Methodology cactus ma panfilova examples of children. Projective technique “Cactus” (M

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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 a large number of them. 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 of 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 different indicators of 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 a 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 playing 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.

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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

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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.

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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

“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 survey results, it is necessary to count the number of children in the group whose story endings were all negative. 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.

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.

Getting into new team, the child is experiencing stress. And it doesn’t matter at all in what mood the child begins to go to school or kindergarten: the desire or reluctance to attend these institutions is directly related to how he perceives others and how they treat him. It is in the study of the emotional sphere of preschoolers and primary schoolchildren that the “Cactus” technique helps.

The essence of the “Cactus” technique

The technique, developed in the 90s of the twentieth century by Marina Alekandrovna Panfilova, a teacher at the Department of Clinical Psychology at Moscow State Medical University, is considered one of the simplest, yet it is very informative. Its essence is simple: the child is invited to draw a cactus the way he imagines it. When compiling the test, the author was guided by the fact that it is projective techniques, drawing in particular, that are most useful for diagnosing children. This is due to the fact that through the drawing the baby unconsciously demonstrates:

attitude towards the world;
his place among the people around him;
formed worldview;
level of mental development;
psychophysical state.

The “Cactus” technique helps to identify the characteristics of the psycho-emotional state of the subject, determine his resistance to stress and susceptibility to aggression (as well as its intensity) and understand the reasons that cause negative feelings in the child. After analyzing the diagnostic results, the experimenter can easily conclude whether the baby is purposeful, impulsive, self-centered, secretive or demonstrative.

English writer Iris Murdoch said: “Art is an inconvenient thing, it’s not to be trifled with. The drawing expresses the only truth that ultimately matters. Only in the light of art can human affairs be corrected.”

Diagnostic procedure for younger schoolchildren

Testing in small groups is allowed

The technique can be used in working with children over 3 years old, that is, with those who are confident enough to hold a pencil in their hand. In this case, it does not matter how well the child owns a writing object - all the strokes and lines that will then be examined do not require artistic skills. It is advisable to conduct testing individually, but if necessary, several children can be combined into a small group. For the test subject, you need to prepare a sheet of A4 paper, simple and colored pencils.

Instructions for the child:

Imagine that you saw a beautiful cactus.
Remember all the details of this image and start drawing a flower at the signal.
You cannot be distracted and ask questions.

If the baby hasn’t seen the plant up to this point, it doesn’t matter: the adult just needs to be told about the existence of a flower with thorns.

The test is given as much time as the child needs to create a drawing, but the period of work on the task should not last more than 30 minutes. The technique allows for the creation of both black and white and color images. It is recommended that the interpretation of the colored drawing be carried out with a professional child psychologist, since only he will be able to correctly draw conclusions from such a multi-level test.

To create more full picture After the child completes the drawing, the adult needs to ask several guiding questions:

Did you draw a domestic cactus or a wild one?
Is it possible to touch it? Is it very prickly?
Does this cactus enjoy being cared for? Do they water and fertilize?
What will your “pet” be like when he grows up? Describe the size, needles, processes.

Processing and interpretation of results

Analysis of drawing style

Pressure force and character of lines

To evaluate the first parameter, you should consider an image with reverse side leaf. If the pressure is strong, then this indicates the child’s growing tension. When one detail is emphasized with firmness, this is evidence of the impulsiveness of the subject. But weak, barely noticeable pressure speaks of a depressed state of mind, general physical and mental weakness.

Abrupt lines in the drawing indicate impetuosity in the child’s character. Such children quickly get excited about something, but rarely finish what they start. If the cactus is depicted with strokes, then this indicates that the little artist is very worried about something and is unsure of himself. When all the lines run clearly and evenly, it can be stated: the subject is able to adequately assess the situation and does not doubt his abilities.

Location and size

If a child draws a plant at the bottom of a sheet, this is a clear sign of low self-esteem. The location at the top, on the contrary, indicates too high an opinion of oneself.

It is also worth paying attention to the direction in which the depicted cactus gravitates: to the right - the child is focused on the future, to the left - the subject is inclined to constantly analyze the past. The norm is a picture placed in the middle; this position signals that the test taker is focused on the events that are happening to him in the present.

An important characteristic is the size of the image. If the cactus takes up less than a third of the leaf, it means that the child’s self-esteem is low. A drawing whose size is more than 2/3 of a sheet indicates inflated conceit. The cactus turned out to be large - we can say that the baby strives for leadership, and in his character there is an obsession with himself. A small plant reveals uncertainty, weakness and dependence of the subject on the opinions of others - such a baby does not make decisions without the approval of an adult.

Consideration of the plot of the drawing

All the details of the picture matter: the size, color of the cactus, needles or lack thereof, and even whether the plant is “placed” in a pot or not.

This part of the analysis includes consideration of the cactus itself, the background and other possible characters.

When studying the image of a plant, the following point is taken into account: whether it looks like a real flower or is depicted as a cartoon character. In the first case, we can say that the child has a very realistic approach to life, he knows where he needs to behave “like an adult” and when he can remain a kid. For example, the subject understands that if he does not complete the task as expected of him, he will not only upset his parents, but may also not enroll in school (or not advance to the next grade). When a cactus is drawn as animated character, this indicates the immaturity of the test taker and his rich imagination.

The test conditions do not imply the depiction of additional characters, but they may be present in the child’s drawing. Any creatures that the baby added to the cactus, as well as shoots, flowers or any objects indicate that the subject has a good relationship with other people, he is comfortable in society and finds it difficult to work alone.

Experts have come to the conclusion that in children's drawings a number of common features, which give a clear idea of the child’s character:

malice is expressed in the image large quantity needles, while they are long and protruding;
we can talk about the demonstrativeness of the subject when the flower is of a simple shape and drawn bold lines with sparse needles;
evidence of the test taker’s optimism is a large cactus with an ear-to-ear smile;
anxiety is manifested by creating an image in dark shades with dense spines;
a simple and lonely cactus means a child’s introversion;
the test taker needs home protection if he is drawing a plant in a pot;
The image of a flower in the desert speaks about the loneliness of the baby.

Interpretation of colors

The color of the plant indicates how mobile the child’s psyche is:

Interpretation of answers to additional questions

The answers to the questions do not have independent interpretations as such, because the conversation is conducted with the child only to confirm the conclusions that will be drawn when analyzing the drawing. For example, if a child says that he drew a wild cactus, we can say with a higher degree of probability that he strives for loneliness, independence, and freedom. The description of a house plant is an indicator that the baby is comfortable in the emotional and psychological conditions in which his life passes. If, according to the test subject, the cactus is “bald,” then the child is completely open to others, but the story about the prickly flower indicates the aggressiveness of the test subject. The awareness that the “pet” needs to be looked after shows, on the contrary, the absence of malice and friendliness in character.

Target: assessment of the state of a person’s emotional sphere, the presence of aggressiveness, its direction, intensity, etc.

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

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:

Aggression – the presence of needles. Strongly protruding, long, closely spaced needles indicate a high degree of aggressiveness.

Impulsiveness – abruptness of lines, strong pressure.

Egocentrism, desire for leadership - large drawing, 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 – use of bright colors, “joyful” cacti.

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

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

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

Introversion - the picture shows one cactus.

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

Lack of desire for home protection, presence of a feeling of loneliness - wild, “desert” cacti.

FEEDBACK

Feedback questionnaire (G.L. Bardier)

Target.

Instructions. Please, in writing, on a 10-point scale, evaluate the following three statements about your participation in the implementation of this assignment(or training in general). It is advisable to explain the answers with the following words:

1. I realized something new for myself:
Point: ... Explanation: ...

2. Received an emotional charge:

Point: ... Explanation: ...

3. New plans have appeared:

Point: ... Explanation: ...

Feedback questionnaire (T.B. Gorshechnikova)

Target. Providing feedback after the training.

Instructions. Please answer the questions below:

1. Have you participated in similar trainings before?

2. What goal did you set for yourself in the first lesson?

3. The most vivid impression from classes?

4. What did you like about the group’s work?

5. What effective communication skills did you learn during the course?

6. What information about your personal characteristics did you receive in the group?

7. How can you determine the effectiveness of the training for yourself personally? For a group?

8. How do you think the effectiveness of classes can be improved?

9. The atmosphere in the group can be assessed as... Please mark the point that is closest to any of the poles presented below:

10. What color do you associate with the atmosphere in the group?

Thank you!

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Introduction.......................................................................................................... 3

Approximate thematic plan.................................................................. 4

Theoretical block................................................... ........................................... 7

Psychology of groups................................................... ..................................... 7

Basics of psychological training................................................................... ............ 8

Preparation of the leader of psychological training.................................... 16

Practical block..................................................................................... 21

Assignments for students........................................................ ................................ 21

Examples of rituals in training.................................................. ................... 25

Metaphor in training......................................................... .................................... 25

Examples of training exercises......................................................... .......... 29

Warm-up exercises........................................................ .................... 29

Communication exercises................................................................ ............. thirty

Exercises aimed at relieving emotional stress. 35

Exercises personal growth............................................................ 38

Exercises aimed at developing abilities.................................... 41

Game in training......................................................... ........................................... 43

Diagnostics in training................................................................... ........................... 48

Feedback.......................................................................................... 70