Current page: 3 (book has 10 pages total) [available reading passage: 7 pages]

Font:

100% +

1.3. Exercises

Exercise 1. Here is a table summarizing the results of monitoring movements of a conditioned reflex and unconditioned reflex nature in children from birth to 12 months.

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

Terms of development of congenital and conditioned reflex movements of the hands in a child

Koltsova M. M. Motor activity and development of child brain functions. – M.: Pedagogy, 1973. – P. 31.

Exercise 2. Based on the observation recording, determine its purpose, type and form of registration.

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

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

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

4th day. Made a jump with a parachute opening delay of 10 seconds. Having separated from the plane, he bent over and ensured a stable position of his body. The parachute opened in 10.2 seconds. During the parachute the actions were correct. Before landing, he turned in the harness downwind. After landing, the mood is high.

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

Day 14 Made the final jump of the first stage of parachute training with a 50-second delay in opening the parachute. At the start before the flight, he held himself freely. He had very good body control in free fall. The parachute opened in 50.2 seconds. After the jump I was in high spirits.

Exercise 3. V. Smekal’s outpatient study plan in point 5 provides for comprehensive monitoring of the patient. Read this paragraph carefully and answer the questions:

1. What aspects of the psyche are being monitored?

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

3. How would you suggest organizing the observation procedure?

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

Outpatient study scheme (V. Smekal)

Shvartsara J. Diagnostics of mental development. – Prague, 1978. – P. 353.

1. Date and place of study. Personal data.

Client's first and last name, date of birth, nationality, place of birth. Age at time of study. Education (for schoolchildren: class, year of study, in which classes they stayed for the second year).

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

3. Important anamnesis data on endogenous and exogenous development factors.

4. Health status and physical maturity. Sense organs, motor skills, speech, laterality.

5. Appearance and behavior during research.

a) appearance, cleanliness and neatness, obvious features;

b) orientation, regarding the nature and purpose of the study;

c) way of establishing contact: bold-timid-indifferent;

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

e) cooperation during the test: reactive-spontaneous-initiative-expectant-curious; intelligible - incomprehensible, independent - dependent, suggestible; scattered-persistent, constant; patient-impatient;

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

g) general mood and sociability: happy-dissatisfied, serious-calm-cheerful, sad, hot-tempered; verbal or facial communication with the researcher – indifference to the researcher – continuous observation of the researcher’s reaction;

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

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

6. The tests carried out and their quantitative results.

7. Characteristic.

a) constitution and temperament, vigilance, emotiveness;

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

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

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

e) skills;

f) education and mental level.

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

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

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

Exercise 5. What type of observation does L. N. Tolstoy describe in his work “The Kreutzer Sonata” belong to?

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

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

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

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

Situation: first meeting.

Highlight the individual characteristics of children when establishing contacts with adults along each of the outlined lines, summarizing the results of your repeated observations or the data of different observers in relation to the same child.

(Based on materials from the book: Development of generalization in preschoolers / Edited by A. V. Zaporozhets and M. I. Lisina. - M.: Pedagogika, 1974. - P. 160.)

Chapter 2. Observation techniques

2.1. Formal observation techniques

This chapter discusses two types of observation: formalized and informal. Let us reveal in more detail the specifics of these types of observation and give specific techniques for each of them.

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

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

By calling the methodology formalized, we want to emphasize that there are types of observation where the researcher is completely dependent on the realities of life, without limiting anything in them, but only recording the changes that he observes.

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

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

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

List of observation techniques included in the book

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

2. Methodology for observing the teacher’s verbal influences in the classroom (compiled by L. A. Regush).

3. Methodology for expert assessment of nonverbal personality behavior (compiled by V. A. Labunskaya).

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

5. Methodology for observing emotional arousal (compiled by A. Ts. Puni).

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

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

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

9. Methodology for observing the process of students solving problems (compiled by A. V. Orlova).

10. Stott's observation map.

11. Observation scheme for various aspects of behavior small child(compiled by N. Bayley).

12. Methodology for monitoring the manifestations of interpersonal desires in adolescents (compiled by A.G. Gretsov).

A technique for observing the behavior of the organizer of a discussion between children after watching a TV show, play, etc.

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

Instructions. According to the proposed scheme, it is possible to conduct both observation and self-observation of the organization of the discussion. To do this, you need to circle on the point scale the value that, in the observer’s opinion, characterizes one or another aspect of the behavior of the discussion organizer.

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

Methodology for observing the teacher’s verbal influences in the classroom

(Compiled by L. A. Regush)

Target: characterize the teacher’s verbal influences in the lesson.

Instructions to the expert observer:

I. Preparation for attending a lesson (class)

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

2. Carefully study the observation scheme.

3. Remember or re-acquaint yourself with the specifics of the observation method and the requirements for it.

4. Set yourself up to objectively record what you observe, eliminating the influence of subjective attitudes on the teacher, the process and the result of observation.

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

II. Conducting surveillance

1. When meeting the teacher whose lesson is being observed and establishing contact with him, avoid formulating a specific purpose for the observation.

2. The recording of observed verbal influences is carried out according to the scheme (see the table, where in column 4 words, addresses, statements that can be attributed to one or another type of influence are recorded; if difficulties arise in attributing certain statements to a certain type, you can use a dictionary of terms).

3. It is necessary to record verbal influences that are not in the diagram, but are present in the teacher’s speech. This material should be used when conducting analysis and drawing conclusions.

Glossary of terms that reveal the meaning of various types of verbal influences

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

Comment– a reprimand, an indication of a mistake.

Intonation– raising or lowering the voice during pronunciation; a manner of pronunciation that reflects the speaker's feelings.

Instructions– a sequence of actions formulated in a word.

Irony- subtle mockery expressed in a hidden form.

Team- a short verbal order.

Moral teaching- teaching, instilling moral rules.

Notation- instruction, reprimand.

Encouragement– instilling cheerfulness, uplifting mood.

Censure- reprimand, condemnation.

Promotion- something that encourages: approval, reward, assistance, sympathy, stimulating the desire to do well, better.

Request- an appeal calling for the satisfaction of any needs or desires.

Order– 1. The same as an order. 2. Caring about the structure, use, application of something.

Threat- intimidation, promise to do harm.

Note- instruction, explanation, indicating how to act.

Reproach– displeasure, disapproval or accusation expressed to someone.

Humor- a kindly, mocking attitude towards something.

III. Processing observation results and drawing conclusions

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

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

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

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

Characteristics of the ranking places of these types of impacts were obtained in the study of S. V. Kondratyeva (Kondratieva S.V. Psychological problems of people understanding each other // Psychology of interpersonal cognition. – M.: Pedagogy, 1981).

4. Conclude:

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

b) do these, the most characteristic types of teacher influences, indicate his understanding of the students, given that one of the main indicators of communicative culture is the student’s understanding.

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

Methodology for expert assessment of nonverbal behavior of an individual

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

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

Questions 1, 5, 8, 12, 15, 17 concern the general assessment of a person’s nonverbal repertoire in terms of its diversity, harmony, individuality, etc.

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

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

Methods for observing the manifestation of perseverance and perseverance during a training session or competition

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

Technique for monitoring emotional arousal

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

The scale for assessing external signs of emotional arousal includes assessment of behavior, attention, facial expressions, pantomime, movements, static poses, speech, and vegetative shifts.

Behavior

Indifference to everything. Drowsiness, yawning. Reduced reactivity...1

The behavior is no different from usual. Efficiency. Consciousness is aimed at the upcoming competitive activity (correct and rational execution of exercises, tactical techniques, etc.)… 2

There is anxiety and fussiness. Consciousness is aimed at the possible final result (outcome) of the competition... 3

Frequent mood swings, irritability... 4

Mimicry, pantomime

The face is frozen. Mouth half open. Eyes half closed... 1

Facial expressions and pantomimes do not differ from ordinary ones... 2

Some tension and slight movements of the lips are evident in facial expressions. Slight gestures when speaking... 3

Tense facial expressions, clenched jaws, nodules on the cheeks, displacement of the lips to the side, biting of the lips, sudden movements of the head, frequent blinking of the eyes, unmotivated squinting of the eyes. Violent gestures... 4

Movements

Movements are slow, sluggish... 1

The movements are calm, united, soft, as usual... 2

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

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

Static poses

Poses that are uncomfortable but not changing, frozen static positions... 1

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

Poses are uncomfortable, they change frequently... 4

Speech

Speech is slow, sluggish, and inexpressive. A quiet voice... 1

Ordinary speech... 2

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

Speech is frequent. The endings of words are not pronounced clearly. Noticeable changes in voice intonation... 4

Vegetative shifts

Pulse and breathing are normal or slow. Pallor of the facial skin. Mild malaise, feeling of lethargy, weakness. The muscles are more relaxed than ever, it is difficult to tense them... 1

Pulse and breathing are normal. Complexion unchanged. Normal muscle tone... 2

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

The pulse is significantly increased. Breathing is frequent and shallow. Increased sweating. Increased diuresis. Sharp redness of the skin of the face and body. Muscles are tense... 4

Protocol for assessing external manifestations of emotional arousal

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

Observation scheme for a child during a psychological examination (for children from 6 to 15 years old)

Cherny V., Kollarik T. Compendium of psychodiagnostic methods. Bratislava, 1988. – T. 2. – P. 215–216.

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

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

1) direct observation;

2) derived characteristics;

3) topics for conversation.

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

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

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

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

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

6. Behavior in a problem-solving situation (test) – attitude to tasks, work skills, attentiveness.

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

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

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

Rating scale for measuring student reactivity

Strelyau Ya. The role of temperament in mental development/ Per. from Polish – M.: Progress, 1982. – P. 157–160.

To construct the rating scale, an observation scheme previously developed by the author was used. The scale used by M. Grodner and allowing to measure 12 types of behavior on a nine-point system was subjected to further modification and in latest version reduced to 10 different types of behavior in different situations, considered particularly important for the diagnosis of reactivity. Each of these types is rated on a five-point system. Therefore, a student can receive a maximum of 50 points, a minimum of 10. Moreover, the higher the number of points the subject receives, the lower the level of reactivity. This is done to make the quantitative results easier to understand. So, the number 50 indicates minimal reactivity, 10 – maximum.

We present the rating scale along with brief instructions so that the reader can try to apply it for his own purposes.

Instructions. Determine the intensity of each of the named properties of the student’s behavior on a five-point scale. The assessment should be based on specific, observable forms and modes of behavior.

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

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

Digit 3– average rating means moderate intensity of this property.

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

Scheme of monitoring manifestations of interest and attention of students in the lesson

Vikulov A.V. Expressive movements of students and their psychological classification: Dis... Cand. psychol. Sci. – L., 1986. – P. 94.

Forehead-eyebrow area:

Bringing down – lowering of the eyebrows;

Raising eyebrows.

Eye area:

Enlargement – ​​reduction of the palpebral fissure;

Raising the upper eyelid, decreasing the tone of the upper eyelid;

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

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

Intensity of gaze.

Area from base of nose to chin:

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

Mouth tone;

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

Head area:

The student’s facial orientation to the object (increase - decrease); V fixed system coordinates: complete, incomplete, no facial orientation;

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

Methods of fixing the head through support on the hand.

Neck area:

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

Torso area:

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

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

Hand area:

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

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

Leg area:

Change in leg tone;

Changing the position of the legs.

Statistically significant changes in expressive movements of attention of schoolchildren

Stott Observation Map

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

Stott's observation map (OC) consists of 16 complexes of symptoms-patterns of behavior, symptom complexes (SC). IC are printed in the form of lists and numbered (I–XVI). In each social complex, behavioral patterns have their own numbering. When filling out the CT, the presence of each of the behavioral patterns indicated in it in the subject is marked with a “+” sign, and the absence – with a “-”. These data are entered into a special table (see Table 1).

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

Patterns of behavior have unequal informational weight. Therefore, when translating the primary empirical indicators “+” and “-” into raw scores, 1 point is given for some behavior patterns, and 2 points for others. To do this, use a table for converting primary empirical indicators into raw estimates (Table 2).

In each SC, points for behavior patterns are summed up. Then the sums of raw scores for each IC are converted into percentages. Percentage indicators indicate the severity of KS in the subject from the maximum possible severity. Conversion of raw estimates into percentages is shown in table. 3, which is constructed as follows:

1. All points for each SC from the table are summed up. 2.

2. Then each of the possible “raw” sums of estimates is divided by the maximum possible sum and multiplied by 100%.

According to Stott, the numerical indicators of the SC have significance, but only approximate, so they must be handled with caution when interpreting. The technique is not standardized for practical needs.

Using quantiles, the numerical scales (from 0 to 100%) for each SC were divided into five intervals. The interval from 0 to 20% indicates such a weak expression of quality that in fact we are dealing with a quality that is different from that inherent in a given SC. Thus, a very weakly expressed V.NV SC may indicate a child’s attempts to establish a good relationship with an adult, but are accompanied by actions that are unpleasant for the adult.

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

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

Stott's CN is designed to study the characteristics of students maladapted to school conditions. Maladjusted students include two types of students: first, those who themselves experience difficulties and create many difficulties for those around them (technical staff, teachers and other children), the so-called difficult ones; the second – for whom it is difficult at school, but they do not cause trouble to others.

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

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

SC positively correlates with sensitivity according to the Lichko PDO. Any achievement costs a child enormous effort.

II. O – weakness (asthenia).

We are not talking about clinical or even subclinical forms of weakness, but about manifestations of apathy, low mood, and a kind of neurophysical exhaustion. In a milder form, drops in energy alternate with manifestations of energy and activity. KS speaks of a shortage of energy resources in the child’s body, and therefore of his inability to be active.

2.1. Formal observation techniques

This chapter discusses two types of observation: formalized and informal. Let us reveal in more detail the specifics of these types of observation and give specific techniques for each of them.

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

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

By calling the methodology formalized, we want to emphasize that there are types of observation where the researcher is completely dependent on the realities of life, without limiting anything in them, but only recording the changes that he observes.

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

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

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

List of observation techniques included in the book

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

2. Methodology for observing the teacher’s verbal influences in the classroom (compiled by L. A. Regush).

3. Methodology for expert assessment of nonverbal personality behavior (compiled by V. A. Labunskaya).

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

5. Methodology for observing emotional arousal (compiled by A. Ts. Puni).

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

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

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

9. Methodology for observing the process of students solving problems (compiled by A. V. Orlova).

10. Stott's observation map.

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

12. Methodology for monitoring the manifestations of interpersonal desires in adolescents (compiled by A.G. Gretsov).

A technique for observing the behavior of the organizer of a discussion between children after watching a TV show, play, etc.

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

Instructions. According to the proposed scheme, it is possible to conduct both observation and self-observation of the organization of the discussion. To do this, you need to circle on the point scale the value that, in the observer’s opinion, characterizes one or another aspect of the behavior of the discussion organizer.

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

Methodology for observing the teacher’s verbal influences in the classroom

(Compiled by L. A. Regush)

Target: characterize the teacher’s verbal influences in the lesson.

Instructions to the expert observer:

I. Preparation for attending a lesson (class)

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

2. Carefully study the observation scheme.

3. Remember or re-acquaint yourself with the specifics of the observation method and the requirements for it.

4. Set yourself up to objectively record what you observe, eliminating the influence of subjective attitudes on the teacher, the process and the result of observation.

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

II. Conducting surveillance

1. When meeting the teacher whose lesson is being observed and establishing contact with him, avoid formulating a specific purpose for the observation.

2. The recording of observed verbal influences is carried out according to the scheme (see the table, where in column 4 words, addresses, statements that can be attributed to one or another type of influence are recorded; if difficulties arise in attributing certain statements to a certain type, you can use a dictionary of terms).

3. It is necessary to record verbal influences that are not in the diagram, but are present in the teacher’s speech. This material should be used when conducting analysis and drawing conclusions.

Glossary of terms that reveal the meaning of various types of verbal influences

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

Comment– a reprimand, an indication of a mistake.

Intonation– raising or lowering the voice during pronunciation; a manner of pronunciation that reflects the speaker's feelings.

Instructions– a sequence of actions formulated in a word.

Irony- subtle mockery expressed in a hidden form.

Team- a short verbal order.

Moral teaching- teaching, instilling moral rules.

Notation- instruction, reprimand.

Encouragement– instilling cheerfulness, uplifting mood.

Censure- reprimand, condemnation.

Promotion- something that encourages: approval, reward, assistance, sympathy, stimulating the desire to do well, better.

Request- an appeal calling for the satisfaction of any needs or desires.

Order– 1. The same as an order. 2. Caring about the structure, use, application of something.

Threat- intimidation, promise to do harm.

Note- instruction, explanation, indicating how to act.

Reproach– displeasure, disapproval or accusation expressed to someone.

Humor- a kindly, mocking attitude towards something.

III. Processing observation results and drawing conclusions

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

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

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

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

Characteristics of the ranking places of these types of impacts were obtained in the study of S. V. Kondratyeva (Kondratieva S.V. Psychological problems of people understanding each other // Psychology of interpersonal cognition. – M.: Pedagogy, 1981).

4. Conclude:

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

b) do these, the most characteristic types of teacher influences, indicate his understanding of the students, given that one of the main indicators of communicative culture is the student’s understanding.

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

Methodology for expert assessment of nonverbal behavior of an individual

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

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

Questions 1, 5, 8, 12, 15, 17 concern the general assessment of a person’s nonverbal repertoire in terms of its diversity, harmony, individuality, etc.

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

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

Methods for observing the manifestation of perseverance and perseverance during a training session or competition

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

Technique for monitoring emotional arousal

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

The scale for assessing external signs of emotional arousal includes assessment of behavior, attention, facial expressions, pantomime, movements, static poses, speech, and vegetative shifts.

Behavior

Indifference to everything. Drowsiness, yawning. Reduced reactivity...1

The behavior is no different from usual. Efficiency. Consciousness is aimed at the upcoming competitive activity (correct and rational execution of exercises, tactical techniques, etc.)… 2

There is anxiety and fussiness. Consciousness is aimed at the possible final result (outcome) of the competition... 3

Frequent mood swings, irritability... 4

Mimicry, pantomime

The face is frozen. Mouth half open. Eyes half closed... 1

Facial expressions and pantomimes do not differ from ordinary ones... 2

Some tension and slight movements of the lips are evident in facial expressions. Slight gestures when speaking... 3

Tense facial expressions, clenched jaws, nodules on the cheeks, displacement of the lips to the side, biting of the lips, sudden movements of the head, frequent blinking of the eyes, unmotivated squinting of the eyes. Violent gestures... 4

Movements

Movements are slow, sluggish... 1

The movements are calm, united, soft, as usual... 2

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

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

Static poses

Poses that are uncomfortable but not changing, frozen static positions... 1

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

Poses are uncomfortable, they change frequently... 4

Speech

Speech is slow, sluggish, and inexpressive. A quiet voice... 1

Ordinary speech... 2

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

Speech is frequent. The endings of words are not pronounced clearly. Noticeable changes in voice intonation... 4

Vegetative shifts

Pulse and breathing are normal or slow. Pallor of the facial skin. Mild malaise, feeling of lethargy, weakness. The muscles are more relaxed than ever, it is difficult to tense them... 1

Pulse and breathing are normal. Complexion unchanged. Normal muscle tone... 2

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

The pulse is significantly increased. Breathing is frequent and shallow. Increased sweating. Increased diuresis. Sharp redness of the skin of the face and body. Muscles are tense... 4

Protocol for assessing external manifestations of emotional arousal

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

Observation scheme for a child during a psychological examination (for children from 6 to 15 years old)

Cherny V., Kollarik T. Compendium of psychodiagnostic methods. Bratislava, 1988. – T. 2. – P. 215–216.

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

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

1) direct observation;

2) derived characteristics;

3) topics for conversation.

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

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

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

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

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

6. Behavior in a problem-solving situation (test) – attitude to tasks, work skills, attentiveness.

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

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

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

Rating scale for measuring student reactivity

Strelyau Ya. The role of temperament in mental development / Transl. from Polish – M.: Progress, 1982. – P. 157–160.

To construct the rating scale, an observation scheme previously developed by the author was used. The scale used by M. Grodner, which allows measuring 12 types of behavior on a nine-point scale, was further modified and in the latest version was reduced to 10 different types of behavior in different situations, considered especially important for the diagnosis of reactivity. Each of these types is rated on a five-point system. Therefore, a student can receive a maximum of 50 points, a minimum of 10. Moreover, the higher the number of points the subject receives, the lower the level of reactivity. This is done to make the quantitative results easier to understand. So, the number 50 indicates minimal reactivity, 10 – maximum.

We present the rating scale along with brief instructions so that the reader can try to apply it for his own purposes.

Instructions. Determine the intensity of each of the named properties of the student’s behavior on a five-point scale. The assessment should be based on specific, observable forms and modes of behavior.

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

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

Digit 3– average rating means moderate intensity of this property.

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

Scheme of monitoring manifestations of interest and attention of students in the lesson

Vikulov A.V. Expressive movements of students and their psychological classification: Dis... Cand. psychol. Sci. – L., 1986. – P. 94.

Forehead-eyebrow area:

Bringing down – lowering of the eyebrows;

Raising eyebrows.

Eye area:

Enlargement – ​​reduction of the palpebral fissure;

Raising the upper eyelid, decreasing the tone of the upper eyelid;

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

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

Intensity of gaze.

Area from base of nose to chin:

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

Mouth tone;

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

Head area:

The student’s facial orientation to the object (increase - decrease); in a fixed coordinate system: complete, incomplete, no facial orientation;

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

Methods of fixing the head through support on the hand.

Neck area:

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

Torso area:

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

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

Hand area:

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

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

Leg area:

Change in leg tone;

Changing the position of the legs.

Statistically significant changes in expressive movements of attention of schoolchildren

Stott Observation Map

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

Stott's observation map (OC) consists of 16 complexes of symptoms-patterns of behavior, symptom complexes (SC). IC are printed in the form of lists and numbered (I–XVI). In each social complex, behavioral patterns have their own numbering. When filling out the CT, the presence of each of the behavioral patterns indicated in it in the subject is marked with a “+” sign, and the absence – with a “-”. These data are entered into a special table (see Table 1).

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

Patterns of behavior have unequal informational weight. Therefore, when translating the primary empirical indicators “+” and “-” into raw scores, 1 point is given for some behavior patterns, and 2 points for others. To do this, use a table for converting primary empirical indicators into raw estimates (Table 2).

In each SC, points for behavior patterns are summed up. Then the sums of raw scores for each IC are converted into percentages. Percentage indicators indicate the severity of KS in the subject from the maximum possible severity. Conversion of raw estimates into percentages is shown in table. 3, which is constructed as follows:

1. All points for each SC from the table are summed up. 2.

2. Then each of the possible “raw” sums of estimates is divided by the maximum possible sum and multiplied by 100%.

According to Stott, the numerical indicators of the SC have significance, but only approximate, so they must be handled with caution when interpreting. The technique is not standardized for practical needs.

Using quantiles, the numerical scales (from 0 to 100%) for each SC were divided into five intervals. The interval from 0 to 20% indicates such a weak expression of quality that in fact we are dealing with a quality that is different from that inherent in a given SC. Thus, a very weakly expressed V.NV SC may indicate a child’s attempts to establish a good relationship with an adult, but are accompanied by actions that are unpleasant for the adult.

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

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

Stott's CN is designed to study the characteristics of students maladapted to school conditions. Maladjusted students include two types of students: first, those who themselves experience difficulties and create many difficulties for those around them (technical staff, teachers and other children), the so-called difficult ones; the second – for whom it is difficult at school, but they do not cause trouble to others.

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

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

SC positively correlates with sensitivity according to the Lichko PDO. Any achievement costs a child enormous effort.

II. O – weakness (asthenia).

We are not talking about clinical or even subclinical forms of weakness, but about manifestations of apathy, low mood, and a kind of neurophysical exhaustion. In a milder form, drops in energy alternate with manifestations of energy and activity. KS speaks of a shortage of energy resources in the child’s body, and therefore of his inability to be active.

III. U – withdrawal into oneself.

Self-elimination. A defensive attitude towards contacts with any people, rejection of the feelings of love shown towards him.

IV. TV – anxiety about acceptance by adults and interest on their part.

Anxiety and uncertainty as to whether adults are interested in him or love him. SK expresses the student’s anxious hope, aspirations, and attempts to establish and maintain good relationships with adults.

V. NV – rejection of adults.

Manifestation of various forms of rejection by adults: from avoidance of the teacher, suspicion of him to an uncontrollable habit of hostility.

VI. TD – anxiety for acceptance by children.

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

VII. A – asociality.

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

VIII. KD – conflict with children.

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

IX. N – restlessness or restlessness.

Impatience, unsuitability for work that requires perseverance, concentration, reflection, avoidance of long-term efforts.

X. EN – emotional tension or emotional immaturity.

Lagging sign emotional development, leading to emotional overstrain (stress) in a school environment. Manifests itself in infantilism of speech, anxiety, tendency to tears, etc.

XI. NS – neurotic symptoms.

Include signs of neurosis: predominantly obsessive-compulsive neurosis - frequent blinking, nail biting, finger sucking, etc.; partly a neurosis of fear - “you can’t get a word out of him,” he speaks randomly.

SCs associated with the constitution and type of the nervous system - O, N, EN, NS, and also partly ND and U - have important to understand the student's personality.

XII. C – Wednesday.

Contains several external signs - signals that a child is growing up in a dysfunctional environment, primarily this concerns the family circle.

XIII. UR – mental development.

Determines the level of educational retardation and assessment general impression, produced by the level of mental development of the child (“just stupid”).

XIV. SR – sexual development.

Records the general assessment given by the teacher of the pace and direction of sexual development.

XV. B – diseases.

Contains external signs, which can be used to determine the disease in a child, but, of course, does not allow an accurate diagnosis to be made.

XVI. F – physical defects.

Draws attention to abnormal physique, poor vision and hearing.

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

Table 1

Sample of filling out an observation map

Note: The 1st final grade shows the result of summing up the raw grades (points); The 2nd final assessment shows the severity of KS from the maximum possible (%).

table 2

Key for conversion to points

Table 3

Converting raw points to percentages

Observation map

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

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

2. Cries when reprimanded.

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

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

5. Too anxious to be naughty.

6. Lies out of fear.

7. Loves if people show sympathy to him, but does not ask for it.

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

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

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

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

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

13. Too shy to ask for things (such as help).

14. Easily becomes “nervous”, cries, blushes if asked a question.

15. Easily withdraws from active participation in the game.

16. Speaks inexpressively, mumbles, especially when greeted.

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

1. When answering in class, sometimes he is diligent, sometimes he doesn’t care about anything.

2. Depending on how he feels, he either asks for help in completing school assignments or not.

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

4. Sometimes active in games, sometimes apathetic.

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

6. When doing manual work, sometimes he is very diligent, sometimes not.

7. Impatient, loses interest in work as it progresses.

8. Angry, “flies into a rage.”

9. Can work alone, but gets tired quickly.

10. For self made lacks physical strength.

11. Lethargic, lacking initiative (in class).

12. Apathetic, passive, inattentive.

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

14. Movements are slow.

15. Too apathetic to get upset about anything (and therefore does not turn to anyone for help).

16. The look is “dull” and indifferent.

17. Always lazy and apathetic in games.

18. Often dreams in reality.

19. Speaks inexpressively, mumbles.

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

III. U – withdrawal into oneself. Avoiding contact with people, self-withdrawal. A defensive attitude towards any contact with people, rejection of the feelings of love shown towards him.

1. Absolutely never greets anyone.

2. Does not respond to greetings.

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

4. Avoids conversations (“closed in”).

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

6. Shows absolutely no interest in manual work.

7. Shows no interest in group games.

8. Avoids other people.

9. Stays away from adults even when he is offended by something or is suspected of something.

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

11. Gives the impression that he doesn’t notice other people at all.

12. Restless in conversation, gets off topic.

13. Acts like a wary animal.

IV. TV – anxiety towards adults. Anxiety and uncertainty about whether adults are interested in him or whether they love him. Symptoms 1–6 – the child tries to make sure whether adults “accept” and love him. Symptoms 7-10 – tries to attract attention and exaggeratedly seeks the love of an adult. Symptoms 11–16 – Shows great concern about being “accepted” by adults.

1. Performs his duties very willingly.

2. Shows an excessive desire to greet the teacher.

3. Too talkative (bothers with his chatter).

4. Very willingly brings flowers and other gifts to the teacher.

5. Very often brings and shows the teacher objects, drawings, etc. he has found.

6. Being overly friendly towards the teacher.

7. Tells the teacher an exaggerated amount about his family activities.

8. “Sucks up”, tries to please the teacher.

9. Always finds an excuse to keep the teacher busy with his special someone.

10. Constantly needs help and control from the teacher.

11. Seeks the teacher’s sympathy, comes to him with various small matters and complaints about his comrades.

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

13. Tells fantastic, fictitious stories.

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

15. Excessively concerned with attracting adults' interest and gaining their sympathy.

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

V. NV – rejection of adults. Symptoms 1–4 – The child exhibits various forms of rejection of adults, which may be the beginning of hostility or depression. Symptoms 5–9 – sometimes treats adults with hostility, sometimes tries to achieve their good attitude. Symptoms 10–17 – open hostility, manifested in antisocial behavior. Symptoms 18–24 – complete, uncontrollable, habitual hostility.

1. Changeable in moods.

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

3. Shows perseverance and perseverance in manual work.

4. Is often in a bad mood.

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

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

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

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

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

10. Very changeable in behavior. Sometimes it seems that he is deliberately doing a bad job.

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

12. Vulgar language, stories, poems, drawings.

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

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

15. Has a negative attitude towards comments.

16. Sometimes lies without any reason and without difficulty.

17. Once or twice he was noticed stealing money, sweets, and valuable items.

18. Always pretends to something and believes that he has been unfairly punished.

19. “Wild” look, looking from under his brows.

20. Very disobedient, does not observe discipline.

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

22. Most willing to be friends with so-called suspicious types.

23. Often steals money, sweets, and valuable items.

24. Behaves indecently.

VI. TD – anxiety towards children. The child's anxiety about being accepted by other children. At times it takes the form of open hostility. All symptoms are equally important.

1. “Plays the hero,” especially when comments are made to him.

2. Can’t help but “play” in front of others.

3. Tends to “play the fool.”

4. Too bold (takes unnecessary risks).

5. Takes care to always be in agreement with the majority. Imposed on others; it is easy to operate.

6. Loves to be the center of attention.

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

8. Tries to take a responsible position, but is afraid that he will not be able to cope with it.

9. Shows off to other children.

10. Clowns around (plays like a buffoon).

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

12. Dresses provocatively (pants, hairstyle - boys; exaggerated clothing, cosmetics - girls).

13. Destroys public property with passion.

14. Stupid antics in a peer group.

15. Imitates the hooligan antics of others.

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

1. Not interested in studying.

2. Works at school when he is “stood” over or when he is forced to work.

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

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

5. Not shy, but never asks for help.

6. Never voluntarily undertakes any work.

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

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

9. Avoids the teacher, but talks to other people.

10. Copies homework.

11. Takes other people's books without permission.

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

13. Shows cunning and dishonesty when playing with other children.

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

15. Cannot look directly into another's eyes.

16. Secretive and distrustful.

VIII. KD – conflict with children(from jealous rivalry to open hostility).

1. Disturbs other children in games, laughs at them, likes to scare them.

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

3. Bores other children and pesters them.

4. Quarrel and offend other children.

5. Tries to create certain difficulties for other children with his comments.

6. Hides or destroys objects that belong to other children.

7. Mainly has bad relationships with other children.

8. Picks on weaker children.

9. Other children don’t like him or even tolerate him.

10. Fights inappropriately (biting, scratching, etc.).

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

1. Very sloppy.

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

3. Easily comes to terms with failures in manual labor.

4. In games he has absolutely no self-control.

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

6. Uneven, irresponsible in manual labor.

7. Not diligent in schoolwork.

8. Too restless to work alone.

9. Cannot pay attention or concentrate on anything for long periods of time in class.

10. Doesn't know what to do with himself. He cannot stop at anything, at least for a relatively long period of time.

11. Too restless to remember adults' comments or directions.

X. EN – emotional stress. Symptoms 1–5 indicate emotional immaturity, 6–7 indicate serious fears, 8–10 indicate absenteeism and unpunctuality.

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

2. Loves games, but quickly loses interest in them.

3. Too childish in speech.

4. Too immature to listen and follow directions.

5. Plays exclusively (mostly) with younger children.

6. Too anxious to decide on anything.

7. Other children pick on him (he is the scapegoat).

8. He is often suspected of playing truant, although in fact he has tried to do so once or twice.

9. He is often late.

10. Leaves individual lessons.

11. Disorganized, loose, uncollected.

12. Behaves in the group (class) as an outsider, an outcast.

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

1. Stutters, stammers, “it’s difficult to get a word out of him.”

2. Speaks erratically.

3. Blinks frequently.

4. Moves hands aimlessly. Various tics.

5. Nail-biting.

6. Walks bouncing.

7. Thumb sucking (over 10 years old).

XII. C – unfavorable environmental conditions.

1. Often absent from school.

2. Doesn't go to school for several days.

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

4. Forced to stay at home to help parents.

5. Sloppy, dirty.

6. Looks like she's eating very poorly.

7. Significantly uglier than other children.

XIII. UR – mental development.

1. Severely behind in school.

2. “Dumb” for his age.

4. Huge shortcomings in knowledge of elementary mathematics.

5. Doesn't understand math at all.

6. Other children treat him like a fool.

7. Simply stupid.

XIV. SR – sexual development.

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

2. Delayed sexual development.

3. Shows perverted tendencies.

XV. B – diseases and organic disorders.

1. Improper breathing.

2. Frequent colds.

3. Frequent nosebleeds.

4. Breathes through the mouth.

5. Tendency to ear diseases.

6. Tendency to skin diseases.

7. Complains of frequent stomach pain and nausea.

8. Frequent headaches.

9. Tendency to become excessively pale or blush.

10. Painful, reddened eyelids.

11. Very cold hands.

12. Strabismus.

13. Poor coordination of movements.

14. Unnatural poses.

XVI. F – physical defects.

1. Poor vision.

2. Weak hearing.

3. Too short.

4. Excessive fullness.

5. Other abnormal body features.

According to V. A. Murzenko, the maladaptation coefficient of the main part of the sample ranges from 6 to 25 points, in 20.8% of the sample the maladjustment coefficient exceeds 25 points, which, in the author’s opinion, indicates the significant seriousness of the violation of the mechanisms of personal adaptation - such children are already on the verge of clinical disorders and need special help, including the intervention of a neuropsychiatrist. For 5.5% of students, we can talk more about situational reactions than about stable personality deviations.

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

V. Hostility towards adults – 34.4%.

VII. Lack of social normativity – 22.2%.

III. Withdrawal – 12.5%.

II. Depression – 11.1%.

VIII. Hostility towards children – 11.1%.

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

Methodology for observing the process of problem solving by students

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

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

To make monitoring problem solving truly effective method studying the psychological characteristics of students, you need to do the following.

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

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

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

4. Identify lines of analysis of the obtained material.

As a result of observation, organized taking into account the listed requirements, you can move from external description student behavior to the construction of a hypothesis that explains the internal psychological essence of what is happening, and to its subsequent verification.

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

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

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

Intervention in problem solving in the form of prompts and interruptions, stimulating and disruptive influences, or through provocative questions and the student's response to it can be valuable. additional material in observing one or another psychological phenomenon.

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

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

The skill of discreet observation Continue to observe, in everything, everywhere. Let everything become an opportunity to observe. Osho After you have practiced observing yourself, start observing the people, events and objects around you. In this matter, it is important not only