourth subtest - identifying the ability to generalize (the subject scored 9.5 points out of 10 possible).

Level of success 7th highest (1st lowest, 7th highest)

PROTOCOL OF PSYCHODIAGNOSTIC EXAMINATION

Surname and name of the child: Semyonova Sveta

Child's age 10 years

Date of examination 02.02.2008

Start time of the survey 11:45

Exam end time 11:50

Method(s) 8-color Luscher test

Conclusions: Based on the results of the test, we can draw the following conclusions:

Analysis of the features of the emotional sphere of a person

5+4+4+7+1=0-3-2-6+5-6

PROTOCOL OF PSYCHODIAGNOSTIC EXAMINATION

Surname and name of the child: Semyonova Sveta

Child's age 10 years

Date of examination 26.01.2008

Start time of the survey 11:45

Exam end time 11:50

Method(s) Ch. Spielberg's Personal Self-Esteem Scale

Conclusions: Based on the results of the test, we can draw the following conclusions:

This technique allows you to assess the level of situational and personal anxiety. (ST=36; LT=48) Average level of anxiety. Sometimes it covers unmotivated anxiety and you have to make efforts to “keep yourself in control” without falling into depression and not showing excessive irritability.

CONCLUSION

according to the results of psychological examination

Surname, name of the child: Semyonova Sveta

Date of Birth: 16.02 1997. Age 10 years old

Educational institution: Lesosibirsk school №9

Date of examination: 26/29/31.01. 2008, 02.02.2008

Methods used in the examination:

Personality Questionnaire G.Yu. Eysenck; Intelligence test Amthauer; Methodology for diagnosing self-assessment of anxiety by Ch.D. Spielberg; Technique 8-color Luscher test.

Diagnostic results:

According to the Eysenck questionnaire, the following results were obtained on a lie scale of 1 point, on a scale of extraversion and introversion 12 points, a scale of neuroticism 9 points.

Amthauer Intelligence Test the subject typed:

First subtest 9.5 points out of 10 possible;

The second subtest the subject scored 10 points out of 10 possible;

The third subtest the subject scored 9 points out of 10 possible;

In the fourth subtest, the subject scored 9.5 points out of 10 possible.

According to the method of diagnosing self-assessment of anxiety by Ch.D. Spielberg: ST=36, LT=48.

According to the method of 8-color Luscher test. +5+4+4+7+1=0-3-2-6+5-6

Conclusion on the results of the survey:

During the diagnostic examination, the girl behaved calmly, balanced, showed interest. In matters of assignments she quickly navigated. Sveta is sociable, develops successfully, easily finds a common language with her comrades. She is balanced, calm, the level of mental stability and extra / introversion in the girl corresponds to the average norm for his gender and age. The level of anxiety is average.

Diagnosing mental abilities, it can be concluded that the girl has a high level of intelligence. She successfully copes with tasks on awareness, generalization and classification.

In the emotional sphere - he longs for interesting and exciting events. (+5 + 4) He can really like others - bribing them with his obvious interest in them and the very sincerity of his charm. The imagination is too developed, likes to fantasize and dream.

Sensitive and responsive, however, there is some tension in it. She needs peace, which she can find in the company of a loved one. Works well in collaboration with others. Her personal life should be based on mutual understanding and be free from disagreements.

She feels unhappy because of the resistance she encounters whenever she tries to assert her rights. Believes, however, that there is little she can do to change and that she should experience the situation as it is.

The circumstances are such that she finds herself forced to temporarily compromise if she does not want to deprive herself of some affection or "full participation".

Physiological interpretation (-7-6) - Stress caused by unpleasant restrictions or prohibitions;

Psychological interpretation - Resists any kind of pressure from others and demands independence as a person. She wants to seek and make decisions to draw conclusions herself without anyone's intervention. Hates monotony and mediocrity. Since she wants to be seen as a person whose opinion is authoritative - it is difficult for her to admit that she is wrong, sometimes she only reluctantly accepts the point of view of another.

Physiological interpretation (-2-6) - Stress caused by excessive self-control. Aimed at the conquest and location of others.

Psychological Interpretation - Has an unsatisfied need to associate with people who have the same high standards as her, wants to stand out from the crowd. This causes her considerable stress, but she remains true to her positions despite her lack of recognition. Finds the situation "unpleasant" and would like to end it, does not refuse to sacrifice his beliefs for the sake of compromises. Unable to find a way out of this situation. constantly delays making the necessary decision due to doubts about whether she will be able to repel the resistance that this decision causes. He needs recognition from others, in their agreement with her desires and respect for her views - without this, he cannot feel easy and carefree.

Current problem or behavior caused by stress -

(+5-6) Everything unusual, original, including people with some outstanding properties, make a strong impression on him. She tries to adopt those qualities that she admires and shows the originality of her own personality.

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Problems of psychological and pedagogical diagnostics. Tasks of school psychodiagnostics. Data types used in psychological and pedagogical diagnostics. Methods of psychological and pedagogical research. Psychological and pedagogical experiment.

lecture, added 08/31/2007


Forms of psychological and pedagogical work with a family expecting a child, directions and methods for implementing this process, assessing its practical results. Methods of psychological and pedagogical work with future parents, correction of their goals and behavior.

abstract, added 06/18/2012


Principles of psychological and pedagogical diagnostics. Stages of psychodiagnostic study. The main parameters of observation, the stages of the experiment. Evaluation of the results of the learning experiment. The study of documents in the process of psychological and pedagogical diagnostics.

presentation, added 07/07/2016


Features of the psychological and pedagogical characteristics of the formation of driving skills, characteristics of the levels of their development. Principles of an integrated pedagogical system of counter-emergency training as an improvement in the professional skills of drivers.

abstract, added 11/28/2012


General characteristics of the role-playing game in psychological and pedagogical research. Features of play activity in older preschoolers. The role of free activity in correctional and pedagogical work with children with mental retardation.

thesis, added 09/11/2011


The concept of psychological and pedagogical research. Patterns, structure, mechanism of training and education. Theory and history of pedagogy. Methodology for organizing educational work, its content, principles, methods and organizational forms.

presentation, added 01/22/2013


The problem of psychological and pedagogical adaptation as a feature of the age period of younger schoolchildren. Forms and causes of school maladjustment. The role of the teacher and the importance of the family, the methods used to identify the characteristics of the adaptation of the younger student.

term paper, added 06/24/2010


Individual psychological characteristics underlying the formation of pedagogical tolerance. Influence of communicative-pedagogical tolerance on the effectiveness of teaching and educational activities of a teacher, recommendations for its development.

dissertation, added 08/15/2009


Study of the essence of psychological correction as a kind of activity of a practical psychologist. Goals and objectives of correctional and developmental work. Basic principles of psychological and pedagogical correction. Lesson plan for the correction of communication in older preschoolers.

test, added 01/20/2015


General characteristics of pedagogical activity. The problem of pedagogical activity in the psychological and pedagogical literature. The structure of pedagogical activity, its main contradictions. Problems of professional self-awareness of the teacher's personality.

TEST #1.

Methods proposed for use in compiling

psychological and pedagogical characteristics of the student's personality.

1. Studying the motivation of educational activity

Usually, the motivational sphere of personality is studied using complex methods of the so-called projective type. Projective techniques are very time-consuming and require highly qualified specialist who works with them.

At the same time, in psychological and pedagogical practice, methods are used that impose fewer requirements on the qualifications of the researcher for their processing. Here is a similar technique, which includes 3 sections.

I. The study of attitudes towards academic subjects.

Of all the subjects studied at school, what are your most ...

1. Favorite

2. Unloved

II. Note the reasons that characterize your attitude to the subject.

I love the subject because...

This subject is interesting.

I like the way the teacher teaches.

Everyone needs to know the subject.

The subject is needed for future work.

The subject is easy to digest.

The subject makes you think.

The item is considered beneficial.

Requires observation, ingenuity.

Requires patience.

The subject is entertaining.

Classmates are interested in this subject.

Some facts are interesting.

Parents consider this subject important.

I have a good relationship with the teacher.

The teacher often praises.

The teacher explains in an interesting way.

Knowledge of the subject is necessary for admission to the university (school, college).

The subject helps to develop a common culture.

Knowledge of the subject changes ideas about the world around.

Just wondering.

Other reasons

I don't like the subject because...

This subject is not interesting.

I don't like the way his teacher teaches.

The subject does not need to be known to everyone.

The item is not needed for future work.

The subject is difficult to digest.

The subject does not make you think.

The item is not considered profitable.

It does not require observation, ingenuity.

Doesn't require patience.

The subject is irrelevant.

Classmates are not interested in this subject.

Only a few facts are of interest.

Parents do not consider this subject important.

I have a bad relationship with the teacher in this subject.

The teacher rarely praises.

The teacher is not interested in explaining.

Knowledge in the subject is not needed for admission to the university (school, college).

The subject does not contribute to the development of a common culture.

The subject does not change ideas about the world around.

Just not interested.

Other reasons

III . Why are you studying at all? Mark those answers (no more than three) that suit you best or add your own option.

I study because...

It's my duty.

I want to become literate.

I don't want to let the class down.

I want to be smart and resourceful.

I want to get deep knowledge.

I want to learn how to work on my own.

Everyone is learning and so am I.

Parents force.

I like getting good grades.

I want the teacher to praise.

I want my classmates to be friends with me.

It is necessary to broaden one's horizons.

The class teacher forces.

I just want to study.

TEST #2.

The questionnaire consists of 60 questions, of which 24 are on the introversion-extraversion scale, 24 on the neuroticism scale, and 12 on the lie scale.

Instruction:“You are offered a series of questions about the peculiarities of your behavior. If you answer the question in the affirmative ("I agree"), then put a "+" sign in the appropriate box, if you answer negatively ("I do not agree"), then the sign "-". Answer questions quickly, without thinking, as your first reaction is important. Each question must be answered. The results are recorded on the test form.

Questionnaire text

1. Do you like the hustle and bustle around you?

2. Do you often need friends to support you?

3. Do you always find a quick answer when asked about something?

4. Do you ever get annoyed with something?

5. Do your moods change often?

6. Is it true that you find it easier and more enjoyable with books than with children?

7. Do different thoughts often prevent you from falling asleep?

8. Do you always do as you are told?

9. Do you like to play pranks on anyone?

10. Have you ever felt unhappy, although there was no real reason for this?

11. Can you say about yourself that you are a cheerful, lively person?

12. Have you ever violated the rules of behavior at school?

13. Is it true that you are often irritated by something?

14. Do you like to do everything at a fast pace? (If, on the contrary, you are prone to slowness, answer “no”).

15. Do you worry about all sorts of terrible events that almost happened, although everything ended well?

16. Can you be trusted with any secret?

17. Can you easily spice up a boring company?

18. Does it happen that your heart beats for no reason?

19. Do you usually take the first step to befriend someone?

20. Have you ever told a lie?

21. Do you get easily upset when people criticize you and your work?

22. Do you often joke and tell funny stories to your friends?

23. Do you often feel tired?

24. Do you always do your homework first and then everything else?

25. Are you usually cheerful and happy with everything?

26. Are you touchy?

27. Do you really like to communicate with other guys?

28. Do you always fulfill the requests of relatives for help with the housework?

29. Do you get dizzy?

30. Does it happen that your actions and deeds put other people in an awkward position?

31. Do you often feel that you are tired of everything?

32. Do you like to brag?

33. Do you often sit and be silent when you get into the company of strangers? 34. Do you sometimes get so excited that you can't sit still?

35. Do you usually make decisions quickly?

36. Do you never make noise in the classroom, even if there is no teacher?

37. Do you often have nightmares?

38. Can you give free rein to your feelings and have fun in the company of friends?

39. Are you easily upset?

40. Have you ever spoken badly about someone?

41. Is it true that you usually speak and act quickly, without stopping, especially for reflection?

42. If you find yourself in a stupid position, how long do you worry about it?

43. Do you like funny games very much?

44. Do you always eat what is served to you?

45. Do you find it difficult to say “no” when asked for something?

46. ​​Do you like to visit often?

47. Are there times when you don't want to live?

48. Have you ever been rude to your parents?

49. Do the guys consider you a cheerful and lively person? .

50. Do you often get distracted while doing your homework?

51. Do you sit and watch more often than take an active part?

52. Do you usually find it difficult because of different thoughts?

53. Are you absolutely sure that you can cope with the task that you have to do?

54. Do you ever feel lonely?

55. Are you embarrassed to talk to strangers?

56. Do you often catch on when it's too late to fix something?

57. When one of the guys yells at you, do you also yell back?

58. Do you sometimes feel happy or sad for no reason?

59. Do you find it difficult to get real pleasure from a lively company?

60. Do you often have to worry because you did something without thinking?

1. Extraversion - introversion is determined by the sum of positive answers "+" to questions: 1, 3, 9, 11, 14, 17, 19, 22, 25, 27, 30, 35, 38, 41, 43, 46, 49, 53, 57 and negative “–” answers to questions: 6, 33, 51.55, 59 (the higher the score, the more pronounced extraversion).

2. Neuroticism (emotional instability) - emotional stability is determined by the sum of positive answers "+" to questions: 2, 5, 7, 10, 13, 15, 18, 21, 23, 26, 29, 31, 34, 37, 39, 42, 45, 47, 50, 52, 54, 56, 58, 60 (the higher the score, the more pronounced emotional instability).

3. Scale of social desirability(lie scale) is determined by the number of coincidences of signs when answering questions: with a “+” sign 8, 16, 24, 28, 36, 44 and with a “-” sign to questions: 4, 12, 20, 32, 40, 48 .

Evaluation table for the scale "Extraversion - Introversion"

introversion

extraversion

significant

moderate

moderate

significant

1–7

8–11

12–18

19–24

Evaluation table for the Neuroticism scale

emotional stability

Emotional instability

high

average

high

very high

to 10

11–14

15–18

19–24

On the scale of social desirability (the scale of lies), an indicator of 4–5 points is considered critical, which indicates the tendency of the subject to focus on a good impression of himself. This extends to other scales as well. The scale of lies is a kind of indicator of demonstrativeness in the behavior of the subject. This kind of data with an excess of the lie scale above the critical level is taken into account during processing.

sanguine quickly adapts to new conditions, quickly converges with people, sociable. Feelings in a sanguine person easily arise and change. Facial expressions are rich, mobile, expressive. In the absence of serious ideas, goals, deep thoughts, creative activity, a sanguine person develops superficiality and inconstancy.

Choleric characterized by increased excitability, great emotionality, impulsiveness, impulsiveness. The manifestation of choleric temperament largely depends on the orientation of the individual. In people with public interests, it manifests itself in initiative, energy, adherence to principles. Where there is no wealth of spiritual life, the choleric temperament often manifests itself negatively towards irritability and affectivity.

Phlegmatic person usually smooth, calm, rarely "loses his temper", not prone to affects. Depending on the conditions, in some cases, the phlegmatic may have positive traits: endurance, depth of thought, etc .; in others - lethargy and indifference to the environment, laziness, lack of will. The phlegmatic slowly develops new forms of behavior, but they are stable.

melancholic it is difficult to focus on anything, his reactions often do not correspond to the strength of the stimulus. Strong influences cause a prolonged inhibitory reaction in him. Under normal conditions, the melancholic is deep, meaningful. Under unfavorable conditions, it can turn into a closed, fearful, anxious person.

TEST #3

Philips School Anxiety Test

The test is designed to study the level and nature of anxiety associated with school in children of primary and secondary school age and includes 58 questions. The Phillips test assesses 8 factors of school anxiety: general anxiety at school, experiencing social stress, frustration of the need to achieve success, fear of self-expression, fear of a situation of knowledge testing, fear of not meeting the expectations of others, low physiological resistance to stress, problems and fears in relationships with teachers.

Questionnaire text

1. Do you find it difficult to keep up with the whole class?

2. Do you get nervous when the teacher says that he is going to test how well you know the material?

3. Do you find it difficult to work in the classroom the way the teacher wants?

4. Do you sometimes dream that the teacher is furious because you don't know the lesson?

5. Has anyone in your class ever hit or hit you?

6. Do you often wish your teacher would take your time explaining new material until you understand what he is saying?

7. Do you worry a lot when answering or completing a task?

8. Does it happen to you that you are afraid to speak up in class because you are afraid of making a stupid mistake?

9. Do your knees tremble when you are called to answer?

10. Do your classmates often laugh at you when you play different games?

11. Do you ever get a lower grade than you expected?

12. Are you worried about whether you will be left for the second year?

13. Do you try to avoid games in which choices are made because you are usually not chosen?

14. Does it happen at times that you are trembling all over when you are called to answer?

15. Do you often get the feeling that none of your classmates want to do what you want?

16. Do you worry a lot before starting a task?

17. Is it difficult for you to get the grades your parents expect from you?

18. Are you afraid at times that you will feel sick in class?

19. Will your classmates laugh at you if you make a mistake when answering?

20. Do you look like your classmates?

21. After completing a task, do you worry about how well you did it?

22. When you work in class, are you sure that you will remember everything well?

23. Do you sometimes dream that you are at school and cannot answer the teacher's question?

24. Is it true that most guys are friendly to you?

25. Do you work harder if you know that your work will be compared in class with your classmates?

26. Do you often dream about being less worried when you are asked?

27. Are you afraid at times to get into an argument?

28. Do you feel that your heart begins to beat strongly when the teacher says that he is going to test your readiness for the lesson?

29. When you get good grades, do any of your friends think that you want to curry favor?

30. Do you feel good with those of your classmates whom the guys treat with special attention?

31. Does it happen that some guys in the class say something that hurts you?

32. Do you think that those students who do not cope with their studies lose their disposition?

33. Do most of your classmates seem to ignore you?

34. Are you often afraid to look ridiculous?

35. Are you satisfied with the way teachers treat you?

36. Does your mother help in organizing evenings, like other mothers of your classmates?

37. Have you ever worried about what others think of you?

38. Do you hope to study better in the future than before?.

39. Do you think that you dress for school as well as your classmates?

40. When answering a lesson, do you often think about what other people think about you at that time?

41. Do bright students have any special rights that other children in the class do not have?

42. Do some of your classmates get angry when you manage to be better than them?

43. Are you satisfied with the way your classmates treat you?

44. Do you feel good when you are alone with a teacher?

45. Do your classmates sometimes make fun of your appearance and behavior?

46. ​​Do you think that you worry about your school affairs more than other guys?

47. If you can't answer when asked, do you feel like you're about to burst into tears?

48. When you lie in bed in the evening, do you sometimes worry about what will happen at school tomorrow?

49. When working on a difficult task, do you sometimes feel that you have completely forgotten things that you knew well before?

50. Does your hand tremble slightly when you are working on a task?

51. Do you feel nervous when the teacher says that he is going to give the class an assignment?

52. Does testing your knowledge at school scare you?

53. When the teacher says that he is going to give the class a task, do you feel fear that you will not cope with it?

54. Have you ever dreamed that your classmates can do things that you cannot?

55. When the teacher explains the material, do you think that your classmates understand it better than you?

56. On your way to school, do you worry that the teacher might give the class a test paper?

57. When you complete a task, do you usually feel that you are doing it poorly?

58. Does your hand tremble slightly when the teacher asks you to do an assignment on the blackboard in front of the whole class?

Processing and interpretation of results

When processing the results, questions are selected, the answers to which do not match the test key. For example, the child answered “Yes” to the 58th question, while in the key this question corresponds to “–”, that is, the answer is “No”. Answers that do not match the key are manifestations of anxiety. Processing counts:

1. The total number of mismatches for the entire test. If it is more than 50%, we can talk about increased anxiety of the child, if more than 75% of the total number of test questions - about high anxiety.

2. The number of mismatches for each of the 8 anxiety factors identified in the test. The level of anxiety is determined in the same way as in the first case. The general internal emotional state of the student is analyzed, which is largely determined by the presence of certain anxiety syndromes (factors) and their number.

Factors

№№ questions and total points

1. General anxiety at school- the general emotional state of the child associated with various forms of his inclusion in the life of the school.

2, 4, 7, 12, 16, 21, 23, 26, 28, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58

∑ = 22

2. Experiencing social stress- the emotional state of the child, against which his social contacts develop (primarily with peers).

5, 10, 15, 20, 24, 30, 33, 36,39,42,44

∑ = 11

3. Frustration of the need to succeed- an unfavorable mental background that does not allow the child to develop his needs for success, achieving a high result, etc.

1, 3, 6, 11, 17, 19, 25, 29, 32, 35, 38, 41, 43

∑ = 13

4. Fear of self-expression- negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities

27, 31, 34, 37, 40, 45

∑ = 6

5. Fear of a knowledge test situation- negative attitude and anxiety in situations of verification (especially public) of knowledge, achievements, opportunities

2, 7, 12, 16, 21, 26

∑ = 6

6. Fear of not meeting the expectations of others- focus on the significance of others in assessing their results, actions, and thoughts, anxiety about the assessments given to others, the expectation of negative assessments

3, 8, 13, 17, 22

∑= 5

7. Low physiological resistance to stress- features of the psychophysiological organization that reduce the child's adaptability to situations of a "stressful nature", increasing the likelihood of an inadequate, destructive response to an alarming environmental factor.

9, 14, 18, 23, 28

∑ = 5

8. Problems and fears in relationships with teachers- the general negative emotional background of relations with adults at school, which reduces the success of the child's education.

2, 6, 11, 32, 35, 41, 44, 47

∑ = 8

Table for counting mismatches (Yes - "+", No - "-")

10 -

11 +

12 -

13 -

14 -

15 -

16 -

17 -

18 -

19 -

20 +

21 -

22 +

23 -

24 +

25 +

26 -

27 -

28 -

29 -

30 +

31 -

32 -

33 -

34 -

35 +

36 +

37 -

38 +

39 +

40 -

41 +

42 -

43 +

44 +

45 -

46 -

47 -

48 -

49 -

50 -

51 -

52 -

53 -

54 -

55 -

56 -

57 -

58 -

TEST #4.

Method for diagnosing accentuations of Shmishek's character.

The technique is designed to identify character accentuations. It can be used starting from the age of 11-12, both in group and in individual examinations.

Adolescence is called "difficult". During this period, the most important functional structures of the brain complete their formation in the child (electroencephalographic parameters in children of this age become similar to adults). The child in a relatively short time becomes similar to adults in bodily organization. A powerful leap in development often occurs against the background of changes in behavior, which may manifest irritability, fatigue, negative reactions, and various kinds of psychopathy may occur.

character accentuation. (K. Leonhard) is an extreme version of the norm, in which individual character traits are excessively strengthened, as a result of which selective vulnerability is found in relation to a certain kind of psychogenic influences with good or even increased resistance to others.

Depending on the degree of severity, two degrees of character accentuation are distinguished: explicit and hidden (A. E. Lichko; A. Aleksandrov, 1973).

Explicit accentuation refers to the extreme variants of the norm. It is distinguished by the presence of rather constant traits of a certain type. In adolescence, character traits are often sharpened, and under the influence of psychogenic factors that address the “place of least resistance”, temporary adaptation disorders and behavioral deviations may occur. When growing up, character traits remain quite pronounced, but they are compensated and usually do not interfere with adaptation.

Hidden accentuation - the usual variants of the norm. Under familiar conditions, the traits of a certain type of character are weakly expressed or do not appear at all. Even with a detailed analysis of behavior, biography, versatile contact, it is difficult to get a clear picture of a certain type of character. However, due to stressful situations, psychogenic traumas in the "place of least resistance" they can sometimes be unexpectedly detected.

The following technique allows you to identify ten types of accentuations:

hyperthymia,

stuckness,

emotivity,

pedantry,

anxiety,

cyclothymic,

demonstrativeness,

excitability,

distimity,

exaltation.

The questionnaire consists of 88 questions, the answers to which are put down on the registration form, respectively "+" if the answer is affirmative "YES", and "-" if the answer is negative "NO".

Questionnaire text

1. Is your mood generally clear, unclouded?

2. Are you sensitive to resentment, grief?

3. Do you cry easily?

4. Do you have any doubts about the quality of its performance after the completion of any work?

5. Were you, as a child, as brave as your peers?

6. Do you have mood swings: from very cheerful to very sad?

7. Do you like to be the center of attention when you're out and about?

8. Are there days when you get into an unhappy, irritable mood for no reason?

9. Are you a serious person?

10. Are you able to admire, admire?

11. Are you enterprising?

12. Do you soon forget if you offended someone?

13. Are you soft-hearted?

14. Having thrown the letter into the mailbox, did you check whether it went through, whether it got stuck in the slot?

15. Do you strive to be one of the best at work out of ambition?

16. Were you afraid of thunderstorms or dogs as a child?

17. Do people find you a bit pedantic?

18. Does your mood depend on external signs?

19. Do all your friends love you?

20. Are you sometimes prone to emotional outbursts, inner restlessness?

21. Are you in a somewhat depressed mood?

22. Have you ever cried while experiencing a severe nervous shock?

23. Is it difficult for you long time be in one place?

24. Do you vigorously defend your interests when injustice has been shown to you?

25. Can you cut a bird?

26. Does it annoy you if the curtain or tablecloth on the table hangs unevenly, do you try to fix it immediately?

27. When you were a child, were you afraid to be alone at home?

28. Do you have occasional mood swings?

29. Are you one of the best in terms of personal qualities or studies?

30. Do you get angry easily?

31. Are you capable of being playful and cheerful?

32. Do you have states when you are full of happiness?

33. Can you directly express your opinion about him to someone?

34. Can you entertain society, be the soul of the company?

35. Does the sight of blood scare you?

36. Are you willing to take on a task that requires you to have a great sense of your own responsibility?

37. Do you stand up for people who have been treated injustice?

38. Does it bother you to go down into a dark cellar, to enter an empty, unlit room?

39. Do you prefer work; requiring slowness and perseverance, work fast and with simple results?

40. Are you a sociable person?

41. Did you willingly recite poetry at school?

42. Do you find life hard?

43. When you were a child, did you run away from home?

44. Have you ever been so upset because of some kind of conflict, quarrel, that after that you felt unable to go to work or study?

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

46. ​​Do you try to make amends if you offended someone?

47. Will you take the first steps towards reconciliation?

48. Have you ever left home and come back to check if something happened?

49. Did you worry about the thought that something might happen to you or your family?

50. Does your mood change depending on the weather?

51. Do you find it difficult to speak on stage or from the pulpit in front of a large audience?

52. Can you, if you are angry with someone, use your fists?

53. Do you like to be in society?

54. Can you fall into despair under the influence of disappointment?

55. Do you like organized activities?

56. Do you persist in achieving a goal if there are many obstacles along the way?

57. Can a tragic film move you so much that tears come out?

58. Do you find it difficult to fall asleep because your head is full of daily worries, problems of society?

59. Did you prompt or let you cheat during your school years?

60. Do you worry about the need to walk alone in the dark through the cemetery?

61. Do you make sure that everything in your house is in its place?

62. Does it happen to you that going to bed in a low mood, the next morning you get up in a depressed, gloomy mood?

63. Do you easily adapt to a new situation?

64. Do you suffer from headaches?

65. Do you often laugh?

66. Can you treat people whom you don’t put in anything so that they don’t notice it?

67. Do you consider yourself an energetic, enterprising person?

68. Do you suffer from injustice?

69. Do you like nature?

70. When leaving home or going to bed, do you check if the gas is closed?

71. Are you fearful?

72. Do your moods change often?

73. Do you take part in amateur performances, in a drama club?

74. Do you sometimes feel attracted to something tempting or unknown?

75. Are you pessimistic about the future?

76. Do you have sudden mood swings from great joy to deep sadness?

77. Do you manage to create a certain mood when communicating with people?

78. How long do you keep a feeling of anger, annoyance?

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

80. Could you rewrite a page of a notebook because of a blot during your school years?

81. Is it possible to say that you treat people more wary, distrustful than trusting?

82. Do you often have terrible dreams?

83. Do you sometimes suddenly have the idea that you can throw yourself under the wheels of a rushing train, or if you are near a high window or balcony, you can jump out of it?

84. Do you yourself become more cheerful surrounded by cheerful people?

85. Can you distract yourself from oppressive problems well enough not to think about them constantly?

86. Do you do sudden, impulsive things?

87. In a conversation, are you rather laconic than talkative?

88. Could you, participating in a theatrical performance, get into the role so much, merge into the image, that at the same time forget that you yourself are not the same as you really are?

Processing and interpretation of results

Hyperthymic type(answers "YES" to questions: 1, 11, 23, 34, 43, 45, 55, 67, 77).

Usually, hyperthymic adolescents are distinguished by great mobility, sociability, talkativeness, excessive independence, a penchant for mischief, and a lack of a sense of distance in relation to adults. From the first years of their lives, they make a lot of noise everywhere, they love the company of their peers, they strive to command them. The main feature of hyperthymic adolescents is almost always a very good mood, even elated. The good mood of hyperthymic adolescents is harmoniously combined with good health, high vitality, and often blooming appearance. They always have a good appetite and healthy sleep. A great desire for independence can often be the result of conflicts, leads to escapes, absences. Outbursts of anger and irritation are characteristic, especially when they meet with strong opposition, fail.

stuck type(answers "YES" to questions: 2, 15, 24, 33, 37, 56, 68, 78, 81 and "NO" to questions: 12, 46.59).

Adolescents who get stuck are especially sensitive to resentment and grief, they experience what happened for a long time, they are distinguished by vindictiveness, the lack of the ability to “easily move away” from resentment. Strongly developed ambition often leads to persistent upholding of their interests, which they defend with particular vigor. Sometimes they come into conflict, defending the interests of others. They have great perseverance in achieving their goals, often suffer from imaginary injustice towards them. In this regard, wariness and distrust towards people are manifested.

emotive type(answers "YES" to questions: 3, 13, 46, 47, 57, 69, 79 and "NO" to question: 25).

The most pronounced feature of the emotive type is empathy with other people or animals. A teenager of this type may have "close" tears, especially when watching a movie where someone is in danger, the scene of violence causes a strong shock that cannot be forgotten for a long time and can disturb sleep. These are people with kindness, easily forgive the shortcomings of others and themselves often go to reconciliation in conflicts. They especially relate to nature, like to grow plants, take care of animals. They say about such people: "He won't hurt a fly."

The pedantic type is characterized by constant doubt about the correctness of the work performed, frequent self-checks. Punctual, tidy, pays special attention to cleanliness and order. The pedantic type reacts strongly to any manifestation of a violation of order, as a result of which conflicts may arise. In performing any actions, he is unhurried, assiduous, focused on high quality work and special accuracy. From excessive pedantry, sometimes there can be low self-esteem, uncertainty that it will do the job.

alarm type(answers "YES" to questions: 16, 18, 27, 38, 49, 60, 71, 82, 83 and the answer "NO" to question: 5).

Usually, fearfulness and timidity are manifested from childhood. Anxious children are often afraid of the dark, animals, afraid to be alone. They shy away from noisy and lively peers, do not like excessively noisy games, experience a feeling of shyness and shyness, they are having a hard time with tests, exams, and checks. Often embarrassed to answer in front of the class. Willingly submit to the guardianship of elders; adult lectures can cause remorse, guilt, tears, despair, in contrast to the protest characteristic of other adolescent children. A sense of duty, responsibility, high moral and ethical requirements are formed early. They try to disguise the feeling of their own inferiority in self-affirmation through those activities where they can more reveal their abilities. The resentment, sensitivity, shyness inherent in childhood prevent you from making friends with anyone you want, a particularly weak link is the reaction to the attitude of others around them. Intolerance to ridicule, suspicion is accompanied by an inability to stand up for oneself, to defend the truth in case of unfair accusations.

Cyclothymic type(answers "YES" to questions: 6, 18, 28, 40, 50, 62.73, 84).

In adolescence, two variants of cycloid accentuation can be found: typical and labile cycloids.

Typical cycloids - usually in childhood they give the impression of being hyperthymic, but then during the pubertal leap there is a feeling of lethargy, loss of strength; what used to be easy, now requires exorbitant effort. Previously noisy and brisk become lethargic homebodies, there is a drop in appetite, and also, on the one hand, insomnia and drowsiness, on the other. They usually respond to remarks and reproaches with irritation, even rudeness and anger, deep down, however, falling into despondency, deep depression, sometimes even ending in suicidal attempts. In typical cycloids, the state change phases usually last 3 weeks. In student years, they study unevenly, often making up for omissions with difficulty, giving rise to an aversion to classes.

Labile cycloids - their mood swing phases are usually shorter than typical cycloids. "Bad" days are marked by more bad mood than lethargy. During the period of rise, emancipatory aspirations and desires to have friends, to enter the company are expressed. Self-esteem is formed gradually, as the experience of experiencing “good” and “bad” phases accumulates. While there is no such experience, self-esteem is subject to mood.

Demonstrative type(answers "YES" to questions: 7, 19, 22, 29, 41, 44, 51, 63, 73, 85, 88 and the answer "NO" to question: 5).

The main feature of this type is boundless egocentrism, an insatiable thirst for constant attention to one's person, admiration, sympathy, reverence, surprise. The prospect of being unnoticed is especially aggravating. Falsity and fantasizing are entirely aimed at embellishing one's person. The seeming emotionality in reality turns into a lack of deep feelings with a great expression of emotions, theatricality, a penchant for drawing and posturing. Usually praising others in their presence causes a particularly unpleasant feeling, they can not stand it. The desire for a company is usually associated with the need to feel like a leader, to occupy an exceptional position. Self-esteem is very far from objectivity.

Possessing a pathological capacity for repression, they can completely forget what they do not want to know about. It unchains them in lies. Usually they lie with an innocent face; what they say in this moment, is true for them, because, apparently, they are not internally aware of their lies, or they are very shallowly aware, without conscientious feelings. They strive to achieve with their reactions what a person usually strives for.

excitable type(answers "YES" to questions: 8, 20, 30, 42, 52, 64, 74, 86).

The excitable type is often distinguished by disobedience in childhood, the difficulty of regulating one's behavior. It is possible that this is due to a lag in the development of the second signaling system, since according to K. Leonhard, this type is easily diagnosed by a test for naming objects in a short period of time. Usually people can name more than 60 items in 3 minutes. Persons with excitable accentuation in this test are significantly behind. Often there is a reluctance to learn, already from primary school. Only with relentless control, reluctantly obeying, do they complete school assignments. Everything bad and "sticks" to them. Unable to occupy themselves, they do not tolerate loneliness. Lack of initiative does not allow them to take the place of the leader. Study is easily abandoned. No work becomes attractive, they work only when absolutely necessary. They are indifferent to the future, they live entirely in the present, wanting to extract a lot of entertainment from it. The reaction of excitation is extinguished with difficulty, it can be dangerous for others, they can be domineering, choosing the weakest for communication.

Disty type(answers "YES" to questions: 9, 21, 42, 75, 87 and "NO" to questions: 31, 53, 65).

They are distinguished by seriousness, even depression of mood, a pessimistic attitude towards the future; in a conversation they are usually laconic, or silent, have difficulty in creating a carelessly cheerful mood. Society, noisy company usually avoids. A distinctive feature is sullenness.

exalted type(answers "YES" to questions: 6, 10, 32, 54, 76).

A striking feature of this type is a high ability to admire, admire, smile, a feeling of happiness, joy, pleasure. This feeling can often arise in them for a reason that does not cause much enthusiasm in others. On the other hand, these individuals can easily fall into despair, be disappointed. These states can suddenly be replaced by great joy, a surge of delight.