Cactus test graphic technique by Panfilova. To identify the level of aggressiveness, the graphic technique “Cactus” (M. Panfilova) was used

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

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 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 show high degree aggressiveness.

Impulsiveness – abruptness of lines, strong pressure.

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

Self-doubt, dependence - small drawing, location 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 bright colors, “joyful” cacti.

Anxiety - use dark colors(version with colored pencils), 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 flower pot in the picture, image indoor plant.

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 in 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 master during the classes?

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

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

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

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

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

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

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

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


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


• characteristics of needles (size, location, quantity)

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

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


• Impulsivity – abrupt lines, strong pressure.


• Egocentrism, desire for leadership - large picture located in

center of the sheet.

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


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


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


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


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


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


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


• Introversion - the picture shows only one cactus.


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


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

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

Getting into new team, the child is experiencing stress. And it doesn’t matter at all in what mood the baby starts going to school or kindergarten: The desire or reluctance to visit 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 preschool children and junior schoolchildren and 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 projective techniques, pictorial ones in particular, 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 carry out testing in individual form, 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:

1. Imagine that you saw a beautiful cactus.
2. Remember all the details of this image and start drawing a flower at the signal.
3. 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 allocated 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 little artist very worried about something, 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. small plant betrays uncertainty, weakness and dependence of the subject on the opinions of others - such a child 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 of a large number of 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.

2. To identify the level of aggressiveness, it was used graphic technique“Cactus” (M.A. Panfilova).

This technique is intended for working with children over 3 years old and is used to study the emotional and personal sphere of the child, to determine the state of the emotional sphere of the preschooler, the presence of aggressiveness: its direction and intensity.

Methodology.

When conducting diagnostics, the test subject is given a sheet of paper in A4 format and a simple pencil. The psychologist explains to the child: “Draw a cactus on a piece of paper - the way you imagine it.” Questions and additional explanations are not allowed.

Data processing. When processing the results, data corresponding to all graphic methods are taken into account: space, location, size of the drawing, characteristics of the lines, pressure. In addition, specific indicators specific to this methodology are taken into account:

Characteristics of the “image of a cactus” (wild, domestic, primitive, detailed),

Characteristics of the drawing style (drawn, schematic),

Characteristics of needles (size, location, quantity).

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

Aggression - the presence of needles. Strongly protruding, long, close to each other;

Impulsiveness - abruptness of lines, strong pressure;

Egocentrism - large drawing, center of the sheet;

Dependency - small drawing, bottom of sheet;

Demonstrativeness, openness - protruding shoots in the cactus, pretentiousness of forms;

Stealth, caution - zigzags along the contour or inside the cactus;

Optimism – “joyful cacti”;

Anxiety - dark colors, internal shading;

Femininity - decoration, flowers, 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, a picture of a houseplant;

Having a feeling of loneliness - wild, “desert” cacti.

When interpreting the completed drawings, the visual experience of the “artist” must be taken into account. After completing the work, the child is asked 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 it when it is looked after, watered, and fertilized?

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

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

Based on observation of children and analysis of the results of primary diagnostics, we can give psychological description some children, presenting them in the form of characteristics.

Sasha Zh. Analysis of Sasha’s drawing (Appendix 2, Fig. 1) showed that the child had a high level of emotional anxiety. Namely, I didn’t start drawing for a very long time, I was unsure of my abilities. After persuasion, he hesitantly took a pencil; while drawing, the pressure on the pencil was weak, his hands were sweating, and the paper was wet. Thus - he is very insecure, low self-esteem.

Answers to the questions: 1 - homemade, 2 - does not prick, you can touch it, 3 - likes it when you look after it, 4 - wants it, but he is alone, 5 - everything will grow and the needles will grow.

When analyzing Katya B.’s drawing (Appendix 2, Fig. 2), there is a noticeable manifestation of egocentrism, a desire for leadership, and some aggressiveness.

Answers to the questions: 1 - home, 2 - injects, 3 - good when looked after, 4 - wanted someone to be nearby, 5 - will remain the same.

Vadim O. (Appendix 2 Fig. 3) began work only after physical contact, while the psychologist was stroking the child’s back. The child is very anxious, has low self-esteem, and lacks self-confidence.

Answers to questions: 1 - homely, 2 - not prickly, 3 - like it, 4 - communicate in the neighborhood, 5 - will change, he will become bigger.

Lisa A. began to draw, and without hesitation she took the blue color to draw a cactus, which suggests that she probably lacks her father's care and affection. The presence of a flower pot confirms the assumption that she needs a sense of family community. The drawing is located at the bottom of the sheet and is small in size, which indicates the presence of anxiety (Appendix 2, Fig. 4).

Answers to questions: 1 – homemade, 2 – doesn’t hurt, you can touch it, 3 – likes it, 4 – wants to grow alone, 5 – will grow up.

Sasha P. Despite the fact that the drawing is located in the center of the sheet, the size of the drawing is small, the shading was applied after the psychologist pointed it out. While working, the child sweated: both his hands and the paper were wet, which indicates high anxiety (Appendix 2, Fig. 5).

Answers to questions: 1 – homemade, 2 – injected, 3 – like it, 4 – growing, 5 – the same.

In the drawing by Sasha R. (Appendix 2, Fig. 6), the presence of a blue pot indicates a lack of paternal attention. It is possible that resentment, anxiety, and lack of attention cause defensive aggression in the child.

Answers to questions: 1 - homemade, 2 - you can touch it, where there are no thorns, 3 - like it, 4 - no, doesn’t want it, 5 - it will become big, with big thorns.

Drawing of a cactus by Artem F. (Appendix 2 Fig. 7) - the presence of strong shading indicates probable anxiety.

Answers to questions: 1 – home, 2 – no, not prickly, you can touch it, 3 – like it, 4 – wants to be close, 5 – the needles will get bigger and so will he.

We also note that during the study, almost all anxious children are slow, silent, and, despite the fact that they understand the instructions and the task, it is sometimes difficult for them to answer the question. Children are afraid to answer, they are afraid to say something wrong and at the same time they do not even try to give an answer, or they say that they do not know the answer, or they are simply silent.

Thus, according to the results of the graphical methodology “Cactus”, on average, this sample is characterized by low indicators of openness and optimism, and the highest indicators of the state of the emotional sphere:

An increased level of aggression was shown by 14 children,

Anxiety – 17 children,

Desire for protection – 17 children,

Egocentrism – 12 children,

Introversion – 15 children.

After analyzing the drawings, a group was identified according to criteria that indicate manifestations of a fairly high degree of anxiety and aggression.

3. Additionally, in order to identify the level of anxiety in children, we used the “Questionnaire for identifying an anxious child” (according to G.P. Lavrentieva, T.M. Titarenko) by interviewing parents.

Instructions. If the statement contained in the questionnaire correctly, from your point of view, characterizes the child, put a plus; if incorrect, put a minus.

Signs of anxiety:

1. Cannot work for a long time without getting tired.

2. It is difficult for him to concentrate on something.

3. Any task causes unnecessary anxiety.

4. While performing tasks, he is very tense and constrained.

5. Feels embarrassed more often than others.

6. Often talks about tense situations.

7. As a rule, blushes in unfamiliar surroundings.

8. Complains that he is dreaming scary dreams.

9. His hands are usually cold and wet.

10. He often has upset bowel movements.

11. Sweats a lot when excited.

12. Doesn't have a good appetite.

13. Sleeps restlessly and has difficulty falling asleep.

14. He is timid and fears many things.

15. Usually restless and easily upset.

16. Often cannot hold back tears.

17. Does not tolerate waiting well.

18. Doesn't like to take on new things.

19. I am not confident in myself, in my abilities.

20. Afraid to face difficulties.

Data processing. The number of “pluses” is summed up to obtain a total anxiety score. If the questionnaire scores 15-20 points, this indicates a high level of anxiety, 7-14 points - average and 1-6 points - low. Examples of completed questionnaires by parents are presented in Appendix 3.

Based on the results of the questionnaires and after a conversation with parents, a group of children with high and average levels of anxiety was identified for correctional classes (Table 2).

Table 2 - Level of anxiety (according to G.P. Lavrentieva, T.M. Titarenko)

Summarizing the data on the identified group of children with varying degrees of anxiety, we note that:

High level of anxiety – 55.0% (11 children)

Average level anxiety – 35.0% (7 people)

Low level of anxiety – 10.0% (2 children)

This study allowed us to conclude that more than half of children experience a high level of anxiety, 35% - average and only 10% of children have low level anxiety. These data were also confirmed by the “Cactus” method and based on the results of a survey of adults.

Thus, during the diagnosis, in combination with the above methods, a group of children (18 people) with high level anxiety and fear, as well as with a high degree of aggression, and it is precisely these children that our correctional and developmental program is primarily aimed at.

In addition, it should be noted that when observing children during diagnostic classes, we see that almost all children have difficulties. This is accompanied by a feeling of anxiety and dissatisfaction. They then compensate for their dissatisfaction in free play, on a walk, where they act aggressively, get angry, look angrily at others, etc.

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Emotional state, personal qualities presents games and art therapy for preschoolers and primary schoolchildren. Section 3. Influence of psycho-organization correctional work on the level of anxiety and fears in children of preschool and primary school age 3.1 Methods for diagnosing anxiety and fears To assess the impact of the organization of group correctional work on anxieties and fears in children, ...

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“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 general idea about the positive or negative emotional well-being of children of senior preschool age in kindergarten based on the results of short-term selective observation, individual experiments and conversations with children. The study of a child’s emotional well-being in kindergarten takes place in two stages and begins with observations of the behavior of children in the group. At the first stage, the behavior of children is observed during classes, performing various activities, routine moments, as well as during games, eating, and walking. By observation, the number of children in the group who have two types of emotional manifestations, conventionally designated as increased and decreased emotional tone, is determined. Approximate characteristics of children with increased emotional tone: Excited Movable (runs, fidgets) Chaotic movements, sometimes convulsive Has difficulty calming down Likes to talk loudly Often shouts Plays active roles in the game, takes an active position Often changes the intent of the game Disturbs other children during play or other activities Easily distracted Shows forgetfulness Constantly turns to adults for help, calls on adults for any reason Shows interest in adults' conversations Approximate characteristics of children with low emotional tone: Passive, apathetic Inactive Has difficulty calming down Often gets upset, cries over minor issues Is capricious Avoids contact with peers and adults Agrees to minor roles Is not interested in the activities of other children and adults Avoids turning to adults Sometimes completely ignores the company of children and adults Lies out of fear Shows great anxiety when parting with their mother Based on observations of children and conversations with teachers, the number of children with high and low emotional tone, and also develop ideas about emotional balance in the group. The picture of general emotional balance in a kindergarten group usually depends on the number of children whose behavior meets the above characteristics. The number of children with increased and decreased emotional tone should not exceed 15% - 25% of total number group children (from 4 to 6 children in a group of 25 people). The data obtained will help to form a general idea of ​​the characteristics of emotional manifestations of children, however, based on the presence or absence of a large or small number of children of both types of emotional manifestations, it is impossible to create an objective picture of the emotional well-being of a child in a kindergarten group. At the second stage of the examination, individual conversations with children are conducted. It is advisable to talk with each child in the group separately. Children are asked questions: Do you like going to kindergarten? Would you like to work in a kindergarten when you become an adult? Are you friends in the group? Do you often quarrel? Are you having a good time in the group today? Each affirmative answer is worth 2 points, each negative answer is worth 1 point. Respectively, maximum amount points that one child can have is 10, and the minimum is 5. If more than half of the children in the group scored the maximum number of points based on the results of the conversation, this information is accepted as evidence of positive trends in the emotional well-being of children in the kindergarten group. A continuation of this work is a series of individual experiments with children of the “Projective situations” type. A child, in the process of communicating with an adult, must complete the story begun by the adult. The adult addresses the child with the following words: “I would be interested in playing with you. We will tell stories together. I'll start telling you, and you will continue my story. You just need to speak quickly and not think for a long time. This is the rule of the game. How many stories can we tell you?” The child is then presented with a series of projective situations in which the child's name is the same as acting character. All stories are neutral in nature. During the communication process, the adult intonationally supports the child’s interest in the activity. Examples of projective situations: 1... must perform at a festival. He learned the poem and went out to recite it. What happened next? 2... plays with his friend (girlfriend) in a group. The teacher called him over. What happened next? 3... eats breakfast. I don't want to anymore. What happened next? 4... was drawing and stained the table with paints. What happened next? The endings of the stories given by the child can be neutral, negative or positive. It is advisable to determine the nature of the ending of the story as objectively as possible. Based on the results of the survey, it is necessary to count the number of children in the group for whom all the endings of the stories were negative character. If the number of children with such results is 50% or more percent of the total number of children surveyed, this is taken as evidence of the negative emotional well-being of children in the group. At the second stage of the examination, children are offered a set of pictures depicting various situations. During the conversation, the child needs to determine the nature of the situations depicted. In the pictures: a woman and a child are walking down the street; children play in a kindergarten group; children play on the street; the child sits at the table and eats. During the demonstration, for example, of the first picture, the adult says to the child: “Mom and ... (says the name of the child with whom he is talking) are going to kindergarten. Do you think this is a sad story or a happy story?” The child looks at the picture and answers the adult’s questions. Based on the results of conversations with children, the adult counts the number of definitions of “sad” and “funny” stories. Just as in the experiment on projective situations, if the number of “sad” stories is 50% or more of the total number of stories told to children, this is taken as evidence of the negative emotional well-being of children in the kindergarten group.