Methodology cactus ma and panfilova interpretation. Graphic technique “Cactus

Transcript

5 “Cactus” graphic technique M.A. Panfilova The goal is to identify the state of the child’s emotional sphere, to identify the presence of aggression, its direction and intensity. Instructions. On a sheet of paper (A4 format) draw a cactus the way you imagine it! Questions and additional explanations are not allowed. The child is given as much time as he needs. Upon completion of drawing, a conversation is held with the child. You can ask questions, the answers to which will help clarify the interpretation: 1. Is the cactus domestic or wild? 2. Can you touch it? Does he prick a lot? 3. Does the cactus like to be looked after: watered, fertilized? 4. Does the cactus grow alone or with some plant next door? If it grows with a neighbor, then what kind of plant is it? 6. When the cactus grows, what will change in it? Processing of results and interpretation: When processing the results, data corresponding to all graphic methods are taken into account, namely: - spatial position - size of the drawing - characteristics of the lines - pressure on the pencil Aggression - the presence of needles, especially their a large number of. Strongly protruding, long, closely spaced needles reflect high degree aggressiveness. Impulsiveness - abrupt lines, strong pressure Egocentrism, desire for leadership - large drawing, in the center of the sheet Dependence, uncertainty - small drawing at the bottom of the sheet Demonstrativeness, openness - the presence of protruding processes, unusual forms Secrecy, caution - arrangement of zigzags along the contour or inside the cactus Optimism - usage bright colors, image of “joyful” cacti Anxiety - use dark colors, predominance of internal shading, broken lines Femininity - the presence of decoration, flowers, soft lines, shapes Extroversion - the presence of other cacti, flowers Introversion - only one cactus is depicted The desire for home protection, a sense of family community - the presence flower pot, image of a domestic cactus Desire for loneliness - depicts a wild cactus, a desert cactus.

6 STUDYING SCHOOL ANXIETY IN STUDENTS primary classes S/K/OU Instructions. Now you will come up with stories based on pictures. My pictures are not quite ordinary. Look, everyone - both adults and children - are drawn without faces. (Picture 1 is presented. Option “A” is for girls, Option “B” is for boys) This was done on purpose to make it more interesting to invent. I will show you pictures, there are 12 of them in total, and you have to figure out what mood the boy (girl) in the picture is in and why he is in that mood. You know that our mood is reflected on our face. When we have good mood, our face is cheerful, joyful, happy, and when it’s bad, it’s sad, sad. I will show you a picture, and you will tell me what kind of face the boy (girl) has - happy, sad, or something else, and explain why he has such a face. PICTURES WILL BE DISPLAYED.

10 By conducting a qualitative analysis of children’s responses, one can detect not only school anxiety, but also various indicators school maladjustment. Indicators of maladaptation can be: a general negative attitude towards school; the child’s reluctance to study and attend school; problematic, conflictual relationships with classmates and the teacher; setting to receive bad grades, condemnation from parents, fear of punishment, etc. Thus, the methodology for studying school anxiety can also be used to study the child’s general adaptation to school. The authors of this technique suggest not interpreting picture 1, since it is a training picture, and 12, which is intended for the child to complete the task with a positive answer. In our study, we took into account children's responses to all pictures. First of all, because the first picture represents some diagnostics intra-family relations. Secondly, because students' responses to picture 12 were not always positive. Moreover, many children misunderstood the meaning of this picture and interpreted it in their own way; therefore, the children’s answers were completely different. We also believe that it is impossible to determine the level of school anxiety by the number of negative responses of a child, because these responses do not always indicate anxiety. For example, picture 8 (the child is doing his homework). In our opinion, answers such as “he is sad because the TV is broken”, “he is sad because he is alone and bored” are not indicators of school anxiety. We classify them as neutral answers that do not provide any data on the presence or absence of school anxiety in the child. But such answers make it possible to obtain additional information about the child, about his hobbies, desires, needs, interests. However, it also happens the other way around: positive answers “he is cheerful because he sits at home, and the rest of the children go to school”, “he is cheerful because the lesson is over and he can play at recess”, “he is cheerful because he has not been given homework” also should not be considered as a lack of school anxiety in a child. Rather, on the contrary, the topic of school causes anxiety in the child and, perhaps, he tries in every possible way to avoid it. In addition, such responses are indicators of a child’s adaptation disorder. If he doesn’t want to study, it’s hard for him, he wants to relax and play, it means that he is not ready for school and gradually emerging learning difficulties can subsequently cause school anxiety and maladjustment. Picture 1. This picture can be used to analyze the relationship between parents and children: how close this relationship is; what unites this family; whether parents show love and care towards their child, or do not pay any attention to him. Many children give positive interpretation this picture: "the boy is happy because

11 that he’s going for a walk with mom and dad,” “the girl is in a cheerful mood, because mom and dad are going to buy her a birthday present,” “they’re in a good mood, dad and mom are going to work, and the girl is going to school.” Such answers are scored 1 point. School anxiety can be observed in the answers: “he is in a sad mood, he doesn’t want to go to school,” “mom and dad force him to go to school, he doesn’t want to.” Such answers are scored 0 points. Picture 2. This picture is an interpretation educational motivation child: whether he wants to go to school or not. Answers indicating high motivation, a desire to learn, to go to school: “she’s in a cheerful mood, she’s going to school, she wants to study,” “she’s happy to go to school,” “she likes going to school,” “she has Bad mood, she is sick and can’t go to school” are scored as 1 point. The answers of children with school anxiety are scored as 0 points: “he’s sad, he doesn’t want to go to school,” “he doesn’t want to go to school, it’s not interesting there.” ", "I'm leaving school, I don't want to study." These answers are not only indicators of anxiety, but also clear signs of school maladjustment. A number of neutral answers also stand out: "he's in a bad mood, his mother calls him home, but he wants to go for a walk," " someone offended her, they don’t want to be friends with her,” “she’s in a good mood, she’s talking to her mom,” “looks up and counts.” These answers are scored as follows: if the answer is positive, 1 point is given, if the answer is negative, 0 points Picture 3. This picture diagnoses mutual relationships between children - whether the child knows how to communicate, establish contact with classmates. Since the picture shows children playing, almost all the students’ answers were positive: “he plays, he’s having fun,” “he runs,” “he scores a goal" - 1 point. Negative answers like: “he’s sad, he couldn’t catch the ball” are not indicators of anxiety. IN in this case 0 points are given for the answers: “she is sad because no one wants to play with her or be friends with her,” “the boy stands aside, he is afraid to approach the guys,” “she is having fun, she doesn’t want to study, but wants to play all day long.” , “I’m in a sad mood, three against one is impossible.” Picture 4. The woman drawn in this picture most often appears to children as a mother, and not as a teacher. Therefore, the positive answers were: “walks with mom,” “mom praises him,” “mom reaches out to hug her” - 1 point. Negative answers were divided into two groups. The first group - answers in which school anxiety is observed: “mom scolds, I did my homework wrong,” “I didn’t study well, my mom scolds me,” “mom scolds me for not getting an A,” “mom scolds me for not getting to school.” went, doesn’t want to”, “she doesn’t want to go to school” are scored 0 points. The second group - neutral answers: “mom scolds, she has gone far from home”, “mom scolds for spilling water”, “mom scolds for dropping a flower”, “aunt scolds at him”, they are assessed as positive . Picture 5. The image in this picture is not always perceived by children as a learning situation. Just like in the previous picture, some students associate the teacher with their mother. Therefore, answers that are not related to the teacher and the learning situation can be considered neutral and scored 1 point. These are the following answers: “mom says “let’s go home,” but he doesn’t want to,” “they came to visit her, she is happy,” “mom asks to do something,” “mom gives money to go to the store.” However, school anxiety could be detected in some of the children's responses. “The teacher asks: “Where is your briefcase?” - and scolds him”, “the teacher scolds her, she did not study well”, “he is in a cheerful mood, she is playing around”, “he is in a good mood, the teacher does not scold him”, “he feels good, he is the first, and the last boy can freak out,” “he is offended by the teacher, he scolds him.” Such answers are worth 0 points. Answers that are worth 1 point: “the teacher calls the children to her,” “she is having fun, she is talking to the teacher,” “they are studying,” “they want to study well.” Karinka 6. This picture depicts a specific learning situation, so the children had no problems understanding its meaning. Using this image, you can identify the manifestation of school anxiety in a classroom situation. Positive answers that are scored 1 point: “they want to study well,” “he reads a lot,” “he sits well at his desk,” “he is at school, he learns everything,” “she sits in class.” Negative answers that indicate the child’s reluctance to learn, bad mood, fear, are rated 0

12 points: “she’s studying, it’s difficult for her,” “she’s in a bad mood, she wrote the wrong thing,” “she’s in a bad mood, doesn’t hold her hands at her desk correctly,” “doesn’t know what to write,” “doesn’t want to study,” “mood bad, tired. Picture 7. The picture shows a teacher, several children are standing at her desk, and one child is standing to the side, in the corner of the room. Most children with low adaptation talk about this particular child and give the appropriate answers: “he is standing in the corner , the teacher punished him, he did something,” “she’s standing in the corner, she tore the teacher’s papers,” “the teacher put him in the corner because he wrote it wrong,” “everyone is reading, and he’s standing in the corner, calling him names.” ", "they put him in a corner because he didn't listen." Such answers are a sign of possible maladjustment and behavioral disturbances in the child. They are scored 0 points, just like the answers of children with school anxiety: "she's in a bad mood, she doesn't want to give work because she wrote it poorly,” “she’s afraid they might give her a bad grade,” “one girl was given a book, but she wasn’t.” The children’s positive answers look like this: “he is talking to the teacher,” “the teacher praised him,” “they are given grades,” “the teacher checks the lessons and praises,” “she received a “5” - 1 point. Other answers not related to the educational activities, are considered neutral and are assessed by sign. Picture 8. In this case, it is easy to recognize answers containing school anxiety and low motivation to study: “she doesn’t want to study”, “his mother forces him to do his homework”, “she is sad, she can put "2", "she couldn't do her homework." For such an answer 0 points are given. Children with no anxiety gave the following answers: “he writes, he likes it,” “she did her homework with an A,” “he sits and studies,” “he is in a good mood, he reads,” “he studies at home,” “his mood good, she does her homework" - 1 point. Some children gave answers that were not related to educational activities; they cannot be used to judge the presence of anxiety and the child’s adaptation at school: “she draws at home,” “she’s in a cheerful mood because it’s a day off,” “ watching TV”, “she is sad, she is home alone”, “watching cartoons”, “he is alone and bored”, “he is sad, the TV is not working”. These answers are neutral and are also evaluated. Picture 9. Here also great importance It depends on which child (standing to the side or talking) the student will begin to tell. This picture helps to identify the child’s problems in relationships with classmates, the fear of quarreling, arguing, fighting with the guys, the fear that no one will be friends with him, play or talk. Children with similar fears gave the following answers: “nobody talks to him, he’s a poor student,” “they swear, fight, someone took the ball,” “they don’t play with her,” “they didn’t give her chocolate, they didn’t share it with her.” , “her classmates turned their backs on her,” “the girls kicked her out of the game,” “he was offended,” “no one plays with him or is friends with him.” These answers are scored 0 points, since fear is the first sign of anxiety, and if a child is afraid that they will not be friends with him, it means that he is not confident in himself and in what he can find mutual language with classmates. And this is already one of the main indicators of maladjustment. The remaining answers: “they talk,” “she plays with girls,” “he meets boys,” “he plays with a boy” are scored 1 point. Picture 10. Analysis of children’s responses to this picture, first of all, allows us to identify the relationship between the child and the teacher, and secondly, anxiety in the situation of answering at the blackboard. Students with a high level of anxiety gave the following answers: “he has sad face, he doesn’t know the answer”, the teacher asks him to draw, but he doesn’t know what”, “the teacher scolds him for messing around in class”, “he sad face, he is afraid that the assignment will not work out,” “the teacher scolds her for not doing her homework,” “the teacher tells her to do her homework, but he doesn’t do it,” “the teacher forces her to write, but she doesn’t want to,” “the teacher scolds ". They are scored 0 points. Answers scored 1 point were given by children who have a favorable relationship with the teacher and high level motivation for learning: “the teacher tells her something good”, “he went to the board to solve a problem”, “she answers a question”, “she is an excellent student”, “she is in a good mood, she was called to the board”, “the teacher is teaching him” , “he is interested in answering,” “she was praised for her lessons,” “he wants to write on the board.”

13 Picture 11. Based on this picture, it is impossible to identify the presence of school anxiety in a child. But since a first-grader is a former preschooler, the attitude towards play activity is of great importance for the study. In the game, the child projects his life situations, which can be divided into situations of success and failure. In fact, the children's answers were divided. Positive answers, worth 1 point, reflect a situation of success: “they bought him a game”, “he is building”, “guests will come to her and play with her”, “she sits at home and plays”, “she has no lessons.” And negative ones - a situation of failure: “he scatters toys, does not help his mother”, “doesn’t want to study”, “is in a bad mood, he needs to collect toys”, “she is sad, she couldn’t make a game”, “he scattered toys”, “she broke toys". Such answers are scored 0 points. Picture 12. The image in this picture is understood differently by children. From a variety of answers, we selected those that help identify school anxiety or, conversely, confirm its absence. Answers from children showing anxiety: “they’re in a sad mood, they’ve given a lot of homework,” “she just came, she has to do her homework, but she doesn’t want to,” “he’s not happy, he threw his briefcase and went to class,” “she’s sad, she was late for class,” “she barely came to school,” “he’s sad, he forgot his briefcase,” “angry, doesn’t want to study.” They are scored 0 points. Positive answers regarding school are scored 1 point: “he goes home to do his homework, he likes to do his homework, and then he can relax, play with someone,” “he’s glad he’s going home,” “he gets dressed for school so that study quickly”, “goes home with a briefcase, she will do her homework and then go for a walk”, “goes home to do homework". We also identified a group of neutral answers: “she put on the wrong coat,” “the briefcase is heavy,” “she can’t lift her backpack, she’s tired,” “she’s going for a walk with her briefcase,” “dancing,” “found my mother’s bag,” “bought a jacket for himself," "trying on clothes." Analysis Quantitative points - we can say that the child has no school anxiety. 7-9 points - the level of school anxiety is normal. 0-6 points - the presence of school anxiety. Qualitative. Carrying out a qualitative analysis a single picture, you can identify situations when a child is experiencing difficulties. Picture 1 - communication with parents. The child’s relationship with parents, the desire to communicate, spend time together are analyzed. Picture 2 - the road to school. The child’s desire to go to school, desire or reluctance is revealed learn. Picture 3 - interaction with children. The child's attitude towards gaming activities. Problems in communication and interaction with a group of children are identified. Picture 4 - communication with an adult (teacher). Using this picture, you can determine whether the child can communicate with an adult, and also obey his demands. Problems are discovered in the relationship between child and teacher, child and mother. Picture 5 - communication with an adult (teacher). The situation is similar to the previous one. Does the child know how to interact in a group of children and obey the rules and requirements of an adult? Picture 6 - lesson situation. You can determine the child’s mood in the lesson, his desire to learn, to complete the tasks proposed by the teacher; in addition, learning problems can be identified. You need to pay attention to whom the child chooses: the boy at the first desk with notes in a notebook or the boy at the second desk whose notebook is empty. Picture 7 - lesson situation. This picture allows you to determine the relationship with the teacher and with the children. In addition, you can understand how the child evaluates his knowledge and himself. For example, a child says: “He is happy because he got a “5” or “He is sad because he got a “2.” The picture also makes it possible to identify violations in behavior. For example, a child says: “They put him in a corner, he was playing around.”

14 Picture 8 - the situation at home. Using the picture, you can determine the child’s mood and well-being at home and assess the desire to do homework. Picture 9 - interaction with children. The situation of personal communication between a child and children. Identifies problems in communication, establishing friendly contacts, and the child’s attitude towards a quarrel. Picture 10 - answer at the board. Allows you to identify the child’s fear of answering in front of the whole class, completing tasks on the board, helps to assess problems in the relationship between the child and the teacher. Picture 11 - the situation at home. This picture does not reveal school anxiety, but it helps to clarify the child’s attitude towards single-player play. Picture 12 - returning from school. You can drive the child’s general attitude towards school, as well as his desire or reluctance to leave school. Projective technique for diagnosing school anxiety (A.M. Prikhozhan) Scales: level of school anxiety Keywords: nonverbal, projective, test, anxiety, schoolchildren Testing: Personality traits Age: Teenage Test type: Nonverbal, Projective Questions: 12 Purpose of the test The technique was developed in the years. A.M. Prikhozhan based on the methodology of Amen E.W., Renison N. (1954). The technique is intended for diagnosing school anxiety in students aged 6-9 years. Description of the test To carry out the test, you need 2 sets of 12 drawings measuring 18 x 13 cm each. Set A is for girls, Set B is for boys. The numbers of the pictures are placed on the back of the picture. The technique is carried out with each subject individually. Requirements for the procedure are standard for projective techniques. Before starting work, general instructions are given. In addition, some pictures are given additional instructions before being shown. Instructions for the test Now you will come up with stories based on pictures. My pictures are not quite ordinary. Look, everyone - both adults and children - are drawn without faces. (Picture 1 is shown.) This was done on purpose to make it more interesting to invent. I will show you pictures, there are 12 of them in total, and you have to figure out what mood the boy (girl) is in each picture and why he is in that mood. You know that our mood is reflected on our face. When we are in a good mood, our face is cheerful, joyful, happy, and when we are in a bad mood, our face is sad, sad. I will show you a picture, and you will tell me what kind of face the boy (girl) has - happy, sad, or something else, and explain why he or she has such a face. Completing the task in picture 1 is considered as training. During this process, you can repeat the instructions to ensure that the child understands them. Then the pictures are presented sequentially. Before presenting each one, the questions are repeated: What kind of face does the girl (boy) have? Why does he have such a face? Before presenting pictures 2, 3, 5, 6, 10, the child is first asked to select one of the child characters and talk about him. Processing test results

15 Answers to 10 pictures (2-11) are evaluated. Picture 1 is a training picture, 12 performs a “buffer” function and is intended for the child to complete the task with a positive answer. However, attention should be paid to rare cases(according to A.M. Prikhozhan, no more than 5-7%), when the child gives a negative answer to picture 12. Such cases require additional analysis and should be considered separately. The general level of anxiety is calculated based on the “dysfunctional” responses of the subjects, characterizing the mood of the child in the picture as sad, sad, angry, boring. A child who has given 7 or more similar answers out of 10 can be considered anxious. By comparing the test subject’s answers with his interpretation of the picture, as well as analyzing the choice of the hero in pictures with several children (for example, in picture 6 - does he choose the student on the first desk who solved the problem, or a student on the second desk who has not solved it), you can get rich material for qualitative data analysis.

DIAGNOSTIC FEATURES OF AGGRESSION IN PRIMARY SCHOOL AGE Fedorova T. V. Tula State Pedagogical University named after L. N. Tolstoy Tula, Russia DIAGNOSTIC FEATURES OF AGGRESSION

Ministry of Education and Science Russian Federation FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER EDUCATION “SARATOV NATIONAL RESEARCH STATE UNIVERSITY”

Adaptive methodology by E. V. Kucherova for conducting a one-time examination of a child’s emotional well-being in kindergarten Goal: to obtain general idea about positive or negative emotional

Assessment of school motivation of elementary school students (methodology of N. Luskanova). Do you like school? - like; - I do not like. 2. In the morning when you wake up, you are always happy to go to school or often

Report on the study of the adaptation process of first-graders in the MKOU secondary school 12 p. Small Zhalga in 2016-2017 academic year. Quantity: 1st class 6 people. Goal: Determining the level of adaptation of 1st grade students.

I.A. Alekseeva I.G. Novoselsky HOW TO HEAR A CHILD 2 I.A. Alekseeva I.G. Novoselsky HOW TO HEAR A CHILD 2 Moscow 2012 The manual is intended for conducting interviews with migrant children school age

Child anxiety research preschool age(R. Tamml, M. Dorki, V. Amen) Purpose: To study the child’s anxiety in relation to a number of typical life situations communication with other people.

ANXIETY TEST. Developed by American psychologists R. TEMMLE, M. DORKI and V. AMEN The anxiety test allows you to examine a child’s anxiety in relation to a number of typical life communication situations.

Conversation with a child. Goal: identifying the child’s general awareness, establishing emotional contact. Questions: 1) State your last name, first name (1 point), patronymic (2 points) 2) When were you born? How old are you

Anxiety test (R. Temple, V. Amen, M. Dorki) Purpose: To determine the child’s anxiety level. Experimental material: 14 drawings (8.5x11 cm) made in two versions: for a girl (the picture shows

12 RULES FOR CORRECTING AGGRESSIVE BEHAVIOR IN CHILDREN 1. Firstly, manifestation on the part of parents is required unconditional love to the child in any situation. Statements such as the following should not be allowed:

Consultation for parents. How to raise a child to be successful? A child comes into this world without any idea about himself or the world around him. Subsequently, frequently repeated events and words form

Consultation for parents on the topic: “How to raise a child to be successful?” The material was prepared by the teacher: Skatkova Elena Nikolaevna A child comes into this world without any idea about himself and the environment

Drawing on the theme “I am in my kindergarten group.” This will not take much time from the teacher during the working day, and you can reflect on the results at your leisure. Supposed drawings of children can be conditionally

The time is approaching when your child will bear the proud title of a first-grader. And in this regard, you, dear parents, have a lot of worries and worries: where and how to prepare your child for school,

Summary of a lesson on tolerance. for grades 1-2 on the topic: “Learning to understand each other” 1. Introduction. Teacher: Let's all smile at each other and give joy. And let's tell each other

Plot-wise role-playing game“School” Goal: To develop children’s skills to reflect the relationships and interactions of adults with each other, based on previously acquired knowledge. To accustom children to basic game planning

Express diagnostics emotional attitude child to school at the stage of his adaptation to learning in the first grade. Simonov V.M., educational psychologist MBOU secondary school 12, Voronezh Explanatory note on the issue of adaptation

EXPLANATORY NOTE The program of the psychological circle “Know Yourself” is aimed at preserving the psychological health of children. The age of program participants is 6-11 years. The duration of the program is 4 years.

Municipal budget preschool educational institution“Kindergarten 368” CONSULTATION FOR PARENTS “Playing at home (games for the development of mental operations)” Material prepared by: Teacher-defectologist

The child went to first grade: how to help him adapt Help. Adaptation is the process of adapting a child to school, new living conditions, a new student status, a new type of activity and new stress.

Advice from a psychologist for parents WHEN YOUR CHILD GOES TO 1ST GRADE Basic questions: The child goes to first grade: the most common problems among first-graders. Advice for parents of first-graders:

How to show your child your love Ask yourself, “Why do you love your children?” It’s very joyful when parents answer like this: “for nothing, just like that,” “for the fact that he exists,” “I just love him.” After all, she is love

Report on the topic: “Diagnostics and monitoring of AUD in primary school” Primary school teacher: Abdullina D.Kh. 2014 “Diagnostics and monitoring of the level of formation of UUD” The purpose of monitoring the level of formation

Outline of the parent interactive meeting “My child is a future first-grader” Form of conduct: round table Audience: parents of the school preparatory group Number of participants: parents

Rene Gilles' technique for studying a sphere interpersonal relationships the child and his perception of intra-family relations is intended for children's projective technique Rene Gilles. The purpose of the technique is to study

Motivation educational activities, analysis of the situation by L.A. Loshkareva “All our plans, All searches and constructions turn to dust, If the student has no desire to learn” (V.A. Sukhomlinsky) Every teacher wants,

Adaptation of first-graders The child has entered first grade, which means that quite rapid changes are occurring in his life; from carefree childhood he finds himself in a world with much more stringent requirements.

1 Purpose of the project organization various types children's activities around the theme of family, love for mother. Project objectives: 1. Clarify ideas about the relationship between family members (mother and child). 2. Create

SECTION 1 “ME AND MY FAMILY” LESSON 1 “The most dear person in the world” Objectives: to develop the ability for emotional empathy; teach to understand and actively express the emotional experiences of loved ones;

How to prepare a child on a camping trip kindergarten? You need to teach your child to communicate. To do this, go on a visit and invite guests your child’s age, go to playgrounds, teach your child to ask

Phillips School Anxiety Test Study of the level and nature of school-related anxiety in children of primary and secondary school age. The test consists of 58 questions that can be read to schoolchildren,

Definition healthy image schoolchildren's lives Comparative analysis the beginning and end of the experiment, grades 5 and 6 (67 people) 1. What do you think, such ailments as dizziness, headaches, pain

“What psychologists say about children’s drawings” Drawing is a mirror human soul, a unique expression of personality on paper, it reflects much of what people are not even aware of. When baby

General rules 1. It is best to conduct examinations of first-graders in the second half of September, after the completion of the children’s initial adaptation to school. 2. For first-graders, testing is carried out instead of lessons. Psychologist

“The fairy tale is a lie, but there is a hint in it” Integration educational areas: social and communicative development, artistic word. Program content: Learn to build human relationships based on

Carrot or stick? Carrot or stick? We raise a child correctly. As stated by A.S. Makarenko, you need to start raising a child before his birth, otherwise you may be late. The baby is already in the womb very

Phillips School Anxiety Test Phillips School Anxiety Test (Almanac psychological tests, 1995) allows us to study in detail the level and nature of anxiety associated with school in young children

Philips School Anxiety Test Purpose: to determine the level and nature of school anxiety. Instructions. Guys, now you will be asked a questionnaire, which consists of questions about how you feel

Methodology Fairy Tale Purpose: to determine the psychological readiness of children 6-7 years old for school. The technique is aimed at determining the dominance of the cognitive motive in the child’s motivational sphere. Description

Lesson on the surrounding world, grade 1, educational complex “School of Russia” 1 Lesson topic: How does a family live? Lesson type: ONZ Equipment: textbook " The world» A.A. Pleshakov, workbook, emoticons 2 The world around us 1st grade UMK

Determining the motives for learning among first-graders (according to the method of M.R. Ginzburg) Source The method was developed by M.R. Ginzburg and published in 1988: Ginzburg M.R. Development of learning motivation in children 6-8

Project “Game and educational equipment for preschoolers. Plane doll in gender education of preschool children" Dear teachers, today we will talk about a new project that appeared in

Phillips' method for diagnosing the level of school anxiety The purpose of the method (questionnaire) is to study the level and nature of anxiety associated with school in children of primary and secondary school age.

Municipal budget preschool“Kindergarten of a combined type 56” Speech at parent meeting on the topic: “Child’s readiness for school” Prepared by a preparatory teacher

ADAPTATION OF CHILDREN TO PRECEDURE. WE'RE GOING TO KINDERGARTEN. Kindergarten new period in a child's life. For the baby, this is, first of all, the first experience of collective communication. New environment strangers not all children accept

INTERACTION WITH PARENTS AND TEACHER - PSYCHOLOGIST WHEN PREPARING CHILDREN FOR SCHOOL Ryabchenko E.A. In accordance with the Law of the Russian Federation “On Education” and the Model Regulations on Preschool Education

PHILLIPS SCHOOL ANXIETY TEST The purpose of the study is to study the level and nature of anxiety associated with school in children of primary and secondary school age. The test consists of 58 questions that can

Holiday “THE FIRST TIME IN THE FIRST CLASS” Topic: THE FIRST TIME IN THE FIRST CLASS Purpose: to get to know the children, to identify the level of development of first-graders, to introduce the children to the school and school rules. Tasks: create

Municipal educational institution Average comprehensive school With in-depth study individual subjects 10 Lesson summary with 1st grade students Topic “What is school” Completed by an educational psychologist

“Features of social adaptation junior schoolchildren to school education" Features of a child’s adaptation to school largely depend on the behavior of parents, and it is in our power to ensure that this process

NOD: “My family is my joy” Goal: to form the concept of “family” in children, to consolidate initial ideas about family relationships. To develop in children the desire to be a full member

Abstract open class educational psychologist in middle group“Friendship begins with a smile” Goal: formation of friendly relationships in the group, unity children's group, ability to speak out. Tasks:

Doing corrective speech therapy homework in the family. Speech therapy homework is custom uniform educational activity of a preschooler, which is carried out without direct

Memo to parents of future first-graders Admission to first grade an important event in the life of not only the child himself, but also his parents. This moment must be approached extremely carefully and delicately.

I am a person WHAT IS FRIENDSHIP summary for children with moderate disabilities, grade Z "B" teacher Sharypova Tatyana Vladimirovna, Krasnoyarsk secondary school 5 Goal: to promote the formation of friendly

METHODOLOGY FOR DIAGNOSIS OF LEARNING MOTIVATION AND EMOTIONAL ATTITUDE TO STUDYING IN MIDDLE AND HIGH SCHOOL GRADES APPENDIX 5 Proposed method for diagnosing learning motivation and emotional attitude to learning

Consultation for parents of future first-graders Compiled by teacher Sukhanova Svetlana Alekseevna Your child is going to school soon. “Is he ready?” the parents think with excitement. One of important tasks

Family communication club as one of the effective forms of psychological and pedagogical support for adoptive and guardian families Asmolovskaya N. N., educational psychologist, State Educational Institution “Gymnasium of Krichev” [email protected]

Lesson plan 1 1. Teacher’s report “What does it mean to prepare a child for school.” 2. Acquaintance with the memo “Advice to parents: to do or not to do.” Progress of the lesson. 1. Report. Your child's preschool childhood is coming to an end.

State government educational institution for orphans and children left without parental care, with disabilities health of the urban district of Chapaevsk. "Friendship. Resolution methods

State Educational Institution "Kindergarten" Primary School 63 Gomel" INVITES future first-graders to classes at the adaptation school If it will soon be six, And you can’t count the worries: You can’t read And you don’t know how to write,

Municipal preschool educational institution of a combined type 10 of the city of Lipetsk kindergarten Abstract educational activities on social and communicative development ( moral education)

1st grade LITERACY TEACHING. READING Routing 1 Topic “World of Communication” Topic Purpose of the topic Main content of the topic, terms and concepts World of communication (10 hours) To introduce students to the rules of positive

GRAPHIC METHODOLOGY “CACTUS”

(Marina Pamfilova. Engagement. 2000. No. 5. P. 12-13)

Aggressiveness" href="/text/category/agressivnostmz/" rel="bookmark">aggressiveness, its direction.

We remind you that in diagnostics graphical techniques are used in combination with classical tests and basic methods of psychology (observation, experiment, etc.). Combining diagnostic techniques allows you to interest the subject, set him up for working together, get more general characteristics personality and note possible problems, confirm the results of other tests.

When conducting diagnostics, the test subject is given a sheet of white paper of standard A4 size and a simple pencil. It is possible to use pencils of eight “Lusher” colors; in this case, the corresponding indicators of the Luscher test are taken into account when interpreting.

Instructions.“On a sheet of white paper, draw a cactus the way you imagine it.”

Questions and additional explanations are not allowed. When processing the results, data characteristic of all graphic methods are taken into account: the spatial location and size of the drawing, the characteristics of the lines, the pressure of the pencil. In addition, indicators specific to this technique are taken into account: characteristics of the “image of a cactus” (wild, domestic, primitive, detailed, etc.), characteristics of needles (size, location, quantity).

The following qualities of the subjects may appear in the drawing:

Aggressiveness -

Impulsivity - abrupt lines, strong pressure.

Self-doubt, addiction - small drawing, located at the bottom of the sheet.

Stealth, caution - location zigzags along the contour or inside the cactus.

Optimism - the use of bright colors (option with colored pencils), the image of “joyful” cacti.

Anxiety - the use of dark colors (option with colored pencils), the predominance of internal shading with broken lines.

Femininity -

Extroversion -

Introversion - The picture shows one cactus.

Pursuit To home protection, sense of family community - the presence of a flower pot in the picture, an image of a houseplant.

Lack of aspiration To home protection, feeling of loneliness - wild, desert cacti.

Figure 2(boy 8 years old). Aggressively lonely cactus. The presence of aggressiveness, demonstrativeness, introversion, feelings of loneliness; lack of desire for home protection.

Figure 6 (girl 9 years old). Kind introverted cactus. The presence of a sense of family community, a desire for domestic protection, femininity, introversion, lack of aggression.

After completing the work, you can ask your child questions, the answers to which will help clarify the interpretation of the drawings:

1. Is this cactus domestic or wild?

2. Does this cactus prickle a lot? Can you touch it?

3. Does the cactus like to be looked after, watered, and fertilized?

4. Does the cactus grow alone or with some plant next door? If it grows with a neighbor, what kind of plant is it?

5. When the cactus grows, how will it change (needles, volume, shoots)?

Attention! When interpreting the completed drawings, the visual experience of the “artist” must be taken into account. The presence or absence of visual skills, the use of stereotypes, templates, age characteristics- all this significantly influences the diagnostic portrait of the individual.

Book by M. Pamfilova Game therapy of communication. Tests and correctional games" can be purchased at the bookstore of the publishing house "Gnome and D Moscow, p. 1. Telephone: (0Book by mail).

Aggressiveness - presence of needles. Strongly protruding, long, closely spaced needles reflect a high degree of aggressiveness.

Egocentrism, desire for leadership - large drawing located in the center of the sheet.

Demonstrativeness, openness - the presence of protruding shoots in the cactus, pretentious forms.

Femininity - the presence of decorations, colors, soft lines and shapes.

Extroversion - the presence of other cacti or flowers in the picture.

Psychologists use different techniques. Basically all research is carried out in game form. But sometimes, to determine certain personality characteristics, it is enough to draw something. This is precisely the technique implied by the “Cactus” technique. M. A. Panfilova - child psychologist, who is the author of this study.

What can be revealed

When carrying out this technique, the emotional and personal sphere of the child is examined. With its help, you can determine whether the baby is susceptible to aggression, how intense it is and what it is aimed at. The “Cactus” method is used by psychologists when working with children over three years old, because it is necessary that the child be able to hold a pencil well in his hands and draw.

The essence of the technique

So what is the “Cactus” graphic technique? To carry it out, you need to prepare one sheet of paper and a pencil for each child. Ideally, the study is carried out alone with a psychologist, but if this is not possible, the session can be done in a group.

So everyone young participants research hands out “tools.” Since the method is called “Cactus,” every child should draw this particular plant. Moreover, no questions should be asked of an adult; there should be no hints or explanations. The child must depict the cactus as he imagines it. Perhaps he doesn’t quite know what he looks like, but this is precisely the essence of such research as the “Cactus” technique.

Additional questions

After the drawing is ready, the psychologist asks the child additional questions in order to be able to correctly interpret the results obtained. This will help you see the whole picture more clearly. So, what questions does the Cactus method propose? M. believes that you can better understand the child’s condition if you ask him the following:

Is that a domestic cactus in the picture or a wild one?

Can you touch it? Is it very prickly?

Does this cactus like being watered, fertilized, and cared for?

Does any other plant live next to the cactus? If yes, which one?

What will he be like when he grows up? How will its needles, processes, and volume change?

Interpretation of results

Conclusions are drawn both on the basis of the drawing and on the basis of the responses of the little subject. At the same time, when examining the image, they take into account such details as:

Pencil pressure;

The location of the cactus on the leaf;

Image size;

Characteristics of lines.

The “Cactus” method allows you to identify the following qualities of a child’s personality:

1. Impulsiveness. Its presence is indicated by strong pressure on the writing instrument and abrupt lines.

2. Aggressiveness. First of all, as you might guess, needles speak about it, especially if there are a lot of them. A high degree of aggressiveness occurs if they are long, stick out strongly in different directions and are located close to each other.

3. Egocentrism (otherwise, the desire to be a leader in everything). About availability of this quality the child shows big size drawing and its location in the very center of the sheet.

4. Openness, demonstrativeness. This can be judged by some pretentiousness of the shapes in the figure and the protruding shoots on the cactus.

5. Caution and secrecy. In the drawing of a child who has such qualities, one will notice zigzags directly inside the plant or along its contour.

6. Optimism. Bright colors will tell us about it, if the work was used or just a “happy” cactus with a cheerful smile.

7. Anxiety. This quality is reflected in the picture in the form of broken lines and internal shading. If colored pencils were used, dark colors will predominate here.

8. Femininity. We can talk about it if there are soft shapes and lines, flowers and all kinds of decorations - everything that true ladies like so much.

9. Extroversion. People with this quality are very sociable. Likewise, an extroverted child’s cactus will be surrounded by other plants.

10. Introversion. This quality has a completely opposite characteristic. Accordingly, there will be only one cactus on the leaf.

11. Craving for home defense. If the child has a sense of family community, the drawing may depict a cactus in a flower pot, i.e., a house plant.

12. Feeling lonely. Its presence is indicated by a desert, wild-growing cactus.

conclusions

As you can see, the “Cactus” technique allows you to draw specific conclusions about emotional state preschool child. Sometimes this is very important, because not all children openly make contact with adults. If the results were not very encouraging, you need to carefully consider the strategy for further action so as not to frighten off little man, but to win him over and try to help him.

“Cactus” graphic technique by M.A. The Panfilova Test is carried out with children from 4 years old. The goal is to identify the state of the child’s emotional sphere, identify the presence of aggression, its direction and intensity. Instructions. On a sheet of paper (A4 format) draw a cactus the way you imagine it! Questions and additional explanations are not allowed. The child is given as much time as he needs. Upon completion of drawing, a conversation is held with the child. You can ask questions, the answers to which will help clarify the interpretation: 1. Is the cactus domestic or wild? 2. Can you touch it? Does he prick a lot? 3. Does the cactus like to be looked after: watered, fertilized? 4. Does the cactus grow alone or with some plant next door? If it grows with a neighbor, then what kind of plant is it? 6. When the cactus grows, what will change in it? Processing of results and interpretation: When processing the results, data corresponding to all graphic methods are taken into account, namely: - spatial position - size of the drawing - characteristics of the lines - pressure on the pencil Aggression - the presence of needles, especially a large number of them. Strongly protruding, long, closely spaced needles reflect a high degree of aggressiveness. Impulsiveness - abrupt lines, strong pressure Egocentrism, desire for leadership - large drawing, in the center of the sheet Dependence, uncertainty - small drawing at the bottom of the sheet Demonstrativeness, openness - the presence of protruding processes, unusual forms Secrecy, caution - arrangement of zigzags along the contour or inside the cactus Optimism - the use of bright colors, the image of “joyful” cacti Anxiety - the use of dark colors, the predominance of internal shading, broken lines Femininity - the presence of decoration, flowers, soft lines, shapes Extroversion - the presence of other cacti, flowers Introversion - only one cactus is depicted The desire for home protection, a sense of family togetherness - the presence of a flower pot, an image of a home cactus. The desire for loneliness - a wild cactus, a desert cactus is depicted. Methods for studying the emotional well-being of a child in kindergarten Goal: to obtain a general idea of ​​the positive or negative emotional well-being of children of senior preschool age in kindergarten based on the results of short-term selective observation, individual experiments and conversations with children. The study of a child’s emotional well-being in kindergarten takes place in two stages and begins with observations of the behavior of children in the group. At the first stage, the behavior of children is observed during classes, performing various activities, routine moments, as well as during games, eating, and walking. By observation, the number of children in the group who have two types of emotional manifestations, conventionally designated as increased and decreased emotional tone, is determined. Approximate characteristics of children with increased emotional tone: Excited Movable (runs, fidgets) Chaotic movements, sometimes convulsive Has difficulty calming down Likes to talk loudly Often shouts Plays active roles in the game, takes an active position Often changes the intent of the game Disturbs other children during play or other activities Easily distracted Shows forgetfulness Constantly turns to adults for help, calls on adults for any reason Shows interest in adults' conversations Approximate characteristics of children with low emotional tone: Passive, apathetic Inactive Has difficulty calming down Often gets upset, cries over minor issues Is capricious Avoids contact with peers and adults Agrees to minor roles Is not interested in the activities of other children and adults Avoids turning to adults Sometimes completely ignores the company of children and adults Lies out of fear Shows great anxiety when parting with their mother Based on observations of children and conversations with teachers, the number of children with high and low emotional tone, and also develop ideas about emotional balance in the group. The picture of general emotional balance in a kindergarten group usually depends on the number of children whose behavior meets the above characteristics. The number of children with increased and decreased emotional tone should not exceed 15% - 25% of total number group children (from 4 to 6 children in a group of 25 people). The data obtained will help to form a general idea of ​​the characteristics of emotional manifestations of children, however, based on the presence or absence of a large or small number of children of both types of emotional manifestations, it is impossible to create an objective picture of the emotional well-being of a child in a kindergarten group. At the second stage of the examination, individual conversations with children are conducted. It is advisable to talk with each child in the group separately. Children are asked questions: Do you like going to kindergarten? Would you like to work in a kindergarten when you become an adult? Are you friends in the group? Do you often quarrel? Are you having a good time in the group today? Each affirmative answer is worth 2 points, each negative answer is worth 1 point. Respectively, maximum amount points that one child can have is 10, and the minimum is 5. If more than half of the children in the group scored the maximum number of points based on the results of the conversation, this information is accepted as evidence of positive trends in the emotional well-being of children in the kindergarten group. A continuation of this work is a series of individual experiments with children of the “Projective situations” type. A child, in the process of communicating with an adult, must complete the story begun by the adult. The adult addresses the child with the following words: “I would be interested in playing with you. We will tell stories together. I'll start telling you, and you will continue my story. You just need to speak quickly and not think for a long time. This is the rule of the game. How many stories can we tell you?” The child is then presented with a series of projective situations in which the child's name is the same as acting character. All stories are neutral in nature. During the communication process, the adult intonationally supports the child’s interest in the activity. Examples of projective situations: 1... must perform at a festival. He learned the poem and went out to recite it. What happened next? 2... plays with his friend (girlfriend) in a group. The teacher called him over. What happened next? 3... eats breakfast. I don't want to anymore. What happened next? 4... was drawing and stained the table with paints. What happened next? The endings of the stories given by the child can be neutral, negative or positive. It is advisable to determine the nature of the ending of the story as objectively as possible. Based on the results of the survey, it is necessary to count the number of children in the group for whom all the endings of the stories were negative character. If the number of children with such results is 50% or more percent of the total number of children surveyed, this is taken as evidence of the negative emotional well-being of children in the group. At the second stage of the examination, children are offered a set of pictures depicting various situations. During the conversation, the child needs to determine the nature of the situations depicted. In the pictures: a woman and a child are walking down the street; children play in a kindergarten group; children play on the street; the child sits at the table and eats. During the demonstration, for example, of the first picture, the adult says to the child: “Mom and ... (says the name of the child with whom he is talking) are going to kindergarten. Do you think this is a sad story or a happy story?” The child looks at the picture and answers the adult’s questions. Based on the results of conversations with children, the adult counts the number of definitions of “sad” and “funny” stories. Just as in the experiment on projective situations, if the number of “sad” stories is 50% or more of the total number of stories told to children, this is taken as evidence of the negative emotional well-being of children in the kindergarten group.

The technique is intended for working with children over 3 years old.

Target: study of the child’s emotional and personal sphere.

When conducting diagnostics, the test subject is given a sheet of paper in A4 format and a simple pencil. It is possible to use colored pencils of eight “Lusher” colors, then the corresponding indicators of the Luscher test are taken into account when interpreting.

Instructions:“On a piece of paper, draw a cactus the way you imagine it.” Questions and additional explanations are not allowed.

Data processing.
When processing the results, data corresponding to all graphical methods is taken into account, namely:

• spatial position
• picture size
• line characteristics
• pencil pressure

• characteristics of the “cactus image” (wild, domestic, feminine, etc.)


• characteristics of the drawing style (drawn, schematic, etc.)


• characteristics of needles (size, location, quantity)

Interpretation of results: based on the results of the processed data from the drawing, it is possible to diagnose the personality traits of the child being tested:

• Aggressiveness – the presence of needles, especially a large number of them. Strongly protruding, long, closely spaced needles reflect a high degree of aggressiveness.


• Impulsiveness – abrupt lines, strong pressure.


• Egocentrism, desire for leadership - large picture located in

center of the sheet.

• Self-doubt, dependence - a small drawing located at the bottom of the sheet.


• Demonstrativeness, openness - the presence of protruding processes in the cactus, pretentious forms.


• Stealth, caution - arrangement of zigzags along the contour or inside the cactus.


• Optimism – the image of “joyful” cacti, the use of bright colors in the version with colored pencils.


• Anxiety – the predominance of internal shading, broken lines, the use of dark colors in the version with colored pencils.


• Femininity - the presence of soft lines and shapes, decorations, flowers.


• Extroversion – the presence of other cacti or flowers in the picture.


• Introversion - the picture shows only one cactus.


• The desire for home protection, a sense of family community - the presence of a flower pot in the picture, an image of a home cactus.


• Lack of desire for home protection, a feeling of loneliness - an image of a wild, desert cactus.

1. Is this cactus domestic or wild?
2. Does this cactus prickle a lot? Can you touch it?
3. Does the cactus like it when it is looked after, watered, and fertilized?
4. Does the cactus grow alone or with some plant next door? If it grows with a neighbor, then what kind of plant is it?
5. When the cactus grows, how will it change (needles, volume, shoots)?