The study of the emotional and personal sphere is traditionally the study of a fairly standard set of personality traits, self-awareness (including gender and age identification, the presence of accentuation, factors of extra- and introversion, self-esteem and the level of claims) and such indicators of the emotional-affective state as anxiety (situational and personal), various kinds of fears, aggressiveness (also differentiated by certain types), types of motivation and psychological defenses, reactions of the individual in various situations, etc. The study of interpersonal relationships (intra-family, in the reference group, etc.) stands apart in this set. In accordance with this list, the selection of diagnostic tools is also carried out.
At the same time, one should adhere to at least two fundamental provisions first put forward by L. Frank (1939) (quoted in) regarding the study of personality:
1. Personality should be considered as a system of interrelated processes, and not as a list (set) of abilities or traits.
2. Personality should be studied as a changing (developing), but at the same time relatively stable system of dynamic processes organized on the basis of needs, emotions, and individual experience.
Fully adhering to this position and in relation to the study of the child's personality, I would only add the well-known proposition about the unity of intellect and affect, the general meaning of which lies in the need to study the relationship between the emotional-personal, directly cognitive and operational aspects of development. In addition, it should be noted that one of the basic principles of psychological diagnostics, namely: the principle of dynamic study of the child - the study of not established personality traits and emotional states, but of the subject in development, his emotions and affects in their situational predetermination - is the most relevant, especially in conditions of penetration into the psychodiagnostics of childhood, methods of studying the "adult" personality (as an example, we can cite the methodology Color Choices M. Luscher, developed for the adult population and unjustifiably transferred to children).
The situation of selecting adequate methods for studying the personality and affective-emotional sphere of a child is complicated by the fact that, as V. M. Bleikher rightly noted, due to the underdeveloped ability to self-observation and introspection up to a certain age, the examination of children
9 zek 483 E
preschool and younger school age using questionnaires is inappropriate.
Thus, from a huge range of methods for studying the affective-emotional sphere, personal characteristics, there remains practically only one category of psychodiagnostic tools that effectively and adequately satisfy the above conditions and principles. These are methods of projective study of personality (from among those that some authors refer to the group of small projective techniques). We consider this group of methods to be the most appropriate for the tasks of studying children of preschool and primary school age. Firstly, these methods make it possible to evaluate the affective-emotional and personal aspects of a child's development from the point of view of analyzing its individual characteristics, which the child may or may not have, according to the diagnostic hypothesis. Among these characteristics, one should note the activity or passivity of the individual, sociability, dependence, directiveness and demonstrativeness, as well as the problems of emotional relationships between the child and the people around him, the presence of fantasies, as well as experiences associated with aggression, fears, the specifics of the child's "acceptance" of the adult world. conscious desires, needs and claims of the child, fears, rejections, etc. Secondly, these methods partly make it possible to explore the general orientation of a developing personality as a stable system of interrelated processes based on the basic affective regulation of behavior and consciousness (according to O.S . Nikolskaya) .
In order to identify the general trend of these aspects of development in the study of children, it seems to us productive and adequate to use a dichotomous analysis of the direction of the child's reactions, that is, an analysis of extra- and intropunitive types of personal response. That is, the entire spectrum of personal characteristics can be conditionally considered within the framework of two opposite development trends, thereby denoting the vector of the most probable development of the entire system of affective, emotional and “crowning” them personal (and then subjective) development in their relationship.
This approach can be legitimately extended to the analysis of the development of a child's personality within the limits of the individual typological special! both conditionally normative and deviant development in all its diversity. Such a view of the systemic development of the child does not in the least narrow the content of the analysis of this aspect of the child's life, but, on the contrary, outlines the circle of his formation as a subject of activity (including in the prognostic plan).
Thus, the results obtained with the help of the proposed projective techniques can also be analyzed from the point of view of assessing the formation of the system of basic affective regulation (its level structure), which allows them to be used in addition to the method of structured observation and the study of the history of development.
The methods proposed in this manual have a number of features that make them convenient and technologically advanced for the study of children aged 3 to 11-12 years of age:
1. Most of the methods are quite short in terms of the procedure, which allows them to be used as a kind of relaxation in the intervals between energy-intensive and labor-intensive methods of studying the cognitive sphere, thereby realizing the principle of alternating light and labor-intensive methods, noted by I. A. Korobeinikov and T. V. Rozanova.
2. Each of these methods, at the same time, is quite informative and allows both an in-depth analysis of individual characteristics and an assessment of the general direction of the development of the child's personality.
Despite the fact that each method is self-sufficient to a certain extent, the results obtained, as well as in the study of the characteristics of the cognitive sphere, must be confirmed using a “complementary” method with it.
In addition to the above, it should be noted that by offering in this section a selection of methods for studying the affective-emotional sphere, the authors do not imply the need to use the entire battery of these methods within a single survey. As in the case of the study of the cognitive sphere, the selection of a particular diagnostic tool is always based on a hypothesis, according to which the most rational is the use of a particular technique. So, for example, if it is necessary to assess the presence and severity of a phobic component in a child, it is advisable to use the technique metamorphosis, but already when analyzing the essential structure of this component, the causes of fear (for example, threats from peers or adults), it is advisable to supplement the study with methods: Test Arm, Contour SA T-N.
The practice of diagnostic activity shows that the methodology Metamorphoses with a certain degree of certainty, it can be considered as central, as a key point in the study of the affective-emotional sphere, the personality characteristics of the child. As already noted in Chapter 2, it is the results of its implementation that make it possible not only to refine the diagnostic hypothesis, but also, if necessary, change it, at the same time determining the complex of techniques required for the study of these features.
To study the very possibility of assessing the child's emotional state, the formation of emotional differentiation, methods such as Color Relationship Test (CRT), Emotional Faces.
When identifying problems of a communicative plan, it is possible to use it as a technique pictorial frustration by S. Rosenzweig \Sch, as well as methods Contour SAT-Eili methods SOMOR, and in the case when more detailed detailing of communication problems is needed, the inclusion of an analysis of the emotional components of attitudes towards people - Color Relationship Test (CRT).
If necessary, evaluate the features of emotional and personal identification, such characteristics of self-consciousness as self-esteem, the level of claims, gender identification, features of emotional differentiation.
THEORY AND PRACTICE OF ASSESSING THE MENTAL DEVELOPMENT OF A CHILD
It is expedient to use the following projective methods in the rankings: NTO, Test Hand, Emotional Faces,
At the same time, the authors are fully aware that any of the proposed projective methods in experienced hands can provide fairly complete information and therefore cannot be considered aimed at studying any particular characteristic of the affective-emotional sphere, the personality of the child as a whole. At the same time, the use of each of these techniques may be the most optimal in any particular case (depending on the degree of openness and frankness of the child, his age, the style of the established relationship with the specialist, etc.).
Study of the emotional and personal characteristics of the child
Chapter 11
THE METHOD OF METAMORPHOSIS
The proposed projective technique is a systematic version, which is based on several projective techniques described in various sources. The test was based on such projective methods of personality research as the “Preferred Animal Test” (first described by the Spanish psychiatrist José Pigem in 1945-1949 as a “desire expression test”), “Metamorphosis Test” by Jacqueline Royer (France) 1 .
In accordance with the classification of projective methods by L. Frank this method can be classified as cathartic, where the game situation is asked questions in specially organized conditions. The answers to them make it possible to detect conflicts, problems, other personally saturated products that are brought out to the outside, and in some cases, to react emotionally in connection with the situation that has arisen.
Such projective techniques are based on the assumption that in affective-personal perception each person can be identified with some animal. This tradition is noted by Aristotle in "Physiognomy", where animals were endowed with special qualities, which, in turn, contributed to inversion - the description of people by comparing them with animals in terms of character traits, appearance or behavior. In our time, this is confirmed by the presence of frequent coincidences between the breeds of dogs chosen by people and the features of the appearance and behavior of their owners. Many authors also point to the ease with which children use animals as projection objects.
In Jacqueline Royer's variant of the "Metamorphosis Test", the identification basis of the test was extended to some other types of objects (furniture, dishes, plants, etc.).
1 Unfortunately, the authors could not find a relevant literature reference, although the proposed technique is primarily based on the study of Jacqueline Royer, from which its name is taken. The authors would be grateful if someone could point out the "historical roots" of this technique.
Section III. RESEARCH OF THE AFFECTIVE-EMOTIONAL SPHERE
A variety of metaphorical projective techniques used in modern psychological practice, including drawing tests, such as "Animal Family", "Musical Instruments", "Cactus" etc., on the one hand, can be considered as independent projective techniques, but on the other hand, they are actually separate elements of the general metaphorical approach, the system implementation of which was the proposed technique Metamorphoses(97; 98; 105|.
In our country, the technique in this modification was used by N. Ya. Semago in work with children in Moscow and the Moscow Region, starting from 1982. During the period of work with this technique, more than 2000 children and adolescents were examined, both normatively developing and with various options deviant development. Initially, it was used in work with children with various types of speech pathology on the basis of the City Center for Speech Pathology and Neurorehabilitation, and later - when examining children with various types of deviant development in educational centers in Moscow.
Age range of application. The technique can be used with children from 4-4.5 years of age, up to adolescence (13-14 years), which becomes possible by changing the style of work and giving a different instruction.
The procedure for conducting and recording the results
The technique does not need any special stimulus materials and is carried out in the form of oral answers to questions. The child's responses offer the opportunity to evaluate, for each category presented to the child, what he would like to be and why, and then - what he would not like to be and why. Thus, the result is a series of more or less symbolic images, each of which is composed of "choice" and "motivation" and, in turn, is a reflection, on the one hand, of the conscious or unconscious desires, needs and claims of the child, and on the other hand the other - fears, fears and rejections of the child, to one degree or another manifested in his behavior.
It should be noted that despite the length of the description of the procedure, the implementation of the technique usually takes no more than 10-15 minutes and requires minimal energy expenditure from the child.
Work with this technique can be started only if contact is established with the child, since the dialogic nature of the examination implies a certain degree of intimacy, individualization in the presentation of instructions. At the same time, it is desirable that close relatives are either not present during the procedure, or do not express their interest in the child's answers. Both of these significantly affect the quality of the answers, confuse the child, make him more constrained, or make him "work for the public." IN individual cases the influence of behavior, reactions and assessments of parents on the answers of the child can be the goal of an independent study of both the features of interaction in the child-adult dyad and
And adaptive (adaptive) to environment child's capabilities, which can be analyzed as an indicator of the level of emotional control (according to O. S. Nikolskaya).
It is very technological and functional to use the technique as a “unloading” procedure, when the child is tired of performing laborious tasks or he just needs to switch to a different type of activity. At the same time, it is in a state of some fatigue that the child's responses are most spontaneous, natural, and frank.
We offer two types of instructions for younger (4.5-7 years old) and, respectively, older (7-11 years old) children. In order to individualize the flow of instructions, at the beginning of the work, you can ask if the child believes in the existence of good wizards, genies, fairies, and the like. Even if the child's answer is negative, he is invited to play "the wizard". This is done in order to create a certain conventionality of the situation, which is especially important when working with younger children (4.5-6.5 years old). In this case, a modified version of D. Van Crevelen (1956) is used, which applies to all variants of metamorphoses [cited in 21].
Procedure The Metamorphosis technique consists of four stages:
1. Positive choice.
2. Negative choice.
3. Additional questions.
4. Final stage (three wishes).
Positive Choice
Instruction 1A.“Imagine that a wizard invites you to turn into some kind of animal. What animal would you like to be the most?”
After answering the child, be sure to ask: “Why?”, “Why in... ?». At the same time, in the questions of an adult, the child should hear precisely interest, and not condemnation or misunderstanding.
children younger age it makes sense to say at the same time that then he (the child) will again become himself, turn into a boy (girl).
All answers of the child should either be immediately recorded in the protocol, or first recorded on a tape recorder and subsequently transferred to the protocol.
In the same vein, the child is asked questions by category: plants, dishes, furniture, clothes, toys. All these categories are presented to all children as basic and mandatory. However, it is important that the questions are not asked too detailed and meticulous.
For children, starting from the age of 7-8, the instruction can be presented in the following form.
Instruction 1B.“If you were offered to turn into any animal, allowed to choose which animal would you choose? What animal would you like to turn into?
After the child's answer, it is also imperative to find out why he would like to turn into this particular animal.
Section III. RESEARCH OF THE AFFECTIVE-EMOTIONAL SPHERE
In addition to the main categories (see above), older children (after 7-8 years old) may be given additional categories such as: work tools, human body parts, musical instruments, colors, textbooks or academic subjects, Verbs.
In principle, if the situation requires it, it is possible to introduce questions on some other categories that are significant for the child. But one should not “overload” the technique, since this may well cause satiety of the child, loss of his interest and, accordingly, the depth of emotional contact necessary for conducting a survey. Rather, on the contrary, if the child's answers clearly enough represent his emotional condition, you can reduce the number of categories studied (but not at the expense of the main categories).
Negative Choice
At this stage, the child is asked opposite questions, that is, the choice of the child is evaluated in a negative form.
Instruction 2A. "If a wizard asks you what animal you don't want to turn into for no reason, what would you say?"
Instruction 2B (for children from 7 years old). “And what animal would you not turn into for anything?”
After that, you need to ask again why the child gave such an answer. The procedure covers all the categories discussed at the first stage.
Additional questions
The third stage of the study consists of a series of additional questions designed to explore the child's attitude to such categories that are significant for him, such as gender, role identification, value orientations, habits, and attitudes. Additional questions are usually asked not too aggressively, as if in continuation of the previous conversation. The topics depend on the answers received from the child and relate to topics that are significant for the child, in total no more than 3-5 should be asked, and for children preschool age- 2-3 questions.
Examples of additional questions:
About “If you could choose to be a boy or a girl, which would you choose? Why?"
About “If you had a lot of free time, what would you do?
Why?" (for children over 7 years old). ABOUT “If you could change something in your life or in the lives of others
you people, what would you change?"
You can offer the child to “order” changes in his own life, the lives of people close to him, etc.
Three wishes
This part of the methodology is conditionally called "Three Wishes". It usually makes sense to tell the child that the game of “wizard” ends here, but the most pleasant thing remains.
Chapter 11
Instruction 3. ".Make the three most cherished (main) wishes to the wizard!"
If a child finds it difficult in his “cherished” desires, only neutrally stimulating statements like: “Well, try it”, “Everyone has the most important desires.” At the same time, unlike the previous stages, no explanations and explanations are required from the child.
All the child's answers are recorded in the protocol, where you can also record all the features of the child's behavior, his facial expressions, emotional reactions, latent response time, etc.
In accordance with the main categories used in the protocol, the following abbreviations are used: W - animals, R - plants, P - dishes, M - furniture, O - clothes, I - toys.
Once again, I would like to note that a conversation with a child should be natural, relaxed, but interested, and at the same time not be too interested or, on the contrary, sugary.
Analysis and interpretation of results
When interpreting, it is important to distinguish between objective and subjective symbolization, conventional and individual symbols. It is possible to highlight symbols in accordance with the psychotherapeutic school to which the specialist conducting the examination belongs.
Positive choices (answers to the questions: "What would you like to be?") can be grouped under common name "Preferences". They express what the child desires, what he would like to be. At the same time, with the help of an explanation to the question “why?” it is possible to find out the motives of the child or the reasons why he makes this or that preference.
Negative choices can be grouped under the general name "Rejections" At first glance, it can be considered that this is what is opposite to the subject. In fact, the child thus expresses what what he is afraid or what afraid to test what he would like to get rid of, including producing his own fears. Often, by analyzing the rejection of the child, it is possible to present a picture of the inner world of the child with all his experiences and fears. In an imaginary form, he "projects" his most secret "torment", a symbolic image of his "Shadow".
In general, it should be noted that the negative (negative) choices of the child (rejection) are often more vivid and obvious for the interpretation of projected features and personal problems. They are more indicative indicators of the psychological characteristics of children in comparison with positive choices, since it is in this case that more individual personality characteristics are revealed. At the same time, positive choices can, in some cases, determine stereotyped (generally accepted) or patterned patterns of behavior.
No matter how different the child's answers, his ideas - preferences or rejections (positive or negative choices), for the convenience of analysis, they can be grouped and presented in the form of certain types of answers. It is clear that in each specific case, attributing the choice to
Section III. RESEARCH OF THE AFFECTIVE-EMOTIONAL SPHERE
one type or another is rather conditional. Nevertheless, we single out the main variants of answers (choices of the child), which can be conditionally attributed to the following election categories:
P the defensive choice (and the aggressive choice adjoining it);
□ demonstrative choice;
ABOUT self-affirming choice;
О socially approved choice;
P protest, expressing negativism answers.
Separately, it is necessary to single out among the children presented in the answers some topics that stand out from the general context and can (should) be analyzed from the point of view of modern analytical approaches. In this case, it is possible (within the competence of the specialist conducting the examination) to use the analysis of symbolism or emerging images, based on such depth-oriented psychological theories as the theory of object relations by M. Klein, ego psychology by A. Freud, the theory of archetypes and the collective unconscious K. G. Jung, developments of S. Ferenczi, E. Erickson, D. V. Winnicott. A special place in the symbolic interpretation of the child's choices is occupied by the catathymic experience of images according to X. Leiner.
It should be noted that the appearance and stubborn "stuck" of the child on the images in which the themes are presented loneliness, dirt, underwear, darkness, brokenness and disfigurement, fatigue and apathy, fear of not being are a sign for the psychologist that the child (first of all, if it is a teenager) should be directed to additional examination"related" specialists - a child psychiatrist or a suicidologist.
Additionally, parameters can be analyzed that reflect both the child’s work style in the process of implementing the methodology, and the general “operational and technical” aspects of his activity, such as pace, features of speech activity, the possibility of switching (the absence of an inert “freeze” on details and small details of the image, ease of exit from the image, etc.).
The analysis of answers to additional questions should be carried out in the same way as the analysis of answers to the main categories. However, a somewhat greater freedom of analysis and interpretation is allowed here, including from the point of view of purely everyday logic. It is also necessary to take into account the general cultural and social level of the family of the child being examined, the surrounding social environment as a whole.
These conditions become even more significant when analyzing the answers of the final part of the survey (the fourth stage - "Three wishes").
The main task of this stage is to identify the true or compensatory forms of the child's response in a particular social situation, including educational.
To do this, first of all, the presence or absence of a discrepancy between the declared (consciously formulated) problems, including those presented by parents, and their representation in women should be revealed.
Chapter II. STUDY OF EMOTIONAL AND PERSONAL CHARACTERISTICS OF A CHILD
inclinations of the child. As an example, we can cite the case when the child's declared very strong experience of his school failures, which is, in fact, the opinion of the parents themselves about the child's experiences, is absolutely not represented in the child's "metamorphoses" (where, for example, only play and food interests and desires). Although it should be borne in mind that such a complete "crowding out" can also be of a compensatory nature.
In addition, the actual sphere of desires and their orientation are analyzed: social, egocentric, formal, truly problematic, etc. In particular, it makes sense to pay attention and evaluate the causes of egocentric desires, such as getting pleasure from food, toys, entertainment, etc. At the same time, such desires can be compensatory in nature and reflect a certain level of emotional deprivation of the child both in the family and among peers. The most characteristic example is the desires that characterize mainly food interests in children who were previously in institutions for orphans, boarding schools, even if recently they have been in a more favorable social situation (in particular, with foster parents, guardians).
Particular attention should be paid to such "negative" desires as: "do not grow up", "do not become an adult", "do not have brothers and sisters" and - as an extreme version of this topic - "not live" or "not to be". Such desires quite clearly characterize the fears or problems of the child, which require the intervention of at least a psychotherapist, and in some cases a child psychiatrist.
In the same way, the child's choices can be analyzed from the point of view of the extrapunitive or intropunitive orientation of personal reactions and from the point of view of the formed levels of affective regulation, the system of basic affective regulation as a whole.
In conclusion, we will give approximate answers of children for the main categories of choices of preference and rejection, as well as typical conditionally normative choices of preference and rejection in these categories 2 .
1. Protective elections
Protective are those choices in which the object of transformation is maximally protected. minimally vulnerable to both external and internal influences.
Defensive preference choices:
F - “A bird - she flies high, no one touches her”, “A turtle - she has a thick shell, she doesn’t feel anything, you can’t hit”, “A mole - he lives underground, he can’t be seen, no one touches him.”
2 We tried to give the children's answers in the form in which they were "produced - by the children themselves - with their inherent stylistic and syntactic features and inaccuracies.
Section III. RESEARCH OF THE AFFECTIVE-EMOTIONAL SPHERE
P - "A cactus (often a rose) with thorns, he (she) is prickly, no one will approach him (her), you can not touch."
P - “An iron mug, a bowl - it cannot be broken”, “A vase (or similar) in a sideboard - no one takes it, they do not use it”, “A plate on the wall - it does not serve for consumption”.
M - "An ottoman - no one sits on it", "A mirror - it just hangs, nothing needs to be done."
O - “With a hat - she is upstairs, they don’t put anything on her”, “A smart suit - he rarely wears and therefore does not deteriorate.”
And - "Gift doll, souvenir - they are not played with and do not touch with hands."
Note. It should be noted that along with the defensive theme in the answers, in particular, in the last of the examples given, one can trace the theme of fatigue, fatigue. In adolescence, in a similar case, the theme of indifference, apathy may sound. Nevertheless, we attribute these responses to the category of defensive responses, since adolescent isolation from the world in most cases is a compensatory formed defense mechanism. In prepubertal age, with a subjective feeling of “pressure”, the theme of “liberation”, freedom from any dependence from the outside, often sounds. In adolescent children, dysmorphophobic experiences can also be seen in the answers assigned to this category. A typical example of this kind is the following choice: "An old armchair that lies on the mezzanine and no one sees how shabby it has become."
Defensive rejection choices:
F - "Elephant, wolf, hare, duck (and the like) - they are hunted, they sell the skin."
R - “With some beautiful flower or valuable tree species - they are plucked, sawed”, “Grass - they trample it.”
P - “A plate, a cup, a glass (and the like) - that which beats”, “A kettle - it is on fire”.
M - “Hanger - something is sure to hang on it, everyone touches it.”
O - “Boots - they are always in the mud”, “Jeans - they are worn, worn to holes”, “Umbrella - all sorts of filth is poured on it.”
And - "Ball - he jumps all the time and hit him all the time", "Collectible car (and the like) - everyone touches, compares, criticizes."
Aggressive elections
Aggressive preference choices:
F - "Tiger - he is strong, he fights first", "Wolf - he is evil and everyone is afraid of him."
R - "A flower that eats flies - even people cannot touch it", "A cactus - because it injects itself."
Chapter 11
P - “Kettle - because it is hot”, “Knife - they cut everything”, “Fork - it pricks”.
M - “Lamp - it can shock”, “Door - it can pinch”.
O - “A nettle shirt from a fairy tale - it burns”, “Woolen socks - they are prickly”.
And - "A gun, a saber (and the like) - to shoot, chop in a war."
Aggressive rejection choices:
Most often, responses of this type should be assessed not as an expression of one's own aggression, but as a fear of aggression from the external environment. Thus, the responses of this type "close" with the responses of the protective type, identified using the technique "Test Hand". The fear of becoming the subject of aggression can also be attributed to the same category of answers.
F - "An ant - it is easy to trample", "A hare - a wolf is chasing him, everyone is shooting at him."
R- “Grass - everyone walks on it (option: trample)”, “Flowers - they are torn”.
P - “With a knife, fork - you can cut yourself, prick”, “Kettle - you can burn yourself, it is hot.”
M - “Shelf - it can fall” (the answer projects one of the basic fears “not to be”, “not to exist”).
O - "Jeans - they crawl on them, they are torn and dirty", "Mittens, boots - they are dirty and they are thrown away."
And - "A fragile toy that is easy to break", "Ping-pong ball - they beat him."
Demonstrative elections
TO The choices in this category include all variants of demonstrative behavior with a pronounced need to be the center of attention, but this may also include the answers of children who want to attract attention to themselves in connection with a sense of its deficit. Demonstrative elections can also be seen as a means of initiating communication and interaction.
Demonstrative preference choices:
F - “A cat - she is beautiful, everyone loves her, strokes”, “Panther - she is graceful, strong, slender”, “A seagull - she is beautiful, white”.
R- “Rose (a variant of a tulip, aster, gladiolus, etc.) - she is beautiful”, “Christmas tree - they put her on the New Year, decorate them.”
P - “With a vase (a glass and the like) - she is beautiful”, “Dishes that are put on holidays, as she is beautiful.”
M - “An armchair ~ - it’s comfortable to sit in it”, “Trumeau (option: a mirror) - beautiful things, perfumes, napkins stand on it.”
A - Those items are given that are beautiful or fashionable, from the point of view of the child, that attract attention.
And - "Barbie - she's beautiful, she has a lot of dresses, everyone loves her" (mostly the choice of girls), "A beautiful car (new or collectible), a bicycle" (more often chosen by boys).
Section III. RESEARCH OF THE AFFECTIVE-EMOTIONAL SPHERE
Demonstrative rejection choices:
F - “I don’t want to be a mouse - it’s small, gray, inconspicuous *,“ A snake, a wolf, a rat, a crocodile, a shark.
R - “Chamomile - she is ugly”, “Grass, plantain - they are all trampled on, they don’t notice.”
P - The choice of different dishes is determined by the reason for ugliness and lack of demand, that is, "very old, broken, broken."
A - The child, as a rule, does not agree to turn into old, dirty, spoiled clothes (answers of the boys). For girls, outdated, unfashionable clothes often act as a rejection in this category. For example: "Woolen coat." Very often, in this type of choice, the object to be rejected is shoes (cf. Conditionally normative answers).
And - Here, basically, the theme of old, broken, abandoned
Note. With answers of this type, objects, as a rule, are rejected because of their external unattractiveness. In the situation of the occurrence of such responses in adolescent children, it is necessary to analyze them, first of all, from the point of view of dysmorphophobic problems.
Self-affirming elections
Often in such answers the theme of freedom, independence and self-affirmation sounds through the realization of one's own significance and value of oneself as a person. The most frequent topics are related to flight, soaring in the air, independence from external influences(the theme of sustainability).
Self-affirming preference choices:
F - “Eagle - he is free, flies where he wants”, “Lion - he is the king of animals, his own master”, “Butterfly - he just flies, does nothing.”
R - “Tumbleweed - is where he wants, travels the world as he wants”, “Oak (baobab for older children) - he is strong, powerful, it is difficult to do anything with him.”
P - "A samovar - it is important, necessary, large and beautiful" (integrative aspect of self-affirmation), "A large festive service - it is needed on important, solemn occasions."
M - “A closet - it is large, necessary. You can’t do without it - it’s the main part in the room”, “The sofa is big and heavy. You can’t move him, he is very necessary.”
O - “Coat, jacket - it’s impossible without them in winter”, “Working suit - they always go to work and to all sorts of important meetings in it.”
And - Here, as a rule, choices related to interesting, beautiful, the right toys that adults consider necessary (self-affirmation, taking into account the opinions of adults - socially acceptable answers). Often the answers of this category are connected in terms of content with the answers of the demonstrative type (attention to oneself as to a significant person).
Chapter 11
Self-affirming rejection choices:
F - “A fly, an ant - they are small and unnecessary”, “A toad, a frog - they are nasty, they don’t like them”;
R - "Weeds - nobody needs them." “A sick, frail tree - it can be cut down or it will die” 1 .
P - “A colander - it is full of holes and is rarely used”, “A saucer - little ones drink from it.”
M - “Kaloshnika (if the child does not know the name of where the shoes are put, then he describes exactly this piece of furniture) - they put dirty shoes in it”, “Chair - they sit on it and press on it.”
A - In this case, the topic of underwear (socks, shorts, tights) is often heard in connection with a feeling of humiliation and unwillingness to be in a position of humiliation.
Introduction
Emotions are a special class of mental processes and states associated with instincts, needs and motives, and reflecting the form of direct experience (joy, grief, fear, etc.), the significance of phenomena and situations affecting the individual for the implementation of his life. Emotions as specific subjective experiences sometimes very brightly color what a person feels, imagines, thinks, emotions are one of the most clearly manifested phenomena of his inner life. It can even be said that, thanks to direct life experience, these phenomena are not only easily detected, but also quite subtly understood. Emotions are associated with the visceral activity of the individual. Emotions are constant companions of a person, influencing his thoughts and activities. Factors of an emotional nature regularly make it difficult to establish contact between the individual and the group.
In people with a weakened ability to effectively self-regulate, emotional problems manifest themselves with particular force and distinctness. The destructive impact of this inability to cope with their feelings in these people can be very different: from failure in the implementation of intentions to deterioration in health. Emotions help a person in his formation, those people in whom they are not sufficiently developed experience problems with adaptation in society, hence the problem of specificity in the emotional sphere in normal and children with mental retardation arose.
In substantiating the relevance of the chosen topic, the main thing is that the formation of emotions, the upbringing of moral, aesthetic feelings contributes to a more perfect attitude of a person to the world around him and society, contributes to the formation of a harmoniously developed personality.
The relevance of this study is that studies of the emotional state of a child with mental retardation are still at an insufficiently high level, and, consequently, the formation of the personality of a mentally retarded child, the study of the potential of such children, unfortunately, is not common.
The purpose of the study is to explore the emotional sphere of adolescents with mental retardation.
Object: emotional states of adolescents.
Subject: features of the emotional sphere of adolescents with mental retardation.
The hypothesis of the study is the assumption that when interpreting the results of children with mental retardation, the specificity of their emotional attitude to the surrounding reality will manifest itself, which differs from the emotional attitude to the surrounding reality in normal children.
In accordance with the goal and hypothesis, it is necessary to solve the following tasks:
Research methods:
1. Modified eight-color Luscher test;
Projective technique "Drawing of a man";
Projective technique "Cactus",
Mathematical processing of the results of the Mann-Whitney test
The base of the study is a special (correctional) general education school No. 7 of the city of Blagoveshchensk. For comparison, the secondary school No. 6 of Blagoveshchensk was taken. It was attended by adolescents with mental retardation at the age of 14 - 16 years, in the amount of 10 people. And adolescents with normal intelligence, aged 14 - 16 years, in the amount of 10. The total sample of the study is 20 people.
1. Theoretical foundations for studying the characteristics of the emotional sphere of adolescents with mental retardation
.1 Psychological features adolescence
psychological teenager mental retardation
Adolescence is a sharply flowing transition from childhood to adulthood, in which conflicting trends are convexly intertwined. On the one hand, negative manifestations, disharmony in the structure of the personality, the curtailment of the previously established system of interests of the child, and the protesting nature of his behavior towards adults are indicative of this difficult period. On the other hand, adolescence is also distinguished by many positive factors: the independence of the child increases, relations with other children and adults become more diverse and meaningful, the scope of his activities is significantly expanding, etc. Most importantly, this period is distinguished by the child's entering a qualitatively new social position, in which his conscious attitude towards himself as a member of society is formed.
The most important feature of adolescents is their gradual departure from direct copying of adult assessments to self-assessment, an increasing reliance on internal criteria. Representations on the basis of which self-esteem criteria are formed in adolescents are acquired in the course of a special activity - self-knowledge. The main form of self-knowledge of a teenager is comparing himself with other people: adults, peers.
The behavior of a teenager is regulated by his self-esteem, and self-esteem is formed in the course of communication with other people. But the self-assessment of younger adolescents is contradictory, not holistic enough, therefore, many unmotivated actions can occur in their behavior.
Communication with peers is of paramount importance at this age. Communicating with friends, younger teenagers actively master the norms, goals, means of social behavior, develop criteria for evaluating themselves and others, based on the precepts of the “companion code”. External manifestations of the communicative behavior of younger adolescents are very contradictory. On the one hand, the desire at all costs to be the same as everyone else, on the other hand, the desire to stand out, to excel at any cost; on the one hand, the desire to earn the respect and authority of comrades, on the other hand, flaunting one's own shortcomings. The craving for a faithful close friend coexists in younger adolescents with a feverish change of friends, the ability to be instantly fascinated and just as quickly disappointed in former “friends for life”.
The main value of the mark for students in grades 5-7 is that it makes it possible to take a higher position in the class. If the same position can be taken due to the manifestation of other qualities, the significance of the mark falls. Through the prism of the public opinion of the class, the guys also perceive their teachers. Therefore, often younger teenagers come into conflict with teachers, violate discipline and, feeling the tacit approval of classmates, do not experience unpleasant subjective experiences.
A teenager in all respects is overwhelmed with a thirst for a “norm”, so that he can be “like everyone else”, “like others”. But this age is characterized by just a disproportion, that is, the absence of "norms". The difference in the pace of development has a noticeable effect on the psyche and self-awareness.
Comparing the development of early (accelerants) and late (retardants) of maturing adolescent boys, we can conclude that the former have a number of advantages over the latter. Accelerator boys feel more confident with their peers and have a more favorable self-image. Early physical development, giving advantages in growth, physical strength, etc., contributes to an increase in prestige among peers and the level of claims.
It is during this period that the intensive development of inner life takes place: along with friendship, friendship arises, nourished by mutual confidentiality. The content of the letters is changing, losing their stereotypical and descriptive character, descriptions of experiences appear in them; attempts are made to keep intimate diaries and the first loves begin.
The main feature of this age is sharp, qualitative changes affecting all aspects of development. The process of anatomical and physiological restructuring is the background against which the psychological crisis proceeds.
The activation and complex interaction of growth hormones and sex hormones cause intense physical and physiological development. The height and weight of the child increase, and in boys, on average, the peak of the “growth spurt” occurs at 13 years old, and ends after 15 years, sometimes lasting up to 17. In girls, the “growth spurt” usually begins and ends two years earlier (further, more slow growth may continue for several more years).
Features of the puberty crisis:
· emotional instability;
sexual arousal;
gender identity,
a new image of the physical "I",
The influence of the pace of maturation on the image of "I" and self-consciousness (accelerates and retandards)
Features of the social situation of the development of adolescence
The social situation of development is a transition from dependent childhood to independent and responsible adulthood. A teenager occupies an intermediate position between childhood and adulthood. Social situation of development - Emancipation from adults and grouping.
The problem of leading activity in adolescence
The leading activity of a teenager is communication with peers. The main trend is the reorientation of communication from parents and teachers to peers.
) Communication is a very important information channel for teenagers;
) Communication is a specific type of interpersonal relationship, it forms in a teenager the skills of social interaction, the ability to obey and at the same time defend their rights .;
) Communication is a specific kind of emotional contact. Gives a sense of solidarity, emotional well-being, self-respect.
Psychologists believe that communication includes 2 conflicting needs: the need to belong to a group and isolation (there is an inner world, a teenager feels the need to be alone with himself). A teenager, considering himself a unique personality, at the same time strives to look no different from his peers. A typical feature of adolescent groups is conformity - a person's tendency to assimilate certain group norms, habits and values, imitativeness. The desire to merge with the group, not to stand out in any way, which meets the need for security, is considered by psychologists as a psychological defense mechanism and is called social mimicry.
Educational activity and cognitive development of adolescents
Qualitative changes are taking place in the intellectual sphere: theoretical and reflective thinking continues to develop. At this age, a male view of the world and a female one appear. Creative abilities are actively developing. Changes in the intellectual sphere lead to an expansion of the ability to independently cope with the school curriculum. At the same time, many teenagers experience learning difficulties. For many, education takes a backseat.
Features of the personality of adolescents.
Personal instability (radiant optimism and gloomy pessimism).
Opposite traits, aspirations struggle with each other, determining the inconsistency of the character and behavior of the maturing child.
A teenager has conflicting needs: the need to belong to a group and to be isolated (his own inner world appears, the teenager feels the need to be alone with himself).
A teenager, considering himself a unique personality, at the same time strives to look no different from his peers. A typical feature of adolescent groups is conformity - a person's tendency to assimilate certain group norms, habits and values, imitativeness.
The desire to merge with the group, not to stand out in any way, which meets the need for security, is considered by psychologists as a psychological defense mechanism and is called social mimicry.
. “A feeling of adulthood” is the attitude of a teenager towards himself as an adult.
This is expressed in the desire that everyone - both adults and peers, treat him not as a small child, but as an adult. He claims equality in relations with elders and goes into conflicts, defending his "adult" position.
The feeling of adulthood is also manifested in the desire for independence, the desire to protect some aspects of one's life from parental interference.
This applies to issues of appearance, relationships with peers, maybe - studies.
The feeling of adulthood is associated with the ethical standards of behavior that children learn at this time. A moral "code" appears that prescribes to adolescents a clear style of behavior in friendly relations with peers
The development of self-consciousness (the formation of the “I-concept” is a system of internally consistent ideas about oneself, images of the “I”.
The emergence of an inner world, the desire to know oneself through friends, keeping diaries
Critical thinking, a tendency to reflection, the formation of introspection.
The need for self-affirmation, for activities that have personal meaning. Personal orientation:
humanistic orientation - the attitude of a teenager towards himself and society is positive;
selfish orientation - he himself is more significant than society;
depressive orientation - he himself does not represent any value for himself. His attitude to society can be called conditionally positive;
suicidal orientation - neither society nor the individual for itself is of any value.
Teenage accents.
Adolescence is usually referred to as a period of heightened emotionality. This is manifested in excitability, frequent mood swings, imbalance. The character of many adolescents becomes accentuated - an extreme version of the norm.
In adolescents, much depends on the type of character accentuation - the features of transient behavioral disorders ("pubertal crises"), acute affective reactions and neuroses (both in their picture and in relation to the causes that cause them). The type of character accentuation must be taken into account when developing rehabilitation programs for adolescents. This type serves as one of the main guidelines for medical and psychological recommendations, for advice on the future profession and employment, which is very important for sustainable social adaptation.
The type of accentuation indicates the weaknesses of the character and thus makes it possible to foresee factors that can cause psychogenic reactions leading to maladjustment - thereby opening up prospects for psychoprophylaxis.
Usually accentuations develop during the formation of character and smooth out with growing up. Character traits with accentuations may not appear constantly, but only in certain situations, in a certain situation, and almost not be detected under normal conditions. Social maladaptation with accentuations is either completely absent or is short-lived.
Depending on the degree of severity, two degrees of character accentuation are distinguished: explicit and hidden.
obvious accentuation. This degree of accentuation refers to the extreme variants of the norm. It is distinguished by the presence of fairly constant traits of a certain type of character. The severity of traits of a certain type does not prevent the possibility of satisfactory social adaptation. The position occupied usually corresponds to abilities and opportunities. In adolescence, character traits are often sharpened, and under the influence of psychogenic factors that address the “place of least resistance”, temporary adaptation disorders and behavioral deviations may occur. When growing up, character traits remain quite pronounced, but they are compensated and usually do not interfere with adaptation.
hidden accent. This degree, apparently, should be attributed not to the extreme, but to the usual variants of the norm. In ordinary, habitual conditions, the features of a certain type of character are weakly expressed or do not appear at all. However, traits of this type can be clearly, sometimes unexpectedly, revealed under the influence of those situations and mental traumas that place increased demands on the “place of least resistance”.
There are 10 main types of accentuation:
Hyperthymia. People who are prone to high spirits, optimists, quickly switch from one thing to another, do not finish what they have started, are undisciplined, and easily fall under the influence of dysfunctional companies. Teenagers tend to be adventurous and romantic. They do not tolerate power over themselves, but they love to be patronized. Tendency to dominate, lead. In pathology, obsessional neurosis.
Jam. Tendency to "stuck affect", to delusional reactions. People are pedantic, vindictive, remember grievances for a long time, get angry, offended. Often on this basis, obsessive ideas may appear. Strongly obsessed with one idea. Too aspiring, "stubborn in one", off-scale. Emotionally rigid (below normal). Sometimes they can give affective outbursts (strong nervous excitement), they can show aggression. In pathology - paranoid psychopath.
Emotivity. Affectively labile (unstable). People who quickly and dramatically change their mood for an insignificant reason for others. Everything depends on the mood - both working capacity, and well-being, etc. finely organized emotional sphere; able to deeply feel and experience. Prone to good relationships with others. In love, they are vulnerable like no one else. Not opposed to being taken care of, cared for.
Pedantry. The predominance of traits of pedantry. People are rigid, it is difficult for them to switch from one emotion to another. They like everything to be in its place so that people clearly formulate their thoughts - extreme pedantry. Periods of maliciously dreary mood, everything irritates them. In pathology - epileptoid psychopathy. They can show aggression (remember for a long time and pour out).
Anxiety. People of a melancholic warehouse with a very high level of constitutional anxiety are not self-confident. They underestimate and underestimate their abilities. Shy, afraid of responsibility.
Cyclicity. Sudden mood swings. Good mood is short, bad is long. When depressed, they behave like “anxious”, quickly get tired, and creative activity decreases. At good mood as hyperthymic.
Demonstrativeness. In pathology, psychopathy of the hysterical type. People who have a strong egocentricity, the desire to be constantly in the spotlight (“let them hate, if only they were not indifferent”). There are many such people among artists. If there is no ability to stand out, then they attract attention with anti-social acts. Pathological deceit - to embellish your person. Tend to wear bright, extravagant clothes - can be identified purely externally.
Excitability. Tendency to increased impulsive reactivity in the sphere of attraction. In pathology - epileptoid psychopathy.
Dystimism. Tendency to mood disorders. The opposite of hyperthymia. The mood is lowered, pessimism, a gloomy view of things, we tire. He quickly gets tired in contacts and prefers loneliness.
Exaltation. A tendency to affective exaltation (close to demonstrativeness, but there because of the character, but here the same manifestations go, but at the level of emotions, i.e. from temperament).
Emotional-volitional sphere of a teenager.
Its main characteristics: increased emotional excitability, greater stability of emotional experiences, impulsiveness. The inconsistency of the volitional sphere: courage increases, restraint, self-control decrease.
1.2 Analysis of the emotional sphere of adolescence
There are several age periods. According to Elkonin, a teenager is a person between the ages of 11 and 15. Of course, it must be borne in mind that the boundaries of age are conditional. For some children, adolescence may start earlier or end later. It depends on many factors: on the characteristics of the development of the child, on the social and historical situation. In any case, whether it starts earlier or later, this period is difficult for a growing child, and in order to know how to help him, we need to understand what experiences teenagers have, what emotions and for what reason they experience.
The transitional period is usually referred to as a period of increased emotionality, which manifests itself in mild excitability, irascibility, passion, frequent mood swings, increased suggestibility, etc. These psychological features of adolescence are called "adolescent complex". Physiologists explain such manifestations in the sphere of emotions by the rapid puberty that occurs during this period of life. All organs and systems of the body are actively developing, sex hormones begin to be released, in nervous system excitatory processes predominate over inhibition processes. Adolescent girls are more likely to show mood swings, increased tearfulness, resentment (in particular, this is due to the appearance of menstrual cycle). In boys, motor disinhibition is more pronounced. They are very mobile, and even when they are sitting, their arms, legs, torso, head are not at rest for a minute. The physiological restructuring of the organism of adolescents is also accompanied by the appearance of increased fatigue in them.
But the emotional reactions and behaviors of adolescents cannot be explained by hormonal changes alone. They also depend on social factors(environment in which adolescents are), conditions of education and individual characteristics. One of the first places is occupied by the emotional atmosphere in the family. The more restless, tense she is, the more vividly emotional instability will manifest in a teenager. Especially strong will be mood swings, nervous breakdowns. Sensitivity, attentiveness and exceptional tact are required from parents, as teenagers are unusually vulnerable. At the same time, in comparison with younger students, they already better control the expression of their feelings and, in certain situations (problems at school, conflicts with peers), they can hide anxiety, excitement, grief, fear under the mask of indifference.
In adolescence, significant changes occur in the emotional sphere, which are determined by the desire of children to look like adults, to take a certain place in life, the desire to assert themselves in the eyes of others and, first of all, peers. This task is not easy, so when difficulties and contradictions arise in achieving the goal, adolescents are acutely worried. But even small successes inspire them. Petty guardianship, excessive control, intrusive care and the desire of adults to influence adolescents reject and resist them. Most conflicts in the upbringing of a teenager arise precisely on this basis. In a word, self-affirmation and self-expression and the feelings associated with them are the main ones in the emotional sphere of a teenager's personality.
Another leading feeling in adolescents is a sense of camaraderie, which gradually turns into a feeling of friendship and love for the opposite sex. At the initial stages of development, the feeling of love is more like being in love. However, the most characteristic qualities of adolescents' feelings are their impulsiveness and affectivity. Ways of expressing emotions become more diverse, the duration of emotional reactions increases.
Of great importance (almost paramount) for a teenager is communication with peers, a large number of feelings associated with it. Rejection of the team can be a tragedy, the absence of friends - the main experience. Some teenagers can go into their invented world, read books avidly, play computer games day and night. In other words, they do everything possible to detach themselves from the reality around them. Others become aggressive towards their peers who reject them, withdrawing into themselves. In a fit of uncontrollable negative emotions, a teenager can beat a peer, or attempt suicide.
Among adolescents, there are certain requirements for friendly relations - for sensitivity, responsiveness, the ability to keep a secret, understand and empathize. This is the period when a teenager begins to appreciate his relationships with peers. Friendship itself becomes one of the most important values at this age. It is through friendship that a teenager learns to cooperate, to take risks for another, to help a friend, and so on. Adolescents are deeply wounded by betrayal, expressed in the disclosure of confidential revelations or in the appeal of these revelations against the friend himself in a situation of passionate disputes, showdown, quarrels.
Another emotionally significant factor in the life of adolescents is their appearance. They spend a lot of time in front of a mirror, study themselves, look for flaws (as a rule, they find them, even if there are none), deeply experience their imperfection and are dissatisfied with their appearance. The reason for this may be the standards of beauty recognized by society - fashion models, showmen, TV presenters, whose appearance teenagers look up to.
Girls and boys can be painfully worried because of their small stature. Some girls, on the contrary, negatively perceive their high growth. The cause of negative emotions can also be minor skin defects, hair color, overweight.
Adolescents are concerned about the development of their secondary sexual characteristics as indicators of adulthood. So, some girls are very worried because their breasts grow faster than most of their peers (some authors cite cases when girls tighten their breasts with a towel). Others are afraid that they will not become full-fledged girls because they have small breasts and short legs. Still others refuse to attend school due to the increased interest of classmates in their increased mammary glands. Still others come into conflict with teachers who do not allow them to wear miniskirts, tight jeans, open-necked sweaters, and the like. The boys have their own problems. Their experiences can be associated with a breaking voice, which sometimes turns into a squeal, with the absence of a sports figure, with inadequate penis sizes, in their opinion, with nocturnal emissions.
I.S. Kohn identifies two reasons for the heightened interest of teenagers in their appearance. First: the appearance of adolescents, passing from childhood to adolescence, undergoes such changes that it is simply impossible not to notice this. Another reason is determined by the influence of the environment. Many parents closely monitor the changes taking place in the appearance of teenagers, waiting for the first signs of adulthood to appear. They look closely at their children and their comrades, compare and discuss their external data. Thus, it is often the parents who provoke the appearance of an “inferiority complex” in their children due to shortcomings in the figure, individual parts of the face, slowed down or accelerated rates of physiological development.
The heightened interest of adolescents in their appearance is only an integral part of their psychosexual development, which also determines the general background of their emotional state. The processes of gender identification, rejection of one's gender, the appearance of the menstrual cycle in girls, early or late sexual development, the emergence of sexual fantasies and masturbations, early sexual intercourse - all this also significantly affects the emotional sphere.
The development of a teenager's self-esteem is associated with the analysis of his experiences. For the first time, teenagers, studying their inner world as if from the outside, are convinced that they are not like other people, they are unique and unrepeatable. Because of this, they have the idea that no one can understand them. Such thoughts are fertile ground for the emergence of increased anxiety and heightened feelings of loneliness, which many authors consider as two typical features of the emotional sphere of adolescents. Under the influence of a sense of their own uniqueness, it seems to a teenager that everything that has ever happened to other people has nothing to do with him. Therefore, they are fearless and capable of very risky actions.
So, let's briefly summarize.
Teens:
They are unbalanced, quick-tempered, their mood can often and unexpectedly change.
They strive to be adults and express violent protest when they continue to be considered children and limit their independence.
They need to communicate with their peers, if communication does not work out, they are deeply worried, can withdraw into themselves, become aggressive towards others and towards themselves.
Worried about their appearance, their abilities, etc.
They feel the need for love and understanding of their parents, since they themselves do not always understand what is happening to them. The difficult situation in the family exacerbates the course of the teenage crisis.
1.3 Patterns mental development adolescents with mental retardation
The specificity of psychological health disorders in mentally retarded children is characterized primarily by total underdevelopment of higher cortical functions, inertia of mental processes, total underdevelopment of cognitive activity with a pronounced persistent deficit of abstract thinking, processes of generalization and distraction (T.A. Vlasova, G.M. Dulnev, M. S. Pevzner, S. Ya. Rubinshtein, J. I. Shif).
Features of the cognitive activity of mentally retarded adolescents are characterized by undifferentiated processes of perception and attention, unformed mental and counting operations, a narrow amount of mechanical memory, undifferentiated and low level of mnemonic images. The development of the arbitrariness of mental processes is associated with great difficulties.
disadvantages speech development mentally retarded adolescents are complex and systemic in nature, characterized by the lack of formation of all aspects of speech activity, pronounced difficulties in generating a speech statement. Violation of oral speech consists in the poverty of passive and active dictionaries, slowness and low emotionality of speech activity, their sentences are poor, monosyllabic, not expressive. First of all, this is due to the lack of formation of cognitive processes, late development phonemic perception, general and speech motor underdevelopment, abnormal structure of the speech organs.
The process of perception is often limited by various defects of the sense organs, but even with good vision and hearing, the perception of external impressions is difficult due to insufficient active attention. With severe mental retardation, passive attention also suffers. With any mental stress, mentally retarded people get tired much faster than their mentally healthy peers.
There are also noticeable memory impairments. They may be due to an inability to retain perceived images in memory or to establish a connection with past experiences. However, in cases of good mechanical memory, mentally retarded adolescents are capable of restoring only individual details, they do not reproduce a complex picture of events, a complex set of impressions, which is associated with a lack of associative process, the ability to reason. Along with a clear insufficiency of semantic memory, sometimes there is a good isolated memory for names, numbers, dates, melodies.
Due to the underdevelopment of higher mental functions, there are difficulties in generalizing the impressions of the past and present, drawing conclusions from them and thus acquiring experience, new knowledge and concepts. The stock of knowledge is always limited. Due to the difficulty in assimilation of abstract concepts, mentally retarded adolescents do not grasp their figurative meaning. The inability to abstraction can already manifest itself in the fact that counting is carried out only in named numbers or with the help of auxiliary objects, the counting of abstract numbers is not available. It is difficult to distinguish the main from the secondary, the differentiation of phenomena of a different order, the form is better assimilated than the inner meaning of phenomena.
Mentally retarded adolescents have a weakly expressed tendency to fantasize, since they cannot create new images from the material of old ideas.
The most significant violation of the mental activity of adolescents with mental retardation is the lack of a critical attitude towards oneself and the situation, the inability to understand the expediency of one's actions and foresee their consequences.
general hallmark for the emotional-volitional sphere of these persons is the predominance of not so much subtle differentiated emotions as affects. Emotional experiences are limited by interests that are directly related to them. The stronger mental retardation is, the more desires are aimed at satisfying elementary needs (to satisfy hunger, avoid cold, etc.). They rarely experience dissatisfaction with themselves, a sense of guilt. Underdevelopment and imperfection of volitional functions can manifest itself in a peculiar combination of suggestibility, passive obedience and stubbornness, impulsiveness. Excitability, egocentrism can be in suggestible and timid mentally retarded adolescents.
Due to the fact that mental retardation is based on brain damage, mentally retarded adolescents may experience decompensation or temporary deterioration in their mental state. These decompensations are expressed in anxiety, mood disorders, headaches, worsening of sleep. After the use of alcohol, narcotic and toxic substances, in diseases accompanied by high fever and intoxication, these individuals can easily develop rapidly passing psychotic disorders. Psychoses can occur with visual hallucinations, motor excitation, fears, depressions. The aggravation of their intellectual insufficiency can also occur in a traumatic situation.
1.4 Features of the emotional sphere of adolescents with mental retardation
When studying the emotional sphere, it is necessary to remember its dual content - this is both an objective process of interaction and exchange of information between people, and their assessment of each other.
Half of the children have emotional instability. Already at an early age they are capricious, tearful, easily irritated, can not stand the noise and fuss. In adolescence, they are short-tempered, disrupting classes, insulting teachers, or protesting with yelling, crying, and destructive actions. Emotional disorders in 50% of cases are combined with restlessness, fussiness, and sometimes disinhibition. Also characteristic are states of effective tension, which are observed more or less constantly in the majority, and episodically occurring effective outbreaks. Almost everyone is not only irritable, but also vicious, easily excitable, prone to aggressive and destructive actions. They constantly quarrel with their peers, fight with them, injure, threaten with violence. In some cases, they themselves become the objects of discharge of their emotional intensity. A smaller number of children have dysthymic disorders, manifesting themselves in the form of intense, absurd and unmotivated euphoria. Along with more complex emotional disturbances, primitive drives are sharply intensified in almost half.
The underdevelopment of the emotional-volitional sphere is also characteristic. Typical are low differentiation and monotony of emotions, poverty or lack of shades of feelings, weakness of motives and struggle of motives, emotional reactions mainly to directly affecting stimuli. Underdevelopment of the emotional sphere exacerbates the general inertia of the psyche, weak mental activity, lack of interest in the environment, lack of initiative, independence. At the same time, the inability to suppress affect or inclination often manifests itself in a tendency to impulsiveness, intense affective reaction (violent outbursts of anger, aggressive discharges) for an insignificant reason.
In the emotional-volitional sphere, there is an underdevelopment of more complex emotions. The inadequacy of emotional reactions is often associated with the inability to separate the main thing from the secondary, secondary. Those experiences that determine interest and motivation for cognitive activity are absent or very weak. But at the same time, even with pronounced degrees of dementia, emotions associated with elementary needs, a specific situation, as well as “sympathetic” emotions are often preserved: manifestations of sympathy for specific individuals, the ability to experience resentment, shame.
The hierarchy of mental underdevelopment is the second most important sign of oligophrenia. It is expressed in the fact that in the absence of complication of oligophrenia, the insufficiency of perception, memory, speech, emotional sphere, motor skills, all other things being equal, is always less pronounced than the underdevelopment of thinking. With a mild degree of oligophrenia, one can even speak of the often encountered relative preservation of individual mental functions. The underdevelopment of higher forms of thinking is a cardinal, obligatory sign of oligophrenia.
The aspect of social and labor adaptation suggests the need to develop work recommendations that are feasible for people with dementia phenomena. In his writings, the famous psychologist L.S. Vygotsky emphasized that when establishing a labor forecast, it is necessary to take into account not only what has suffered, but also what has been saved. This position was confirmed in the works of some psychiatrists: T.A. Geiger, D.E. Melekhov.
It should be emphasized that only on the basis of complex studies is it possible to develop adequate clinical conditions and age characteristics oligophrenics of differentiated social readaptation measures.
Currently, the actual psychological issues of the development of cognitive activity, the emotional sphere are being actively studied by a number of domestic researchers. Methods are also being developed for the experimental psychological study of children with the aim of revealing mental retardation and its qualitative characteristics. Particularly important for present stage acquires the concept of mental development of a mentally retarded child, which was put forward by L.S. Vygotsky is one of the first researchers of oligophrenia. Considering the process of development of a mentally retarded child as a single process, where the next stage of development depends on the previous one, and each subsequent way of responding depends on the response earlier, L.S. Vygotsky points out the need to distinguish between a primary defect and secondary developmental complications. L.S. Vygotsky noted that it is impossible to derive the features of the psyche of a mentally retarded child from the main cause of his retardation - the fact of damage to his brain. This would mean ignoring the process of development. Separate features of the psyche are in an extremely difficult position to the main cause.
The most important conclusion that L.S. Vygotsky, that a mentally retarded child is “fundamentally capable of cultural development, can in principle develop higher mental functions, but in fact it often turns out to be culturally underdeveloped and deprived of these higher functions.” And this is explained by the history of the development of a mentally retarded child, i.e. when biological inferiority deprives him of the opportunity to assimilate the culture of mankind in a timely manner.
L.S. Vygotsky put forward a deeply meaningful concept of the mental development of a mentally retarded child, which has not lost its relevance today.
Analyzing the features of the emotional sphere, S.Ya. Rubinshtein points out that the immaturity of the personality of a mentally retarded child, primarily due to the peculiarities of the development of his intellect, manifests itself in a number of features of his emotional sphere: insufficient differentiation of emotional reactions, their ambivalence, primitiveness, inadequacy; emotional reactions are involuntary to influences; emotional reactions are characterized by irritability, a tendency to aggression.
It should also be noted that the more pronounced the disturbances in mental development, the more obvious the mismatch in the emotional sphere.
The study of the features of the emotional sphere of mentally retarded children in our work is represented by the study of the level of anxiety (personal) and the level of aggressiveness.
Anxiety is an emotional state of a purposeful preparatory increase in sensory attention and motor tension in a situation of possible danger, providing an appropriate response to fear.
In general, anxiety is a subjective manifestation of a person's troubles. Anxiety levels are usually elevated:
with diseases of the neuropsychic and severe somatic;
at healthy people experiencing the consequences of mental trauma;
in people with deviant behavior.
Aggression is a personality trait characterized by the presence of destructive tendencies, mainly in the field of subjective-subjective relations.
Aggression towards parents, caregivers, peers of mentally retarded children, as a rule, is unusually cruel, attacks or fights are committed without sufficient understanding of the dangerous consequences of the damage inflicted. Along with physical aggression, verbal aggression is often noted. Often aggressive behavior is a direct repetition of what children themselves experience from other people. The strengthening of this behavior is facilitated by the negative example of parents, older children in a boarding school or school.
Among the forms of aggressive reactions found in various sources, it is necessary to highlight the following:
Physical aggression (attack) - the use of physical force against another person.
Indirect aggression - actions, both in a roundabout way directed at another person (gossip, malicious jokes), and outbursts of rage directed at no one (screaming, stamping their feet, beating their fists on the table, slamming doors, etc.).
Verbal aggression is the expression of negative feelings both through the form (shout, screech, quarrel) and through the content of verbal responses (threats, curses, swearing).
Tendency to irritation - readiness to manifest at the slightest excitation of irascibility, harshness, rudeness.
Negativism is an oppositional demeanor, usually directed against authority or leadership. It can grow from passive resistance to active struggle against established laws and customs.
2. Study of the emotional sphere of adolescents with mental retardation
.1 Organization and methods of research
A study was made of the characteristics of the emotional sphere of adolescents with mental retardation in order to identify and determine the level of aggressiveness. In the course of the experiment, it was formulated hypothesis:that when interpreting the results of children with mental retardation, the specificity of their emotional attitude to the surrounding reality will manifest itself, which differs from the emotional attitude to the surrounding reality in normal children.
In accordance with the goal and hypothesis, the following tasks were solved:
Conduct a theoretical analysis of psychological literature
To study the development of the emotional sphere in normal children and children with mental retardation.
Conduct an experimental test of the emotional attitude to the surrounding reality of normal children and children with mental retardation.
The study involved a group of adolescents aged 14-16 years old, living in the city of Blagoveshchensk. These are teenagers studying in a special (correctional) general education school No. 7. For comparison, a study was also conducted in the secondary school of the secondary school No. 6 in Blagoveshchensk with adolescents aged 14-16.
In this work, the following methods were used:
Projective technique M.A. Panfilova "Cactus"
The goal is to identify the state of the emotional sphere of the child, to identify the presence of aggression, its direction and intensity.
When processing the results, the data corresponding to all graphical methods are taken into account, namely:
attitude
picture size
line characteristics
pressure force on the pencil
Projective technique "Drawing of a man"
Developed by K. Mahover in 1946 based on the test of F. Goodenough
The purpose of the methodology: Determining the individual characteristics of the child's personality.
The subject is offered to draw a person with a pencil on a blank sheet of paper. Drawing time is not limited. And they ask to create a drawing: "Please draw the person you want." If the child refuses, we must try to convince him. All sorts of questions, which, as a rule, are of a clarifying nature (“what kind of person?”), Should be answered evasively, for example: “any”, “draw whatever you want”. To any expression of doubt, you can say: “you start, and then it will be easier ...”
In response to the request, the child will not necessarily create a full-fledged drawing of a person. He can draw a person in part, something like a bust or in the form of a caricature, a cartoon character, an abstract image. In principle, any drawing can provide important information about the child, however, if the drawing does not meet the requirements, the child is asked to take another sheet of paper and draw the person again, now in full growth, in its entirety: with the head, torso, arms and legs.
The instruction is repeated until a satisfactory drawing of the human figure is obtained. Level score intellectual development is carried out on the basis of what parts of the body and details of clothing the subject depicts, how proportions, perspective, etc. are taken into account.
The feature scale for evaluating a drawing contains 46 items.
The man has a head.
He has two legs.
Two hands.
The body is sufficiently separated from the head.
The length and width of the body are proportional.
The shoulders are well defined.
Arms and legs are connected to the body correctly.
The junctions of the arms and legs with the body are clearly marked.
The neck is clearly visible.
The length of the neck is proportional to the size of the body and head.
The man has drawn eyes.
He has a nose.
Mouth drawn.
The nose and mouth have normal sizes.
Visible nostrils.
Drawn hair.
The hair is drawn well, it evenly covers the head.
The man is drawn in clothes.
At least the main pieces of clothing (trousers and jacket/shirt) are drawn.
All clothes depicted in addition to the above are well drawn.
Clothing does not contain absurd and inappropriate elements.
There are fingers on the hands.
Each hand has five fingers.
The fingers are quite proportional and not too splayed.
The thumb is fairly well defined.
The wrists are well drawn by narrowing and subsequent expansion of the forearm in the area of the hand.
The elbow joint is drawn.
Drawn knee joint.
The head has normal proportions in relation to the body.
The arms are the same length as the body, or longer, but not more than twice.
The length of the feet is approximately 1/3 of the length of the legs.
The length of the legs is approximately equal to the length of the body or longer, but not more than twice.
The length and width of the limbs are proportional.
Heels can be seen on the legs.
The shape of the head is correct.
Body shape is generally correct.
The outlines of the limbs are accurately conveyed.
There are no gross errors in the transmission of the remaining parts.
The ears are well defined.
The ears are in place and of normal size.
Eyelashes and eyebrows are drawn on the face.
Pupils are located correctly.
The eyes are in proportion to the size of the face.
The person looks straight ahead, the eyes are not slanted to the side.
The forehead and chin are clearly visible.
The chin is separated from the lower lip.
For the fulfillment of each item, 1 point is awarded, for non-compliance with the criterion - 0 points. As a result, the total score is calculated.
A normally mentally developed child should score, in accordance with his age, the points indicated below.
years - 10 points
years - 14 points
years - 18 points
years - 22 points
years - 26 points
years - 30 points
years - 34 points
years - 38 points
years - 42 points
years - over 42 points
Modified eight-color Luscher test
Psychological test, invented by Dr. Max Luscher. Luscher believes that color perception is objective and universal, but that color preferences are subjective, and this difference allows subjective states to be measured objectively with a color test.
The test consists of only 8 cards, from which the subject must sequentially choose the one he likes the most, then the most pleasant of the remaining ones, and so on. Then the whole selection is repeated again.
The test is designed to study the emotional components of a person's relationship to significant people and reflects both the conscious and unconscious level of these relationships.
The study used the non-parametric Mann-Whitney test, which is designed to assess the differences between two samples, in terms of the level, of any quantitatively measured trait. It allows you to identify differences between small samples.
2.2 Analysis and interpretation of results
Processing and analysis of the results projective methodology"Cactus"
According to the drawn up schedule and their detailed data, as well as the results of the methodology, which was described above in the relevant section, data were obtained on the state of the child's emotional sphere, identifying the presence of aggression, its direction and intensity.
As a result of the methodology carried out on a group of adolescents in the amount of 10 people studying in a correctional school, it can be concluded that adolescents are dominated by a high degree of aggressiveness, which can be seen due to the presence of strongly protruding, long, closely spaced needles. The fragmentary lines and strong pressure indicate the high impulsivity of children. 9 people out of 10 are dominated by egocentrism, the desire for leadership, demonstrativeness and openness. 3 teenagers are insecure and dependent on others. The location of zigzags along the contour and inside the cactus indicates that children are hidden and careful in their actions, this quality was found in 6 out of 10 people. Bright colors predominate in 6 drawings, this indicates the optimism of a teenager, but 4 people have anxiety (Table 1 ). All 10 drawings show one cactus, which indicates the introversion of children. Teenagers yearn for home protection and a sense of family community as they drew cacti in flower pots.
Also, the study was conducted in children with intact intelligence, from this it can be seen that 3 out of 10 people have a high level of aggressiveness, the rest have normal aggressiveness. The fragmentary lines and strong pressure indicate impulsiveness; this was found in all 10 adolescents who underwent the study. Egocentrism and the desire for leadership prevail in 8 people, 2 teenagers are insecure and dependent on others. 4 people are demonstrative and open, as in their drawing there was a large number of processes and pretentiousness of forms. The location of zigzags along the contour or inside the cactus indicates the secrecy and caution of the subjects, this was found in 6 people. 8 teenagers are optimistic, 2 people have anxiety (Table 2). Most children are introverted, as the picture shows one cactus. Teenagers are looking for the desire for home protection, a sense of family community. Two teenagers have feelings of loneliness, they lack the desire for home protection.
Thus, based on the data obtained, when comparing children studying in a correctional school and children with normal intelligence, we can say that mentally retarded adolescents with deviant behavior have a high level of aggressiveness, are impulsive, egocentric and strive for home protection and a sense of community. In children with normal intelligence, in most cases, aggressiveness is normal, but at the same time they are egocentric, strive for leadership, optimistic and introverted. Comparative characteristics can be seen from chart 3.
Processing and analysis of the results according to the projective method "Drawing of a person"
According to the data obtained as a result of the methodology, the description of which was given above in the relevant section, data were obtained on the individual characteristics of the personality of adolescents.
Based on the data obtained from adolescents studying in a correctional school, it can be concluded that adolescents have pronounced aggression, this can be seen from the image of the face of a drawn person, 6 people are internally tense, 4 people have a pronounced sign of aggression or verbal activity of an aggressive nature. Superficial and unemotional contacts with the outside world. Teenagers are self-centered. Feel deprived of support and protection.
Adolescents are significantly lagging behind the age norm, which is a consequence of impaired intellectual development, table 3).
For comparison, a study was also conducted among adolescents studying in a secondary school. From the survey conducted among teenagers with normal intelligence, we can say that they have an average level of aggressiveness, which is typical for a normally developing teenager. They strive to emphasize the masculinity of the male figure. Attentive to themselves, in healthy self-respect, socially adapted, successful, possess the personal energy of a person. Indecisive, afraid of responsibility, arrogant. There is a feeling of fear and anxiety. Curious, dependent, dependent, experiencing sexual problems. Sociable, actively interact with the outside world. Lack of faith in one's own strengths. Stable, confident. Heightened self-esteem. Insufficient maturity, infantilism (Table 4).
Comparative characteristics of the individual characteristics of the personality of adolescents can be seen from graph No. 4.
Processing and analysis of the results of the modified Luscher eight-color test.
According to the data obtained as a result of the methodology, the description of which was given above in the relevant section, data were obtained on the emotional components of a person’s relations with people significant to him and reflecting both the conscious and unconscious level of these relations.
Based on the data obtained from children studying in a correctional school, it can be concluded that adolescents, due to unacceptable circumstances that cause protest and negativism, sharply increase such personality traits as the need for communication, emotional involvement, change, and the search for recognition. Distrustfulness, resentment experience, Difficulties in interpersonal contacts of a narrow circle, physiological needs in the comfort zone Feeling of fear, nervous exhaustion, restless irritability.
Tendency to irascibility in conflict situations. Protest against bans and unwanted restrictions. The need to control one's destiny, perseverance, resistance to circumstances, which is protective. Emotional instability. In choosing the type of activity, the greatest importance is attached to the fact that the process of activity itself brings pleasure. Emotional tension, the causes of which are practically not realized. Increased self-control helps to hide their vulnerability. Decreased mood background, desire for relaxation and rest. Communication difficulties. Feelings of incomprehension and loneliness. Persistent upholding of one's opinion, intransigence, categoricalness in upholding one's own independence, self-righteousness. Stress associated with the suppression of physiological needs. Difficulties in social adaptation due to increased sensitivity and pronounced individualism. The state of pronounced socio-psychological maladaptation. Rejection of the situation, protest, intransigence. Overstrain physical and mental. Restless tension. The need for liberation from oppressive circumstances, injustice. Along with a reduced background of mood and activity - emotions of anger.
For comparison, this technique was also carried out with adolescents studying in a secondary school. From the study, we can say that children at this age with intact intelligence have communication difficulties. Emotional and physical overstrain, Need for rest and help. Despite the difficulties and obstacles, the flexibility of the position contributes to the purposefulness of actions, high achievement motivation, the need for the possession of life's blessings, the desire for dominance, purposefulness of actions, spontaneity and emancipation of behavior, high self-esteem, resistance to circumstances that impede the free self-realization of the individual, traits of sthenicity and masculinity, a non-trivial approach to solving problems, originality, a certain penchant for drawing, the desire to draw attention to oneself and involve those whose opinion is significant in the sphere of one's charm. The need to overcome restrictions, including the distance separating from others; striving for independence in decision-making. Lack of emotional warmth from others. The state of stress in connection with the current situation. Optimism, easy getting used to different social roles, demonstrativeness, Immediacy of feelings, addiction to fun, a game component in activities. The need to get rid of restrictions and gain the freedom to make decisions. A combination of fatigue and passivity with a pronounced feeling of inner protest against the circumstances (fate), rejection of a situation that offends self-esteem and blocks the vital needs of the individual. Pessimistic assessment of the situation. Resistance to external circumstances, pressure of environmental influences. The desire to defend one's own position by limiting contacts, passive resistance. Irritability, suspiciousness in relation to the statements of others at one's own expense, stubbornness combined with touchiness. The problem of wounded pride and disturbed balance in relations with others. Restraint in the manifestation of feelings, incredulity; the unreality of claims is masked by isolation. Instability. Conscious control over spontaneous reactions creates a certain tension.
The data obtained were subjected to mathematical - static processing according to the non-parametric Mann - Whitney test.
The analysis of the obtained results, carried out on the basis of statistical processing, makes it possible to conclude that there is an obvious mismatch in the structure of the emotional sphere of children with mental retardation. So, firstly, the analysis of the results of indicators of aggressiveness allows us to conclude that these indicators of children with mental retardation are significantly higher than those of children with a norm in mental development. A high level of aggression indicates readiness for aggressive behavior, in particular, directed at oneself. The processing revealed the predominance of aggressiveness in children with mental retardation, tk. control over the affective sphere in this category of children is reduced.
Secondly, the results obtained indicate that if children with normal development have a high level of individual personality traits than adolescents with mental retardation.
Thus, if we consider the results presented in this paper as part of a systematic analysis of the characteristics of the emotional sphere of adolescents with mental retardation, then we can clearly accept the position that the lack of development of the cognitive sphere determines the mismatch of the emotional sphere of the child.
Conclusion
Symptoms of violation of the emotional sphere are also irritability, irritability, motor restlessness, restlessness. And also, there are often inadequate, disproportionate in their dynamics, the influences of the outside world, emotions and feelings. Some of them very easily, superficially react to objectively difficult life situations. They are characterized by sudden changes in mood. Another category of children is prone to excessive and prolonged worries about a minor issue. Both groups are characterized by an inadequacy of the reaction to certain influences, only in children of the first group the process of excitation prevails, in children of the second - the process of inhibition. Their moral feelings are distinguished by a low degree of awareness, often exist only at the level of knowledge.
The category of mentally retarded, in addition to oligophrenics, includes children with asthenic conditions, psychopathic behavior, gross underdevelopment of the personality. They may manifest painful manifestations of feelings, states of irritable weakness, a tendency to affect, sharp outbursts of irritation. Forerunners of an approaching exacerbation of the disease that need to be paid attention to may be episodic mood disorders (dysphoria), unmotivated elevated mood (euphoria), depression (apathy).
Despite numerous studies, the psychological content of the interpretation of the emotional perception of others by mentally retarded children requires further in-depth study. This will help to organize correctional and educational work to eliminate or partially eliminate violations in the emotional perception of others, in the development of the personal sphere of a mentally retarded child, and in solving the urgent issue of social and labor adaptation to life in society.
In adolescence, one of the types of deviant behavior is aggressive behavior, often taking a hostile form (fights, insults). For some teenagers, engaging in fights, asserting oneself with the help of fists is an established line of behavior. The situation is aggravated by the instability of society, interpersonal and intergroup conflicts. The age of manifestation of aggressive actions decreases. A study of adolescent delinquents (whose object was mentally and physically healthy children) showed that the core of the conflict situation that led to the moral deformation of the personality is the shortcomings of family education, and cruelty, aggressiveness, isolation, increased anxiety - in the process of spontaneous group communication can take on a sustainable character.
Consideration of the manifestation of different forms of aggressiveness at different stages of adolescence and from different social groups population gives the necessary orientation in the nature of the spheres of the personality of the child developing under the influence of various microenvironments and allows you to purposefully build the educational process.
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Introduction
2. A set of methods for studying the emotional sphere of schoolchildren
Conclusion
Bibliography
Introduction
Currently, a student-centered approach is actively developing in the education and upbringing of children in educational institution, its main principles and ways of implementation are discussed. One of the essential principles of this approach is to take into account the individual characteristics of each child.
To do this, teachers who communicate with schoolchildren on a daily basis and have a significant impact on the formation of their personality need to have diagnostic “tools” in their arsenal that allow them to better understand the child’s soul, his emotional state, his current and potential opportunities. Only having accurate information, the teacher will be able to consciously and purposefully plan and implement the process of education and development that is most suitable for each child. Therefore, it is necessary to choose a set of diagnostic methods.
However, we must not forget that the formation of the personality of the child, his development is influenced not only by the methods used by the teacher, no matter how progressive and effective they are, but also by the personality of the teacher itself.
The purpose of this work is to select and substantiate a set of methods for studying the emotional sphere in deaf (hard of hearing) and schoolchildren with normal hearing.
study of various diagnostic methods;
identification of the necessary material;
substantiation of this diagnostic complex.
1. Psychodiagnostic methods and techniques
The use of psychodiagnostic methods in the practice of working with school-age children can provide invaluable assistance in identifying and taking into account the individual characteristics of children in the process of their education and upbringing.
Diagnostic methods make it possible, with the help of relatively short tests, to determine the comparative level of the child's mental development, that is, its compliance with a certain average level established for children of a given age group, or a deviation from this average level in one direction or another.
Domestic child psychology proceeds from the close relationship between learning and mental development. At the same time, education plays a leading role in mental development.
Diagnostics of mental development should determine the real level of achievements of the child, since without this it is impossible to assess the true effectiveness of various pedagogical systems, methods and techniques used in practice.
The use of diagnostic techniques is also necessary to study the patterns of formation of various mental qualities and abilities.
The diagnosis of children is based on the understanding of cognitive mental processes as indicative actions aimed at examining objects and phenomena, elucidating and capturing their properties and relationships. This position was put forward and experimentally substantiated by A.N. Leontiev, A.R. Luria, A.V. Zaporozhets, D.B. Elkonin, L.A. Wenger, V.V. Kholmsky and others.
There are certain rules for testing
1. Before proceeding with testing, the teacher must carefully familiarize himself with the testing methodology, because. sometimes very minor difficulties experienced by the teacher at the time of the test and noticed by the child can distort the results.
2. The wording of the question, the length of time for the answer should be the same for all subjects.
3. Before testing, explain to the child what is required of him, make sure that he understands the task.
4. If the teacher sees that the child does not give an answer and this does not depend on embarrassment or misunderstanding of the question, then you need to stop and go to the next test.
5. The test takes place in a natural environment for the child, that is, he should not have fear, distrust, depression. The teacher is calm, even, self-possessed, does not give any reprimands for unsuccessful answers.
6. The teacher takes into account that certain aspects of intellectual activity in different children are not equally developed. Tests should not be applied mechanically. They require taking into account all the circumstances revealed in the tests. The results depend on the individual characteristics of the children.
7. In the event that the child easily completes tasks of his age, offer him tests of the next age.
8. If most of the tests are completed by the child, he corresponds to the level of development for this age. But the teacher should pay attention to what psychophysical factors are less developed in the child, and direct his efforts to their development. If most of the tests are not completed or completed with errors, this is an alarm signal: little attention is paid to the development of the child's mental abilities 1 .
Only if all these rules are observed, it is possible to diagnose children.
For diagnosis, various psychological methods are used, which should correspond to the age of the children and the study of precisely the area for which testing is necessary.
Currently, methods of psychodiagnostics have been created and are being practically used, which cover all the psychological processes, properties and states of a person known to science. The main requirements that apply to the methods are the requirements of operationalization and verification.
Operationalization is understood as the requirement according to which, when introducing new scientific concepts, it is necessary to clearly indicate specific procedures, techniques and methods by which you can practically make sure that the phenomenon described in the concepts really exists. The verification requirement means that any new concept introduced into scientific circulation and claiming to receive the status of a scientific one must necessarily pass a test for its non-emptiness. The latter presupposes the existence of a technique for experimental diagnostics of the phenomenon described in this concept. The word "verification" literally means "verification" 2 .
Thus, we have decided on the requirements that apply to psychodiagnostic research.
2. A set of methods for studying the emotional sphere of schoolchildren
Very little material is devoted to the study of the emotional sphere of children, in contrast to the intellectual one, since now more and more attention has been paid to intellectual development. Therefore, the choice of methods is rather small. To diagnose the emotional sphere, we selected a complex consisting of the following methods:
test "Family Drawing";
eight-color Luscher test;
1. "Family drawing" 3
Purpose: to identify the individual experiences of the child in relation to family members, as well as the emotional states and feelings experienced by the author of the drawing.
The methodology reflects two dimensions:
feelings that the child experiences in relation to the family, the family situation and his place in this family - feelings of belonging or rejection;
way of processing the feeling of rejection - either expels himself from the family, or expels the family or individual members.
The advantage of this technique is that those feelings that the child does not consciously recognize or cannot express by other means can appear in the drawing. Thus, the methodology allows answering the following questions: How do children see family members? How are they treated? What feelings prevail in a child when communicating with a particular family member?
According to the "Family Drawing" test, you can see:
how a child relates to parents
how parents treat their child
how the child relates to siblings,
how brothers and sisters treat him,
how parents treat each other.
Psychologists distinguish 4 positions of the “child-family” relationship:
“I am needed, I am loved” - drawings in which all family members are present, all located close to each other, well decorated, smiling - this drawing speaks of well-being in the family and in the emotional sphere of the child;
“I am needed, I am loved, and you exist for me” - a drawing in which the emphasis is on a child - causes anxiety in the state of the emotional sphere;
“I don’t love, but I want to get closer to you” - in such drawings the author is absent, but there are all other family members - it speaks of a dysfunctional state in the family and in the emotional sphere of the child;
“I am not needed and not loved, so leave me alone” - in such drawings the author is always absent, family members are drawn poorly or are also absent - the child considers himself rejected, this moment is inherent in children with neurotic manifestations.
2. Eight-color Luscher test 4
There are two versions of this test:
classical (or traditional) allows intrapersonal problems and conflicts;
Filimonenko test - a measurement of the psychophysiological state of a person.
Allows you to identify the internal emotional state of the child at a given time.
Advantages of this test:
speed of conduction (15-25 minutes);
wide range of application (from 6 years to infinity);
independence from gender, age, social status, physiological problems;
repeated use;
independence from self-knowledge and self-esteem of a person.
3. Test "Color Relations"
Allows you to identify the emotional component in relation to familiar people for the child under study. The colors that are used for this test are the same as those used for the Luscher test, but the interpretation of colors is already in relation not to the object, but to its environment.
This test, like the Luscher test, has the same advantages.
4. Test "Drawing of a non-existent animal"
This test, like the "Family Drawing", allows you to identify the internal state and well-being / trouble of the child.
Graphical research methods make it possible to reveal the psychological individuality of a person, the characteristics of his behavior, connections with the outside world, emotional state, motivational sphere, etc. These are projective methods that allow a person to project reality himself and interpret it in his own way. In psychology, two variants of psychodiagnostic methods are considered according to the types of graphic manifestations: methods of psychographic text analysis and psychodiagnostic drawing tests.
In practical psychology, drawing tests are often used, which often serve as the only means of developing communication between the subject and the experimenter.
In addition to those drawing tests that we have identified for studying the emotional sphere, others can be used. Among such diagnostic drawing tests, one can name “Tree” (K. Koch), “House - tree - person” (D. Vuk), “Drawing of a family” (in various processing and interpretations - V. Wolf, V. Huos, L Korman, R. Burns and S. Kaufman, A. I. Zakharov, E. T. Sokolova, G. T. Homentauskas and others). These tests include the Mahover and Goodenau "Man" test.
Consequently, for the study of the emotional sphere in schoolchildren, the most effective methods are drawing tests. This is especially necessary for studying the emotional sphere of deaf or hard of hearing students. Since these tests are not aimed at pronouncing any moments, but with the help of a picture they can tell about the emotions that are present inside a person. The same applies to color tests - the Luscher test and the Color Relations test. The test results show the emotional states that prevail in a student at a given time. The fact that the use of these tests is impossible without a minimum of communication is not a condition for them not to be used to study emotions in the deaf and hard of hearing. Since in this case, communication is reduced to a minimum, and the results allow you to find out as accurately as possible the emotional state of the child.
Conclusion
Tests in psychology are called standardized methods of psychodiagnostics, which allow obtaining comparable quantitative and qualitative indicators of the degree of development of the studied properties. The standardization of such methods means that they should always and everywhere be applied in the same way, starting from the situation and the instructions received by the subject, ending with the methods for calculating and interpreting the indicators obtained.
Comparability means that scores obtained from a test can be compared with each other regardless of where, when, how and by whom they were obtained, provided, of course, the test was applied correctly. Of all the possible psychodiagnostic methods, the most stringent requirements are imposed on tests regarding validity, reliability, accuracy and unambiguity.
The results of psychodiagnostics are influenced by the situation, its understanding by the subject, the instruction he receives, as well as the personality and behavior of the experimenter himself during testing.
If the situation is perceived by the subject as an examination, then he will behave in it accordingly. A highly anxious person is likely to experience heightened anxiety at all times and everywhere, to see a threat to his personality and, therefore, to perceive any situation as potentially carrying a danger to his personality. A low anxiety individual, on the contrary, will behave relatively calmly even in a situation that really threatens his ego.
The behavior of the subjects and the results they show depend on how they understand the instructions. Therefore, special requirements are imposed on the availability and accuracy of the wording of instructions in psychodiagnostics. The instruction should be quite simple and understandable, not contain ambiguously interpreted words and expressions. It is best if the instruction is offered to the subjects in writing, since the oral instruction is pronounced by different people with different paralinguistic components: gestures, facial expressions, pantomime, intonations, tempo, pauses, etc. In addition, the oral instruction is quickly forgotten by the subjects and , therefore, involuntary deviations from it are possible.
In the complex of methods used to diagnose the emotional sphere in deaf (hard of hearing) and schoolchildren with normal hearing, we included 4 tests:
test "Family Drawing";
eight-color Luscher test;
color relationship test (using the colors of the previous test);
test "Drawing of a non-existent animal."
In our opinion, the use of these tests with a sufficient degree of confidence can show the emotional state of children, regardless of whether they have normal hearing or not.
Bibliography
Geytsi E.D. Psychodiagnostics in a pedagogical university. - Novosibirsk: NGPU Publishing House, 2001.
Nemov R.S. Psychology: In 3 books. - M.: VLADOS, 1995. - V.3.
Psychological tests. / Ed. Voronina A.V. – M.: VLADOS, 2004.
Psychological tests. / Comp. Kovalev V.A. – M.: Enlightenment, 2000.
Psychological tests. / Ed. Yakovleva A.V. – M.: UNITI-DANA, 2004.
1 Geytsi E.D. Psychodiagnostics in a pedagogical university. - Novosibirsk: NGPU Publishing House, 2001.
2 Nemov R.S. Psychology: In 3 books. - M.: VLADOS, 1995. - V.3. - p.-94.
2. Organization and methods research The purpose of this work is study emotional spheres adolescents with pathology..., I. A. New psychological and psychotherapeutic approaches in adaptation schoolchildren/ I. A. Potapkin, L. Ya. Shemetova, B. A. Dashieva...
Exploring Features emotional spheres in men and women
Coursework >> Psychology... study emotionality in men and women (on the example of adolescence) 2.1 Diagnostic methods estimates emotionality... An object research –emotional sphere person. Subject research- ... the basic emotions of schoolchildren and schoolgirls of different ...
Methods research developmental psychology
Coursework >> PsychologyAnimal) serve as a tool for diagnosing intellectual spheres, emotional and personal characteristics and children, and ... to specific methods research development, activity and individual psychological characteristics of the child's personality ( schoolboy). Such...
Peculiarities emotional spheres preschool children brought up in an orphanage
Coursework >> Psychology... research: emotional sphere children of preschool age who are brought up in an orphanage. Tasks research: Theoretically consider features emotional spheres... and junior schoolchildren represents out of situation... Unfortunately, methods and how it works...
22. Emotion research
The development of ideas about emotions went along several main directions.
According to Charles Darwin, emotions arose in the process of evolution as a means by which living beings determined the significance of certain conditions to meet their urgent needs. Primary emotions were a way of keeping the life process within its optimal limits and warning of the destructive nature of a lack or excess of any factors.
The next step in the development of the biological theory of emotions was made by P. K. Anokhin. According to his research, positive emotions arise when the result of a behavioral act coincides with the expected result. Otherwise, if the action does not lead to the desired result, negative emotions arise. Thus, emotion acts as a tool that regulates the life process and contributes to the preservation of an individual and the whole species as a whole. W. James and, independently of him, G. Lange formulated the motor (or peripheral) theory of emotions. According to this theory, emotion is secondary to a behavioral act. It is only the body's response to changes in muscles, blood vessels and internal organs that occur at the time of action. The James-Lange theory played a positive role in the development of ideas about the nature of emotions, pointing to the connection of three links in the chain: an external stimulus, a behavioral act, and an emotional experience. However, the reduction of emotions only to the awareness of sensations that arise as a result of peripheral reactions does not explain the connection of emotions with needs.
PV Simonov conducted research in this direction. He formulated the information theory of emotions. According to this theory, emotion is a reflection of the ratio of the magnitude of the need and the probability of its satisfaction at the moment. P. V. Simonov derived the formula for this dependence: E = - P (In - Is), where E is an emotion, its strength and quality, P is a need, Ying is the information necessary to satisfy the need, Is is the existing information. If P \u003d 0, then E \u003d 0, that is, in the absence of a need, there is no emotion. If Ying > Is, then the emotion is negative, otherwise it is positive. This concept is one of the cognitive theories about the nature of emotions.
Another cognitive theory belongs to L. Festinger. This is the theory of cognitive dissonance. Its essence can be conveyed as follows. Dissonance is a negative emotional state that occurs when the subject has two conflicting information about the same object. The subject experiences positive emotions when the actual results of the activity are consistent with the expected ones. Dissonance is subjectively experienced as a state of discomfort, from which a person seeks to get rid of. There are two ways to do this: change your expectations so that they correspond to reality, or try to get new information that would be consistent with previous expectations.
From the book Dream - secrets and paradoxes author Wayne Alexander Moiseevich From the book Forming a Child's Personality in Communication author Lisina Maya IvanovnaUnderstanding Emotions The second preliminary remark concerns our understanding of emotions. Our ideas about emotions are still far from clear and do not allow us to offer original definitions. Rather, we strive for the time being to rely on the least controversial judgments of competent
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From the book Speak Like Putin? Talk better than Putin! author Apanasik ValeryThe Power of Emotions Emotions are a terrible weapon. An unscrupulous orator is able to bring an excited crowd to a boiling point, and it will rush to smash, rob, and kill. But let's not exaggerate: the degree of intensity of emotions of your listeners depends on the circumstances, and it is unlikely that you will be able to
From the book Safety for Parents of New Age Children author Morozov Dmitry VladimirovichTHE BABE OF EMOTIONS The emotional life of a child with open, optimistic, considerate parents is like a confident walk along a wide, level road that gently ascends. In a dysfunctional family, a child walks, as if on a mountain path, stumbling on censures,
From the book Shame. Envy author Orlov Yuri MikhailovichSummation of emotions Envy is capable of accumulating the energies of other emotions. If envy is accompanied by shame, guilt, fear, jealousy, hurt pride, trampling of dignity, then the energy of these emotions merges with the dominant structure of experience, and all these emotions
From the book Face is a mirror of the soul [Physiognomy for everyone] author Tickl NaomiExpression of Emotions The first thing most people notice when they meet is the eyes. The eyes express a lot. People with a lively look are more willing to make contact, they are more friendly. And those who have a cold piercing look, as if looking through us. Eyes
From the book Victimology [Psychology of victim behavior] author Malkina-Pykh Irina GermanovnaControl of emotions 1. Manipulation and narrowing of the spectrum of feelings of a person.2. Make people feel in such a way that any problems are always their fault.3. Excessive use of guilt. Guilt of identity (personal identity): who are you (do not live in
From the book Cheat Sheet on General Psychology author Voytina Yulia Mikhailovna12. GENERAL CHARACTERISTICS OF RESEARCH METHODS IN PSYCHOLOGY. STAGES OF PSYCHOLOGICAL RESEARCH Methods of psychology are the main ways and methods of scientific indication of mental phenomena and their patterns. In psychology, it is customary to distinguish four groups of study methods
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From the book Psychology of Adulthood author Ilyin Evgeny PavlovichTraining of emotions Much has been written about this. Somewhere true, somewhere hints, somewhere frankly false, because it won’t work ... In order to figure it out, you need a separate book, so we’ll limit ourselves to hints and give a few examples.
From the book 7 myths about love. Journey from the land of the mind to the land of your soul by George MikeMultidimensional questionnaire for the study of self-relationship (MIS - a methodology for the study of self-relationship) Author: SR PantileevInstruction. You are invited to answer questions (in the form of possible statements) about your character traits, habits, interests, etc. These
From the book We communicate with ease [How to find mutual language with any person] by Ridler Bill From the book Development of Memory [Secret Methods of Special Services] by Lee MarcusFactory of Emotions Adler viewed dreams as a factory of emotions and feelings. He did not consider them post-traumatic syndrome or the result of accumulated experiences. We don't care what happened to us yesterday. Today and tomorrow - that's what challenges us. Let's think how
From the book Flipnoz [The Art of Instant Persuasion] author Dutton Kevin7.1. Types of emotions exist various classifications emotions. According to one of them, emotions are divided into positive, negative and neutral. To positive emotions
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METHODS FOR STUDYING EMOTIONS
An important role in the study of emotional disorders belongs to the anamnestic method, which is used to study the emotional sphere in the course of a patient's life, and to clinical observation of his behavior. For the objective characteristics of emotional reactions, states and relationships, physiological, biochemical and experimental psychological methods are used.
In the study of emotions, especially great importance is attached to vegetative reactions. One of the most sensitive indicators of changes in the autonomic nervous system is the galvanic skin response (GSR). As an indicator of the emotional sphere of a person, GSR (in the literature of past years - the psychogalvanic reflex) was studied by many authors.
In our and our research, we used various methods based on the registration of galvanic skin reactivity. The psychophysiological method has become the most widespread in the form of a modification of the associative experiment, which consists in the use of verbal stimuli of different emotional significance for the patient, in combination with GSR registration. In such an experiment, physiological changes are determined by the selective attitude of a person to the content of the stimulus and, therefore, have not only a physiological, but also a psychological meaning.
In the work of V. M. Shklovsky, a technique was used that took into account both quantitative and qualitative indicators of galvanic skin reactivity, including the presence of flashes of spontaneous oscillations, more pronounced reactions in response to situationally significant words compared to insignificant ones, the aftereffect effect (increased reaction to an insignificant word if it follows a significant one). GSR in the mental representation of a psycho-traumatic situation. The amplitude of the GSR and the total duration of the reaction were measured.
LK Bogatskaya describes a psychophysiological method for studying emotional relationships in mentally ill patients. Registration of GSR was combined with an attempt to include patients in imaginary situations that reflect relationships that are significant to them. For a mental representation, the subject was presented with 5 content-significant and 4 indifferent plots. Content-significant plots sought to evoke in mental patients (mainly with pronounced apato-abulic disorders) representations associated with systems of relationships relating to family, immediate environment, work, future.
To quantify emotional relationships, this work used, in particular, a special index of emotionality. In order to calculate this index - the maximum amplitude is measured among GSR reactions to meaningful representations; the average value of the amplitude is determined for indifferent representations; a ratio is found showing how many times the intensity of the reaction to the most emotionally significant representation exceeds the reaction to the indifferent one.
Among other vegetative characteristics used in the study of emotions, the frequency and rhythm of heart contractions, ECG, respiratory parameters (respiratory rate, amplitude of respiratory waves, etc.), changes in blood pressure, and electromyograms are taken into account.
Among vegetative indicators, the importance of cardiac reactions as an indicator of emotional states and its relative independence from other physiological indicators are emphasized, and the indicator of variability of cardiovascular reactions is considered as a particularly reliable indicator of mental stress. The rhythmogram is a sequential series of intersystolic intervals of the heart. For visual analysis, the rhythmogram is recorded graphically on a paper tape, where R-R intervals are sequentially recorded. ECG in the form of vertical lines. Usually, the frequency, amplitude of respiratory waves, the time of recovery of cardiac reactions to the initial level after exposure, etc. are analyzed.
Numerous studies have been devoted to the search for electroencephalographic correlates of emotional stress in humans [Bobkova VV, 1967; Ekelova-Bagalei E. M. et al., 1975 Rusalova M. N., 1979, etc.]. More often it is indicated that emotions are accompanied by inhibition of the alpha rhythm and an increase in rapid oscillations. However, recently other authors have emphasized that ch-p against the background of emotional stress, amplitudes often increase. alpha rhythm, alpha index increases, slow rhythms increase. M. N. Rusalova showed that, electroencephalographically, shifts in emotions represent the result of the interaction of systems realizing, on the one hand, the actual emotional stress, and on the other hand, regulating the processes of attention (their orientation, intensity, degree of novelty of an emotionally significant stimulus) , which, according to the author, explains the differences detected in the electroencephalogram.
Modern psychophysiological technology makes it possible to study various physiological indicators as correlates of emotional reactions, states of relationships, often with their simultaneous polygraphic registration. So, in fig. 2 is a recording of an electroencephalogram, an electrocardiogram, respiration and GSR in a patient with hysteria in response to the indifferent word “air” and the emotionally significant word “Kolya” (the name of her husband included in psychogeny). More pronounced and longer reactions to an emotionally significant word are revealed - EEG, GSR, breathing (see Fig. 2.6.).
Beginning with the well-known works of W. Cannon (1927), the attention of researchers was drawn to the biochemical correlates of emotional states. In recent decades, the growing interest in the problem of emotional stress has contributed to the increase in the number of these works.
In many studies [Gubachev Yu. M., Iovlev B. V., Karvasarsky B. D. et al., 1976; Myager V.K., 1976; Levi L., 1970, 1972, and others] not only confirmed the fact of changes in the levels of biochemically active substances during emotional shifts, but also showed that certain emotions may be accompanied by characteristic changes in certain biochemical substances.
Our comparison of biochemical and psychological indicators indicates that, despite the importance of taking into account the degree and nature of emotional-affective stress in the ratio of emotions and biochemical changes in patients with neuroses, not a simple increase in emotional reactions plays a role, but their refraction through the characteristics of the personality and the system of its relations .
The study of the mimic side of emotions has a long history. Started by Ch. Darwin and V. M. Bekhterev, research in these areas has not lost its relevance to the present day. Moreover, in a number of cases (for example, during space flight, the activities of operators of underwater vehicles), when only radio and telecommunication channels can be used, the importance of a person's expressive manifestations (facial expressions, speech, etc.) for assessing the emotional state sharply increases. Of the huge number of publications of the last period, we will indicate only a few.
V. A. Barabanshchikova and T. N. Malkova (1980), based on the studies of P. Ekman (1973), in which mimic manifestations of such emotions as anger, fear, surprise, disgust, joy, grief were identified and described, developed a technique for qualitative and quantitative assessment of the perception of emotional manifestations of another person. The authors give the standards of facial expressions of emotions. In a number of works carried out under the guidance of A. A. Bodalev [Labunskaya V. A., 1976, etc.], objective and subjective conditions were studied that affect the success of recognition of an emotional state by facial expression. V. A. Labunskaya (1976) refers to the subjective conditions established in the experiment the indicators of the level of development of non-verbal intelligence, extraversion and emotional mobility.
As other expressive manifestations of a person used in the study of emotions, speech often acts, such its phonetic characteristics, how speech intonation, manner of speaking, etc. They are used by various authors to identify the emotional state (Bazhin E.F., Korneva T.V., 1978, etc.).
Let us dwell in more detail on the method of E.F. Bazhin et al., which made it possible to obtain new results, which are essential primarily for medical and rehabilitation practice. The method was based on tape recordings of speech of 23 patients with schizophrenia and manic-depressive psychosis, who were in various emotional states. The patients uttered the same phrases consisting of emotionally neutral sentences. Identification of emotional states was carried out by a commission of expert doctors on a special multidimensional scale, which included low mood, fear, anger, joy, apathy. The subject could use an alphabet containing a number of shades of the indicated emotional states, for example, for a depressed mood - slight sadness, pronounced sadness (sadness), melancholy.
When processing the obtained data, the degree of compliance of the auditor's assessment with the assessment of experts was determined by a six-point system, after which the average score of the test performance was calculated for each auditor, characterizing his "auditing abilities". In the studies of E.F. Bazhin and T.V. Korneva, it was shown that the identification of the emotional state of the speaker by speech, devoid of an arbitrary lexico-semantic aspect, is a feasible task, which all the subjects coped with to one degree or another, although the quality of its performance was uneven. To a certain extent, it turned out to be associated with the sex, age characteristics of the subjects and their personal characteristics [Korneva TV, 1978].
Based on the fact that facial expressions and emotional intonation of speech act as the most essential elements of expression, N. A. Ganina and T. V. Korneva (1980) proposed a technique in which the subject is simultaneously presented with samples of speech and facial expressions (30 photographs of faces with emotional 58
states that are most consistent with the patterns of speech expression of the audit analysis methodology described above).
Numerous studies have been devoted to instrumental (objective) analysis of speech in order to determine the emotional state of the speaker. In the work of V. Kh. Manerov (1975), the frequency of the main tone of speech for each period was taken into account; the average frequency of the main tone for any segment of the utterance; fundamental frequency dispersion; irregularity of the fundamental tone curve. The author came to the conclusion that the most informative are the parameters associated with the frequency of the main tone; measurement of melodic contour indentation, dispersion and average frequency of the fundamental tone can be used to determine the degree of emotional arousal of the speaker by comparing them with the values obtained in the norm on the same standard phrases. The paper emphasizes that the instrumental analysis of speech currently does not allow, however, to successfully determine the type of emotional state.
A wide review of other methods for studying the expressive component of emotions is presented in the monograph by K. Izard (1980) “Human Emotions”, published in Russian.
The presence of a connection between color sensitivity and the emotional sphere of a person served as the basis for the development of methods that characterize the emotional state of the subject by changing his color sensitivity. F. I. Sluchevsky (1974) points to such a method, developed by his colleague E. T. Dorofeeva (1967, 1970) and based on the indication of emotional tone in relation to color perception thresholds determined using an anomaloscope. The method allows to differentiate (albeit without determining the degree of severity) six gradations and shades of mood, which can be psychopathologically designated as manic - depressive, dysphoric - anxious, euphoric - asthenic. In experiments, in particular, it was found that with an increased, joyful, manic state, the color perception of red increases, and that of blue worsens. Negative emotions, on the contrary, are accompanied by an increase in sensitivity to blue and a decrease in red.
A. M. Etkind (1980) proposed a color relationship test, created on the basis of a color-associative experiment. Previous studies have shown that color associations to emotional terms are at a high level of significance (p<0,001) дифференцируют основные эмоциональные состояния. Методика позволяет получить такие характеристики отношения, как их значимость для личности, выявить осознаваемый и неосознаваемый уровни отношений и др.
As an illustration, let us refer to the results of a study of a patient suffering from neurosis cited in the work of A. M. Etkind. The neurotic state developed after the patient was suddenly abandoned by her fiancé. In the patient's verbal layout, they occupied the last place in the system of persons significant to her.
At the same time, she associates it with the green color, which turned out to be in the first place in terms of attractiveness. Here, the maximum ver-
The ball-color discrepancy and the corresponding low correlation between the verbal and color layouts may indicate a low degree of awareness of the patient's significance for her of this relationship and the important role of the latter in the origin of psychogeny.
To study the emotional sphere and, in particular, emotional relations, a semantic differential was used [Bespalko I. G., 1975; Galunov V.I., Manerov V.Kh., 1979].
In conclusion, several methods should be mentioned, which, along with those mentioned above, reflect a personal approach to the study of emotions. These are the method of B. V. Zeigarnik (1927, 1976), based on the phenomenon of “incomplete actions”, the “method of conjugated motor actions” by A. R. Luria (1928) for assessing emotional-motor stability and the method of K. K. Platonov (1960 ), which makes it possible to reveal the emotional and sensory stability of the individual.
Finally, ideas about emotional disorders, primarily emotional states and relationships, can be obtained using various projective techniques (associative experiment, TAT, Rorschach, etc.), questionnaires and scales (MMPI, Hainovsky, Wesman-Ricks, etc. ). Some additional references to methods of studying emotions based on direct self-reports of emotional experiences are contained in the already mentioned work of K. Izard (1980).
METHODS FOR STUDYING VOLITIONAL PROCESSES
It is possible to characterize the patient's volitional properties on the basis of a targeted study of his life history and by observing his behavior at home, in the ward, during occupational therapy, etc. Observations can be carried out under normal conditions and when modeling situations of varying degrees of difficulty for the subject. The idea of volitional processes can also be obtained using a number of instrumental methods.
Various types of reactometers make it possible to take into account the motor reaction of a person under experimental conditions, which is considered! as the simplest act of will. |
To study muscle performance, its stability;
and the dynamics of fatigue, due to the peculiarities of volitional effort," research is widely used on a special device - an ergograph. The record obtained on this device is called an ergogram;
mine and in healthy people is characterized by a certain height, indicating satisfactory muscle strength, uniformity and pace. On fig. For the normal ergogram is presented. Rice. 3,6c illustrates the violation of muscle strength, uniformity and pace on ergograms of patients with schizophrenia with apato-abu-
The willpower of the subject can be characterized by the curve of his mental performance, obtained using the Kraepelin test.
In one of the early works of V. N. Myasishchev (1930), it is pointed out that, in essence, in experimental psychology there was no objective method for studying volitional effort. Usually, it was not so much volitional effort that was studied as the productivity of work. The author proposed a method based on his experimentally confirmed thesis that the realization of a person's volitional effort in the process of purposeful activity is accompanied by a number of simultaneously occurring physiological processes, the dynamics of which, being closely related to the dynamics of volitional effort, reflects the features of the latter. This enables polyeffector registration of physiological processes accompanying volitional effort. In the analysis of experimental materials, the main attention was paid to the correlative study of the performance by the test subjects of tasks increasing in difficulty and the corresponding vegetative-somatic changes.
Based on this principle, we have developed a new version of the technique, in which, while maintaining the condition of a parallel study of a number of effectors, modern technical capabilities were used to record physiological parameters characterizing neurovegetative reactivity (bioelectric activity of the cerebral cortex, rheoencephalogram, electrocardiogram, galvanogram, and respiration). In connection with the need to investigate the effort in patients with mental illness, a different system of stimuli and special tasks was proposed (Karvasarsky B.D., 1969; Karvasarsky B.D. et al., 1969).
Opening and closing of the eyes, sound, photostimulation were used as functional stimuli, after which the patient was sequentially presented with tasks of increasing difficulty: increasing counting, a dosed increase in physical activity on a dynamometer (10 kg, 15 kg, maximum compression) and holding the breath increasing in time (15s, 20s, maximum delay). When performing each of the tasks, the first most
"her easy tasks were repeated to extinguish the orienting reactions
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nia physiological reactive deviations as the difficulty of counting, dynamometry and breath-holding tasks increases. The qualitative features of the performance of these tasks were also taken into account (correct counting, maximum result, difference between the average and maximum results; according to A.F. Lazursky (1916), the greater this difference, the greater the effort).
The use of the polyeffector principle makes it possible to assess the degree of effort not depending on the individual excitability of individual effector systems, but on a number of physiological indicators, which ensures greater reliability of the conclusion. about effort. A similar goal was pursued by the inclusion in the psychophysiological methodology of functional tests and tasks of various quality.
On fig. 4 presents the results of the study of effort by the described psychophysiological technique. The complication of the counting task is accompanied by an increase in physiological reactions: a prolongation of the depression period of the EEG alpha rhythm, an increase in heart rate, a decrease in the amplitude of the rheoencephalogram, a change in the galvanogram with the appearance of a number of galvanic skin reflexes, and an increase in breathing.
In the department of rehabilitation therapy for the mentally ill of the Institute. V. M. Bekhterev [Kabanov M. M., 1978] for objective-;
To take into account the severity of volitional disorders and their dynamics under the influence of rehabilitation influences, myotonometry and a tapping test were used. Due to their simplicity and accessibility, they meet the requirements of the study of patients even with a deep apato-abulic defect.
In the case of myotonometry, a special device with a myotonometer consistently measures the value of muscle tone at the same point - when asked, first relax the muscles of the forearm as much as possible, and then strain them as much as possible. The difference between the two indicators is taken into account. The choice of this technique is determined by the fact that the degree of change in tone (oscillation amplitude), i.e.
the ability to relax and strain the skeletal muscles depends "on the patient's ability to develop a certain effort. Since it is not the muscle tone itself that is taken into account, but its change, then the degree of training of the patient, muscle strength do not significantly affect the indicators of effort.
The second technique was based on the tapping test, or measurement of the tempo of muscle movements. The pace of muscle movements is determined using a device called a “finger beat counter”, which records the beats and shows their number on a special scale. The results of the patient are compared, shown for 15 s at an arbitrary, and then at the maximum pace. To assess the degree of effort in different patients, the formula proposed by I. G. Bespalko and B. V. Iovlev (1969) is used.
Among the few techniques that make it possible to obtain a quantitative assessment of the volitional sphere, the technique developed by E. M. Ekelova-Bagalei and L. A. Kalinina (1976) deserves attention. It uses the principle of the study of mental satiety ps A. Carsten. The subject performs a long and monotonous task (for example, adding numbers), leading him to
p p
Tsov to a state of satiety, refusal to continue the task. The whole process of the experiment is divided by the authors into 4 stages. If the subject refuses to complete the task during the first three stages, he is forced to continue it without explanation. At the 4th stage, the experimenter changes tactics, creating a motive for the necessity of the work performed, the significance of its results for the public reputation of the subject, i.e., what G.P. Chkhartishvili (1955) called “volitional motive” is used. Productivity
the performance of the subject at the 2nd-4th stages is evaluated in relation to the productivity at the 1st stage, taken as 100%. The authors proceed from the assumption that the state of satiety interferes with the realization of the volitional motive, therefore, an effort is required to overcome it. The magnitude of the increase in work productivity at the 4th stage compared with the 3rd makes it possible to judge the degree of willpower. A study of 2 groups of subjects - healthy and patients with a decrease in effort according to clinical data - showed that if in the first group the increase in work productivity was 40% at the 4th stage, then in the second group of patients there was a decrease by 8%;
the differences are statistically significant to a high degree.
Considering that independence acts as one of the most essential characteristics of the volitional qualities of a person, the opposite feature - suggestibility - to a certain extent also gives an idea of their features.
Among a number of studies, we point out the work performed in our clinic by V. I. Petrik (1979). The technique included registration of the relative change in the temperature of the finger under the influence of suggestion. The suggestion was directed towards the appearance of warmth in the finger. The duration of the suggestion was oriented towards achieving the maximum result, and it turned out to be different for different forms of neuroses. The author has developed a special electrothermometer designed for long-term recording of relative temperature changes within 25°. The technique made it possible to study the features of suggestibility in patients with various forms of neurosis and psychopathy, to obtain the dynamic characteristics of a suggestive act, to consider the conditions for suggestion, which make it possible to enhance the suggestive effect, etc.
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