Violations: 1 long-term mood disorders(depressive and manic states).
2. Emotional instability(with anxiety depression, with cerebral atherosclerosis),
3. Inadequacy of the emotions of the situation in terms of strength or content(schizophrenia, psychopathy, frontal syndrome)
4. Ambivalence of affect(I love and hate, with schizophrenia). 5. Explosiveness, tendency to affective outbursts(epilepsy, psychopathy).
6. Inability to understand and express feelings(alexithymia). 7. Flattening of emotions(schizophrenia, dementia). eight ... Paroxysmal emotional disorders(fears, panic attacks, pathological affect). Emotion research sphere starts with an assessment the appearance and behavior of the patient, his manner of speaking, facial expressions, the nature of the complaints presented. It is necessary to find out the emotional state of the patient, any changes in this state that have occurred recently. Sometimes a depressed emotional state is indicated by numerous health complaints, irritability, lethargy. Patient observation data, as well as material obtained during the clinical conversation, are much more valuable sources of information than the results of formalized methods (Beck Depression Questionnaire, Minnesota Multivariate Personality Questionnaire, Luscher color test, various anxiety scales).
30. Psychosomat disorders, classif. The concept of psychosomat and somat correlations. Psychosomatics- the industry of clinics. psychol. and medicine, cat. the influence of the psyche. factor on arisen. and development. somatic pathology. The subject of psychos... - psychosomatic. diseases. Tasks: 1. Prevention. a) mental hygiene - prevention of development. unfavorable psychosomatic. and somatic. diseases. b) psychoimmunity - formation is correct. representations and attitudes. people to themselves, illness and the world as a whole. c) prevention of development. complications. 2. Diagnostics. a) differential - diagnosis, revealed. the proportion of psychol. factor in development. diseases. b) dynamic. - dynamics of the disease. Severe somatic disease, call. mental. activity of the patient and turns him into a psychosomatic. 3. Psychologist. help - counseling, correction, psychotherapy, sensorimotor. correction. 4. Rehabilitation - restored. the status of a person. Methods: Psychosomatic. issled. early from observation of the patient, from a conversation about his experiences, life history, general situation. Continuation of this conversation yavl. psychotherapeutic treatment, deepening of psychoanalysis by free methods. assots, interpretation of dreams, study. att. the patient to the outside world in the process of transferring. Formalization of diagnostic conversations in the form of a standardizer. interview allows you to get a more systematic anamnestic. intelligence. Standardization of the assessment in semantic and linguistic. analysis of content. conversations that help. correct. selection of psychotherapeutic method of treatment. Auxiliary. Wed-in hypothesis testing yavl. statistical issled, the purpose of the cat. is to study. patterns of occurrence. phenomena. Psychosomatic correlations... In response to the unfavorable. mental. composition for people may be different. physiological changes. There are differences among them. psychogenic. reactions and psychosomatic. diseases. Changes arising. in the body under the influence of the psyche. factors - psychogenic. Psychogenic factors can cause the following. physiological reactions in different organs and systems of the body: increased heart rate,
changes in blood pressure; holding breath, vomiting, constipation, dry mouth; increased / weakened erection, swelling of the clitoris and secretion of the genital area, muscle tension, tics, sweating, etc. Psychogenic reactions are temporary, transient, adaptive. diseases - physical. disease or disorders, the cause of the occurrence. cat. yavl. affective. stress (conflicts, discontent, mental suffering, etc.).
Somatopsychic correlations... It is believed that the type of response to somatic. the disease is associated in the first place with the patient's assessment of its severity. There is a phenomenon of "objective severity of the disease" and "subjective. the severity of the disease ". In each case. case rel. to the disease is individually-specific. originality, which depends on the social-constitutional. and individually-psychol. features of people
31. Internal picture of the disease, types of responses to the disease Adopted in Fatherland. clinics psychol. the typology of response to disease was created by Lichko and Ivanov. Similar types of responses are grouped into blocks: 1) incl. types of relations. to the disease, with cat social. adaptation is essential but not violated. (harmonious, ergopathic and anosognosic types). 2) types of reagires enter, resulting in a psychic. maladjustment mainly with intrapsych. orientation (hypochondriac, anxious, melancholic and apathetic.). 3) incl. types of react. with violation. crazy. adaptation by interpsychic. option, cat. to the greatest extent depends on the premorbid personality traits of patients (egocentric, neurasthenic, obsessive-phobic, sensitive, euphoric, paranoid).
Types of response to illness without disturbance. social adaptation: 1 - When harmonious. type of psychic. response is important yavl. realism in rep. symptoms and understanding objectively the severity of the disease. 2 - ergopathic - "Leaving the disease to work." 3 - anosognosic - active. discarding thoughts about the disease, about its possible consequences. Not recognizing oneself as sick.
Types of response to illness with impairment. social adaptation by intrapsychic. option: 1 - hypochondriac. - focusing on the subjective. painful and otherwise unpleasant. sensations. 2- alarming - continuous anxiety and suspiciousness in relation. unfavorable the course of the disease, it is possible. complications, ineffectiveness and even the danger of treatment. 3 - melancholic. or depressive. - dejection by illness, disbelief in recovered, in possible. improved, in the effect of treatment. 4 - Apathetic - complete indifference to one's fate, to the outcome of the disease, to the results of treatment.
Types of response to illness with impairment. social adaptation by interpsychic. option: 1-self-centered. - “Leaving for illness”, exposing relatives and those around them of their sufferings and experiences in order to completely capture their attention. 2 - neurasthenic. - behavior of the type of "irritable weakness". 3 - obsessive-phobic, or dysphoric. Anxious suspiciousness, which primarily concerns fears that are not real, but unlikely: complications, treatment failures, poor outcomes, as well as possible (but ill-founded) failures in life, work, family. situations due to illness. 4 - sensitive. - excessive concern of the patient with a possible unfavorable impression, cat. can produce on the surrounding information about his illness. 5 - euphoric. - Unreasonably increased. mood, often simulated. Neglect, frivolous. to illness and treatment. 6 - paranoid - confidence that the disease is manifest. the result of something malicious. Extreme suspicion of medications and procedures.
32.Diseases of the respiratory system. Ps-ti personal, psychotherapy
Classic psychosomatic ras-va: bronchial asthma (BA), hyperventilation syndrome.
BA is a violation of the breathing process due to difficulty in inhaling and a lack of oxygen, which is supplied to the body, i.e. inability to breathe deeply. Psychic reasons for arising:
Inclination to suppress aggression and depression; Thinking mechanistic (poor imagination); Increased exhaustion and excitability.
The meaning of aggression is generally accepted in the etymology of occurrence: in asthmatics it is not repressed, the patient cannot express it, and this manifests itself in attacks of suffocation. An asthmatic person experiences aggressiveness, but does not show it, is distrustful, suspicious, the ability to “take and give” is impaired (he takes a lot and gives a little).
Variants A: 1) neurostenoid
The seizure mech is the patient's way of avoiding the need to follow his own created ideal. Patient's habits: constant dissatisfaction and rejection of oneself, striving for the imaginary unattainable, reduced self-esteem, increased self-exactingness, a feeling of inferiority. Psychotherapy: self-knowledge, stabilization of self-esteem, formulation of adequate life goals
Diagnostics of the emotional state:
For the study of emotions, the following are used:
-Lusher test.
The Luscher color test is a psychological test developed by Dr. Max Luscher. Luscher's color diagnostics allows you to measure the psychophysiological state of a person, his resistance to stress, activity and communication skills. This test allows to determine the causes of psychological stress that can lead to the appearance of physiological symptoms. It is based on the empirical fact that the choice of color often reflects the orientation of the tested person to a certain activity, mood, functional state and the most stable personality traits. This is the so-called. "deep" test. The preference for this or that color is unconscious. The values of colors in their psychological interpretation were determined in the course of a comprehensive examination of a large contingent of different subjects.
- Thematic apperception test was developed at the Harvard Psychological Clinic by Henry Murray and collaborators in the second half of the 30s.
Thematic Apperception Test (TAT) is a set of 31 tables with black and white photographic images on thin white matte cardboard. One of the tables is a blank white sheet. The subject is presented in a certain order 20 tables from this set (their choice is determined by the sex and age of the subject). Its task is to compose story stories based on the situation depicted on each table.
In ordinary situations of a relatively mass psychodiagnostic examination, TAT, as a rule, does not justify the effort expended. It is recommended to be used in cases that raise doubts, requiring subtle differential diagnostics, as well as in situations of maximum responsibility, such as when selecting candidates for leadership positions, astronauts, pilots, etc. It is recommended to use it at the initial stages of individual psychotherapy, since it allows you to immediately identify psychodynamics, which in ordinary psychotherapeutic work becomes visible only after a fair amount of time. TAT is especially useful in a psychotherapeutic context in cases requiring urgent and short-term therapy (for example, depression with suicidal risk).
The level of anxiety is investigated using:
- Taylor's school
The questionnaire is personal. Designed to measure manifestations of anxiety. Published by J. Taylor in 1953.
The scale under consideration consists of 50 statements, to which the subject must answer "yes" or "no". The statements were selected from the set of statements of the Minnesota Multidimensional Personality Inventory (MMPI). Selection of items for the test. was carried out on the basis of an analysis of their ability to distinguish between persons with "chronic anxiety reactions". Testing lasts 15-30 minutes.
The processing of research results is carried out similarly to the MMPI procedure. The anxiety index is measured on a T-score scale. The "Manifestations of Anxiety" scale is often used as one of the additional MMPI scales. At the same time, the result of measuring anxiety not only complements the data on the main clinical MMPI scales, but in some cases can also be involved in the interpretation of the profile as a whole. As research data show (J. Reich et al., 1986; J. Henser, W. Mayer, 1986), the state of anxiety is associated with a change in the cognitive assessment of the environment and oneself. With high levels of anxiety, a certain amount of caution must be exercised in interpreting self-reported data.
- Spielberger scale.
This test is a reliable and informative way to self-assess the level of anxiety at the moment (reactive anxiety as a state) and personal anxiety (as a stable characteristic of a person). Developed by Ch.D. Spielberger and adapted by Yu. L. Khakin.
Personal anxiety characterizes a stable tendency to perceive a wide range of situations as threatening, to react to such situations with a state of anxiety. Reactive anxiety is characterized by tension, anxiety, and nervousness. Very high reactive anxiety causes disturbances in attention, sometimes a violation of fine coordination. Very high personal anxiety directly correlates with the presence of a neurotic conflict, emotional and neurotic breakdowns and psychosomatic diseases.
But anxiety is not an inherently negative trait. A certain level of anxiety is a natural and obligatory feature of an active personality. At the same time, there is an individual optimal level of useful anxiety.
The self-assessment scale consists of two parts, separately assessing reactive (RT, statements from 1 to 20) and personal (LT, statements from 21 to 40) anxiety.
Significant deviations from the level of moderate anxiety require special attention, high anxiety suggests a tendency to the appearance of a state of anxiety in a person in situations of assessing his competence. In this case, the subjective significance of the situation and tasks should be reduced and the emphasis should be shifted to comprehension of activities and the formation of a sense of confidence in success.
motivation for activity and an increase in a sense of responsibility. But sometimes very low anxiety is the result of an active repression of anxiety by a person in order to show himself in the best light. Low anxiety, on the contrary, requires increased attention to the motives of activity and an increased sense of responsibility. But sometimes very low anxiety is the result of an active repression of anxiety by a person in order to show himself in the best light.
TICKET No. 35. DIAGNOSTICS OF FUNCTIONAL STATES.
In psychological practice, the diagnosis of functional states is most often carried out on the basis of an assessment of the success of a certain type of activity. At the same time, the dynamics of indicators of the quantity, quality and speed of the task, as well as the underlying changes in the corresponding psychological functions are analyzed. The subject of analysis can be the real labor activity of a person. The main indicators of a change in state in this case are shifts in the quantitative and qualitative characteristics of work efficiency, mainly in their external manifestations. However, the external signs of the dynamics of labor efficiency depend on a variety of reasons that are not directly related to the change in the functional state. In addition, for a large number of professions, this value cannot be quantified at all, although the problem of diagnosing the condition remains relevant. Therefore, the main psychological diagnostic tool is the use of short tests that characterize the effectiveness of various mental processes in solving the corresponding behavioral problems. In this case, the problem of assessing the functional state acts as a typical psychometric task - to describe and quantify the shifts in the studied psychological processes that occurred under the influence of certain reasons (in this case, factors influencing the state of the subject of labor activity).
To diagnose conditions, almost any of the methods developed in experimental psychology can be used, which evaluates the effectiveness of the processes of perception, attention, memory, thinking, etc. The creation of such methods began at the dawn of experimental psychology. These include the Bourdon proof test, Schulte tables used to characterize attention, the Ebbinghaus combinational method, the pairwise association method, Kraepelin's continuous counting and Pieron-Ruser's elementary encryption methods, designed to analyze intellectual processes. There are fairly complete reviews of these techniques. The listed tests in their numerous modifications are widely used in modern diagnostic practice. They are considered quite effective and constitute the main arsenal of tools used by psychologists.
TICKET number 36. DIAGNOSTICS OF SELF-CONSCIOUSNESS AND ITS COMPONENTS.
15.6. Diagnostics of emotional states and their manifestations in communication
Test "Business situations" picturesque. Modification by N.G. Khitrova. The test is a modification of S. Rosenzweig's associative drawing test. The author has created a typology of reactions to frustration, which is used as the basis for assessing the emotional behavior of an individual in tense conditions of interpersonal interaction, in a decision-making situation. The test material consists of 20 pictures depicting conflict situations. In each drawing, one of the characters utters words that impede the activity and frustrate the interlocutor. With the help of this test, the type and direction of the subject's reactions are revealed. Highlighted trail. types of reactions: 1) Obstacle dominant when the respondent's attention is focused on the obstacle itself; 2) Self-protective, when the respondent's activity is aimed at protecting his own personality; 3) Permissive, when the subject's activity is aimed at finding a specific way out of a difficult situation. The methodology "Business situations" is a tool for studying the prerequisites for management activities in decomp. spheres. Results are determined from the standard answer table.
Burlachuk L.F., Morozov S.M. Dictionary-reference book on psychodiagnostics. SPb., 2006; Practical psychodiagnostics. Techniques and texts / Ed. D. Ya. Raigorodsky. M., 2002.
I. M. Karlinskaya
Test "Social Intelligence" (SIG - an abbreviation of V. N. Kunitsyna). J. Guilford, M. Saliven. Adapted by E. S. Aleshina-Mikhailova. Designed to identify social intelligence to-ry is considered as a system of intellectual abilities, independent of the factor of general intelligence and associated, first of all, with the cognition of behavioral information. The technique includes 4 subtests, 3 of which are based on non-verbal stimulus material, and one on verbal. The stimulus material is a set of 4 test books. Each subtest contains 12-15 tasks. 1) Subtest - "Story with completion". Helps to find out to what extent a person can predict the consequences of behavior and make its prediction based on non-verbal reactions. Assumes knowledge of normative role models of behavior. 2) Subtest - "Expression Groups"... The sensitivity to non-verbal manifestations of states is assessed. 3) Subtest - "Verbal Expression". The sensitivity to the shades of human relations, the correct understanding of what people say to each other in def. situations, role plasticity. 4) Subtest - "Story with the addition". It is considered the most informative. Assesses the ability to recognize interpersonal relationships in dynamics, the logic of their development. Helps assess the extent to which a person can use logical reasoning to predict behavior based on incomplete data.
O. V. Smirnikova
Emotional Intelligence Diagnostics (EQ Questionnaire). N. Hall. Designed to identify the ability to understand personality relationships, represented in emotions, and to manage the emotional sphere on the basis of decision-making. situations of interpersonal interaction. The questionnaire consists of 30 statements and contains 5 scales: 1) Emotional awareness; 2) managing your emotions(rather emotional appeasement, emotional non-righteousness); 3) Self-motivation(rather, just arbitrary control of your emotions); 4) Empathy; 5) Recognizing the emotions of other people(rather the ability to influence the emotional state of other people). The levels of partial emotional intelligence in accordance with the sign of the results in points are revealed: high, medium, low. The integrative level of emotional intelligence, taking into account the dominant sign, is determined by quantitative indicators. The test needs to be improved.
Ilyin E.P. Emotions and feelings. SPb., 2007.
N. S. Kravtsov
Emotional Intelligence Test Questionnaire. A.G. Shmelev. Designed to measure the level of emotional intelligence. This concept is used to refer to how a person is able to understand and manage their emotions, as well as understand and adequately respond to the feelings of others. These abilities are necessary in work related to active O. and interaction with people (management, sales, training, etc.). The test consists of 66 questions, each of which has 5 answer options. The time for passing the test is 20-30 minutes. The test includes 6 factorial scales: 1) Overall score - total score for all scales; 2) Introspection and self-defense - the scale reflects the respondent's ability to soberly assess his strengths and weaknesses, recognize and understand his emotions, the ability to build a def. "Psychol. protection "from troubles; 3) Self-control - the scale reflects the presence of the respondent int. motivation, self-discipline, persistence in achieving the set goals; 4) Expressing emotions - the scale reflects the respondent's ability to adequately express and control his emotions and properly respond to the manifestations of emotions in other people; 5) Social responsiveness - the scale reflects the respondent's ability to correctly understand and evaluate the motives behind the behavior of the people around him and adequately respond to them, based on this understanding; 6) Self-esteem of sensitivity - the scale reflects the respondent's assessment of his own qualities: sensitivity, insight, understanding of the motives of the behavior of others. The test had several. versions. On the basis of the collected protocols, a factor analysis was carried out, to-ry determined the existing texture structure of the method. Also, after the upgrade of the first version, the time for passing the test was significantly reduced. The test has passed all stages of standardization. In the course of a number of studies of the diagnostic capabilities of this test-questionnaire, carried out in organizations under the conditions of an “examination situation” (high interest of subjects in “positive results”), low protection of the test from falsification (from the artifact of “social desirability”) was revealed. The test can be used for psychodiagnostic studies of the personality of adults in order to identify the directions of psychology. help, self-knowledge. In a situation of expertise (professional selection and certification), it is recommended to use simultaneously diagnostic tools (including projective techniques) to control the artifact of social desirability. Thus, this test questionnaire is recommended to be used as a quality test. an additional diagnostic tool for the selection and assessment of specialists whose field of activity is directly related to O. (managers, sales managers, business coaches, etc.).
Goleman D. Emotional Leadership: The Art of Managing People Based on Emotional Intelligence. M., 2005; Kabachenko T.S. Psychology of management. M., 2000.
A. G. Shmelev
Methodology "Scale of states" (SHS). E. Grol, M. Haider. Translation from it. lang. A. B. Leonova. Adapted by A. B. Leonova. The Russian-language adaptation of one of the first methods of subjective scaling of the experiences of the current state of a person is based on the principle of the semantic differential of Ch. Osgood. The technique is designed to diagnose the degree of well-being / subjective comfort of the state experienced by a person at a particular moment in time, based on reflexive assessments of well-being (strong, weak, exhausted, lethargic, etc.) and emotionally colored experiences of the current mood (cheerful, joyful, agitated, boring and etc.). The identification of states is necessary to assess a person's readiness for activity and O. The GC technique consists of 10 bipolar scales, the poles of each of which are indicated by adjectives opposite in meaning, describing the characteristic signs of a “good” or “bad” subjective state (for example, “ strong-weak "," sleepy-vigorous "," cheerful-sad "," boring-interested "). To assess the severity of experiences for each pair of signs, a centered 7-point scale is used with a fixed neutral score of "0" and three gradations of the severity towards each of the polar experiences - 1) weak, 2) moderate, and 3) strong. On the form of the methodology, the rating scales are presented to the respondent in digital symmetrical form ("3 2 1 0 1 2 3"), which, when calculating the test results, is transformed into a gradual sequence from 1 to 7 points, where the value "1 point" corresponds to the most pronounced negative assessment of the manifestation of the state, separate for each pair of signs. In quality main indicator of the AL methodology is used subjective comfort / discomfort index state (ISK), to-ry is calculated by the sum of points marked by the respondent on all 10 scales. In addition to this, it is recommended to analyze the data on separate scales, highlighting those subjective experiences that received the maximum and minimum ratings when scaling, and characterize the qualitative uniqueness of the syndrome of the manifestations of the current state. The AL technique makes it possible to make diagnostic judgments about the degree of subjective comfort / discomfort of the current state as 1) low (“feeling unwell”), 2) reduced (“feeling worse”), 3) acceptable (“normal feeling”), 4) high ("Feel good").
Leonova A.B., Kapitsa M.S.
A. B. Leonova
Questionnaires "BETROSI" and "PRIMAT". V.N. Kunitsyna. Designed to measure the types of attachments. The first captures attachment to a friend, girlfriend, relative, spouse. The second is attachment to the mother. The questionnaires consist of 60 judgments, which reveal 5 types of attachments: 1) Careless type of attachment (BU). It is easier for such people to get in touch and it is not difficult to get out of it; they do not experience the torment of breaking attachment relationships on their own or someone else's. However, in a stable, long-term relationship, they get more satisfaction from sex. They are not worried about a joint future, do not get bored in the absence of a partner, they love different companies; 2) Anxious-contradictory attachment (TR). These people are jealous and possessive. They strive to single-handedly dispose of their property, which also applies to the partner. They may repeatedly try to break off the relationship with a partner, testing them for strength and again returning to the object of their affection. In the absence of a partner, they are very anxious about him; 3) Closed-off attachment(O). Such people are afraid of losing their freedom due to excessive, in their opinion, attachment, are more prone to casual relationships. They do not like to be told about their love or expect recognition from them. They do not strive for rapprochement, they talk little about themselves; 4) Dependent type of attachment (C). All thoughts are occupied with the object of attachment. Without it, they feel insecure. They are acutely aware of his absence. He does not dare to part, even if it’s bad together. They concede in everything, do not quarrel with disagreements. Relieves direct pressure. In a relationship there is coercion and pressure, there is no affection and sincerity; 5) True (mature) attachment (I). They value affection, but they will not be held back by force. Feel the mood of another, experience the joy of his presence. They deeply understand each other and have complete trust, respect the freedom of the other. Tied to each other, not looking for adventures on the side. Confident in the feelings of the other, they often talk about love for each other. The technique got its name from the first 3 letters of the main. scales. From the array of available judgments, an additional scale "H" - lack of attachment was selected. Each type of attachment is measured on a 12-point scale. Questionnaire "PRIMAT" consists of 30 judgments and in the main. repeats the scale "BERTROSI".
Kunitsyna V.N., Kazarinova N.V., Pogolsha V.M. Interpersonal communication. SPb., 2001.
V. N. Kunitsyna
Methodology "Scale of Differential Emotions" (SDE). K. Izard. Adapted by A. B. Leonova. Designed to identify the basis. emotions. Theorist. the basis is the model of K. Izard, according to a cut there are 10 fundamental emotions that determine the component composition of the most diverse manifestations of a person's emotional life. These include emotions interest / excitement, joy / pleasure, surprise, grief / suffering, anger / rage, disgust, contempt, fear / horror, shame / shyness, guilt / remorse. The SDE methodology makes up for the shortage of means that exists in applied psychodiagnostics, which allows one to obtain a one-time cut of the whole palette of current emotional experiences. The use of such a methodological tool makes it possible to analyze the affective components of the regulation of current activity and O., which reflect the features of the projection of motivational attitudes in the current situation. The SDE methodology includes 30 items - private monopolar scales, represented by adjectives and short adjectives, corresponding to different shades of emotional experiences ("attentive", "joyful", "dull", "feeling dislike", "frightened", etc.). ). The respondent is asked to assess the severity of each emotional experience on a five-point scale - from complete absence (1 point) to the strongest (5 points). To assess each of the 10 fundamental emotions that make up the set baseline indicators techniques are used for 3 private scales. Quantitative values for each baseline indicator are calculated on the basis of the summation of points for 3 private scales, characterizing the severity of the def. emotions. A convenient form for a qualitative analysis of the results is the construction of a "profile of emotions" for all 10 basic indicators, the peaks on which correspond to the most brightly colored types of affective experiences. For a more general description of the type of emotional experiences dominating in a particular situation, a calculation is made derived indicators by enlarged blocks of assessments: A - actualized positive emotions (interest, joy, surprise); B - acute manifestations of negative emotions (grief, anger, disgust, contempt); B - a relatively stable background of anxiety-depressive experiences (fear, shame, guilt). The interpretation of the data is based on the correlation of the estimates obtained by the generalized indicators and the highlighted "peaks" on the profile of basic emotions, which together make it possible to compose a detailed psychology. portrait of the current emotional state of the subject.
Leonova A.B., Kapitsa M.S. Methods of subjective assessment of human functional states // Workshop on engineering psychology and ergonomics / Ed. Yu. K. Strelkova. M., 2003; Leonova A.B., Kuznetsova A.S. Psychological technologies for managing the state of a person. M., 2007.
A. B. Leonova
Questionnaire to identify the severity of self-control in the emotional sphere, activities and behavior. G. S. Nikiforov, V. K. Vasiliev, S. V. Firsov. Designed to diagnose a person's tendency towards emotional, behavioral and social self-control. The methodology is based on the idea of self-control, as a function of establishing a correspondence between activities and decomp. mental. processes of the subject, with one. side., and norms and requirements, to-rye put on him by other people (reference group) or himself, on the other side. The relationship between volitional regulation and self-control is complex and ambiguous. In the process of self-control, a person can apply dec. the amount of volitional efforts depending on the characteristics of the situation and individual inclinations. Self-control is an indispensable prerequisite for the formation of a system of social skills and abilities, which are manifested, first of all, in interaction and O. As the subject's social development, his repertoire of methods and techniques of self-control increases, which he seeks to use more widely and rationally in his life. The text of the questionnaire contains 36 statements, for each of which 3 answer options are offered to choose from. The questionnaire consists of three subscales (each scale contains 12 statements): 1) Emotional self-control- This scale assesses a person's tendency to self-control of their own emotional states and their behavioral manifestations both in activity and in O. Indicators on this scale are highly correlated with indicators on the scale "Psychoticism" (G. Eysenck); 2) Self-control in activity- this scale assesses a person's tendency to self-control in the process of implementing decomp. types of activity, to-ry includes a trace. stages: forecasting, planning, control over execution and evaluation of results. Indicators on this scale are highly correlated with indicators on the scale "Psychoticism" (G. Eysenck); 3) Social self-control - This scale assesses a person's tendency to self-control of their own behavior, including communicative, in the process of interpersonal and intergroup interaction. Indicators on this scale are highly correlated with indicators on the scale "Neuroticism" (G. Eysenck). Each scale is characterized by 3 levels of values: low, medium, high. The severity of the propensity for self-control is determined by the sum of points scored for each subscale separately and for the entire questionnaire as a whole.
Ilyin E.P. Psychology of will. SPb., 2000; Nikiforov G.S. Self-control of a person. L., 1989
V.N.Shlyapnikov
Questionnaire I7 - Impulsivity, 7th version. A. Eysenck, S. Eysenck. Adapted by T. V. Kornilova, A. A. Dolnykova. S. Eysenck and G. Eysenck developed several. options for the impulsivity measurement questionnaire. The seventh version, called I7 (Impulsivity, 7th version), has been tested in Russian. The technique is designed to identify impulsivity. Impulsivity is an important indicator for the organization of interpersonal interaction and O. The questionnaire includes 3 scales. Scale 1. Impulsivity; Scale 2. Risk appetite; Scale 3. Empathy. The original version of the questionnaire contained 54 statements, to which the respondent answers "yes" or "no". Based on the results of the factorization of the data on the Russian-speaking sample, a short version of the questionnaire was proposed, consisting of 28 items, retaining the previous 3 scales and different keys for men and women. Two components in the construct of "impulsivity" are diagnosed by the scales: a) personal inclination to take risks as "a tendency to seek strong sensations" and b) impulsivity itself as a "decrease in self-control." The third scale of "empathy" measures the ability to empathize with another, be infected with his emotions, empathize, etc. Risk appetite G. Eysenck distinguishes from impulsivity, more closely related to temperament, although it indicates the "intermediate" place of this property in the system of DOS. generalized personality traits, that is, not adjacent to it with other personality traits. In this technique, the propensity to take risks by the direction of the preim points. characterizes the physical. risk. With the convergent scheme of testing respondents with questionnaires I7 and LFR (Kornilova T.V.) and using factor analysis to process data in intercorrelation matrices, it was possible to isolate a trace. common factors: impulsiveness(decreased self-control), rationality(a tendency to think over decisions), as well as self. factors risk appetite as a search for sensations And How willingness to make decisions in situations of uncertainty or if the information is incomplete. These results are considered by the authors as an empirical argument in favor of the need to distinguish between the subjective scales behind psychol. constructs of "impulsiveness" and "looseness".
Eysenck G. Yu. Number of dimensions of personality: 16.5 or 3? - criteria of the taxonomic paradigm // Foreign Psychology, 1993, V. 1, No. 2; T.V. Kornilova Psychology of risk and decision making: Textbook. allowance. M., 2003; T. V. Kornilova, A. A. Dolnykova Diagnostics of impulsivity and inclination to risk // Vestnik Mosk. un-that. Ser. 14. Psychology. 1995. No. 3.
T.V. Kornilova
Methodology "Associative Dictionary of Emotions". A.G. Zakabluk. Designed to identify the respondents' knowledge of the signs of DOS. emotions expressed in speech activity. A developed vocabulary that determines the characteristics of emotions is the basis for the ability to define them in activity and O., which, in turn, is a necessary condition for establishing productive interaction of people with each other. The essence of the technique is as follows. The respondent is presented with a list of decomp. emotions and, for each of them, he must write as many synonyms as possible. Next, the number of named synonyms is calculated. The more of them there are in the respondent's vocabulary, the more he has developed an idea of the meaning of this or that concept behind the name of a particular emotion.
A. G. Zakabluk Features of the understanding of emotional states by children in norm and pathology as the basis of their social adaptation // Correctional work in special schools and preschool institutions. L., 1985.
T. Yu. Marinova
Cognitive emotive test (CET). Yu.M. Orlov, N.D. Tvorogova. Designed to measure protective and sanogenic reflection arising from fear of failure, guilt, shame, resentment. The test was proposed in the late 1980s. in the context of the ode. concepts sanogenic thinking(SGM). Theory and practice of SHM - Fatherland. synthetic psychotechnology, developed by Yu. M. Orlov independently of the Western theory of emotional intelligence, although it is close to it in terms of the nature of the practical problems being solved. The test identifies and measures mental acts (cognitive processes), which are a person's reflexion resulting from the impact of emotiogenic situations and leading to the experience of fear of failure, feelings of guilt, shame, resentment. Reflection in this context means mental acts (reflexive thinking) decomp. the level of the organization, arising in response to the uncertainty of the situation and leading to its definition and choice of a solution. In the case of an emotiogenic situation, the goal of reflection ultimately comes down to reducing the suffering from experiencing the corresponding emotion, is habitually protective (habitual thought patterns aimed at alleviating suffering from emotion), accompanied by reflection on the situation in which this emotion arises. The test is projective. The situation is stimulated by a short instruction for each section of the test. The test is a list of statements, to-rye can be correlated by the respondent with def. mental actions and operations arising in response to the appearance of def. emotions. The test indicators include both defensive thinking patterns and mental operations, which are the skills of sanogenic thinking. The list of these statements was compiled by the authors empirically. The respondents were asked to return in their imagination to their certain real emotiogenic situations and write down on a piece of paper those thoughts that arise in them. This is how lists of statements were formed, which were then included in the test after special processing. The test consists of 80 statements, to-rye determine 4 basic. parameter groups: 1) aggression against oneself and against others; 2) rationalization of circumstances (search for reasons); 3) projection onto others; 4) protection from feelings (leaving the situation). The test consists of: a) instructions for the subjects; b) statements reflecting certain thoughts, divided into 4 sections, corresponding to the fear of failure, feelings of guilt, shame, resentment and the key. Each section of the test consists of 20 statements, each phrase is numbered; c) key. For each point of the test, the subject must answer "yes" or "no". An individual score is assigned by counting the number of matches of the answers with the key.
Orlov Yu.M. Cognitive emotive test. M., 1999 ; N. D. Tvorogova Sociopsychosomatic patterns of communication. M., 1996 ;.
N. D. Tvorogova
Methodology "Determination of emotionality". V.V.Suvorov. Designed to identify an integral indicator of personality emotionality. Knowledge of this indicator is necessary for all spheres of human activity, since it allows you to choose the appropriate strategies and tactics of O. with a specific subject. The questionnaire consists of 15 questions, to which the respondent answers "yes" or "no". Each affirmative answer is assigned a point - 1. The total amount of points is calculated, which determines the emotionality: low, medium, high.
Suvorova V.V. Tests for determining the individual characteristics of autonomic response. M., 1976.
O. V. Smirnikova
Methodology "Emotive associations". L. N. Rozhina. Designed to identify in people the degree of development of understanding decomp. emotional states. Ability to understand decomp. emotional states are a prerequisite for establishing the process of interaction with other people. The technique is available in 3 versions. 1) Option - “Verbal-emotive states. In this case, the respondent must describe those emotive associations that arise in his words given by the experimenter. Lists of words suggested by the experimenter can also be used. In this case, it becomes possible to structure the individual experiences of the respondents. Individual descriptions can also be structured by gender, age, profession, etc. 2) Option "Figurative-emotive associations". The respondents are presented with a set of specially selected reproductions of paintings, and they must describe the emotional meaning that they have from each reproduction. When describing emotions, you can also offer respondents the same list as in option 1.3) Option "Synonymous series". The respondents must independently name synonyms for specific emotional states. It is also possible to structure by gender, age, profession, etc.
Rozhina L.N. Development of the emotional world of the individual: Teaching aid. Minsk, 1999.
K. V. Kuleshova
The method of studying emotional hearing. V.P. Morozov. Designed to study emotional hearing. Emotional hearing is a necessary parameter in establishing a productive business O., namely, one of its forms - a telephone conversation. For these purposes, the author uses a tape recording, in which a professional actor pronounces 3 phrases, imitating joy, sadness, fear, anger and neutral intonations. The listener is presented with the same phrase 10 times. The emotional context with which this or that phrase is pronounced sounds an equal number of times in a random order of presentation. After listening to the sounded phrase, the listener must determine its emotional context. For each respondent, the probability of correct recognition of each emotion separately is calculated as a percentage. The maximum probability is 100%, 50% of correct answers are considered as guessing. Recognition of an emotion is accepted as correct if the result is 65%. The set of successfully recognized emotions is seen as the structure of emotional hearing. The average indicator of correctness of definitions from 5 series (4 emotions plus sound neutrality) is considered as the degree of manifestation of emotional hearing. The technique can be used when teaching O.
V.P. Morozov Emotional hearing and methods of its research // Problems of ecological psychoacoustics. M., 1991.
T. Yu. Marinova
Methodology "Evaluation of the emotional expression of faces from a photograph by the method of" choosing from a list ". S. V. Kvasovets. Designed to study the emotional state of a person, his personal characteristics related to the emotional sphere, individual characteristics of subjective experience associated with the emotional aspects of interpersonal interaction. The methodology is based on the construction of a judgment about the emotional state of the person depicted in the photograph. To build such a judgment, the subject must use his own experience of emotional reactions and his knowledge of the meanings of different facial expressions, that is, his "emotional" memory. Since the facial expressions in the test photographs are vague and provides the opportunity to decipher. interpretation options, then the description reveals the characteristics of the state of the respondent himself and the emotional-cognitive structures formed by life experience, used in the processes of interpersonal communication. Therefore, this technique is one of the projective techniques. The respondent is given a form containing a list of 20 emotions and states: fear, anger, grief, hatred, contempt, indignation, resentment, anxiety, displeasure, sadness, pity, confusion, indifference, attention, surprise, determination, pleasure, pride, tenderness; joy. Next, he is sequentially presented with 12 photographs and is asked to determine for each emotion from the list whether the person depicted in the photograph experiences it, and if it does, then the degree of its severity is also determined (from 0 to 3 points). The sum of the rankings given by the respondent for each name of the emotion in all 12 photographs is calculated. The obtained indicators adequately reflect the characteristics of the emotional state of the respondents. There is another processing option: when evaluating each photo, respondents use several. names from the list, which makes it possible to determine which emotions are combined and characterize the state of the person depicted in the photograph.
For each pair of titles, it is calculated how many times these titles were encountered simultaneously, that is, when evaluating one photo. Since each name of an emotion denotes a certain set of emotional states, the fact is that several. emotions are attributed to one person, interpreted as the intersection of the corresponding sets, and the area of intersection determines the state of the person depicted in the photograph. The results obtained can be depicted in the form of an intersection graph, which reflects the emotional-cognitive schemes that have developed in the respondent during interpersonal interactions and gives an idea of the peculiarities of constructing by this respondent an idea of the state of the person depicted in the photograph. The technique can be used to assess the emotional state of both healthy respondents and respondents with different disorders of the emotional and personal sphere.
Kvasovets S.V. Application of the method of assessing facial expressions for the study of emotional states in health and in patients with various brain lesions // Problems of medical psychology. L., 1976; He's the same. Experience in studying emotional states // Problems of neuropsychology. M., 1977.
S. V. Kvasovets
Test "Photo portraits". A.G. Shmelev. Phototest is a standardized computer test technique designed to measure socio-perceptual (physiognomic) competence and the ability to predict the personal qualities of people from a photographic image. The stimulus material of the test includes 50 photographic portraits of the present day. Russian citizens - men and women of different ages from different. social groups. Each photo portrait is assessed by respondents on 6 five-point rating scales: 1) Attractiveness - the tendency to adequately choose the distance in a relationship, to accurately assess others emotionally by first impression; 2) Intelligence - the ability to assess education, intellectual qualities; 3) Friendliness - the ability to determine the benevolence or hostility of strangers on the outside. mind; 4) Sociability - the ability to assess the degree of openness, cheerfulness, sociability at first impression; 5) Organization - the ability to determine the level of discipline, self-control and the likelihood of impulsive actions of strangers; 6) Emotional stability - the ability to adequately assess the degree of anxiety, anxiety of another person on the outside. appearance. The last 5 scales are close in meaning to the scales of the B5 test ("Big Five"). The time of work with test tasks takes from 25 to 45 minutes (depending on the individual pace). Integrative test score - total score - demonstrates how accurately and objectively the respondent determines the severity of strangers 5 main. personal qualities. Each test scale has 5 diagnostic zones, which correspond to 5 levels of interpretation of the results, which differ in the severity of the factor. The Photo Portraits Test can be used to assess, select and select personnel to work with people (clerks, sales representatives, sales managers and other professions), as well as management; in counseling and psychotherapeutic practice; in the work of a school psychologist - for the diagnosis of psychology. features of children from 13 years old.
Dzherelievskaya M.A., Shmelev A.G. Experience of interaction of methods in the diagnosis of communicative dispositions // Vestnik Mosk. un-that. Ser. 14. Psychology. 1993. No. 3.
A. G. Shmelev
The scale of reactive and personal anxiety. STAI (State-Trate-Anxiety-Inventory). C. D. Spielberger. Modification by Yu. L. Khanin. Designed to identify reactive and personal anxiety. Diagnostic examination is possible in an individual and group form. The questionnaire can be used for persons over the age of 16. The STAI questionnaire is based on C. D. Spielberger's concept of distinguishing between anxiety as a state and anxiety as a personality trait and is the only technique that can measure anxiety in a differentiated manner. Reactive (situational) anxiety is understood as the state of the subject at a given moment in time and is characterized by subjectively experienced tension, anxiety, nervousness in a given specific environment of activity and O. Anxiety state (personal anxiety), in general, means an acquired behavioral disposition, which obliges the individual to the perception of a wide range of objectively safe circumstances as containing a threat. The questionnaire consists of 2 parts and, accordingly, includes 20 statements related to the state of anxiety (reactive anxiety) and 20 statements on the definition of personal anxiety. Statements on both scales are assessed on a 4-point system: in scale of reactive anxiety -"No, it is not so", "perhaps so", "true", "absolutely true", in the scale personal anxiety - Almost never, sometimes, often, almost always. In the course of the study, reactive anxiety is diagnosed first, and then personal anxiety. Testing is carried out using blanks. Indicators of personal and situational anxiety are calculated according to the formulas corresponding to each scale. The results of diagnostics using the "Scales of Reactive and Personal Anxiety" methodology are interpreted at 3 levels: low, medium high level of anxiety. The interpretation of the results is the same for both scales. Def. level of anxiety - natural. and a mandatory feature of an active active personality. Therefore, in the analysis of diagnostic results, the emphasis is on deviations from moderate anxiety (i.e., from the average level). A high indicator of reactive anxiety indirectly indicates a pronounced psycho-emotional stress of the subject at the time of examination for a specific situation of activity and O. A high indicator of personal anxiety indicates a high probability of the appearance of a state of anxiety in a subject in a wide range of situations perceived by him as threatening (first of all, this is due to situations of competence assessment). Low-anxiety subjects, on the contrary, are not inclined to perceive a threat to their prestige, self-esteem in a wide range of situations (anxiety state can occur in some particularly important and personally significant cases). In rare cases, pronounced low indicators of personal anxiety can hide a protective psychol. the mechanism of repression of real anxiety or the respondent's goal "to show himself in the best light."
Spielberger Ch.D. Conceptual and methodological problems of anxiety research // Stress and anxiety in sports. M., 1983; Khanin Yu. L. A brief guide to the use of the scale of reactive and personal anxiety by C. D. Spielberger. L., 1976.
D. Yu. Razmakhnina
Diagnostics of the level of social emotions. L. P. Strelkova. Designed to determine the level of social emotions in preschoolers. The technique is complex. In addition to the interview-questionnaire and the presentation of photographs to determine the expression of the face, the technique contains situations constructed by analogy with life, “everyday” situations familiar to preschoolers from their daily experience. The diagnostic situation is designed in such a way that, giving the child the freedom to choose an action, it is focused on the empathic possibilities of his emotional experience, their actualization when deciphering. stimulation from an adult. The entire set of data, for all tasks, should determine the level of social emotions in children of 3-4 years old and identify possible psychological and pedagogical conditions for the development of these emotions. The diagnostics includes: 1) determination of the level of ideas of 4-year-old children about certain norms and rules of social behavior in relationships with peers, younger children and adults; 2) identifying the relationship between the ideas of social norms that have developed in children and their real relationships with others, to what extent this knowledge is actualized in behavior; 3) identification of certain psychological and pedagogical conditions for the development of empathy, social emotions in preschoolers 3-4 years old. The technique can be used in both individual and group examination of children. The technique consists of 3 stages: 1st stage - Interview questionnaire: the ability of children to communicate information about themselves, as well as their preferences in relation to an adult and a peer, is revealed. There are also emotional manifestations in children; 2nd stage - "Reading emotions" by respondents upon presentation of 4 photos(a crying, laughing girl, a girl with an expression of disgust on her face, a boy with an obvious expression of dissatisfaction) All answers and emotional manifestations of the child are entered into the form of the protocol. 3rd stage - "Life" situation. "Loss of a cap from a peer." This technique, giving the child the freedom to choose an action, is focused on the empathic possibilities of his emotional experience, their actualization when decomp. stimulation from an adult. Diagnostics of social emotions in children requires, first of all, the identification of their empathic capabilities and manifestations, therefore, DOS. attention is focused on emotions such as empathy, empathy, and behavioral issues such as facilitation.
Emotional development of a preschooler: A guide for children educators. garden / Ed. A. D. Kosheleva. M., 1985.
L. P. Strelkova
Diagnostics of emotional development "Language of emotions". L. P. Strelkova. Designed to diagnose the emotional development of preschool and primary school children. Emotional development is not the result of direct learning, but is the result of the entire sum of influences and educational influences that have social, demographic, economic, national, political and other conditions on children. A feature of this technique is the initial undifferentiation of the content of the experiment. material in terms of age. In quality test material are used decomp. poems and stories. 2 cycles of diagnostic techniques are presented: 1) determination of the empathic level - a component of the concept "I want", 2) determination of the level of proficiency in the language of emotions and empathic language. The technique contains 4 blocks: Block A. The principle of presenting 2 verses, empathically opposite, with subsequent questions to the child. The child is shown poems ("Bear" and "Bunny" A. Barto), and then ask the appropriate questions. We call this technique the “split ending”. First, the children are read a variant with an experiment. the final, then questions are asked, and then the version with the author's denouement is read. The technique is aimed at a more accurate clarification of emotional assessments in a conflict that is not expressed directly, but refracted through the character's false attitude towards himself and his friend, since the author's text suggests the correct attitude towards the action. Block B. Revealing empathic attitude towards animals. The child is read the story of Leo Tolstoy "Rosette" (and other works), then they ask the appropriate questions aimed at identifying the debris. levels of adequacy of perception of emotional material. Block V. Children are offered stories that require choice and continuation. The material is short stories containing a choice. Block G. fairy tales are offered, in which there are emotionally opposite relationships - both negative and positive. When listening to fairy tales, an active form of perception appears. Fluctuations, preponderance of feelings in one direction or another characterize the internal, not expressed under other circumstances, attitudes, the attitude of children to events and their assessment of characters with a projection on life situations and living people. The technique can be applied to psychol itself. studies aimed at studying the patterns of the formation of empathy in children.
Zaporozhets A.V., Neverovich Ya.Z., Kosheleva A.D. et al. Emotional Development of a Preschooler: A Guide for Kindergarten Teachers. M., 1985; Strelkova L. P. Psychological features of the development of empathy in preschoolers. Abstract of thesis. dis. ... Cand. psychol. sciences. M., 1987.
L. P. Strelkova
Questionnaire "Multidimensional Assessment of Childhood Anxiety" (MUDT). E. E. Romitsyna. The technique is a multiscale questionnaire that makes it possible to assess the characteristics of anxiety in children and adolescents that are significant for a medical-psychological pedagogue. practice. Main the indication for the use of the MUDT questionnaire is an individual analysis of the structure of anxiety manifestations in children and adolescents of school age in connection with the problems that arise in their home, during schooling, in relationships with others (peers, teachers and parents). The text of the questionnaire contains 100 questions, to-rye children answer "yes" or "no". The psychodiagnostic structure of the multidimensional assessment includes 10 parameters-scales that allow for a differentiated assessment of anxiety in children and adolescents aged 8 to 18 years, 4 basic. directions of psychol. analysis: a) assessment of the levels of anxiety that are directly related to the personality of the child; b) assessment of the characteristics of psychophysiol. and psycho-vegetative anxious reaction of the child in stressful situations; c) assessing the impact of social contacts (in particular - with peers, teachers and parents) on the development of anxious reactions and states of the child; d) assessing the role in the development of anxiety reactions and states of the child in situations associated with schooling. Scale 1. "General anxiety" reflects the general emotional state of the child, associated with the characteristics of self-esteem, self-confidence, assessment of prospects and attitudes towards troubles. Scale 2. "Anxiety in peer relationships" registers the emotional state of the child, against the background of which his social contacts develop, primarily with peers. Scale 3. "Anxiety related to the assessment of others" makes it possible to judge the peculiarities of the influence on the emotional state of the child of the opinions of others in assessing the results, actions and thoughts achieved by him, the likelihood of anxiety reactions to this assessment, the peculiarities of the emotional state in anticipation of the assessments of others. Scale 4. "Anxiety in relations with teachers" reflects the general emotional background of relationships at school, influencing the success of a child's education. Scale 5. "Anxiety in relations with parents" reflects the general emotional background of relations with adults at home, the peculiarities of emotional reactions in connection with the parental attitude, the expectation of evaluations from the parents. Scale 6. Learning Success Anxiety reflects the features of psychol. background, influencing the development of the need for success, achievement of high results, etc. Scale 7. "Anxiety arising in situations of self-expression" reflects the emotional experiences of situations associated with the need for self-disclosure, self-presentation, demonstration of their capabilities. Scale 8. "Anxiety arising in situations of knowledge testing" registers the features of behavior in situations of verification, especially - public, knowledge, achievements, opportunities. Scale 9. “Decreased mental health. activity due to anxiety " reveals the peculiarities of the psyche. organizations influencing the child's adaptability to stressful situations. Scale 10. "Increased autonomic reactivity due to anxiety" allows to judge about the features of the somatovegetative organization, which affects the child's adaptability to situations of stressful nature. The limitations in the use of the MUDT questionnaire include: a) the age of respondents under 8 and over 18 years old; b) a low degree of the respondent's understanding of the meaning of the questions with a distinct decrease in intelligence; c) the presence of psychotic states, expressed attitudes towards simulation or dissimulation. From the book Psychographic Test: Constructive Human Drawing from Geometric Shapes the author Libin Viktor Vladimirovich
Interpretation of the absence in a drawing of one of the three geometric shapes. Diagnostics of reactive states Diagnostics of reactive states is carried out IN THE ABSENCE of one or more of the three GEOMETRIC FORMS in the image of a human figure. According to instructions
From the book Psychology of Communication and Interpersonal Relations the author Ilyin Evgeny PavlovichDiagnostics of the states and intentions of people by posture and gestures in the process of communication Recommendations for reading sign language The intensity (sharpness and amplitude) of manifestations usually corresponds to the strength of the emotions experienced and, possibly, the attitude.
From the book Legal Psychology the author Vasiliev Vladislav Leonidovich13.3. Forensic psychological examination of emotional states
From the book Methods of Art Therapy in Overcoming the Effects of Traumatic Stress the author Kopytin Alexander Ivanovich2. Art therapy techniques aimed at meaningful processing of traumatic experience and associated emotional states Exercise No. 7. Landscapes of the emotional state In some life situations, it is difficult for a person to express and understand their
From the book Strategy of Psychotherapy by Erickson MiltonHYPNOTHERAPY OF PSYCHOSOMATIC MANIFESTATIONS IN DENTAL PATIENTS J. “Amer. Psyhosomat. Dentist ", 1955, No. I, pp. 6-10. In psychiatric practice, very often there are patients whose problems are concentrated around some physical property, which they do not really
From the book Turbo-Gopher. How to stop fucking your brain and start living the author Dmitry LeushkinEmotional State Handling The next important part of Phase 1 is handling the emotion scale. You have to process the list of emotions and emotional states with the help of "Process It", which is based on the so-called emotional scale "AGFLAP-CAP" by Lester
From the book General Psychology the author Dmitrieva N Yu21. Emotional states In psychology, there are a number of basic emotional states 1. Joy. This is an emotional state that has a bright positive coloring. It is associated with the ability to fully satisfy the current current need in conditions when
From the book Diversity of Human Worlds the author Volkov Pavel Valerievich2. Features of manifestations in childhood and adolescence Parents begin to feel early that their child is not like everyone else. On the one hand, the child is somewhat detached from what is happening around him, on the other hand, he is distinguished by excessive impressionability. In kindergarten such children
From the book Addiction. Family disease the author Moskalenko Valentina DmitrievnaParallelism of manifestations of addiction and codependency If you have read the book to this point, then, most likely, you have already noticed how many similarities there are in the psychology of addicted patients and their codependent family members. You are not mistaken. It didn't seem to you. This is so. It remains only
the author Team of authors15.1. Diagnostics of psychological characteristics of a person in communication. Diagnostics of the real structure of personal value orientations. S. S. Bubnova. The methodology is aimed at studying the implementation of personal value orientations in real life conditions. At its core
From the book Psychology of Communication. encyclopedic Dictionary the author Team of authors15.7. Diagnostics of difficulties in communication Test "Self-regulation and the success of interpersonal communication" (SUMO). V.N. Kunitsyna. Allows you to determine the communicative and personal characteristics associated with an informal interpersonal confidential O. The test, in particular, allows
From the book Psychiatry of Wars and Catastrophes [Study Guide] the author Shamrey Vladislav Kazimirovich7.2.1. Polymorphism of clinical manifestations Mental disorders in victims with brain injuries are of the most polymorphic nature and depend mainly on the characteristics of traumatic injury, possible complications, stage of traumatic illness and
From the book Persuasion [Performing Confidently in Any Situation] by Tracy Brian From the book 90 days on the road to happiness author Vasyukova Julia8.2. Investigation of manifestations of negative thinking In order to understand whether manifestations of negative thinking are inherent in you, in the workshop for this course, I propose to answer the following questions in detail: - What new good things have happened in your life lately?
From the book Change Your Biological Age. Back to 25 the author Lavrinenko Semyon ValerievichAppendix 2. Beck's questionnaire. Diagnosis of depressive conditions Despite the ease of implementation, the Beck questionnaire showed high clinical efficiency during preliminary examinations. Instruction: Here is a questionnaire containing 13 groups (A-H) of 4
Chapter 9. Diagnosis of emotional states
9.2. Measuring physiological responses associated with emotions
The most common instrument for measuring physiological responses caused by emotion is the polygraph, more commonly referred to as a "lie detector." A lie detector is a device that measures the heart rate and respiration rate, blood pressure, activity of the digestive system, galvanic skin response. Electrodes are connected to various parts of the subject's body. These electrodes are then connected to a device that records physiological parameters and records them using a recorder.
The operation of the device is based on the assumption that a lie evokes strong emotions. Since intense emotions are accompanied by changes in physiological parameters, the device must register noticeable fluctuations whenever the subject lies. If the subject is telling the truth, then the physiological parameters should remain almost constant. The reliability of the data obtained when using a polygraph as a lie detector is in doubt. If a person is interrogated, and even being entangled with all kinds of wires, this in itself can already excite his emotions. In addition, there are significant individual differences in the degree of emotional arousal associated with lying. Some lie easily, while others feel strong emotions, even if they are simply not sure of the answer.
Psychologists unanimously believe that it is impossible to effectively assess emotions using one method. Even with the simultaneous use of detector readings, verbal descriptions and observations of facial expressions and gestures, it is not always possible to obtain reliable results. Newer methods based on the study of changes in electrical and chemical parameters are very expensive, but also do not give accurate results. However, when several methods are applied in parallel, the probability of errors is reduced.
Chapter 9. Diagnosis of emotional states
9.3. Methods for studying emotional states
Stress scale
Instruction. As you read each statement carefully, choose the answer that best matches Your current state, opinion or mood. Circle on the right only one a number indicating your answer:
5 = "absolutely correct";
4 = "rather true";
3 = "partly true, partly wrong";
2 = "rather incorrect";
1 = "completely wrong".
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Assertions |
Answers |
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1. In the morning I wake up refreshed and refreshed | ||||||
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2. I coordinate my movements well | ||||||
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3. I am fatigued | ||||||
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4. I need an effort to understand what others are saying. | ||||||
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5. Suddenly I have a strong heartbeat | ||||||
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6. I eat mechanically, without pleasure. | ||||||
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7. The world around me seems unreal | ||||||
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8. I flinch at the sudden noise | ||||||
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9. I remember individual events so vividly that at the same time I seem to relive them. | ||||||
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10. I am absolutely healthy physically | ||||||
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11. It gives me pleasure to be around people | ||||||
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12. I often act like I'm in danger. | ||||||
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13. I cannot be accused of absent-mindedness | ||||||
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14. I often have the same nightmare. | ||||||
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15. Definitely, I am guilty in front of people | ||||||
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16. Trifles annoy me | ||||||
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17. I try not to watch TV if they are chronicling dramatic events. | ||||||
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18. I like my job | ||||||
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19. I have experienced a serious loss | ||||||
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20. I get good sleep at night. | ||||||
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21. I never have bad dreams | ||||||
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22. Sometimes I feel like getting drunk | ||||||
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23. My loved ones are very worried about my work. | ||||||
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24. I have a feeling that time flows slowly. | ||||||
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25. Sometimes I go to the doctor just because I want to get some rest | ||||||
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26. Many things have lost interest for me | ||||||
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27. I can lose my temper for no reason | ||||||
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28. I should be on a diet | ||||||
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29. I try to avoid talking about unpleasant topics. | ||||||
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30. It happens that I forget things | ||||||
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31. Sometimes it seems to me that even close people do not understand me | ||||||
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32. I need to better control my emotions | ||||||
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33. Past events are sometimes remembered more vividly than what is happening now | ||||||
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34. Sometimes it seems to me that the world around me is losing its colors | ||||||
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35. I wake up with sudden fear | ||||||
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36. It takes a lot of effort for me to work in the same rhythm. | ||||||
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37. I get chills at times | ||||||
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38. I want to help people in trouble | ||||||
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39. Recently I had to face very dangerous circumstances | ||||||
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40. I feel like a more experienced person than many of my peers | ||||||
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41. I have difficulty falling asleep | ||||||
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42. I feel lonely | ||||||
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43. It can be difficult for me to remember what happened recently. | ||||||
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44. I feel like I'm becoming a different person | ||||||
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45. Sometimes the smallest things make me happy | ||||||
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46. I feel energized | ||||||
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47. In the morning I wake up with great difficulty | ||||||
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48. My thoughts constantly return to what I don’t want to think about | ||||||
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49. I feel ashamed | ||||||
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50. Usually I do not go to the doctor, even if I feel that I am not quite healthy | ||||||
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51. My sleep is so deep that loud noises or bright lights cannot interfere with me | ||||||
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52. I am told that I cry out in my sleep | ||||||
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53. I often think about the future | ||||||
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54. Sometimes I get angry | ||||||
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55. I am afraid that I might do something contrary to my intentions | ||||||
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56. It happens that I forget what I wanted to say or do | ||||||
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57. Recently, my mood has worsened | ||||||
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58. I have no one to rely on | ||||||
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59. I wish my family paid more attention to me | ||||||
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60. I definitely like to take risks | ||||||
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61. I like black humor | ||||||
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62. I rely on myself for everything | ||||||
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63. I constantly feel the need to chew something without even feeling hungry | ||||||
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64. Sometimes I feel like I'm confused in life | ||||||
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65. It seems to me that I failed to do what was required of me | ||||||
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66. I have an interest and a taste for life | ||||||
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67. I have fun and easy in the company of friends | ||||||
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68. I work hard and fruitfully | ||||||
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69. I often forget where I put this or that thing | ||||||
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70. I try not to discuss my problems with anyone. | ||||||
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71. I have never felt fear | ||||||
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72. It would be good for me to be alone | ||||||
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73. When doing something, I often think about something completely different. | ||||||
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74. My life is varied and eventful | ||||||
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75. I have never done anything for which I would be ashamed | ||||||
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76. Few people care about other people's difficulties | ||||||
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77. I feel much older than my age | ||||||
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78. It seems to me that a happy future awaits me | ||||||
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79. In my life I had to experience such that it is better not to remember | ||||||
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80. I am acutely aware of other people's pain | ||||||
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81. I think I have lost the ability to enjoy life | ||||||
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82. I have headaches | ||||||
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83. Easy earnings are usually associated with breaking the law | ||||||
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84. I am not averse to earn extra money | ||||||
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85. Extraneous sounds distract me | ||||||
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86. I try not to get into a fight if the matter does not concern me | ||||||
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87. I believe in the triumph of justice | ||||||
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88. My heart works as usual | ||||||
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89. I take pills sometimes | ||||||
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90. There are things that I cannot forgive myself | ||||||
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91. I definitely need time to recover | ||||||
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92. Alcohol relieves any stress well | ||||||
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93. I am not inclined to complain about health | ||||||
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94. I want to destroy everything in my path | ||||||
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95. Most people are only concerned with their own well-being | ||||||
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96. I find it difficult to contain my anger. | ||||||
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97. I do not believe that the one who is stronger is right | ||||||
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98. I've never fainted. | ||||||
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99. I should learn to avoid conflict | ||||||
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100. I made good friends in my life | ||||||
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101. I am considered a balanced person | ||||||
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102. The sauna relieves nervous tension | ||||||
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103. I feel confused | ||||||
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104. Often it seems to me that I am in danger | ||||||
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105. I work without feeling tired | ||||||
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106. I am experiencing intense inner excitement | ||||||
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107. Often I do involuntary actions in response to an unexpected sound or movement | ||||||
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108. I find it difficult to concentrate on several things at the same time | ||||||
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109. I feel quite confident | ||||||
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110. I have something to be grateful to fate | ||||||
Methodology "Scale of Differential Emotions". The Differential Emotion Scale (SDE) is a self-report tool designed to assess an individual's expression of fundamental emotions or complexes of emotions.
It is required to determine, on a five-point scale of intensity, the degree of accuracy with which each word describes what the subject is feeling at the present time.
A list of words that reflect various emotional experiences:
Methods of Cognitive Self-Assessment of Basal Emotions T. Dembo. The technique was modified by E.V. Trubanova (1988). The subject is offered a list of the names of the five most common emotions (joy, fear, pleasure, anger, sadness) and frequency scales for each emotion (always, very often, sometimes, rarely, very rarely, never). The subject should note the frequency of occurrence of each of the basal emotions.
Methodology "Scale of irascibility". The technique is a fragment of the questionnaire "Personal aggressiveness and conflict" by E.P. Ilyin and P.A. Kovalev and shows the level of self-esteem of emotional excitability.
Instruction. Read the statements given to you and answer yes or no.
Questionnaire text:
1. I get annoyed easily, but calm down quickly.
2. If someone pisses me off, I do not pay attention to it.
3. I am much more irritable than I seem.
4. I always react calmly to criticism, even if it seems unfair to me.
5. I am seized with rage when they mock me.
6. I never have outbursts of anger.
7. I am outraged when people push me on the street or in transport.
8. In a conflict situation, I behave calmly.
9. I do not know how to restrain myself when I am undeservedly reproached.
10. Usually I find it difficult to piss off.
Self-assessment test "Characteristics of emotionality". The test was developed by E.P. Ilyin and is intended for self-assessment of the severity of various characteristics of emotions: emotional excitability, intensity, stability, influence on the effectiveness of activities.
Instruction. Answer “yes” to each of the questions asked if you agree with what you are asked, or “no” if you do not agree.
1. In a conversation, do you easily take offense over trifles?
2. Are you very worried when you pass the exam (certification, state check) less successfully than you expected?
3. How often you can not fall asleep from the fact that thoughts that worry you crawl into your head?
4. When you are very anxious, do you get out of hand?
5. Are you hot-tempered and easily hurt by hints and jokes about you?
6. Do you lose your temper, getting angry in earnest?
7. Do you walk away quickly after getting angry?
8. Does the excitement help you collect your thoughts on the exam, at a significant meeting for you, etc.?
9. Can you get angry quickly?
10. Do you get angry when you are treated unfairly?
11. How long have you not forgiven the wrong done to you?
12. Have you ever “lost your head” from fear?
13. Can you cry easily during touching scenes in theater or cinema?
14. Are you very anxious about a responsible business or conversation?
15. Do you really worry about trifles for a long time?
16. Can you do something stupid out of intense excitement?
17. Do you easily respond to the grief of others?
18. Are you able to admire, admire something or someone?
19. How long have you been worried that you said something that you shouldn't have said?
20. Don't you lose control of yourself, even if you are very worried?
21. Are you easily offended if you are criticized?
22. Do you fall into deep despair at any disappointment?
23. Is it true that you do not experience your disappointments for long?
24. Does it happen that out of indignation you cannot utter a word, as if your tongue was stuck to your throat?
25. Do you get angry quickly or get angry?
26. Are you worried about exams or before a significant meeting for you?
27. Do you sulk at the offender for a long time?
28. How often did it happen that on tests and exams you couldn't show everything you were capable of because of strong excitement?
29. Are you worried about trifles?
30. Do you really take everything to heart?
31. Do you really tend to quickly forget your failures?
32. Is it true that during a quarrel you “don't go into your pocket for a word”?
Methodology for assessing "emotional intelligence" (questionnaire EQ). The technique was proposed by N. Hall to identify the ability to understand personality relationships, represented in emotions, and to manage the emotional sphere on the basis of decision-making.
Instruction. You will be offered statements that in one way or another reflect different aspects of your life. Based on the assessment of your answers, write the number:
Strongly disagree - 3
Mostly disagree - 2
Partly disagree - 1
Partly agree + 1
Mostly agree +2
Strongly agree + 3
Questionnaire text:
1. For me, both negative and positive emotions serve as a source of knowledge of how to act in life.
2. Negative emotions help me understand what I need to change in my life.
3. I am calm when I feel pressure from the outside.
4. I am able to observe the change in my feelings.
5. When necessary, I can be calm and focused in order to act in accordance with the demands of life.
6. When necessary, I can evoke a wide range of positive emotions such as fun, joy, inner excitement and humor.
7. I watch how I feel.
8. After something has upset me, I can easily control my feelings.
9. I am able to listen to other people's problems.
10. I don't dwell on negative emotions.
11. I am sensitive to the emotional needs of others.
12. I can act soothingly for other people.
13. I can force myself to face obstacles over and over again.
14. I try to be creative with life's problems.
16. I can easily enter a state of calm, alertness and focus.
17. When time permits, I address my negative feelings and figure out what the problem is.
18. I am able to calm down quickly after unexpected upset.
19. Knowing my true feelings is important to staying in good shape.
20. I understand well the emotions of other people, even if they are not openly expressed.
21. I am good at recognizing emotions by facial expressions.
22. I can easily drop negative feelings when it is necessary to act.
23. I am good at picking up signs in communication that indicate what others need.
24. People consider me to be a good judge of other people's experiences.
25. People who are aware of their true feelings better manage their lives.
26. I am able to improve the mood of other people.
27. You can consult with me on issues of relations between people.
28. I am good at attuning to other people's emotions.
29. I help others to use their motivations to achieve personal goals.
30. I can easily disconnect from the experience of trouble.
Diagnostic technique for assessing self-control in communication M. Snyder. Read carefully the ten sentences describing reactions to certain situations. You must evaluate each of them as true or false in relation to yourself. If the sentence seems right to you, put the letter "B", if it is incorrect or mostly incorrect - the letter "H".
1. The art of imitating other people's habits seems difficult to me.
2. I would probably play the fool to attract attention or amuse others.
3. I could make a good actor.
4. Other people sometimes think that I am experiencing something more deeply than it really is.
5. In a company I am rarely in the spotlight.
6. In different situations and in dealing with different people, I often behave in completely different ways.
7. I can only defend what I am sincerely convinced of.
8. To succeed in business and in relationships with people, I try to be who I am expected to be.
9. I can be friendly with people I hate.
10. I am not always what I seem.
Eysenck's temperament questionnaire
Instruction. Several questions are presented to you. Answer yes or no to each question.
1. Do you often have a craving for new impressions, to distract yourself, to experience strong sensations?
2. Do you often feel that you need friends who can understand, encourage, sympathize with you?
3. Do you consider yourself a carefree person?
4. Is it very difficult for you to give up your intentions?
5. Do you take your time thinking about your business and do you prefer to wait before acting?
6. Do you always keep your promises, even if it is not beneficial to you?
7. Do you often have ups and downs of mood?
8. Do you usually act and speak quickly?
9. Have you ever felt that you were unhappy even though there was no good reason for it?
10. Is it true that you are capable of making up your mind for anything?
11. Do you feel embarrassed when you want to meet someone of the opposite sex who you like?
12. Does it ever happen that when you get angry, you lose your temper?
13. How often does it happen that you act recklessly, under the influence of the moment?
14. Do you often get bothered by the thought that you shouldn't have done or said something?
15. Do you prefer reading books to meeting people?
16. Is it true that you are easily hurt?
17. Do you like to be in the company often?
18. Do you have any thoughts that you would not like to share with others?
19. Is it true that sometimes you are so full of energy that everything burns in your hands, and sometimes you feel tired?
20. Do you try to limit your circle of acquaintances to a small number of your closest friends?
21. Do you dream a lot?
22. When someone yells at you, do you respond in kind?
23. Do you consider all your habits to be good?
24. Do you often get the feeling that you are to blame for something?
25. Are you able to sometimes give free rein to your feelings and have fun carefree in a fun company?
26. Can we say that your nerves are often stretched to the limit?
27. Are you known as a living and cheerful person?
28. After the deed is done, how often do you mentally return to it and think that you could have done better?
29. Do you feel uneasy being in a large company?
30. Do you ever pass on rumors?
31. Does it happen that you cannot sleep because of the fact that different thoughts creep into your head?
32. If you want to know something, do you prefer to find it in a book or ask people?
33. Do you have a strong heartbeat?
34. Do you like work that requires concentration?
35. Do you have shivering attacks?
36. Do you always tell the truth?
37. Do you ever find it unpleasant to be in a company where they make fun of each other?
38. Are you irritable?
39. Do you like work that requires performance?
40. Is it true that you are often haunted by thoughts about various troubles and horrors that could have happened, although everything ended well?
41. Is it true that you are unhurried in your movements and somewhat slow?
42. Are you ever late for work or a meeting with someone?
43. Do you often have nightmares?
44. Is it true that you love to talk so much that you do not miss any opportunity to talk with a new person?
45. Do you have any pains?
46. Would you be upset if you could not see your friends for a long time?
47. Are you a nervous person?
48. Are there people among your acquaintances that you clearly do not like?
49. Are you a confident person?
50. Are you easily offended by criticism of your shortcomings or your work?
51. Do you find it difficult to get real pleasure from events in which a lot of people participate?
52. Does the feeling that you are somehow worse than others bother you?
53. Would you be able to bring excitement to a boring company?
54. Does it happen that you talk about things that you don't understand at all?
55. Are you worried about your health?
56. Do you like to play a trick on others?
57. Do you suffer from insomnia?
Conclusion
Our attitude to emotions is very similar to our attitude to old age, which, according to Cicero's witty remark, everyone wants to achieve, and having achieved it, they blame it. The mind is constantly rebelling against the unlimited power of emotions in human relationships. But his protest can most often be heard "after a fight", when it becomes clear with utmost clarity that fear, anger or excessive joy were not the best advisers in communication. "There was no need to get excited," prompts the mind, which has received the just name of "backward", - first you should have weighed everything, and then only to reveal your attitude to the interlocutor. "
In connection with the rapid development of scientific and technological progress, especially in recent years, the pace of life has sharply increased. For a unit of time, a person does not have time to perform the amount of work that modern life imposes on him. Trying to keep up with progress, a person is in constant tension and practically does not relax (does not have time to rest), he has stress, i.e. neuropsychic stress. Trying to protect themselves from stress, a person walks with the least resistance. He throws out his emotions on others (i.e. discharges, relieving stress), thereby spoiling the health of himself and others.
Traditional medicine puts emotions first in terms of impact on our health. Weak, short in time and various emotions provide unconditional positive assistance to the body, carry out a kind of emotional massage of organs. Well, strong in size and short in time, as well as weak and long in time emotions cause various functional disorders in the organs and systems of the body.
We need to know: strong anger affects the liver; constant feeling fear, sadness - kidneys; long yearning- lungs; constant anxiety- spleen, pancreas; excessive (unbridled) joy, jealousy, or envy- heart. There is also the opposite law - a diseased liver causes a feeling of anger, diseased kidneys - a feeling of fear, etc.
Failure to understand that emotions can and should be managed is the cause of tension and conflict in relationships between people. The crisis state of society, abrupt economic changes with a decrease in the standard of living of people, a change in values and ideological ideas, interethnic conflicts, as well as natural and environmental disasters that cause migration of the population, breaking life stereotypes significantly affect the mental state of members of society, generate stress in them, frustration, anxiety, insecurity, depression.
The study of the emotional state of a person was carried out by such scientists as A.V. Alekseev, P.K. Anokhin, V.M. Bekhterev, V.V. Boyko, L.S. Vygotsky, E. Ganslik, V.M. Igumenov, E.P. Ilyin, K. Izard, R. Nelson-Jones, I.G. Pestalozzi, I.A. Pereverzeva, I.G. Schultz, Coue, Baudouin, P.V. Simonov and other scientists.
Modern life requires from people the utmost mobilization of physical and mental resources, our task is to help understand the complex world of emotions.
The study of the dynamics of the manifestations of emotions and feelings in human behavior is associated with the tasks of optimizing the system of interaction between members of our society, with the improvement of interpersonal relations. Market relations presuppose that contemporaries have not only knowledge, skills and abilities of all kinds of activities, but also the ability to reasonably resolve psycho-emotional conflicts. The main condition for a healthy emotional life is a change in the value attitude towards emotions and the removal of the ban on feelings, an understanding of their important, effective and positive role in human life. It is very important to learn how to properly handle your emotions. Self-understanding, which is impossible without awareness of one's own emotions, is a prerequisite for self-determination, especially in difficult times. The task of emotional psychohygiene is to develop the skill of differentiating feelings.
The study of emotional states is the most important key to realizing personal potential, which is equally important for identifying positive qualities and weaknesses; correction in the desired direction of stereotypes of behavior and response that impede the achievement of goals.
Overcoming the barriers of understanding that arise in various communication situations is not easy. To do this, you need to be well versed in the nuances of human psychology, including your own. Another thing is much simpler - not to create these barriers yourself. In order not to be the main obstacle to mutual understanding with others, a person needs to know the psychological rules of communication and, above all, learn to manage his emotions, which most often become a source of interpersonal conflicts.
Thus, in the changing conditions of economic activity, it is important for a modern person to increase the ability to comprehend, differentiate and verbalize feelings, which will make it possible to manage them.
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Application
| " |
26.10.2017
A child needs your love most of all just then,
when he least deserves it.
Erma
BomberIn the course of life, each of us has certain emotional states. They define as level
information and energyexchange of a person, and the direction of his behavior. Emotions can control us very much. Their absence is no exception. After all, this is such an emotional state that allows you to describe human behavior as special.WHAT IS A PSYCHOEMOTIONAL STATE?
PSYCHOEMOTIONAL CONDITIONS
- a special form of human mental states,experiences with the manifestation of the emotional response of one's attitude to the surrounding reality and to oneself;
those states that are mainly regulated by the emotional-volitional sphere and cover emotional reactions and emotional relationships;
relatively stable experiences.
Emotional states that arise in a person in the course of any activity have an impact on his mental state, and on the general state of the body, and on his behavior in a given situation. They affect both the processes of cognition and personal development, and the quality of life in general.
The significance of the problem of emotional states hardly needs substantiation.
Emotional manifestations in response to reality are necessary for a person, since they regulate his well-being and functional state. Deficiency of emotions reduces the activity of the central nervous system and can cause a decrease in performance. Excessive influence of emotiogenic factors can cause a state of neuropsychic tension and a breakdown of higher nervous activity. Optimal emotional arousal is a condition of readiness for activity and its healthy implementation.
Psychoemotional state is the basis of personal health.
We were all teenagers at one time and went through difficulties
adolescence. But only by becoming parents, we can fully appreciate the problems of children of this period of life.Psychologists distinguish the following
types psycho-emotional state of adolescents:activity - passivity;
infatuation - indifference;
agitation - lethargy;
tension - emancipation;
fear is joy;
decisiveness - confusion;
hope is doom;
anxiety - serenity;
confidence - self-doubt.
Despite the fact that these mental processes are opposite, in adolescents they can alternate and change over short periods of time. This is due
hormonal stormand can be typical for an absolutely healthy, normal child. Now he can talk to you in a friendly way, and after two minutes he can withdraw into himself or make a scandal and leave, slamming the door. And even this is not a cause for concern, but just a variant of the norm.However, those states that prevail in the child's behavior at this age, contribute to the formation of the corresponding character traits (high or low self-esteem, anxiety or cheerfulness, optimism or pessimism, etc.), and this will affect his entire future life.
PSYCHOLOGICAL FEATURES OF ADOLESCENT AGE:
Positive changes
happening to a teenager:manifestation of a sense of adulthood;
growth of self-awareness, self-esteem, self-regulation;
increased attention to their appearance;
manifestation of independence in acquiring knowledge and skills;
the emergence of cognitive motivation;
desire to be not worse, but better than others.
Negative changes
:vulnerable unstable psyche;
increased excitability:
unreasonable irascibility;
high anxiety;
manifestation of egocentrism;
depressive conditions;
deliberate manipulation of adults;
internal conflict with oneself and others;
increased negative attitudes towards adults;
fear of loneliness (thoughts of suicide),
lead to emotional disorders, behavioral deviations. Difficulties in the development of adaptive and social qualities in general lead to a violation of mental and psychological health in adolescents.
DIAGNOSTIC METHODS
PSYCHOEMOTIONAL STATE OF THE TEENAGEER.
To obtain timely and reliable information about the psychoemotional manifestations of a child, to determine the causes of violations in learning, behavior and development, it is necessary to use various diagnostic methods for identifying children at risk who need correction of emotional disorders.
Observation
is a classic method used in psychological research as an additional diagnostic method, which does not diminish its value and significance. Purposeful tracking of the specifics and changes in the emotional states of schoolchildren occurs in the process of various types of activity. Based on the observation, the experimenter (class teacher) draws up various scales, enters the results into the state assessment cards. Observation in psychological research is often used in conjunction with peer review.Conversation and questioning
can be both an independent and an additional diagnostic method used in order to obtain the necessary information or clarify what was not clear enough during observation.Questionnaires, tests, diagnostic techniques
| Methodology | Age | The purpose of the technique | Brief description of the method |
|
| Projective methodology "School drawing" | from 10-11 years old | Target : determination of the child's attitude to school and the level of school anxiety. | The child is given a sheet of A4, colored pencils and asked: "Draw a school here on a piece of paper." Conversations, clarifying questions about the drawing, comments are written on the back of the drawing. Processing of results : Emotional attitude towards school and learning is assessed by 3 indicators: color spectrum line and character of the drawing plot of the picture |
|
| Methodology "Tree with little men" (test task) | from 10-11 years old | Target : the study of the socio-psychological aspects of self-esteem of students in the context of their determination of their own place in the study group of classmates (identification of the socio-psychological level of adaptation of the individual in the social group, the degree of school adaptation of the student in the study group (class)). | Instructions: « Consider this tree. You see a lot of little people on it and next to it. Each of them has a different mood and they occupy a different position. Take a red felt-tip pen and circle the person who reminds you of yourself, is similar to you, your mood in the new school and your position.... We will check how attentive you are.Please note that each branch of the tree can be equal to your achievements and successes. Now take a green felt-tip pen and circle the person you would like to be and where you would like to be. " |
|
| Projective technique | from 10-11 years old | Target: identification of the emotional background of the development of students. | Instructions: In front of you is an information card on whichthe most typical emotional states of a person are presented... Consider them. Think about which of them you have experienced yourself, in what situations(with younger students, you can discuss situations in which certain emotions are manifested). Now write the word on the sheet"school" , choose 2-3 emotions that you most often experience in school, and draw them. Write a word"House" and do the same. Write a word"classmates (peers) ". What emotions do you think your classmates (peers) experience most often? Pick 2-3 emotions and draw them. Write a word"teacher", choose 2-3 emotions that teachers most often experience in the classroom, and draw them. Now write the word"parents" and draw the emotional states that parents most often experience. |
|
| Questionnaire S.V. Levchenko "Feelings at School" | from 10-11 years old (Grades 4-11) | Target: create an "emotional portrait of the class." | Emotional well-being plays a huge role in a person's life: they help to learn about the world around them, communicate with each other, and be successful in various fields.A positive attitude is a powerful motivator for activity:what is attractive, pleasant, full of joy is carried out with special enthusiasm. This technique allows you to clearly see the mood of the class, its “emotional portrait. Instructions: The questionnaire contains a listing of 16 senses, of which only 8 are proposed to be selected and marked with«+» those,« which you most often experience at school " . |
|
| Methodology "Colored letters" | from 11-12 years old | Purpose of the study: determination of the psychological comfort of students in different lessons. | The research method is quite simple to use. You must have a form for each student with a printed list of subjects taught in the class. In the form, each subject corresponds to an empty square, which, in accordance with the instructions, must be painted in such a color that determines the student's condition in a particular lesson. The study is preceded by familiarization with the instructions read out by the psychologist. Instructions: "Paint the square corresponding to this or that object with the color that definesyour condition in this lesson.You are suggested 8colors: red, yellow, blue, green, black, gray, purple. In accordance with your choice, the same color can be selected several times, some colors may not be used at all. " |
|
| Methodology for studying student satisfaction school life (developed by Associate Professor A.A. Andreev) | from 11-12 years old | Target: determine the degree of student satisfaction with school life. The course of the event. | Instructions: Students are invited to read (listen to) 10 statements and rate the degree of agreement with their content on the following scale: 4 - totally agree; 3 - agree; 2 - hard to say; 1 - disagree; 0 - totally disagree. |
|
| Phillips' method of diagnosing the level of school anxiety | from 10-11 years old | Target: study of the level and nature of anxiety associated with school in children of primary and secondary school age (grades 4-9) | The test consists of 58 questions, which can be read by students, and can be offered in writing. Each question must be answered unequivocally "yes" or "no". Instructions: “Guys, now you will be offered a questionnaire, which consists of questions abouthow do you feel at school... Try to answer sincerely and truthfully, there are no right or wrong, good or bad answers. Do not hesitate over questions for a long time. |
|
| Methodology Ch.D. Spielberger to identify personal and situational anxiety (adapted into Russian by Yu.L. Khanin) | from 11-12 years old | Target: studies of the level of the child's situational and personal anxiety | Testing according to the Spielberger-Khanin method is carried out using two forms of 20 questions-judgments: one form for measuring indicators of situational anxiety, and the second for measuring the level of personal anxiety. The study can be conducted individually or in a group. Instructions: read each sentence and cross out the number in the appropriate box on the right, depending on how you feel at the moment. Do not think about the questions for a long time, since there are no right or wrong answers. |
|
| SAN technique (methodology and diagnostics of well-being, activity and mood) | from 14-15 years old | Target: Express assessment of health, activity and mood. | Description of the SAN technique... The questionnaire consists of 30 pairs of opposite characteristics, according to which the subject is asked to evaluate his condition. Each pair is a scale on which the subject marks the severity of one or another characteristic of his condition. Instructions for the SAN method... You are invited to describe your state at the moment using a table consisting of 30 pairs of polar signs. In each pair, you must choose the characteristic that most accurately describes your condition, and mark the number that corresponds to the severity of this characteristic. |
|
| Self-attitude research methodology (M IS ) | from 13-14 years old | Target : Method MISis designed to explore the student's ideas about himself. | Student instruction. You are asked to complete the following task, which contains 110 questions in the form of possible statements about your personality traits, habits, interests, etc. There can be no “good” or “bad” answers to these questions. everyone is entitled to their own point of view. In order for the results obtained on the basis of your answers to be the most informative and fruitful for specifying your own idea of yourself, you need to try to choose the most accurate and reliable answers "agree - disagree", which will be recorded by you in the corresponding positions of the form. |
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| Bass Aggressiveness Questionnaire - Darky | from 14-15 years old | Target : study of the state of aggression in adolescents | Instruction. From Say yes if you agree with the statement, and no if you disagree. Try not to think about questions for a long time. |
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| Diagnostics of personal aggressiveness and conflict (E.P. Iilin, P.A.Kovalev) | from 14-15 years old | Target : The technique is designed to identify the subject's tendency to conflict and aggressiveness as a personal characteristic. | Instructions: you are presented with a number of statements. If you agree with the statement in the answer form, put a “+” (“yes”) in the appropriate box, if you disagree, put a«-» ("No") |
OUTPUT:
The problem of emotional disorders and their correction is one of the most important in child psychology.
The spectrum of emotional disorders in adolescence is extremely large. These can be mood disorders, behavioral disorders, psychomotor disorders.
There are various methods for diagnosing psychoemotional experiences, deviations in the behavior of a teenager.
A well-organized correctional system of psychological influences on the child is needed, aimed at alleviating his emotional discomfort, increasing his activity and independence, eliminating secondary personal reactions caused by emotional disorders, such as aggressiveness, increased excitability, anxious suspiciousness, etc.
Patience, the ability to understand and forgive, endurance, love and faith in a growing up child will give us, adults, strength, and he will have a chance to justify our hopes, to become in the future a self-sufficient person, with a strong inner core, with a high level of emotional and social intelligence, real
PERSONALITY.
