Author's schemes of observations. Scheme of observing the behavior of a schoolchild in the process of psychological examination

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1.3. Exercises

Exercise 1. Before you is a table summarizing the results of monitoring movements of a conditioned reflex and an unconditional reflex nature in children from birth to 12 months.

Based on this table, draw up an observation scheme with a registration form, where it is necessary to indicate both the observation situations and the objects that will be recorded as data for generalization.

The timing of the development of congenital and conditioned reflex hand movements in a child

...

Koltsova M. M. Motor activity and development of the child's brain functions. - M .: Pedagogy, 1973. - S. 31.

Exercise 2. According to the observation record, determine its purpose, type and form of registration.

...

Leonov A. A., Lebedev V. I. Perception of space and time in space. - M.: Nauka, 1968. - S. 73.

1st day. Before the first jump, he showed excitement immediately after putting on the parachute. At this time, he was somewhat alarmed and spoke little, which is completely uncharacteristic for him. Gesticulation was poor, speech muffled. After the jump, the mood was upbeat, but tension was observed for another hour.

2nd day. Before the second jump was already less tense. He joked, but the tension still made itself felt.

4th day. He made a jump with a parachute opening delay of 10 s. Having separated from the aircraft, he bent and ensured a stable position of the body. Opened the parachute after 10.2 s. During parachuting, the actions were correct. Before landing, it turned in the suspension system into the wind. After landing, the mood is upbeat.

6th day. At the start, before boarding the plane, he was, as usual, calm and complacent. He joked a lot and talked with doctors. After the jump, the mood was great. As always, he was humorous.

14th day. Made the final jump of the first stage of parachute training with a 50-second delay in opening the parachute. At the start before the flight, he was free. Very good control of the body in free fall. Opened the parachute after 50.2 s. After the jump, he was in high spirits.

Exercise 3 The outpatient study scheme by V. Smekal in paragraph 5 provides for comprehensive monitoring of the patient. Read this paragraph carefully and answer the questions:

...

1. What aspects of the psyche are monitored?

2. What is the purpose of observation during an outpatient study?

3. How would you suggest organizing the observation procedure?

4. Does this observation meet the requirements of the scientific method?

Scheme of an outpatient study (V. Smekal)

...

Schwarzara J. Diagnostics of mental development. - Prague, 1978. - S. 353.

1. Date and place of the study. Personal data.

Name and surname of the client, date of birth, nationality, place of birth. Age at the time of the study. Education (for schoolchildren: class, year of study, in which classes did you stay for the second year).

2. Reason for research: The study is being conducted at the request of...

3. Important data of the anamnesis about endogenous and exogenous factors of development.

4. health status and physical maturity. Sense organs, motility, speech, laterality.

5. Appearance and behavior during the study.

a) appearance, cleanliness and neatness, obvious features;

b) orientation, as regards the nature and purpose of the study;

c) the way of establishing contact: brave-dumb-indifferent;

d) approach to the test: resistance-indifference-interest, delight-uncertainty-passivity;

e) cooperation during the trial: reactive-spontaneous-initiative-expectant-curious; intelligible-incomprehensible, independent-non-independent, suggestible; scattered-persistent, permanent; patient-impatient;

f) reaction to solving tasks: success encourages - failure repels; ambitious; for the subject it is important - the quality of marks, anxiety and tension are not important; functional inertia - rapid adaptation to change; relies on himself - does not rely - overestimates himself;

g) general mood and sociability: satisfied-dissatisfied, serious-calm-cheerful, sad, quick-tempered; verbal or mimic communication with the researcher - indifference to the researcher - continuous monitoring of the researcher's reaction;

h) dynamics of behavior: restless (fickle, painfully irritable, changeable) - dull (torpid, bradypsychic) - special manners (nail biting, blinking, tics, twitching, etc.);

i) speech (phonation and articulation), methods of expression: speed, loudness, tone and accent, pronunciation; grammar; vocabulary, style features, fluency, skill, naturalness.

6. Conducted tests and their quantitative results.

7. Characteristic.

a) constitution and temperament, vigilance, emotiveness;

b) motivation: needs, interests, ideals, values, opportunities;

c) adaptation mechanisms, “evaluation of oneself”, frustration type and tolerance, will (self-control);

d) sociability, positions, orientation, discipline, conscientiousness;

e) skills;

f) education and mental level.

Exercise 4 Based on long-term observations of athletes, Professor A. Ts. Puni came to the following conclusions:

...

Strong pre-start excitement, along with muscle stiffness, may be accompanied by general motor excitation, most often expressed in an increase in the usual rate of movements and speech. The athlete fusses, rushes for no reason, although he does everything in advance, without any reason he is afraid of being late for the start. To master independent control over the pace of movements and speech, there are various exercises, the general principles of which are as follows: 1) train the smoothness and slowness of movements; 2) alternate in training fast and slow, smooth and sharp pace; 3) organize life in such a way that circumstances do not force you to rush (Practical studies in psychology / Under the editorship of A. Ts. Puni. - M .: Physical culture and sport, 1977. - P. 133).

Based on this conclusion, try to reconstruct: a) what was the object of observation? b) what is the purpose of observation? c) in what situations was the observation carried out?

Exercise 5 To what type does the observation of L. N. Tolstoy, described in his work "The Kreutzer Sonata" belong?

...

And suddenly I was seized with a terrible rage towards her, such as I had never felt before. For the first time, I wanted to physically express this anger. I jumped up and moved towards her.

Having set in motion my fury, I reveled in it, and I wanted to do something else unusual, showing the high level of my fury. I terribly wanted to beat her, to kill her, but I knew that this was impossible, in order to still give a boost to my fury - I grabbed a paperweight from the table and threw it on the ground past her. I was aiming very well.

Exercise 6 Using the diagram, observe preschool children (4-6 years old).

Target: establish the individual characteristics of children's contacts with unfamiliar adults.

Situation: first meeting.

Highlight the individual characteristics of children when establishing contacts with adults along each of the intended lines, summarizing the results of your multiple observations or data from different observers regarding the same child.

(According to the book: The development of generalization in preschoolers / Edited by A. V. Zaporozhets and M. I. Lisina. - M .: Pedagogy, 1974. - P. 160.)

Chapter 2 Observation Techniques

2.1. Methods of formalized observation

This chapter discusses two types of observation: formalized and non-formalized. We will reveal in more detail the specifics of these types of observation and give specific methods for each of them.

A formalized methodology can be classified as one that in any of its parts has a limitation specified from the outside (by the researcher or compiler of the methodology). This restriction may concern the assessment of the severity of the observed facts (scores or a measure of severity in other forms are indicated). The set of observable features may be limited. In this case, the protocol or registration form specifies the objects of observation that need to be seen and recorded their presence or absence. The term "formalized" can also be applied to situations in which observation is carried out. Here, restrictions are introduced in relation to time, space, type of activity, social circle, etc. Finally, the results of observation can be formalized if they are obtained on a representative sample and their scaling (level, normative, etc.) is carried out. In this case, it becomes possible to correlate the results of newly conducted observations with the existing scales.

The second condition for classifying the methodology as formalized is that the restriction introduced into the observation must be constant throughout the study. This condition may apply to the sample, to the objects of observation, to situations. For example, all subjects are observed according to a predetermined set of features (objects of observation).

Calling the methodology formalized, we want to emphasize that there are types of observation where the researcher is completely dependent on life realities, not limiting anything in them, but only fixing the changes that he observes.

Formalization of the entire monitoring program and statistical verification of the results obtained with the compilation of normative scales make it possible to create a standardized monitoring technique. An example is Stott's Observation Map. The scheme of observation presented in it consists of 16 symptom complexes, in accordance with which evaluation scales are given.

Methods of formalized observation significantly correct those shortcomings that are inherent in observation. It becomes possible to more clearly and completely compare the results of various observations, the negative influence of the observer (his subjectivity) is excluded, the unity of the qualitative and quantitative analysis of the facts obtained can be achieved, and not only the facts, but also their causes are established.

Below are the observation methods created and tested by different authors. These methods can be classified as formalized.

List of observation techniques included in the book

...

1. The method of observing the behavior of the organizer of the discussion between children after watching a TV show, performance, etc. (compiled by N. Yu. Skorokhodova).

2. Methodology for monitoring the verbal influences of the teacher in the lesson (compiled by L. A. Regush).

3. Methods of expert assessment of non-verbal behavior of a person (compiled by V. A. Labunskaya).

4. Methodology for monitoring the manifestation of perseverance and perseverance in the process of a training session or competition (compiled by A. Ts. Puni).

5. Methods for monitoring emotional arousal (compiled by A. Ts. Puni).

6. Scheme of monitoring a child during a psychological examination (for children from 6 to 15 years old) (compiled by Sh. Gyurichov, P. Gusnikova).

7. Grading scale for measuring student reactivity (compiled by Ya. Strelyau).

8. Scheme for monitoring the manifestations of interest, attention of students in the lesson (compiled by A. V. Vikulov).

9. Methods of monitoring the process of solving problems by students (compiled by A. V. Orlova).

10. Map of Stott's observations.

11. Scheme for monitoring various aspects of the behavior of a small child (compiled by N. Bayley).

12. Methods for monitoring the manifestations of interpersonal inclinations of adolescents (compiled by A. G. Gretsov).

The method of observing the behavior of the organizer of the discussion between children after watching a TV show, performance, etc.

...

Age features of discussions in groups of schoolchildren / Comp. N. Yu. Skorokhodova. - Petrozavodsk, 1984. - S. 16-18.

Instruction. According to the proposed scheme, it is possible to conduct both observation and self-observation of the organization of the discussion. To do this, it is necessary to circle on the scale of points the value that, in the opinion of the observer, characterizes one or another side of the behavior of the organizer of the discussion.

It is very useful to compare self-assessment of behavior and expert assessments. Significant differences in assessments indicate the inability of the leader of the discussion to control and evaluate his behavior. Analysis of assessments will also help to detect defects in the conduct of the discussion and in the future to direct efforts to correct their behavior.

Methodology for monitoring the verbal influences of the teacher in the lesson

...

(Compiled by L. A. Regush)

Target: to characterize the verbal influences of the teacher in the lesson.

Instruction expert observer:

I. Preparation for attending a lesson (classes)

1. Clarify and understand the objectives of the examination of the teacher's communicative culture, as well as the purpose of observation.

2. Carefully study the observation scheme.

3. Recall or reacquaint yourself with the specifics of the observation method and its requirements.

4. Set yourself up for an objective fixation of the observed, excluding the influence of subjective attitudes on the teacher, the process and the result of observation.

5. Get acquainted with the glossary of terms that reveal the meaning of various types of verbal influences; if necessary, refer to additional literature.

II. Conducting surveillance

1. When getting to know the teacher whose lesson is being observed, and establishing contact with him, avoid formulating a specific goal of observation.

2. The fixation of the observed verbal influences is carried out according to the scheme (see the table, where column 4 contains words, appeals, statements that can be attributed to one or another type of influence; if there are difficulties in attributing certain statements to a certain type, you can use the glossary).

3. It is necessary to write down verbal influences that are not in the scheme, but are present in the teacher's speech. This material should be used in the analysis and debriefing.

Glossary of terms revealing the meaning of various types of verbal influences

...

Compiled by: Ozhegov S. I. Dictionary of the Russian language. - M., 1964.

Comment- a reprimand, an indication of an error.

Intonation- raising or lowering the voice during pronunciation; manner of pronunciation, reflecting the feelings of the speaker.

Instruction- a sequence of actions formulated in a word.

Irony- a subtle mockery, expressed in a hidden form.

Team- a short verbal order.

moralizing- teaching, suggestion of moral rules.

Notation- instruction, reprimand.

Encouragement- suggestion of cheerfulness, raising the mood.

censure- reprimand, condemnation.

promotion- what encourages: approval, reward, assistance, sympathy, arousing the desire to do well, better.

Request- an appeal calling to satisfy any needs, desires.

Disposition- 1. The same as the order. 2. Caring about the device, use, application of something.

Threat- intimidation, promise to do harm.

indication- instruction, explanation, indicating how to act.

Reproach- displeasure, disapproval or accusation expressed to someone.

Humor- a mildly mocking attitude towards something.

III. Processing the results of observation and formulating conclusions

2. Determine the ranking place of each type of impact and put down this data in column 6.

3. Correlate the ranking places of one or another type of influence that was observed by the teacher in the lesson with the data presented in columns 1 and 3.

Note. Column 1 shows the ranking places of verbal influences, which are typical for teachers who have a high level of understanding of students.

Column 3 shows the ranking places of verbal influences for teachers with a low level of understanding of students.

The characteristic of the rank places of these types of influences was obtained in the study by S. V. Kondratieva (Kondratieva S.V. Psychological problems of people understanding each other // Psychology of interpersonal knowledge. - M .: Pedagogy, 1981).

4. Make a conclusion:

a) about the most typical for this teacher verbal influences on students, taking into account that 1–4 are high, 5–8 are medium, 9–12 are low ranking places of one or another type of influence;

b) whether these, the most characteristic types of influences of the teacher, testify to his understanding of students, given that one of the main indicators of a communicative culture is the understanding of the student.

5. If the processing does not allow you to definitely draw a conclusion about the most characteristic verbal influences of the teacher, then you need to turn to those types of influences that are not indicated in the diagram, but which you established and recorded during the observation, and use these data to resolve doubts.

Methodology for expert assessment of non-verbal behavior of a person

...

Emotional and cognitive characteristics of communication / Ed. V. A. Labunskaya. - Rostov-on-Don, 1990. - S. 150-153.

Instruction. You often communicate with ... and, of course, you know his (her) behavior and habits well. Please express your opinion about the features of his (her) non-verbal (non-verbal) behavior by answering the questions below. Evaluate how often certain behaviors are manifested ... in communication with you and other people.

Questions 1, 5, 8, 12, 15, 17 relate to the general assessment of the non-verbal repertoire of a person in terms of its diversity, harmony, individualization, etc.

Questions 2, 4, 7, 11, 14, 18, 20 characterize a person's ability to adequately understand the various components of a partner's non-verbal behavior.

Questions 3, 6, 9, 10, 13, 16, 19 determine the ability to manage, to purposeful use of non-verbal means in communication.

Methodology for monitoring the manifestation of perseverance and perseverance in the process of a training session or competition

...

Practical classes in psychology / Ed. A. Ts. Puni. – M.: Physical culture and sport, 1977. – S. 147–148.

Method of monitoring emotional arousal

...

Practical classes in psychology / Ed. A. Ts. Puni. – M.: Physical culture and sport, 1977. – P. 120–121.

The scale for evaluating external signs of emotional arousal includes an assessment of behavior, attention, facial expressions, pantomime, movements, static postures, speech, autonomic shifts.

Behavior

Indifference to everything. Sleepiness, yawning. Reduced reactivity…1

Behavior is no different. Efficiency. Consciousness is directed to the upcoming competitive activity (correct and rational execution of exercises, tactics, etc.) ... 2

There is anxiety, fussiness. Consciousness is directed to the possible end result (outcome) of the competition... 3

Frequent mood swings, irritability… 4

mime, pantomime

The face is frozen. The mouth is half open. Eyes half closed… 1

Facial expressions and pantomime do not differ from the usual ... 2

In facial expressions, some tension is manifested, slight movements of the lips. Slight gesticulation when talking ... 3

The facial expressions are tense, the jaws are clenched, the nodules on the cheeks, the lips are shifted to the side, the lips are bitten, abrupt head movements, frequent blinking of the eyes, unmotivated squinting of the eyes. Violent gestures ... 4

movements

Movements are slow, sluggish… 1

Movements are calm, unified, soft, as usual ... 2

Some sharpness, impulsiveness of movements. There are no unnecessary movements ... 3

Movements are abrupt, disproportionate, accompanied by excessive efforts. Hand movements are sometimes accompanied by movements of the whole body ... 4

Static postures

Postures are uncomfortable, but not changing, frozen static positions ... 1

Poses are comfortable, relaxed, justified by the circumstances. Poses are comfortable, but there is a tendency to change them unjustifiably... 3

Postures are uncomfortable, their frequent change ... 4

Speech

Speech is slow, sluggish, inexpressive. Quiet voice… 1

Ordinary speech ... 2

Speech is faster, louder, or more expressive than usual... 3

Speech is frequent. Word endings are not pronounced clearly. Noticeable changes in voice intonation… 4

Vegetative shifts

Pulse and breathing are normal or slow. Paleness of the skin of the face. Slight malaise, feeling of lethargy, weakness. Muscles are more relaxed than ever, hard to tense them… 1

Pulse and respiration normal. The complexion is unchanged. Muscle tone normal ... 2

The pulse is somewhat quickened (by 5-10 beats per minute). Breathing faster than usual. Redness of the skin of the face. Muscle tone is normal or slightly increased ... 3

The pulse is greatly accelerated. Breathing is frequent, shallow. Increased sweating. Increased diuresis. Sharp redness of the skin of the face and body. Muscles tense… 4

Protocol for assessing external manifestations of emotional arousal

In each group of signs, the rating scale is based on the principle of increasing external manifestations of emotional arousal. A score of 2 points corresponds to the usual - background - emotional state characteristic of a person who is in a calm environment; score 1 point - insufficient emotional arousal (prelaunch apathy); score 3 points - increased compared to the usual level of emotional arousal (for many athletes it is optimal, corresponding to the state of readiness); score 4 points - the state of pre-launch fever, when the external manifestations of emotions indicate their excessive intensity.

Scheme for monitoring a child during a psychological examination (for children from 6 to 15 years old)

...

Cherny V., Kollarik T. Compendium of psychodiagnostic methods. Bratislava, 1988. - T. 2. - S. 215-216.

When creating the observation scheme, the authors proceeded from the requirement to create a manual that would unify and simplify the observation system and conversations. The starting points were the analysis of the course of a conventional psychological examination, the choice of psychological concepts and terms, familiarization with the scientific literature and schemes of a similar type. The scheme contains concepts related to certain manifestations of the child's behavior and characteristics. The task of the psychologist is to note the characteristics characteristic of the child.

The basis of the observation scheme is a form consisting of the following parts:

...

1) direct observation;

2) derived characteristics;

3) topics for conversation.

The first part of the form deals with data obtained during the observation process and contains the following characteristics of the child:

...

1. Somatotype, gait, face, facial expressions and pantomimics, skin, teeth, hygiene, cosmetics, clothing.

3. General mobility - speed, accuracy, focus, tension, impaired mobility.

4. Social behavior - establishing contact, changes in behavior during the survey, social skills and courtesy, qualitative indicators of social behavior (related to manifestations of dominance, aggression, submission and affiliation).

5. Mood - euphoria, carelessness, happiness, even mood, serious mood; mood variability under the influence of external factors.

6. Behavior in a situation of solving problems (test) - attitude to tasks, working skills, attentiveness.

7. Signs of neurotic tension - hand movements, grimaces, nail biting, sweating, hand trembling, etc.

The second part of the form contains a list of important personality traits. Here, based on all the data about the child, his personal characteristics are reproduced. This part contains the categories: temperament, character traits, volitional properties and attitude to work, social reactivity, attitude towards adults, attitude towards oneself, family environment.

The third part contains topics for conversation: symptom, family, parents, apartment, family involvement, school, study (performance), teachers, classmates, home preparation, household chores, pastime, self-esteem, sleep, food, health status, fear, fear , load situations.

Grading scale to measure student reactivity

...

Shoot I. The role of temperament in mental development / Per. from Polish. - M.: Progress, 1982. - S. 157-160.

To construct the rating scale, the observation scheme previously developed by the author was used. The scale used by M. Grodner and allowing to measure 12 types of behavior on a nine-point system was further modified and in the last version reduced to 10 different types of behavior in different situations, which are considered especially important for the diagnosis of reactivity. Each of these types is evaluated on a five-point system. Therefore, a student can get a maximum of 50 points, a minimum of 10. At the same time, the level of reactivity is the lower, the more points the subject receives. This is done to facilitate the perception of quantitative results. So, the number 50 indicates the minimum reactivity, 10 - the maximum.

Here is a grading scale, along with a brief instruction to enable the reader to try to apply it to his own purposes.

Instruction. Determine the intensity of each of the named properties of the student's behavior on a five-point scale. Evaluation should be based on specific, observable forms and modes of behavior.

Number 1– the least intensity of this property (complete absence). For example, when evaluating such a property as the energy of the movements performed, we circle the number 1 if the observed movements of the student are completely devoid of energy.

Number 5- the highest intensity of this property (obvious possession of this property, for example, the student's movements are very energetic).

Number 3– average rating, means moderate intensity of this property.

Circle the selected number. After assessing all ten categories of behavior, which will require (depending on the possibilities and conditions of observation, the frequency of contact with the student) different time costs, summarize the results.

Scheme for monitoring the manifestations of interest, attention of students in the lesson

...

Vikulov A.V. Expressive movements of students and their psychological classification: Dis... cand. psychol. Sciences. - L., 1986. - S. 94.

Forehead area:

...

Convergence - drooping of the eyebrows;

Eyebrow lifting.

Eye area:

...

Increase - decrease in the palpebral fissure;

Lifting the upper eyelid, lowering the tone of the upper eyelid;

The nature of the gaze (visual axes intersect on the object itself or converge outside the object);

Direction of gaze (to the side, to the face, to the eyes);

Eye tension.

The area from the base of the nose to the chin:

...

Changes in the corners of the mouth (pulled-down);

mouth tone;

The size of the oral fissure (mouth closed, half-open, open).

Head area:

...

Facial orientation of the student to the subject (increase - decrease); in a fixed coordinate system: full, incomplete, no face facing;

Changes in the position of the head horizontally (left, right), vertically (raised, lowered);

Ways of fixing the head through support on the arm.

Neck area:

...

Change in the tone of the neck (associated with a change in the position of the head vertically and horizontally, with the presence or absence of supports).

Body area:

...

Changes in the position of the body in relation to the subject;

The inversion of the plane of the body to the object in a relative and fixed coordinate system (similar to facial inversion).

Hand area:

...

The tone of the left and right hands (clenched, splayed, involuntary contact with the desk, other objects);

Movements that are means of self-action, self-stimulation: auto-contacts of the hands, auto-contacts of the hand with other parts of the body.

Leg area:

...

Change in the tone of the legs;

Changing the position of the legs.

Statistically Significant Changes in the Expressive Movements of Schoolchildren's Attention

Stott Observation Map

...

Workbook of a school psychologist / Ed. I. V. Dubrovina. - M .: Education, 1991. - S. 169.

Stott's Observation Map (KN) consists of 16 symptom-behavior complexes, symptom complexes (SC). The SCs are printed in the form of lists and numbered (I–XVI). In each SC, patterns of behavior have their own numbering. When filling out the CT, the presence of each of the behavior patterns indicated in it in the subject is marked with a "+" sign, and the absence - with a "-". These data are entered into a special table (see Table 1).

Having made a conclusion about the presence or absence of the next pattern of behavior, the filling TC enters the number of the pattern of behavior in the column of the corresponding SC and puts a “+” or “-” sign to the right of the number.

Behavior patterns have different informative specific gravity. Therefore, when translating the primary empirical indicators "+", "-" into raw estimates, 1 point is given for some patterns of behavior, and 2 points for others. To do this, use the table for converting primary empirical indicators into raw estimates (Table 2).

In each SC, points for behavior patterns are summed up. The sums of the raw scores for each SC are then converted into percentages. Percentage indicators indicate the severity of SC in the subject from the maximum possible severity. The recalculation of raw estimates into percentages is shown in Table. 3, which is built as follows:

...

1. All scores for each SC from Table 1 are summarized. 2.

2. Then each of the possible "raw" scores is divided by the maximum possible score and multiplied by 100%.

According to Stott, the numerical values of the SC are significant, but indicative, so when interpreting them, they must be handled with care. The technique is not standardized for practical needs.

Using quantiles, numerical scales (from 0 to 100%) for each SC were divided into five intervals. The interval from 0 to 20% indicates that the quality is so weak that in fact we are dealing with a quality that is different from that inherent in this SC. So, a very weakly expressed SC V.HB can speak of the child's attempts to establish good relations with an adult, but accompanied by actions that are unpleasant for an adult.

The interval from 80 to 100% similarly shows that here the quality of the SC has outgrown itself and we are dealing with a different quality. For the correct interpretation of the extreme intervals, it is especially important to attract additional information.

Intervals from 20 to 40, from 40 to 60 and from 60 to 80%, respectively, indicate a noticeable severity, a strong severity, a very strong severity of the quality.

KN Stott is designed to study the characteristics of students who are maladjusted to the conditions of the school. The maladjusted include two types of students: the first - who themselves experience difficulties and create many difficulties for the environment (technical staff, teachers and other children), the so-called difficult ones; the second - for whom it is difficult at school, but they do not cause trouble to others.

The identified features (of external manifestations, patterns of behavior), called symptom complexes, are as follows:

I. ND - lack of trust in new things, people, situations.

SC positively correlates with Lichko's PDO sensitivity. Any achievement costs a child a lot of effort.

II. O - weakness (asthenia).

We are not talking about clinical and even subclinical forms of weakness of the state, but about manifestations of apathy, low mood, a kind of neurophysical exhaustion. In a milder form, energy drops alternate with manifestations of vigor and activity. SC speaks about the lack of energy resources of the child's body, and therefore, about his impossibility of manifestation of activity.

2.1. Methods of formalized observation

This chapter discusses two types of observation: formalized and non-formalized. We will reveal in more detail the specifics of these types of observation and give specific methods for each of them.

Below are the observation methods created and tested by different authors. These methods can be classified as formalized.

List of observation techniques included in the book

1. The method of observing the behavior of the organizer of the discussion between children after watching a TV show, performance, etc. (compiled by N. Yu. Skorokhodova).

2. Methodology for monitoring the verbal influences of the teacher in the lesson (compiled by L. A. Regush).

3. Methods of expert assessment of non-verbal behavior of a person (compiled by V. A. Labunskaya).

4. Methodology for monitoring the manifestation of perseverance and perseverance in the process of a training session or competition (compiled by A. Ts. Puni).

5. Methods for monitoring emotional arousal (compiled by A. Ts. Puni).

6. Scheme of monitoring a child during a psychological examination (for children from 6 to 15 years old) (compiled by Sh. Gyurichov, P. Gusnikova).

7. Grading scale for measuring student reactivity (compiled by Ya. Strelyau).

8. Scheme for monitoring the manifestations of interest, attention of students in the lesson (compiled by A. V. Vikulov).

9. Methods of monitoring the process of solving problems by students (compiled by A. V. Orlova).

10. Map of Stott's observations.

11. Scheme for monitoring various aspects of the behavior of a small child (compiled by N. Bayley).

12. Methods for monitoring the manifestations of interpersonal inclinations of adolescents (compiled by A. G. Gretsov).

The method of observing the behavior of the organizer of the discussion between children after watching a TV show, performance, etc.

Age features of discussions in groups of schoolchildren / Comp. N. Yu. Skorokhodova. - Petrozavodsk, 1984. - S. 16-18.

Methodology for monitoring the verbal influences of the teacher in the lesson

(Compiled by L. A. Regush)

Target: to characterize the verbal influences of the teacher in the lesson.

Instruction expert observer:

I. Preparation for attending a lesson (classes)

1. Clarify and understand the objectives of the examination of the teacher's communicative culture, as well as the purpose of observation.

2. Carefully study the observation scheme.

3. Recall or reacquaint yourself with the specifics of the observation method and its requirements.

4. Set yourself up for an objective fixation of the observed, excluding the influence of subjective attitudes on the teacher, the process and the result of observation.

5. Get acquainted with the glossary of terms that reveal the meaning of various types of verbal influences; if necessary, refer to additional literature.

II. Conducting surveillance

1. When getting to know the teacher whose lesson is being observed, and establishing contact with him, avoid formulating a specific goal of observation.

3. It is necessary to write down verbal influences that are not in the scheme, but are present in the teacher's speech. This material should be used in the analysis and debriefing.

Glossary of terms revealing the meaning of various types of verbal influences

Compiled by: Ozhegov S. I. Dictionary of the Russian language. - M., 1964.

Comment- a reprimand, an indication of an error.

Intonation- raising or lowering the voice during pronunciation; manner of pronunciation, reflecting the feelings of the speaker.

Instruction- a sequence of actions formulated in a word.

Irony- a subtle mockery, expressed in a hidden form.

Team- a short verbal order.

moralizing- teaching, suggestion of moral rules.

Notation- instruction, reprimand.

Encouragement- suggestion of cheerfulness, raising the mood.

censure- reprimand, condemnation.

promotion- what encourages: approval, reward, assistance, sympathy, arousing the desire to do well, better.

Request- an appeal calling to satisfy any needs, desires.

Disposition- 1. The same as the order. 2. Caring about the device, use, application of something.

Threat- intimidation, promise to do harm.

indication- instruction, explanation, indicating how to act.

Reproach- displeasure, disapproval or accusation expressed to someone.

Humor- a mildly mocking attitude towards something.

III. Processing the results of observation and formulating conclusions

2. Determine the ranking place of each type of impact and put down this data in column 6.

3. Correlate the ranking places of one or another type of influence that was observed by the teacher in the lesson with the data presented in columns 1 and 3.

Note. Column 1 shows the ranking places of verbal influences, which are typical for teachers who have a high level of understanding of students.

Column 3 shows the ranking places of verbal influences for teachers with a low level of understanding of students.

4. Make a conclusion:

a) about the most typical for this teacher verbal influences on students, taking into account that 1–4 are high, 5–8 are medium, 9–12 are low ranking places of one or another type of influence;

Methodology for expert assessment of non-verbal behavior of a person

Emotional and cognitive characteristics of communication / Ed. V. A. Labunskaya. - Rostov-on-Don, 1990. - S. 150-153.

Questions 1, 5, 8, 12, 15, 17 relate to the general assessment of the non-verbal repertoire of a person in terms of its diversity, harmony, individualization, etc.

Questions 2, 4, 7, 11, 14, 18, 20 characterize a person's ability to adequately understand the various components of a partner's non-verbal behavior.

Questions 3, 6, 9, 10, 13, 16, 19 determine the ability to manage, to purposeful use of non-verbal means in communication.

Methodology for monitoring the manifestation of perseverance and perseverance in the process of a training session or competition

Practical classes in psychology / Ed. A. Ts. Puni. – M.: Physical culture and sport, 1977. – S. 147–148.

Method of monitoring emotional arousal

Practical classes in psychology / Ed. A. Ts. Puni. – M.: Physical culture and sport, 1977. – P. 120–121.

The scale for evaluating external signs of emotional arousal includes an assessment of behavior, attention, facial expressions, pantomime, movements, static postures, speech, autonomic shifts.

Behavior

Indifference to everything. Sleepiness, yawning. Reduced reactivity…1

Behavior is no different. Efficiency. Consciousness is directed to the upcoming competitive activity (correct and rational execution of exercises, tactics, etc.) ... 2

There is anxiety, fussiness. Consciousness is directed to the possible end result (outcome) of the competition... 3

Frequent mood swings, irritability… 4

mime, pantomime

The face is frozen. The mouth is half open. Eyes half closed… 1

Facial expressions and pantomime do not differ from the usual ... 2

In facial expressions, some tension is manifested, slight movements of the lips. Slight gesticulation when talking ... 3

movements

Movements are slow, sluggish… 1

Movements are calm, unified, soft, as usual ... 2

Some sharpness, impulsiveness of movements. There are no unnecessary movements ... 3

Movements are abrupt, disproportionate, accompanied by excessive efforts. Hand movements are sometimes accompanied by movements of the whole body ... 4

Static postures

Postures are uncomfortable, but not changing, frozen static positions ... 1

Poses are comfortable, relaxed, justified by the circumstances. Poses are comfortable, but there is a tendency to change them unjustifiably... 3

Postures are uncomfortable, their frequent change ... 4

Speech

Speech is slow, sluggish, inexpressive. Quiet voice… 1

Ordinary speech ... 2

Speech is faster, louder, or more expressive than usual... 3

Speech is frequent. Word endings are not pronounced clearly. Noticeable changes in voice intonation… 4

Vegetative shifts

Pulse and breathing are normal or slow. Paleness of the skin of the face. Slight malaise, feeling of lethargy, weakness. Muscles are more relaxed than ever, hard to tense them… 1

Pulse and respiration normal. The complexion is unchanged. Muscle tone normal ... 2

The pulse is somewhat quickened (by 5-10 beats per minute). Breathing faster than usual. Redness of the skin of the face. Muscle tone is normal or slightly increased ... 3

The pulse is greatly accelerated. Breathing is frequent, shallow. Increased sweating. Increased diuresis. Sharp redness of the skin of the face and body. Muscles tense… 4

Protocol for assessing external manifestations of emotional arousal

Scheme for monitoring a child during a psychological examination (for children from 6 to 15 years old)

Cherny V., Kollarik T. Compendium of psychodiagnostic methods. Bratislava, 1988. - T. 2. - S. 215-216.

The basis of the observation scheme is a form consisting of the following parts:

1) direct observation;

2) derived characteristics;

3) topics for conversation.

The first part of the form deals with data obtained during the observation process and contains the following characteristics of the child:

1. Somatotype, gait, face, facial expressions and pantomimics, skin, teeth, hygiene, cosmetics, clothing.

3. General mobility - speed, accuracy, focus, tension, impaired mobility.

4. Social behavior - establishing contact, changes in behavior during the survey, social skills and courtesy, qualitative indicators of social behavior (related to manifestations of dominance, aggression, submission and affiliation).

5. Mood - euphoria, carelessness, happiness, even mood, serious mood; mood variability under the influence of external factors.

6. Behavior in a situation of solving problems (test) - attitude to tasks, working skills, attentiveness.

7. Signs of neurotic tension - hand movements, grimaces, nail biting, sweating, hand trembling, etc.

Grading scale to measure student reactivity

Shoot I. The role of temperament in mental development / Per. from Polish. - M.: Progress, 1982. - S. 157-160.

Here is a grading scale, along with a brief instruction to enable the reader to try to apply it to his own purposes.

Number 5- the highest intensity of this property (obvious possession of this property, for example, the student's movements are very energetic).

Number 3– average rating, means moderate intensity of this property.

Scheme for monitoring the manifestations of interest, attention of students in the lesson

Vikulov A.V. Expressive movements of students and their psychological classification: Dis... cand. psychol. Sciences. - L., 1986. - S. 94.

Forehead area:

Convergence - drooping of the eyebrows;

Eyebrow lifting.

Eye area:

Increase - decrease in the palpebral fissure;

Lifting the upper eyelid, lowering the tone of the upper eyelid;

The nature of the gaze (visual axes intersect on the object itself or converge outside the object);

Direction of gaze (to the side, to the face, to the eyes);

Eye tension.

The area from the base of the nose to the chin:

Changes in the corners of the mouth (pulled-down);

mouth tone;

The size of the oral fissure (mouth closed, half-open, open).

Head area:

Facial orientation of the student to the subject (increase - decrease); in a fixed coordinate system: full, incomplete, no face facing;

Changes in the position of the head horizontally (left, right), vertically (raised, lowered);

Ways of fixing the head through support on the arm.

Neck area:

Change in the tone of the neck (associated with a change in the position of the head vertically and horizontally, with the presence or absence of supports).

Body area:

Changes in the position of the body in relation to the subject;

The inversion of the plane of the body to the object in a relative and fixed coordinate system (similar to facial inversion).

Hand area:

The tone of the left and right hands (clenched, splayed, involuntary contact with the desk, other objects);

Movements that are means of self-action, self-stimulation: auto-contacts of the hands, auto-contacts of the hand with other parts of the body.

Leg area:

Change in the tone of the legs;

Changing the position of the legs.

Statistically Significant Changes in the Expressive Movements of Schoolchildren's Attention

Stott Observation Map

Workbook of a school psychologist / Ed. I. V. Dubrovina. - M .: Education, 1991. - S. 169.

1. All scores for each SC from Table 1 are summarized. 2.

2. Then each of the possible "raw" scores is divided by the maximum possible score and multiplied by 100%.

According to Stott, the numerical values of the SC are significant, but indicative, so when interpreting them, they must be handled with care. The technique is not standardized for practical needs.

Intervals from 20 to 40, from 40 to 60 and from 60 to 80%, respectively, indicate a noticeable severity, a strong severity, a very strong severity of the quality.

The identified features (of external manifestations, patterns of behavior), called symptom complexes, are as follows:

I. ND - lack of trust in new things, people, situations.

SC positively correlates with Lichko's PDO sensitivity. Any achievement costs a child a lot of effort.

II. O - weakness (asthenia).

III. U - self-care.

Self-elimination. A protective attitude towards contacts with any people, rejection of the feeling of love shown to him.

IV. TV - anxiety for acceptance by adults and interest on their part.

Anxiety and uncertainty about whether adults are interested in him, whether they love him. The SC expresses the anxious hope, aspirations, attempts of the student to establish and maintain good relationships with adults.

v. HB - rejection of adults.

The manifestation of various forms of rejection of adults: from avoiding the teacher, suspicion of him to an uncontrollable habit of hostility.

VI. TD - anxiety for acceptance by children.

Anxiety and uncertainty about whether the children love him and whether he is of interest to them. SK TD expresses the same tendencies as SK TV, but in relation to peers.

VII. A is antisocial.

Lack of social normativity. This term does not mean manifestations of antisocial behavior, although with a strong severity (82% or more), this may occur. A weak expression of SC A (14% or less) can also occur if the student's moral attitudes are higher than the moral requirements imposed on him by the school (which, of course, is not necessary, but it does occur).

VIII. KD - conflict with children.

It should be noted that the weak expression of the SC of NV and KD may indicate attempts to establish or maintain good relations, but not in normal, but in erroneous ways. This may be a signal that the transition “from love to hate” has begun, when manifestations of the bad still alternate with manifestations of the good.

IX. N - restlessness or restlessness.

Impatience, inability to work that requires perseverance, concentration, reflection, avoidance of long-term efforts.

x. EN - emotional stress or emotional immaturity.

A sign of delayed emotional development, leading to emotional overstrain (stress) in school conditions. It manifests itself in infantilism of speech, in anxiety, a tendency to tears, etc.

XI. NS - neurotic symptoms.

They include signs of neurosis: predominantly obsessive compulsive disorder - frequent blinking, biting nails, sucking fingers, etc .; partly anxiety neurosis - "you can't get a word out of him," he speaks randomly.

SCs associated with the constitution and type of the nervous system - O, N, EN, NS, and partly ND and U - are important for understanding the student's personality.

XII. S is Wednesday.

It contains several external signs - signals that the child is growing up in a dysfunctional environment, first of all, this concerns the family circle.

XIII. UR - mental development.

Ascertains the level of retardation in learning and an assessment of the overall impression produced by the level of mental development of the child (“just stupid”).

XIV. SR - sexual development.

It fixes the teacher's general assessment of the pace and direction of sexual development.

XV. B - diseases.

It contains external signs by which it is possible to determine the disease in a child, but, of course, does not allow an accurate diagnosis.

XVI. F - physical defects.

Draws attention to the abnormal physique, poor eyesight and hearing.

In order for the interpretation of the numerical expression to be adequate, it is necessary: 1) to analyze not only the final expression of the SC, but also the marked patterns of behavior; 2) to attract additional data about the student that needs to be obtained from the teacher in a conversation or from a characteristic compiled by the teacher.

Table 1

An example of filling out an observation map

Note: The 1st final grade shows the sum of the raw grades (points); The 2nd final score shows the severity of MC from the maximum possible (%).

table 2

Key to convert to points

Table 3

Converting raw points to percentages

Observation map

I. ND - lack of trust in new people, things, situations. This leads to the fact that any success costs the child huge efforts. From 1 to 11 - less obvious symptoms; from 12 to 17 - symptoms of a clear violation.

1. Talks to the teacher only when he is alone with him.

2. Cries when he is reprimanded.

3. Never offers anyone any help, but willingly provides it if asked.

4. The child is “subordinate” (agrees to “non-winning” roles, for example, during the game, he runs after the ball, while others calmly look at it).

5. Too anxious to be naughty.

6. Lies out of fear.

7. Likes to be sympathized, but does not ask for it.

8. Never brings flowers or other gifts to the teacher, although his comrades often do.

9. Never brings or shows the teacher the things he found, although his comrades often do this.

10. Has only one good friend and tends to ignore the rest of the boys and girls in the class.

11. Says hello to the teacher only when he pays attention to him. Wants to be noticed.

12. Does not approach the teacher on his own initiative.

13. Too shy to ask for something (like help).

14. Easily becomes "nervous", cries, blushes, if he is asked a question.

15. Easily eliminated from active participation in the game.

16. He speaks inexpressively, mutters, especially when he is greeted.

II. O - weakness (asthenia). In a milder form (symptoms 1–6), various kinds of activity drops and mood changes are observed from time to time. The presence of symptoms 7 and 8 indicates a tendency to irritation and physiological exhaustion. Symptoms 9-20 reflect more acute forms of depression. Syndrome O points are usually accompanied by severe TB and HB syndromes (see IV and V), especially in extreme forms of depression. In all likelihood, they do represent elements of depressive exhaustion.

1. During the answer in the lesson, sometimes he is diligent, sometimes he does not care about anything.

2. Depending on the state of health, either asks for help in completing school assignments, or not.

3. Behaves differently. Diligence in academic work changes almost daily.

4. In games, sometimes active, sometimes apathetic.

5. In his free time, he sometimes shows a complete lack of interest in anything.

6. Performing manual work, sometimes very diligent, sometimes not.

7. Impatient, loses interest in work as it gets done.

8. Angry, "flies into a rage."

9. Can work alone, but gets tired quickly.

10. There is not enough physical strength for manual work.

11. Sluggish, lack of initiative (in class).

12. Apathetic, passive, inattentive.

13. Sudden and sharp drops in energy are often observed.

14. Movements are slow.

15. Too lethargic to get upset about anything (and therefore doesn't turn to anyone for help).

16. Look "dull" and indifferent.

17. Always lazy and apathetic in games.

18. Often daydreams.

19. Speaks inexpressively, mumbles.

20. Causes pity (oppressed, unhappy), rarely laughs.

III. U - self-care. Avoidance of contact with people, self-elimination. A protective attitude towards any contact with people, rejection of the feeling of love shown to him.

1. Absolutely never greets anyone.

2. Does not respond to greetings.

3. Does not show friendliness and goodwill towards other people.

4. Avoids talking ("withdrawn").

5. Dreams and does something else instead of school (“lives in another world”).

6. Shows absolutely no interest in manual work.

7. Shows no interest in group games.

8. Avoids other people.

9. Keeps away from adults even when hurt or suspected of something.

10. Completely isolated from other children (impossible to approach him).

11. Gives the impression of not noticing other people at all.

12. In a conversation, he is restless, strays from the topic of conversation.

13. Behaves like a wary animal.

IV. TV - anxiety in relation to adults. Anxiety and uncertainty about whether adults are interested in him, whether they love him. Symptoms 1-6 - the child tries to make sure that adults "accept" and love him. Symptoms 7-10 - tries to attract attention and exaggeratedly seeks the love of an adult. Symptoms 11-16 - Shows great concern about whether adults "accept" him.

1. Very willingly fulfills his duties.

2. Shows excessive desire to greet the teacher.

3. Too talkative (annoying with his chatter).

4. Very willing to bring flowers and other gifts to the teacher.

5. Very often brings and shows the teacher the objects, drawings, etc. found by him.

6. Overly friendly towards the teacher.

7. Exaggeratedly talks to the teacher about his activities in the family.

8. "Sucks up", tries to please the teacher.

9. Always finds an excuse to take the teacher with his special.

10. Constantly needs help and control from the teacher.

11. Achieves the sympathy of the teacher, comes to him with various petty matters and complaints about his comrades.

12. Tries to "monopolize" the teacher (occupy him exclusively with his own person).

13. Tells fantastic, fictional stories.

14. Wants to interest adults in his special, but does not make any efforts in this direction.

15. Excessively anxious to interest adults and gain their sympathy.

16. Completely "eliminated" if his efforts are not crowned with success.

v. HB - rejection of adults. Symptoms 1-4 - the child shows various forms of rejection of adults, which may be the beginning of hostility or depression. Symptoms 5-9 - either treats adults with hostility, or tries to achieve their good attitude. Symptoms 10-17 - open hostility, manifested in antisocial behavior. Symptoms 18-24 - complete, uncontrollable, habitual hostility.

1. Changeable in mood.

2. Exceptionally impatient, except when in a good mood.

3. Shows perseverance and perseverance in manual work.

4. Often in a bad mood.

5. When the mood is right, he offers his help or services.

6. When he asks a teacher for something, he is sometimes very cordial, sometimes indifferent.

7. Sometimes strives, and sometimes avoids to greet the teacher.

8. In response to a greeting, may express anger or suspicion.

9. At times friendly, at times in a bad mood.

10. Very changeable in behavior. Sometimes it seems like it's doing a bad job on purpose.

11. Damages public and private property (in houses, gardens, public transport).

12. Vulgar language, stories, poems, drawings.

13. Unpleasant, especially when defending himself against the accusations against him.

14. Mutters under his breath when he is dissatisfied with something.

15. Negatively refers to comments.

16. Lies at times without any reason and without difficulty.

17. Once or twice was seen stealing money, sweets, valuable items.

18. Always claims something and believes that he is unfairly punished.

19. "Wild" look, looking askance.

20. Very disobedient, does not observe discipline.

21. Aggressive (shouts, threatens, uses force).

22. He is most willing to be friends with the so-called suspicious types.

23. Often steals money, sweets, valuable items.

24. Behaves indecently.

VI. TD - anxiety in relation to children. Anxiety of the child for acceptance by other children. At times it takes the form of open hostility. All symptoms are equally important.

1. "Plays the hero," especially when he gets reprimanded.

2. Cannot resist "playing" in front of others.

3. Tends to "pretend to be a fool."

4. Too bold (risks unnecessarily).

5. Cares to always be in agreement with the majority. Imposed on others; they are easy to manage.

6. Likes to be the center of attention.

7. Plays exclusively (or almost exclusively) with older children.

8. Tries to occupy a responsible position, but fears that he will not be able to cope with it.

9. Shows off to other children.

10. Playing around (making a fool out of himself).

11. Behaves noisily when the teacher is not in the classroom.

12. Dress provocatively (trousers, hairstyle - boys; exaggeration in clothes, cosmetics - girls).

13. Passionately spoils public property.

14. Wacky antics in a peer group.

15. Imitates the hooligan tricks of others.

VII. A - lack of social normativity (asociality). Uncertainty in the approval of adults, which is expressed in various forms of negativism. Symptoms 1-5 - lack of effort to please adults, indifference and lack of interest in a good relationship with them. Symptoms 5-9 in older children may indicate some degree of independence. Symptoms 10-16 - lack of moral scrupulousness in small things. 16 - the child believes that adults are unfriendly, interfere in his affairs, without having the right to do so.

1. Not interested in learning.

2. Works at school when he is "stands over" or when he is forced to work.

3. Works outside of school only when supervised or forced to work.

4. Not shy, but shows indifference when answering teacher's questions.

5. Not shy but never asks for help.

6. Never volunteer for any work.

7. Not interested in the approval or disapproval of adults.

8. Minimizes contact with the teacher, but communicates normally with other people.

9. Avoids the teacher but talks to other people.

10. Copy homework.

11. Takes other people's books without permission.

12. Selfish, loves intrigue, spoils other children's games.

13. In games with other children, he shows cunning and dishonesty.

14. "Dishonest player" (plays only for personal gain, cheats in games).

15. Cannot look directly into the eyes of another.

16. Secretive and distrustful.

VIII. CD - conflict with children(from jealous rivalry to open hostility).

1. Interferes with other children in games, makes fun of them, likes to scare them.

2. At times he is very unfriendly towards those children who do not belong to his close circle of friends.

3. Annoys other children, sticks to them.

4. Quarrels, offends other children.

5. Tries to create certain difficulties with other children with his remarks.

6. Hides or destroys items belonging to other children.

7. Is predominantly on bad terms with other children.

8. Sticks to weaker children.

9. Other children do not like him or even tolerate him.

10. Fights inappropriately (bites, scratches, etc.).

IX. N - restlessness. Restlessness, impatience, inability to work that requires perseverance, concentration and reflection. Tendency to short-term and easy efforts. Avoiding long-term efforts.

1. Very messy.

2. Refuses contact with other children in a way that is very unpleasant for them.

3. Easily reconciles with failures in manual labor.

4. In games, he does not control himself at all.

5. Not punctual, not diligent. Often forgets or loses pencils, books, and other items.

6. Uneven, irresponsible in manual labor.

7. Not diligent in schoolwork.

8. Too restless to work alone.

9. In class, cannot be attentive or focus on anything for a long time.

10. Doesn't know what to do with himself. Nothing can stop at least for a relatively long time.

11. Too restless to remember remarks or instructions from adults.

x. EN - emotional stress. Symptoms 1-5 indicate emotional immaturity, 6-7 - serious fears, 8-10 - absenteeism and lack of punctuality.

1. Plays with toys that are too childish for his age.

2. Loves games but quickly loses interest in them.

3. Too infantile in speech.

4. Too immature to listen and follow directions.

5. Plays exclusively (predominantly) with younger children.

6. Too anxious to decide on anything.

7. Other children pester him (he is a scapegoat).

8. He is often suspected of skipping classes, although in fact he tried to do it once or twice.

9. Often late.

10. Leaves individual lessons.

11. Disorganized, loose, unassembled.

12. Behaves in a group (class) like an outsider, an outcast.

XI. NS - neurotic symptoms. Their severity may depend on the age of the child, they may also be the consequences of a pre-existing violation.

1. Stutters, stammers, "it's hard to get a word out of him."

2. Talks randomly.

3. Frequent blinking.

4. Moves his arms aimlessly. Various tics.

5. Bites nails.

6. Walks bouncing.

7. Thumb sucking (over 10 years old).

XII. C - unfavorable environmental conditions.

1. Often absent from school.

2. Not going to school for several days.

3. Parents deliberately lie to justify their child's absence from school.

4. Forced to stay at home to help parents.

5. Sloppy, dirty.

6. Looks like he's eating very poorly.

7. Much uglier than other children.

XIII. UR - mental development.

1. Far behind in school.

2. "Stupid" for his age.

4. Huge deficiencies in knowledge of elementary mathematics.

5. Doesn't understand mathematics at all.

6. Other children treat him like a fool.

7. Simply stupid.

XIV. SR - sexual development.

1. Very early development, sensitivity to the opposite sex.

2. Delays in sexual development.

3. Shows perverted tendencies.

XV. B - diseases and organic disorders.

1. Wrong breathing.

2. Frequent colds.

3. Frequent bleeding from the nose.

4. Breathe through the mouth.

5. Tendency to ear diseases.

6. Tendency to skin diseases.

7. Complains of frequent stomach pains and nausea.

8. Frequent headaches.

9. Tendency to become excessively pale or blush.

10. Painful, reddened eyelids.

11. Very cold hands.

12. Strabismus.

13. Poor coordination of movements.

14. Unnatural postures.

XVI. F - physical defects.

1. Poor eyesight.

2. Weak hearing.

3. Too short.

4. Excessive completeness.

5. Other abnormal body features.

According to V. A. Murzenko, the maladaptation coefficient of the main part of the sample ranges from 6 to 25 points, in 20.8% of the sample the maladaptation coefficient exceeds 25 points, which, in the author’s opinion, indicates a significant severity of violations of the mechanisms of personal adaptation - such children are already on the verge of clinical disorders and need special assistance, up to the intervention of a psychoneurologist. With regard to 5.5% of students, we can speak more about situational reactions than about stable personality deviations.

An analysis of the structures of filled CIs showed that a typical structure is one in which a dominant syndrome is distinguished, sometimes a group of syndromes. The following distribution frequencies of dominant syndromes have been identified:

V. Hostility towards adults - 34.4%.

VII. Lack of social normativity - 22.2%.

III. Self-care - 12.5%.

II. Depression - 11.1%.

VIII. Hostility towards children - 11.1%.

I. Lack of trust in new people, things, situations - 8.3%.

Methodology for monitoring the process of solving problems by students

Regush L. A., Orlova A. V. Laboratory workshop on pedagogical psychology. - St. Petersburg: Education, 1993. - P. 18.

The process of solving problems can be considered as a subject of observation of the manifestation of the psychological characteristics of students: their thinking, memory, attention, emotions, will, and peculiarities of learning motivation. Such observation takes place in natural conditions for the student, it is not limited by time frames and can be carried out on various mathematical content.

To make observation of problem solving a really effective method of studying the psychological characteristics of students, you need to do the following.

1. Determine the psychological subject of observation (for example, cognitive interest, emotional manifestations, attention span, etc.).

2. Formulate the purpose of observation (for example, give a comparative description of the manifestations of cognitive interest in solving mathematical and linguistic problems).

3. Develop an observation program and methods for fixing facts, it is especially important to determine the units of observation, that is, those features of student behavior that can be seen and that characterize the selected psychological object.

4. Select the lines of analysis of the obtained material.

As a result of observation, organized taking into account the above requirements, it is possible to move from an external description of the student's behavior to the construction of a hypothesis that explains the internal psychological essence of what is happening, and to its subsequent verification.

The quality of the conclusions will depend primarily on the thoroughness of the monitoring program. It must take into account a wide range of mental manifestations, which will allow the observer to give an appropriate interpretation of what he saw.

In addition, you need to plan the time of observations, since they must be multiple - five or more observations. It is necessary that each of them be held at the same time of the day, preferably on the same day of the week.

Speaking about the specifics of the methods of psychological study of problem solving, L. L. Gurova in her book “Psychological Analysis of Problem Solving” (Voronezh, 1976) notes that two ways are possible to deploy, objectify the mental activity of the subject solving the problem: either intervention in the process solutions from the outside, or a comparison of the real course of the solution with an objective-logical program for solving the same problem.

Intervention in the solution of a problem in the form of hints and hindrances, stimulating and destructive influences, or with the help of provocative questions and the student's reaction to it can become valuable additional material in observing this or that psychological phenomenon.

As for comparing the real and optimal course of solving the problem, this is very easy to do when solving well-known experimental problems such as the problem with the Szekely candle or the “Tower of Hanoi” problem (see: Workshop on General and Experimental Psychology / Edited by A. A. Krylov . L., 1987). In order to make such a comparison for an arbitrary task, it is necessary to structure its most rational solution step by step, as well as analyze which cognitive processes and to what extent can be involved in solving, what psychological features the content of the task has (for example, access to spatial representations, the possibility building a large number of hypotheses, the need to transfer the solution method to a new situation, etc.).

The following task is proposed for the observation: “Before you is a square divided into 25 cells. Each column (top) and each row (left) are indexed from 1 to 5. In each of the 25 cells of the square, you can put a number equal to the product of the row and column indices. For a cell in the upper left corner of the square, this product will be: 4 x 2 = 8. It is necessary to select 5 cells in the square so that the sum of their products is a given number (in this example, 39).

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Observations of the master Who can be hypnotized? To one degree or another, we are all suggestible or exert it on other people. Even very lonely people or isolated from society live under the influence of self-hypnosis. Suggestibility is an integral part of our nature, it

From the book Supermemory, or how to remember to remember author Vasilyeva E. E. Vasilyev V. Yu.

Observation algorithm: 1) emotional impression of the subject:? what does it remind you of?? like it or not?? what exactly do you like? what emotions and sensations evokes? 2) rational perception:? geometric shape, dimensions and proportions, general structure (look, appearance, style, color and

From the book Developmental Psychology [Research Methods] by Miller Scott

Methods of Observation Direct observation of behavior is both the most valuable and the most sophisticated of the methods of psychological research. Therefore, I will end this chapter with a discussion of some of the difficulties associated with observing behavior.

From the book Psychology I and defense mechanisms author Freud Anna

I.I AS A VIEWPOINT Definition of psychoanalysis. There were periods in the development of psychoanalytic science when the theoretical study of the individual self was not very popular. Many analysts believed that in analysis the value of scientific and therapeutic work is directly

From the book Group Treatment [At the Top of Psychotherapy] author Bern Eric

OBSERVATIONS When a student or trainee is sufficiently prepared, he may be allowed to attend a therapy group session led by a competent demonstrator or leader. Some groups, without discomfort, endure the presence of two

author Kent Margaret

Daily Observations You should write down at least ten questions about your husband's behavior every day.1. What time did he wake up? 2. Did he take a shower in the morning?3. What did he eat for breakfast?4. When did he leave the house?5. Did he go by car?6. When did he return?7. Did he eat

From the book How to get married. How to beat an opponent author Kent Margaret

Personal observations There are other observations that should be recorded daily.1. Changes in his character. The more time he spends with another woman, the more likely she is to influence him. Pay attention to his new interests, changes in sense of humor, level of

From the book The Bitch Bible. Short Course the author Shatskaya Evgenia

Surveillance Master I read it like an open book. Well, we publish books! Wanda Blonskaya In order to determine whether a man suits you, you need to decide for yourself what kind of man you want to see next to you. It is foolish to dream of a handsome prince who

From the book Conversations with a Son [A Handbook for Caring Fathers] author Kashkarov Andrey Petrovich

12.7. Oddities, observations? When you say hello first, sometimes the elders (mostly grandmothers prevail) pretend that they don’t hear and “go on their own”. Therefore, on occasion, one familiar grandmother, almost a mother-in-law, said: the first with strangers - do not greet. And I can't unlearn

From the book Integral Relations author Uchik Martin

Observations and Questions and Answers It may now be obvious to you that the world of any person is a complex mosaic of subjective perceptions, unconscious conditioning, and objective facts that is constantly changing (and the only constant thing is change).

When developing a program (scheme) of observation, the researcher answers the question, WHICH ELEMENTS OF BEHAVIOR TO OBSERVE? Creating an observation scheme is a difficult job, both in theoretical and practical terms. The observation scheme acts as a means of a qualitative description of the observed reality. The scheme reflects everything that forms the basis of a particular method of behavior of the subject of interest to the researcher. The elements of behavior identified in it make it possible to streamline the observation process, limit it to certain limits, and also optimize the recording of observation data.

Observation schemes are represented by four procedural varieties and are performed as:

1) lists of indicators, signs of external manifestations of the phenomenon under study;

Describes the specific elements of behavior that are characteristic of the studied mental phenomenon. In the course of observation, it is recorded which of them and how often they appear. Each indicator should be unambiguous and equally understood by different people. In this scheme, the set of indicators is considered open. Additions can be made to it if necessary.

Such a scheme contains a complete description of all manifestations of the behavior of interest to the researcher. The set of categories is compiled on a certain scientific basis. It is assumed that it covers all theoretically permissible external manifestations of the phenomenon under study. Here "it is the theory that decides what we can observe..." (Albert Einstein), "and the categories contain a "hidden" explanation - a certain theory of observed phenomena" (N.A. Krementsov). The process of obtaining empirical data is controlled by the inclusion of a theoretical "view" on the phenomenon under study.

Categories are defined operationally, do not overlap with other categories, have the same degree of generality as others, and express a certain aspect of the research problem. They may appear as a result of empirical generalization in a preliminary study and be used to classify observed behaviors.

3) lists of fairly general questions;

Such a scheme is, as it were, questions of the observer to himself regarding the peculiarities of the behavior of the object of observation. In a conversation or questionnaire, in turn, questions will be asked to another, including the object of study itself.

4) lists of subjective scales(evaluative, order);

With this method of observation, the attention of the researcher is drawn not so much to the presence of a particular feature, but to the quantitative degree of its severity (intensity) or representation. A pre-compiled subjective scale is filled, as a rule, either at the last stage of observation, or at the end of it.

The proposed observation scheme can be used as an auxiliary means of obtaining information about the mental activity, behavior and communication of the student. First of all, in the situation of individual examination. At the same time, we do not exclude the possibility of using this scheme in other psychological and pedagogical situations of interaction between an adult and a student. The scheme is a set of descriptions of specific behavioral manifestations of the child, observed by a psychologist or teacher in the process of communication, which

correlated with various parameters of his psychological and pedagogical status.

3. Stott Observation Map (35)

This technique is a specialized questionnaire for studying the content and nature of the maladaptive behavior of a 7-12 year old student. In form, it, like the psychological and pedagogical map, is a technology of structured observation by the teacher of the characteristics of the child's behavior. However, in this case, such fragments of the student's behavior that can be qualified as manifestations of maladjustment are subjected to observation and evaluation. The undoubted advantage of the Observation Card (abbreviated as CN) is its differential capabilities - on the basis of the card filled out by the teacher, one can not only establish the fact of the presence or absence of maladaptation in the student's behavior, but also find out the predominant nature of existing violations (isolation, hostility, anxiety, etc.), as well as the social sphere of their manifestations (relations with adults, with peers).

Accordingly, the main direction of data analysis is qualitative analysis, which makes it possible to understand the nature and depth of violations and to outline ways of correction.

A serious disadvantage of the method is its complexity. Therefore, filling out the KN is recommended in relation to those children whose behavioral disorders have already been recorded by a psychologist and teacher. In addition, in our opinion, this technique has another serious drawback, so to speak, of an ideological nature. It is associated with the clinical orientation of the method and is manifested in the very formulation of behavioral fragments. A teacher who fills in the text of the KN for all the children in the class involuntarily begins to look at them as carriers of negative, pathological traits. This does not contribute to the formation of a humanistic attitude towards children, and, accordingly, complicates the implementation of the idea of psychological and pedagogical support of the child in the process of schooling.

4. Questionnaires for parents

Questioning of parents is provided for in all diagnostic minimums, however, they are of particular importance in the 2nd and 4th screenings, aimed at studying particular

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features of the process of adaptation of schoolchildren in new socio-pedagogical conditions. The information revealed in the process of interviewing parents is an important component of the diagnostic minimum, since it allows:

Match the child's behavior at home with his school

manifestations;

clarify the origin of a particular school
child or adolescent problems;
supplement the data obtained from the survey of teachers
and examination of the child.

In accordance with the tasks of questioning parents, the content of the questionnaires is also set. It includes questions or positive judgments regarding the interest in school, the emotional experiences of the child arising in connection with school situations, the organization of educational activities at home, the general psychophysical state of the student, etc. We do not consider it possible and necessary to use Western questionnaires in mass school practice. for parents, focused on identifying various symptoms of maladaptive behavior. For example, the Achenbach questionnaire*. They are cumbersome, difficult to process and, most importantly, they are focused on identifying children with various maladaptive, asocial, non-normative forms of behavior. The experience of using the Achenbach questionnaire convinced us that parents, in the process of filling it out, hide significant information and react negatively to many formulations. It can be seen that often it is simply unpleasant for them to correlate the text of the questionnaire with their own child.

As a possible option for interviewing parents, we will refer to the "Questionnaire for Parents of First Graders" given in the book "Diagnostics of school maladjustment" (16). The questionnaire consists of closed-type questions concerning various aspects of the child's home behavior, directly related to educational activities and the school communication situation. It does not have strict processing standards, but can serve as a source of important qualitative information. In addition, to standardize the procedure for its formation.

boots in a simple form is not difficult.

5. Tests for performance and pace of mental activity

Partially, information about the tempo characteristics of the student's learning activity and his performance is contained in the psychological and pedagogical map and questionnaires for parents. When this information is insufficient, the screening battery can be supplemented with test procedures such as the tapping test and the Raven mental performance test.

Te p p and n Mr. those art. The author of the technique is Ilyin E.P. (23). The technique is designed to determine the properties of the nervous system by psychomotor indicators. Its practical value lies, among other things, in the possibility of identifying the characteristics of the pace of activity characteristic of a particular student. Practice shows that the results of the test correlate well with the actual behavior of the child in various educational situations. Therefore, on the basis of its data, specific recommendations can be developed for teachers and parents on the organization of educational and other types of student activity. The undoubted advantages of the test include its compactness, ease of processing and the possibility of repeated use.

Raven test for mental performance. This technique is intended for work in the middle and senior levels of the school. It allows you to identify the dynamic features of intellectual activity on verbal material accessible to schoolchildren. The proposed test material partly involves mechanical work, partly requires intellectual effort. This feature of the technique also makes it possible to compare the tempo characteristics of different types of mental activity. The technique is easy to process and does not require much time to carry out.

6. Methods for studying the content features of the cognitive activity of schoolchildren

We consider it possible to obtain a significant part of the information regarding the content of the cognitive activity of schoolchildren and their inherent features in this area in the course of

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expert survey of the teacher. However, we understand that it must be supplemented with the data that are obtained directly in the process of surveying schoolchildren. We have already had the opportunity to present our views on school applied psychodiagnostics and its specifics to readers. Most of the existing intellectual methods designed to examine the cognitive sphere of children and adolescents seem to us to be of little information in terms of school psychological practice and support tasks. The most appropriate for our purposes are such methods as STU in its various modifications, which can be used to study the characteristics of the cognitive activity of adolescents (grades 8-10) and the method for determining the mental development of normal and abnormal children by E. F. Zambazyavichene (3.33).

This technique is intended to study the level and characteristics of verbal-logical thinking in children 7-9 years old. For a school psychologist, interest is not so much in the differential capabilities of the test, but in the possibility of obtaining information about the formation of various elements of logical thinking in children studying in a mass school: operations of generalization and analogy, highlighting essential features, general awareness. Survey data provide information that is important both for building the process of accompanying specific children and for analyzing the teaching process in a particular class, a certain parallel.

1. Methodology essays

The methodology proposed by the authors is focused on examining children at the stage of transition from primary to secondary education. Currently, psychological readiness for the transition to secondary school is mainly the subject of theoretical discussion, but is poorly implemented in practice. The content of psychological readiness has not been defined with sufficient clarity; accordingly, criteria for assessing readiness and diagnostic techniques have not been developed. There are few descriptions of techniques designed for individual use. Mass research with their use is practically not feasible.

Fulfillment of the task of mass examination of children (available

. -

in view of the examination of all children of the same age in a regular school) requires methods of express diagnostics that are quite unusual for traditional psychological practice. The result of using such methods is the conditional division of children into groups. Such groups in a school setting can be high - medium - low level of skills or properties. The authors propose an express diagnostic method for assessing psychological readiness for the transition to secondary school, based on the analysis of the product of activity. It is assumed that the product of activity, especially creative activity, reflects the main personality traits of the subject (author). This applies to both intellectual qualities, abilities, and personal manifestations. With a certain degree of certainty (the results of express diagnostics cannot be the final conclusion!) Conclusions related to the product of activity also apply to personality traits.

Children's work is analyzed. The usual pedagogical technique is used - children are given the task of writing an essay. The work is carried out under normal conditions, by the whole class during one lesson. The theme is "My favorite game or activity." The necessary organizing assistance is provided, which does not affect the content of the work. The topic is related to the direct interests of children, which is important for motivation to work, broad enough to reveal the diversity of children's ideas about the environment, their knowledge and skills.

Essays are considered from several points of view. According to the scheme developed by the authors, it is determined: the intellectual level, the formation of the qualities of the subject of educational activity, the level of volitional regulation of activity, the emotional background, the level of social and personal development.

Analysis of the results allows not only to assess the level of readiness for education in the middle level, but also to implement a program to help children experiencing certain psychological difficulties.

8. Questionnaires for assessing the level and content of school motivation of students

In modern psychological and pedagogical literature, a fairly diverse test material is presented for

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measuring the level and studying the content of schoolchildren's educational motivation (21, 34, 35). Undoubtedly, projective and “semi-projective” procedures are more informative, but they are hardly applicable in conditions of a diagnostic minimum (the exception is school admission, where the use of such methods is quite accessible, for example, the technique developed by M. R. Ginzburg can be recommended (36) For the purposes of mass express diagnostics, it is advisable to use text methods of a questionnaire type.For example, when conducting a diagnostic minimum at the stage of adaptation in the initial link - a motivational questionnaire by N. G. Luskanova and I. A. Korobeynikov (22), when moving to the middle link - methodology “Attitude towards school” (35).

9. Drawing projective techniques

This psychodiagnostic procedure is of great value for school psychological activity, despite the significant technical difficulties that arise when compiling a methodology, processing and interpreting data.

When compiling the text of the methodology, it becomes necessary to select and justify the topic and direction of the judgments proposed for continuation. In our model, we, of course, proceed from the content of the parameters of the psychological and pedagogical status of schoolchildren. This technique is of interest to us, first of all, as a way to identify the features of the system of relations of the student to the world, significant activity, to himself. With the help of unfinished sentences, the cognitive and emotional aspects of this system can be revealed. The algorithm for selecting judgments for diagnostics is as follows.

First of all, social spheres that are psychologically significant for schoolchildren of this age are singled out. Then, within each sphere, significant criteria for the system of these relations are selected, which are evaluated in two aspects: how the student “sees”, perceives the system of his specific social relations and how he emotionally evaluates them.

For example, for older teenagers, one of the most significant is the system of their relationships with peers. AT

Within the framework of this system, such aspects of relationships as subjective involvement in emotional trusting relationships, involvement in a wide system of social contacts are essential. Accordingly, the methodology will include judgments that make it possible to understand how a high school student sees his position in a group, society, and to what extent these positions satisfy him emotionally.

When processing and analyzing these unfinished sentences, many practitioners face serious difficulties. There are two main forms of data analysis of this technique - qualitative, meaningful and quantitative, criteria. The first form is undoubtedly deeper, but can only be successfully used in individual diagnostic work. In a diagnostic mass examination, the second form is used. However, the criterial, quantitative processing itself can be carried out in different ways. For example, by assigning certain scale ratings to students' answers: positive attitude to the question +1, negative -1, neutral (care) - 0. Such an assessment system is described in the literature (30, 23), psychologists, we know that it is not always possible to unambiguously evaluate the student's response in this coordinate system. It seems more acceptable to us to process the results of the technique of unfinished sentences using content analysis. Content analysis is a specific quantitative-qualitative method for processing and analyzing large amounts of unstructured information (27). In our case, it can be used to process these essays, psychotherapeutic interviews with students, and the technique of unfinished sentences. The method involves the selection of certain characteristics of the text under study and the calculation of the frequency of their occurrence. When processing unfinished sentences, the following characteristics can be singled out as characteristics: specific topics disclosed in the answers of schoolchildren, emotional assessment of the situations described, speech features of sentences, etc.

So, the analysis of the data of the projective methodology "Incomplete sentences" allows you to get an idea about the features of the system of relations between the student and the world around him.

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to other people and to himself. Students' answers also contain important information about their emotional state. Indirectly, based on the primary answers, one can also judge the intellectual development of the student (correctness of speech, understanding the meaning of an unfinished statement, literacy, detailed answer, etc.).

There are a large number of options for this technique for school-age children. In our practical work, we focus on two main options: for younger adolescents, compiled by E. V. Novikova, and for older adolescents, compiled by M. R. Bityanova and A. F. Shadura.

Based on the results of the diagnostic minimum, the final document of the examination is filled in - the psychological and pedagogical card of the student. Filling it out allows the psychologist to determine what features of learning, communication (behavior) and mental state are characterized by this student and whether there are pronounced problems in his psychological development at the moment of schooling. The psychological and pedagogical map is compiled according to the same parameters by which the student's status is monitored. As noted above, at this stage of the survey it is not always possible to clearly determine the essence and origin of the existing psychological difficulties. In many cases, a more detailed examination is required, focused on clarifying the hypotheses put forward.

In-depth diagnostic examination

The detailed examination discussed at the end of the previous section can take various forms:

differentiation of norm and pathology,
study of the features of cognitive activity
schoolchildren within the age norm,
study of the zone and content of the conflict,
study of the psychological characteristics of personality
schoolchildren.

In any case, the second stage of diagnosis should be preceded by a hypothesis about the causes of the violation, which would contribute to a sharp reduction in the area of diagnostic searches. During the analysis of diagnostic data
The content of the activities of the school psychologist-

minimum, a psychologist can identify such features and disorders within the framework of the psychological and pedagogical status, the causes of which remain uncertain. Therefore, effective follow-up is difficult. This section of our work can help in formulating assumptions about the nature and origin of the identified features and problems. We have tried to describe the most likely causes of certain difficulties and psychological inconsistencies with the requirements that can be identified during the diagnostic minimum.

The description is structured as follows:

1. The parameter of psychological and pedagogical status.

The most likely psychological difficulties you
revealed in the diagnostic minimum.
The most probable psychological and social
dagogic reasons for their occurrence. At the same time, in
with regard to some parameters of the status of the cause
described under two different headings:
an objective decrease in mental abilities by
in relation to the age norm and without such a decrease
niya. That is, it is assumed that the psychologist is based on
available data or after initial
ny differential examination has a representation
a statement on the ratio of the mental development of a schoolchild
and age norm.

/. Features of the cognitive sphere

Problems:

Low level of arbitrariness of cognitive processes

Low level of development of thinking

Lack of formation of the most important educational mental actions

Possible reasons:

With an objective decrease in mental abilities in relation to the age norm

"mental retardation

functions
psychophysical infantilism (in this case it is
means a kind of "jamming" of the child at the

141

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school level of development, which is especially evident in relation to the norms, rules of behavior and activities, as well as in the characteristics of self-esteem, which often turns out to be unformed). Psychophysical infantilism can be provoked by the style of family education, the peculiarities of the socio-pedagogical environment of the child's life, but in this case it can be assumed that it was formed against the background of a certain cerebral insufficiency (10).

Without an objective decrease in mental abilities in relation to the age norm

high personal or school anxiety, you
called violations of communication with teachers or with
peers and family problems
low level of learning motivation caused by
an effective pedagogical lag in programs
me, a low level of psychological readiness for learning
learning at this school level, intellectual
passiveness, etc. In general, low educational
motivation can be the result of two sets of
those factors. The first set of factors
leads to unformed learning motivation. With
In such situations, the psychologist and teacher most often
encounter in elementary school. The basis
These situations may be based on the peculiarities of Intel
lectual and volitional development of the child, social
but-pedagogical factors. Second set
factors leads to a decrease in learning motivation.
This situation can occur at any stage.
school education. Provoke her violations of the knowledge
chimyh social relations, objective lag
program, family problems and other facts
tori (10, 24).

Problem:

Low level of speech development Possible reasons:

With an objective decrease in mental abilities in relation to the age norm:

The content of the activities of the school psychologist-

mental retardation
mental retardation or mental retardation
functions
psychophysical infantilism

Without an objective decrease in mental abilities in relation to the age norm:

low level of learning motivation
specific speech problems
socio-pedagogical conditions of development (character
and style of communication in the family, features of speech development
of the subculture to which the family belongs and
reference group of a student).

Thus, when a number of problems in the cognitive sphere of a child are identified, such as a low level of arbitrariness of cognitive activity, an insufficient level of development of thinking and speech for successful learning, and the lack of formation of the most important educational cognitive actions, in some cases a differential examination is required. It will be focused on correlating the level of intellectual development of the child with the age norm. In the event that the assumption of mental decline is not confirmed, or the psychologist can refuse such an assumption without conducting it, it is necessary to plan an in-depth examination in such a way as to check other most likely assumptions about the causes of the existing difficulties. At the same time, he, of course, can rely on the entire set of data obtained during the diagnostic minimum.

For example, a second grade student Valentina K. was transferred to the second grade with great difficulty, the material of the first grade remained practically unlearned: the girl does not read well (but loves to listen to books), she cannot cope with logical tasks and examples that require calculations with the transition through ten. Obedient, calm. Not neat, not neat. She likes to play and spends a lot of time with dolls.

A diagnostic examination, carried out at the request of the teacher, showed a low level of development of thinking, lack of formation of the most important mental actions, poorly developed oral speech, and the girl's disinterest in successful learning. Girl tre-

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is important, distrustful of adults, is not popular and respected in the class.

From conversations with the teacher, it became known that the girl spent the last three years before school in the village with her great-grandmother, as another child was born in the family, very weakened and sickly.

The psychologist suggested the presence of serious mental disorders and organized a differential in-depth examination using the children's version of the Wechsler test. The girl's intellectual index turned out to be 99, while on non-verbal subtests - 104, and on verbal - 94. Particularly low results were obtained in the subtests of awareness, comprehension, mathematical, sequential pictures. The last subtest was repeated after completion of the examination, and under the conditions of training and assistance, the girl coped with it very successfully.

Mental decline turned out to be not so significant and was provoked mainly by a low stock of knowledge about the world, unformed logical thinking skills. Educational problems were provoked by the child's low social and cognitive readiness for learning, the lack of proper support and substantive assistance in the family, as well as school failure itself, which gave rise to fear, self-doubt, and apathy.

/7 r o l e m a:

Poor development of fine motor skills

Possible reasons:

specific neuropsychological problems (3, 25)
left-handedness (it is necessary to distinguish between difficulties, fuss
kaya in teaching writing and drawing (drafting)
left-handers who continue to write with their left hand and work
retrained left-handers getting used to the right
hand) (5).
psychophysical infantilism

Problem:

Low rate of mental activity and low educational performance.

Possible reasons:

With an objective conditionality of the existing problem:

Features of the nervous system (inert or weak

types of nervous activity)

asthenization of the nervous system due to the object
positive causes of genetic or ontogenetic
whose nature, conditions of life and activity, con
specific events
physical weakness due to chronic or
acute somatic diseases

With the protective conditionality of the existing problem:

high personal or school anxiety
communication disorders at school (with teachers and
stniks)
family parenting style (hyperprotection) (49)
negative emotional background of intra-family
wearing

In most cases, based on the results of the psychodiagnostic minimum, the psychologist can judge what causes the existing psychodynamic disorders - objective or protective, and, accordingly, construct a further clarification of the problem.

For example, a student of the 8th grade, Vyacheslav D., during the diagnostic minimum, demonstrated extremely low rates in the randomness of cognitive activity, pace and mental performance, and reduced learning motivation. The results differed significantly from the previous low. All teachers complained about inattention, lethargy, passivity and low work efficiency. At the same time, the parents noted that when doing homework, the boy can get himself together and remains very successful in external activities (classes in a dance circle).

Based on the available information, the psychologist suggested that slowness, low performance and reduced learning motivation are a reflection of school problems. Most likely, in any system of social relations. A conversation with the class teacher allowed us to clarify this issue. The teacher noted that the last months the boy practically does not communicate with classmates, they treat him with disdain. Further examination, in particular, consultative work with the teenager, made it possible to substantiate this assumption and find out the reasons for his conflict with the most influential members of the class, which led to serious intra-personal and educational problems.

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2. Features of behavior and communication of schoolchildren Problem:

Violations of communication with peers and teachers of a predominantly aggressive nature Possible reasons:

aggressiveness as a developed personality trait
child and adolescent (personal accentuation). She is
may be associated with certain social
pedagogical conditions of a child's life outside of school
ly, in particular, the assimilation of the style of aggressive behavior
denia in the family, characteristics of the teenage referent
group, in addition, it can be a reflection
certain clinical problems (called
cerebral insufficiency) (44)
aggressiveness of a protective nature, as a manifestation
anxiety, uncertainty of the student in accepting his
significant adults or peers, inadequate
new manifestation of internal insecurity
aggressiveness as a reflection of the lack of formation
productive forms of communication associated with style
family education, living conditions, experience before
previous communication with adults and peers,
or - autism in varying degrees of severity
(by autism, in this case, we mean lower
need for communication) (10)
aggressiveness as a reflection of unaccepted giftedness
ty, non-standard personality of the child

Problem:

Communication disorders with peers, manifested in the form of isolation, avoidance of contact with peers and teachers

Possible reasons:

objectively determined features of communication re
benka and teen related with intel features
lectual or emotional development (intellect
tualism, autism)(10)
features of a protective psychological nature, connected
students with high personal or school anxiety
ness. In this case, the child's isolation is often

146

it is combined with incredulity, apprehension, especially in relation to new life situations. In many cases, such a child is characterized by an unproductive type of educational and social motivation - an orientation towards avoiding failure.

Closure as a reflection of a low level of form

advanced™ productive means of communication, connected
with the style of upbringing and communication in the family (conditionally
speaking, autization of a socio-pedagogical nature)

Problem:

Violation of communication with peers and teachers, mainly in the form of negative demonstrativeness - a conscious violation of the rules and norms of school behavior.

Possible reasons:

lack of adequate forms of implementation
needs for attention and recognition of others,
associated most often with the peculiarities of the family style
th education
unrecognized giftedness and unrecognized by others
gifted personality of a child or adolescent
high personal anxiety leading to
confidence in being accepted by significant adults and
stewardesses
as a demonstration of teenage independence,
taken in most cases in violation of the normal
no emotional contact between the student and the teacher
we and peers

Problem:

Disturbances in communication with teachers and peers, manifested in excessive diligence, conformity of the child. The communication of such a student is characterized by "stickiness", demonstrative loyalty.

Possible reasons:

High personal anxiety, manifested in

the child's insecurities in love and acceptance are significant
by adults and educators. Sometimes this behavior
acts as a form of family compensation
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child’s problems (for example, parenting styles such as under-custody)

Emotional and personal infantilism of the child,
manifested in high conformity, unformed
consistency of ideas about one's "I", motivational
noah immaturity. Often such features provoke
nurtured and supported by a certain family style
nogo education, attitude towards the child (overprotection).
It may also be based on a certain goal.
rib insufficiency (44)

Problem:

Motor disinhibition, restlessness, low level of control over one's behavior and emotional reactions.

Possible reasons:

in the event that disinhibition and restlessness with

are read with high activity (educational, cognitive
therapeutic, social or any other) and healing
orientation, we can talk about the features
nervous system (high energy), manifestations
general giftedness and high cognitive mochi
student's position. In this case, similar behavior
physical manifestations may indicate non-sex
noah, insufficient realization by the child of his
potential.

Dima S., a sixth grade student, baffled his teachers. In elementary school, he studied well, but he was distinguished by a very lively, mobile character, he was restless and talkative. By this he greatly irritated his teacher, a professionally literate woman, but tough. She not only did not encourage, but rather seriously punished the boy for violating the established discipline. Parents supported the teacher in everything. They also considered their son ill-mannered, disobedient, although, no doubt, capable. At the end of the 5th grade, Dima's behavior deteriorated significantly: he became irritated, impudent, began to be rude to teachers, even hooligans: spoiling furniture, inserting matches into locks. Studied extremely unevenly: 5-2. Easily grasped new material, but no longer showed interest in school knowledge. At the same time, he read a lot and with pleasure, was engaged in aircraft modeling, chess. Parents repeatedly and seriously

the teenager was punished, even taken to a psychiatrist, but he was not registered.

After talking with the parents (regarding the history of their son’s development) and with the teachers, the psychologist suggested that the matter was in the boy’s eccentricity, wide talent, for which neither the parents (they really wanted a helper girl) nor the teachers were ready. Tests for general giftedness, intellectual abilities confirmed this assumption of the psychologist.

Features of the behavior of the protective psychological
nature. Disinhibition as a demonstrative
behavioral manifestation may occur against the background
violations of the student's communication with teachers and
stewardesses
Motor disinhibition against the background of high
impulsiveness of behavior, its weak purposeful
ness may indicate certain features
problems of the child's nervous system, unfavorable
neurological status
Motor disinhibition as spoiled
testifies to the peculiarities of the style of family
nutrition and relationship with the child

Problem:

Behavioral disorders mainly in the form of depressiveness, asthenization of the student Possible reasons:

depression due to objective facts
ramie - fatigue, low energy. Such special
Behavioral fluctuations may indicate a general
somatic weakness of the child, psychological
or psychophysical exhaustion, as well as special
the nervous organization of the child - a weak type
nervous system in the first place. At the same time, it is necessary
take into account that in itself this type of nervous activity
activity is not a cause of depressive
student standing. He becomes provocative
factor in conditions unfavorable for learning
and development of children of this type
depressive behavior of protective psychological
nature. This behavior can be caused by a combination

149

M. Bityanova

psychologist

various socio-psychological conditions: demonstrative depression as a reflection of an unsatisfied need for attention, a consequence of high personal or school anxiety associated "with a violation of contacts with significant adults and peers, unrecognized giftedness, and finally, a motivational withdrawal from activity into an internal fantasy plan may be associated with loss of interest in cognitive activity (low or unformed learning motivation)

General slowdown in the pace of psychophysiological activity

calic nature, mistaken for a deviation
behavior

Problem:

Behavioral disorders, manifested in the disinhibition of the drives of the child and adolescent Possible reasons:

pathological, irresistible cravings, due to
certain objective mental disorders
hiccups of a child or teenager
disinhibition of social and pedagogical drives
nature associated with the characteristics of the living environment
child’s activity, features of family upbringing
tanya
disinhibition of psychological defense drives
nature, most often acquiring the features of nega-
tivistic demonstrativeness. Has its basis
violation of communication with significant adults
and peers

Problem:

The manifestation of neurotic symptoms in the behavior of the student, such as tearfulness, speech disorders, obsessive movements or sounds, psychosomatic manifestations (pain, allergic reactions, enuresis, etc.).

Possible reasons:

as manifestations of pre-existing psychosomatics

medical disorders and diseases

high anxiety as a reflection of serious disorders
accomplishments in relationships with significant adults, accomplishments
stnikami and in the family
high anxiety as a stable personality trait
(certain type of character accentuation)

As for the problems that arise in the system of relations between a student and other people - a negative assessment of these relations, their perception as unfavorable, unproductive, they are in most cases due to objective violations in relations. This may be rejection, rejection by significant adults or peers, social isolation of the student, rejection and rejection of the social environment by the child himself. A possible reason may also be the deep internal conflict of the personality of the student himself, projecting himself into the system of external relations.

Finally, low self-esteem in the vast majority of cases is a secondary factor, a derivative of certain disorders in the child's learning, behavior or well-being (6, 10, 16, 19). A decrease in self-esteem often occurs after a change in the social situation, the system of social relations of the child. So, self-esteem decreases against the background of a child’s chronic failure, rejection by a group of peers, deterioration of attitudes from significant adults - parents, teachers, etc. From this point of view, self-esteem can be considered rather as a “litmus test” of the psychological state of the child. Often, its level and maturity make it possible to more clearly differentiate a psychological diagnosis (for example, to separate situations of psychophysical infantilism with undeveloped self-esteem and chronic failure, accompanied by an underestimation of one's capabilities (10). In addition, this indicator reflects the depth of violations and problems that a student has. in the presence of serious problems in behavior, learning or relationships with others, the student maintains adequate self-esteem and a positive "I-concept", this opens up wide opportunities for changing the current situation, solving existing difficulties.

M. Bityanova

So, if in the process of the diagnostic minimum certain problems of learning, behavior or psychological well-being of the student are revealed, the psychologist carries out subsequent diagnostic work according to the following scheme:

Description of the problems and difficulties of the student identified at the stage of the diagnostic minimum
f
Hypothesis of identified difficulties	about the nature and origin
and.	b1
Get more expert information	Conducting a differential or in-depth examination
s	V.
Confirmation or change of hypothesis

Testing hypotheses regarding the origin of certain difficulties of the child, if necessary (that is, if the information available to the psychologist is not enough to organize consultative, corrective or social dispatch work), are checked in an in-depth psychodiagnostic examination of the student's personality. In this case, it is very difficult to give unambiguous recommendations on the choice of methodological tools, since a lot depends on the child, and on the qualifications and professional preferences of the specialist himself. We will allow ourselves to express some considerations regarding the methods most effectively used in school practice.

Thus, a differential examination of a child can be quite successfully organized using such express methods as the Peresleny-Padobed method (3), the Bender test (26), as well as using the full version of the Wechsler children's questionnaire. The last test is undoubtedly preferable, but the first two methods can also help the psychologist decide on the possibility of teaching a child in a given school.

The study of the characteristics of the cognitive activity of students is carried out in most cases with the help of

personal intellectual tests, methods for studying the properties of memory, attention, perception. Their specific choice is determined by the hypothesis put forward by the psychologist on the basis of the available preliminary information.

If it is necessary to study the zone and content of the child's internal conflict, the projective methods CAT and TAT (10, 30), the Rosenzweig test, the Rene Gilles method (23, 30), the color test of relations (30), drawing projective methods can be successfully used.

To study the personal characteristics of schoolchildren that provoke certain problems in learning, behavior and mental well-being, the children's version of the Cattell questionnaire (1.16), the Lichko adolescent diagnostic questionnaire (21), the Luscher test (31) can be used.

We note once again that the purpose of conducting such complex examinations is not to make a psychological diagnosis in the strict sense of the word, not to create a holistic portrait of the child's personality, but to obtain reliable information regarding the validity of the hypotheses put forward. It, in turn, is necessary for building an effective process of support, first of all, its advisory, corrective and social dispatching aspects. The information obtained by the psychologist as a result of conducting various diagnostic schemes is recorded in the student's psychological and pedagogical card and in special documents prepared for the consultation.

A few words about the psychological and pedagogical map of the student. It is based on the data of diagnostic minima and in-depth or differential examinations organized according to their results. It reflects the status parameters highlighted above, their primary numerical and level assessment according to the diagnostic procedures that were used to measure them. The map also contains the conclusions of the council, notes on the conduct and results of certain types of accompanying psychological and pedagogical work. Storage of various test forms, primary questionnaires is not advisable. The psychological and pedagogical card of a student is not a public document. The school should develop clear ideas about what information is available only

Age psychology -> Although population counseling is a new type of practical activity for psychologists, today it is not being built from scratch

Observation Method for Analyzing the Interaction Process by R. Bales is designed to study small groups (their approach to problem solving, status-role structure, etc.), as well as the personal characteristics of the participants and their relationships. The process of interaction is described using 12 descriptive categories that reflect the main problems of relationships and group processes: a) the exchange of information and the definition of the situation in the group consciousness; b) mutual evaluation of each other and external information, formation of group values; c) attempts by individuals to command each other or influence each other, the formation of a status hierarchy; d) formation of a group solution to the problem; e) weakening interpersonal and intrapersonal tensions, maintaining harmony; f) development of mutual assistance and support, group integration. R. Bales in later works allows the reduction of the original 12 categories to 8, respectively, 4 main parameters: adaptive actions (compliance, indulgence; opposite - exaltation, dominance); integrative actions (causing acceptance or rejection); instrumental and expressive actions (see Figure 2).

The observer must assimilate the list of categories and the meaning of each of them, and not separately, but as an ordered system. Before the interaction begins, it remembers the participants and designates each with a number or letter. When observing, he divides the behavior of the participants into separate acts and fixes each one, summing it up under the category in the scheme that best describes this fact.

a - orientation problem;

b - the problem of evaluation, opinions;

c - control problem;

d is the problem of finding a solution;

e - the problem of overcoming tension;

f is an integration problem.

The most informative data with the help of this scheme can be obtained by observing a group working under a time limit, while solving complex problems together.

Figure 2.

Using observation to study development. The widespread use of the observation method for studying the mental development of children is due to the characteristics of the object of study. A small child cannot be a participant in psychological experiments, unable to give a verbal account of his actions, thoughts, emotions and actions. The accumulation of data on the mental development of infants and young children made it possible to bring them into certain systems.

Development tables A. Gesell cover four main areas of child behavior: motor skills, language, adaptive and personal-social behavior. Data obtained through direct observation of children's responses to common toys and other objects are complemented by information provided by the child's mother. The American psychologist A. Anastasi, in his authoritative manual on psychological testing, notes the lack of standardization of these developmental tables, but points out their usefulness as a supplement to medical examinations carried out by pediatricians and other specialists.

Method E. Fruht fixes the development of a child aged 10 days to 12 months in the following categories: 1) visual orienting reactions; 2) auditory orienting reactions; 3) emotions and social behavior; 4) hand movements and actions with objects; 5) general movements; 6) understanding of speech; 7) active speech; 8) skills and abilities.

For each age, a list of categories (from two to seven) and a description of the reactions characteristic of this age are given. For example, for the age of 1 month: general movements - lying on his stomach, trying to raise and hold his head (for 5 seconds); immediately raises his head after stroking his back, holds it for 5 seconds and lowers it. For the age of 3 months: general movements - lies on the stomach, leaning on the forearms and raising the head high (for 1 minute), immediately raises the head high, leaning on the forearms, the chest is raised, the legs lie calmly, maintains this position for 1 minute; holds the head in an upright position (in the arms of an adult); keeps head straight for 30 seconds. With support under the armpits, it firmly rests on a solid support with legs bent at the hip joint; when touching the support, straightens the legs at the knee joint and rests with both feet.

This scheme is not aimed at making a diagnosis, but only allows you to recognize the overall picture of development and pay attention to some alarming symptoms.

Development cards D. Lashley. The author proposes to use the following structural headings in the development card: 1) physical development, which covers both general movements, such as walking, climbing, and more subtle ones, such as coordination of eye and hand movements when drawing and modeling; 2) communication and speech development. These include expressive speech and understanding; 3) social development and play - include relationships with adults and children, how the child plays, his interests, the ability to concentrate on these activities; 4) autonomy and independence - the ability to do without the help of adults during eating, dressing, using the toilet, as well as the ability to help adults, participate in group activities and carry out current assignments; n) behavior. sometimes included under headings 3 (social development) or 4 (independence), but this section is necessary to record the difficulties and problems of the child.

The structure of the development card is a list of points for each direction of development. If the skill or skill is formed, then put “V” (tick) in the card, if the data is uncertain, put “?”. There are no results at the end. This is a way to "photograph" a baby at some point in development in order to plan further measures for his upbringing, as well as for comparison with future "snapshots" of the same child.

Psychologists and speech therapists use the results of a child's development to compare with the average for children of a given age. Educators tend to compare later developmental outcomes with earlier ones. If a child has developmental deviations, they are usually expressed in a decrease in the rate of development. For such children, special development cards are needed, which indicate more detailed stages and steps that the child goes through before he learns certain skills. They are not always marked as milestones for healthy children.

When choosing a development card, you should not strive to find a perfect sample - one hardly exists. Precisely formulated points in the card are less important than systematic observation of the child. The regularity of observations is called by D. Lashley the "method of time samples" and means making observations over pre-marked time intervals. All entries relating to one "slice" must be entered on the card within one week. If this is not possible, follow-up should be postponed.

D. Lashley's method of observing "difficult" behavior. The author believes that in order to understand the problem of the child, one should conduct an observation and then conclude how serious it is. It is fairly easy to identify three main aspects of observation: 1) frequency - how often the problem occurs; 2) duration - how long the "difficult" behavior lasts in each case, or how long per day such behavior looks typical; 3) intensity - the problem is simple, fairly serious or very serious. Separately, it should be said about the frequency of observations. You can observe the child for several days, or you can simply count the number of manifestations of "difficult" behavior. Frequency calculation in relation to such behavior sometimes brings unexpected results. Adults may decide that the child is naughty most of the day, and after observation it turns out that there are long periods during the day, or even whole days, when the child is not at all "difficult".

Thus, on the basis of observation, it is possible to conduct both fundamental research in the field of child development and a huge number of applied research that helps to reveal and explain various phenomena of child development. Mastering the skills of psychological observation is very important for the teacher, as it allows him to better understand his pupils.

Analysis of pedagogical communication with the help of observation. Specialists in the field of educational psychology are unanimous in asserting the leading role of pedagogical communication in the process of teaching and raising children. Pedagogical communication is the foundation of relationships with children. There is a law of transferring the attitude of schoolchildren to the teacher to their attitude to the subject, so the analysis of pedagogical communication is one of the main aspects of the psychological analysis of the lesson (class).

Method N. Flanders is designed to observe and analyze the speech interaction between the teacher and students. It uses 10 categories of interaction, 7 of which relate to the speech activity of the teacher, 2 - to the statements of students and 1 category is auxiliary. A list of categories of interaction is given in Appendix 1. The method of N. Flanders considers verbal interaction from the standpoint of the balance of initiative in communication between the teacher and the student, as well as the nature of the interaction (directive - non-directive).

The N. Flanders system is one of the most popular in the world, several modifications have been created on its basis. To analyze a school lesson, there is a modification A.E. Steinmetz, who proposes to single out the following positions for the analysis of pedagogical communication in the lesson: focusing on the thoughts of students (AM;) acceptance of the feelings of schoolchildren (HR) expression of satisfaction (VU; appeal to the opinion of students (OM), instructions, orders (UR); expression of dissatisfaction (VN) , disciplining influences (DI), conflict interactions (CI) (Appendix 2).

After counting the manifestations of individual positions, a meaningful description of the prevailing positions in each structural component of the lesson, the validity and expediency of their application is given.

To analyze the interaction of a teacher in the classroom with children of preschool age, it is recommended to use the system for analyzing speech interaction by N. Flanders in the modification T.I. Chirkova(Appendix 3). In the classroom, the educator's speech takes up most of the time, it permeates all the structural parts of educational and cognitive activity, from setting goals and objectives to evaluating the results of the educational and cognitive process. Verbal interaction is of great importance in the education and upbringing of a child, since language transmits culture. The educator's speech is the main means of introducing children to the ways of human thinking, and it is very important that verbal communication be carried out at a level sufficient for such purposes. All speech reactions are divided into several categories, combined into three groups: the teacher's reaction to the actions of children, the teacher's own initiative, and the children's conversation.

The protocol records all the speech statements of the teacher and children assigned to various categories. In some cases, the reasons that caused this or that statement are indicated. In the analysis, quantitative processing can be used. The number of statements assigned to one category or another is counted.

Qualitative analysis can be done in several ways, depending on the objectives of the observation: the first way is to see how the categories change in the time sequence in the lesson - at the beginning, middle, end. In this case, the fixation of categories should be broken down by time. With the help of this method, pedagogical skill is clearly visible. A certain combination of categories speaks of the teacher's support for children's cognitive activity, of providing children with the opportunity to show their own initiative in the classroom. The reverse sequence of these same categories indicates the suppression of manifestations of children's activity. The dominance of monotonous interaction options characterizes the formality, the stereotype of conducting a training session with children. Thus, the first method of analysis makes it possible to identify the type of activity of children in the classroom, the position of the teacher and his attitude to the manifestation of children's initiative in the classroom. The second method of analysis allows you to identify the proportion of the speech activity of the teacher and children in the classroom. The ratio of 2: 3 is considered optimal (2 - speech activity of the teacher, 3 - speech activity of children). The ratio of the use of different categories also allows us to draw a conclusion about the style of pedagogical communication in the classroom.

Observation technique L.A. Regush is designed to analyze the verbal influences of the teacher during the lesson. This technique differs from the previous ones by the presence of "keys" - empirically obtained ranking places of various categories of interaction with a high and low level of students' understanding (S.V. Kondratieva).

To process the results of observation, it is necessary to: count the number of words-impacts of each type, determine the rank place of each type of impact, correlate the rank places of one or another type of impact observed by the teacher with the data presented in the "keys". Based on these data, we can conclude: about the most characteristic types of verbal influences for this teacher (1-4 ranking places); about the least characteristic types of verbal influences for a given teacher (9th - 12th ranking places). (Appendix 4).

When using the methods of monitoring the activities of the teacher, the following conditions must be observed: before conducting the observation, it is necessary to familiarize the teacher in detail with the methodology used and, having received the consent of the teacher, conduct timing and fix the categories of interaction. It is advisable to repeatedly conduct observation in several classes (lessons). Analysis and discussion of the results of observation should be carried out together with the teacher. When analyzing the categories of interaction, adhere to the principles of personality-oriented developmental education.

Analysis of student behavior using the method of observation. In the process of teaching and educating children, it becomes necessary to study their behavioral characteristics. For this, methods based on the method of observation can be used.

Grading scale for measuring student reactivity J. Strelyau. The scale consists of a description of 10 types of behavior in various situations, which are considered especially important for the diagnosis of reactivity. Each of these types is evaluated on a five-point system. Therefore, a student can receive a maximum of 50 points, a minimum of 10 points. At the same time, the level of reactivity is the lower, the more points the observed person receives. The observation scheme is given in Annex 5.

Stota's observation map is designed to study the behavior of students who are maladjusted to school conditions. Teachers are involved in the observation, having the opportunity to interact with the student in the classroom, in extracurricular activities, to observe them at breaks and in their free time. The observation map consists of a description of 16 symptom complexes (SC). Each SC includes a list of patterns of behavior. In each SC, patterns of behavior have their own numbering (see Appendix 6). When filling out the map, the observer marks with a “+” sign the manifestations characteristic of the student and with a “-” sign - those that are not characteristic. Patterns of behavior in different SCs have different informative weights, so when translating primary empirical indicators, a special table is used. Then, in each SC, the scores are summed up and converted into percentages. Based on the results of filling in the observation map, the maladaptation coefficient is calculated. However, according to Stott, the numerical indicators of the UK are indicative, and they must be handled with care, because. the technique is not standardized.

According to V.A. Murzenko, the maladaptation coefficient of the main part of the sample ranges from 6 to 25 points. In 20.8% of the sample, the maladaptation coefficient exceeds 25 points, which indicates a significant violation of the mechanisms of personal adaptation. Such students are on the verge of clinical disorders and need special assistance, up to the intervention of a psychoneurologist. With regard to 5.5% of students, one can speak more about situational personal reactions than about stable personal deviations. An analysis of the structures of the completed observation charts showed that a typical structure is one in which a dominant symptom complex is distinguished, sometimes a group of symptom complexes. The following frequencies of distribution of dominant symptom complexes have been identified:

V. VV– hostility towards adults – 34.4%,

VII. BUT- lack of social normativity (asociality) - 22.2%,

III. U - self-care - 12.5%,

II. D - depression - 11.1%,

VIII. VD– hostility towards children – 11.1%,

I.ND - distrust of new people, things, situations - 8.3%.

Thus, observation methods can be used both in psychological and pedagogical research and in the practical activities of psychologists in educational institutions. Mastering the skills of psychological observation is also very important for the teacher, as it allows him to better understand his pupils.

Questions for section 2:

1. Highlight the main characteristics of observation as a method of psychological research.

2. What does the observation technique consist of?

3. What phenomena act as the subject and object of observation?

4. In what ways can the influence of the presence of an observer on the behavior of the observed be minimized?

5. Describe the main types of observation.

6. What are the ways to quantify the observed phenomena?

7. What methods of verbal fixation of behavior did M.Ya. Bass?

8. Select the forms of recording non-standardized and standardized observations?

9. For what purposes can R. Bales' observation technique be used?

10. What methods of diagnosing the development of infants and young children are based on the method of observation?

11. What methods based on the method of observation can be applied to analyze pedagogical communication?

1. Anastasi A. Psychological testing. T. 1, 2. M., 1982.

2. Basov M.Ya. Selected psychological works. M., 1975.

3. Age and individual characteristics of younger adolescents / ed. D.B. Elkonina, T.V. Dragunova. M., 1967.

4. Lashley D. Working with young children. M., 1991.

5. Nikandrov V.V. Observation and experiment in psychology. SPb., 2001.

6. General workshop on psychology. observation method. Part 1 / Ed. M.B. Mikhalevskaya. M., 1985.

7. Psychological diagnostics: Problems and research / ed. K.M. Gurevich. M., 1981.

8. Psychological tasks for the pedagogical practice of students. / Ed. A.E. Steinmetz, M., 2002.

9. Working book of a school psychologist / ed. I.V. Dubrovina. M., 1991.

10. Regush L.A. Observation in practical psychology. SPb., 1996.

11. Regush L.A. Practicum on observation and observation. SPb., 2001.

12. Chirkova T.I. Psychological service in kindergarten. M., 2000.

Portal for the student. Self-training

The timing of the development of congenital and conditioned reflex hand movements in a child

Scheme of an outpatient study (V. Smekal)

List of observation techniques included in the book

The method of observing the behavior of the organizer of the discussion between children after watching a TV show, performance, etc.

Methodology for monitoring the verbal influences of the teacher in the lesson

Glossary of terms revealing the meaning of various types of verbal influences

Methodology for expert assessment of non-verbal behavior of a person

Methodology for monitoring the manifestation of perseverance and perseverance in the process of a training session or competition

Method of monitoring emotional arousal

Protocol for assessing external manifestations of emotional arousal

Scheme for monitoring a child during a psychological examination (for children from 6 to 15 years old)

Grading scale to measure student reactivity

Scheme for monitoring the manifestations of interest, attention of students in the lesson

Statistically Significant Changes in the Expressive Movements of Schoolchildren's Attention

Stott Observation Map

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