Cactus technique interpretation of questions. “Cactus” graphic technique M

"Cactus" graphic technique 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 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 togetherness - the presence of a flower pot, the 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 general idea about the positive or negative emotional well-being of older children up to school 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.

Diagnostic results using the “Cactus” method (M. A. Panfilova)

Sasha P. Protruding, long needles located close to each other are evidence of a child’s aggressiveness. A large drawing located in the center of the sheet is an indicator of egocentrism and the desire for leadership. Optimism - the use of brightly colored pencils, the image of “joyful” cacti.

Ksenia S. Protruding, long needles located close to each other are evidence of a child’s aggressiveness. The small picture below suggests that the child is not confident in himself. Extroversion - the presence of other cacti or some plants or flowers in the picture. Lack of desire for home protection, a sense of goodness - wild, desert cacti are drawn.

Daria O. The abruptness of the lines and strong pressure speak of his impulsiveness, even nervousness. Optimism - the use of brightly colored pencils, the image of “joyful” cacti. Desire for home protection, sense of family community - presence flower pot in the picture, image indoor plant, standing for example on a windowsill. The small picture below suggests that the child is not confident in himself.

Artem L. Protruding, long needles located close to each other are evidence of a child’s aggressiveness. The abruptness of the lines and strong pressure speak of his impulsiveness, even nervousness. The desire for home protection, a sense of family community - the presence of a flower pot in the picture, an image of a houseplant standing, for example, on a windowsill.

Anastasia A. The abruptness of the lines and strong pressure speak of his impulsiveness, even nervousness.

The small picture below suggests that the child is not confident in himself. Optimism - the use of brightly colored pencils, the image of “joyful” cacti.

Christina Ch. Protruding, long needles located close to each other are evidence of a child’s aggressiveness. A large drawing located in the center of the sheet is an indicator of egocentrism and the desire for leadership. The desire for home protection, a sense of family community - the presence of a flower pot in the picture, an image of a houseplant standing, for example, on a windowsill.

Alexander S. A large drawing located in the center of the sheet is an indicator of egocentrism and the desire for leadership. The presence of protruding islands on the cactus and the pretentiousness of the depicted forms indicate demonstrativeness and openness. Optimism - the use of brightly colored pencils, the image of “joyful” cacti.

Ilya D. Protruding, long needles located close to each other are evidence of a child’s aggressiveness. The desire for home protection, a sense of family community - the presence of a flower pot in the picture, an image of a houseplant standing, for example, on a windowsill.

Table 6 Diagnostic results using the “Cactus” method.

The frequency of appearance of individual elements indicating the presence of aggressiveness in adolescents is shown in Figure 2.

Fig 3.

The figure shows that the frequency of appearance of details in the drawings indicates the presence of signs of aggression. For example: Artem L., Kristina Ch. Ilya D. have almost all the main criteria for indicators of aggressiveness in their drawings (needles are sharp, long, large drawing, occupies 2/3 of the sheet in height, frequent needles located throughout the drawing, missing lines, not falling into one point).

After analyzing the data obtained during the diagnosis, the following conclusions were made: some children showed a high degree of aggressive behavior. (Artem L., Kristina Ch., Ilya D., Anastasia A.). Others have a weak one. (Sasha P., Ksenia S., Daria O., Alexander S.) When carrying out the methods, we noted that children With low level manifestations of aggression in behavior performed tasks very creatively; they were open and connected well with others. Some of them showed themselves; were prone to vanity and arrogance.

The children had fairly adequate self-esteem, although they were not always self-confident. They actively moved to implement their plans, made all decisions independently, did not make frivolous conclusions, and were not anxious.

Children with an average level of aggression are fearful, shy, and often rude; there is repressed aggression, isolation; need for love, care and support.

They were not always confident in themselves, sometimes they felt fear. Only a small part of the plans were realized, but they often made decisions impulsively, sometimes made frivolous conclusions and were anxious.

Children with a high level of aggression in behavior during the methods, children experienced a feeling of rejection and guilt; there were tendencies towards alienation and opposition; experienced difficulty opening up to others; aggressive, anxious.

Children showed high or inflated self-esteem and dissatisfaction with their own position in society. They are sometimes impulsive in making decisions, were dissatisfied with their actions, decisions, and are also quite energetic.

From all of the above, we can conclude that junior schoolchildren with mental retardation, pronounced aggressive behavior is observed. For some it is more pronounced, for others less. All children use profanity to express their emotions, but under different circumstances. This is due to what reasons influence this emotional condition. After analyzing all the data obtained, we came to the conclusion that the most common reasons influencing aggressive behavior are the following: cruel upbringing of a child by parents (constant beatings, punishments, curses), ignoring the child (devoting little time to the child), raising a teenager by parents - alcoholics, parents with drug addiction. Definitely required correctional work aimed at reducing the level of aggressive behavior.

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 - a 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 a person.

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 processes 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.

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 skills effective communication 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

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 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.

6 STUDY OF SCHOOL ANXIETY in primary school students in schools/schools 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, then he’s not ready for school and gradually emerging learning difficulties can subsequently cause school anxiety and maladaptation. 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 is 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 are 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 are forcing him to go to school, he doesn’t want to.” Such answers are scored 0 points. 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 is playing, he is having fun,” “he is running,” “he is having fun.” 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, she 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 maladaptation 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 mark,” “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 do it”. 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 a high level of motivation to learn: “the teacher tells her something good,” “went to the board to solve a problem,” “she answers the question,” “she is an excellent student,” “she is in a good mood, she was called to the blackboard,” “the teacher is teaching him,” “he is interested in answering,” “she was praised for her lessons,” “he wants to write on the blackboard.”

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 activities 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 where a child is experiencing difficulties. Picture 1 - communication with parents, the child’s relationship with parents, the desire to communicate, spend time together 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. 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 assessed. 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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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 is a 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 of younger schoolchildren to schooling” 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. Familiarization 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