Psychological characteristics of a schoolchild, a ready-made sample. Template "psychological characteristics of the student"

Psychological and pedagogical characteristics of a student’s personality

Zhantasova Zhulduz Ermekovna.

26.11.2001

5th grade.

General physical development is normal.

Health condition is normal.

The family is complete, with many children. The upbringing in the family is excellent, the girl receives enough attention. According to the class teacher, parents are present at every parent-teacher meeting, are interested in their daughter’s progress, and help with homework if necessary.

His academic performance is good, he studies with grades 4 and 5, he does equally well in all subjects, he tries to study only with excellent marks.

The girl is well read, is interested in various fields of knowledge, can carry on a conversation, both in history and in physics, constantly strives to deepen her knowledge, reads reference books, and takes on additional tasks.

A rich vocabulary; there are many epithets and metaphors in speech. Speech is often very emotional, which is characterized by an increase in tone, while the girl actively gestures, especially if the topic of the conversation is interesting to her or the information she wants to convey is important to her.

Voluntary attention is highly developed, but is characterized by instability. During lessons, the girl is often distracted by extraneous noises and participates in conversations on unrelated topics.

She grasps the educational material very quickly, and when working in class, when she needs to read new material and retell it, she is one of the first to complete the task. When retelling the material, the meaning of what was read is observed, and the correct use of synonymous words is observed. The material is easy to remember. As it became clear from the words of the literature teacher, the girl has an excellent memory, both short-term and long-term; an example was given of a poem that the girl was able to easily reproduce a month after directly memorizing the text. From the observations of a teacher-psychologist, the girl has well-developed mechanical and visual memory.

Can distinguish essential and secondary signs of objects and phenomena; general concepts are learned faster than abstract ones; to comprehend an abstract concept requires some time, or the help of a subject teacher. Comparison and generalization skills are highly developed. The girl easily finds ways to solve the difficulties that arise, which was demonstrated in preparation for the holiday for mothers. In a situation that arose when the equipment malfunctioned, the girl found an alternative option: turning on music on her mobile device.

Imagination is highly developed. Easily comes up with images and stories. An example is the preparation of a newspaper with congratulations for boys. When asked to come up with a concept for this newspaper, the girl gave examples of about three different design options.

When doing her schoolwork, the girl demonstrates special diligence. According to the mathematics teacher, the girl always completes all her homework and neatly writes it down in her workbook, which creates a pleasant impression.

He is interested in academic subjects, shows special interest in foreign languages and history, and always participates in all activities proposed by subject teachers. She takes her grades extremely seriously and gets nervous if she doesn't have the best grade in the class. He has a positive attitude towards praise, but a negative reaction to censure. The main motive for learning activities is interest; she easily begins to study the material if the topic is interesting to her.

As it became clear from the words of the subject teachers and the class teacher, the girl is very organized, always keeps her things clean and in order, but she can leave things in the office and forget about them. High level of self-control, the girl is able to work independently on educational material.

Respects the work of both his own and those of strangers. In work, one is more attracted to the process of work itself than to the thing done. Possesses basic skills and abilities, reacts positively to the offer of a new type of work activity, and easily masters a new skill. For example, when preparing a holiday for mothers, it was necessary to make a gift with your own hands, namely, make a box out of paper. The girl watched with interest the process of making this craft, and then she diligently tried to repeat everything exactly; in the end, the craft was a success. It should be noted that the girl provided assistance to the children who had problems completing this task. She has no habit of working for long periods of time, the girl is very restless and is constantly distracted by extraneous things.

He has a positive attitude towards the social life of the team. Takes part in various competitions and olympiads at the school level. Actively participates in events held at school and in the classroom on various topics. He does not show any particular interest in the social life of the country, but if some news heard on TV or from another source arouses interest, he actively discusses this news with the class teacher or classmates. In the class he is responsible for the cultural sector, responsible for organizing events and ensuring the participation of classmates in them. Does a great job.

He is actively interested in music and drawing, but at an amateur level. He loves to read, reads a lot, is a frequent visitor to the school library, reads mainly fiction, but an interest in entertaining and popular science literature is possible. It is important to note the girl’s artistic abilities. He dramatizes various stories well, takes an active part in preparing skits for holidays, and copes with the role he receives excellently. For example, during the preparation of the “Healthy Lifestyle” project, I took on the role of a girl who drinks alcohol, and coped with the role brilliantly, with humor.

The girl is restless, moves a lot, and does not sit still for a second during recess. At the same time, sometimes he violates the school schedule, for example, he is often late for lessons or does not have time to prepare for the lesson during the break. He partially fulfills the demands of adults, ignores calls for silence, and constantly turns to his classmates. Can speak at the same time as the teacher.

She is popular among the team and is often asked to copy or help with some task. The girl herself shows friendliness towards her friends, although she can sometimes evaluate them negatively, especially when she is dissatisfied with the actions or behavior of her classmates. He likes to be at school, this is more likely due to his active participation in cultural events, and sometimes he spends time in the library. Treats teachers with respect, tries to fulfill requirements, listens to advice and recommendations.

The following positive traits of the emerging personality can be noted: benevolence, willingness to help, responsiveness, conscientiousness, sincerity, self-demandingness, perseverance, determination. The girl is very cheerful, has a positive attitude towards new people, tries to please people and make a good impression. Always ready to help, whether it’s a teacher or a classmate, it doesn’t matter. Negative traits: restlessness, instability of attention, a little stubborn, creates a lot of noise around herself, while she herself notices this and asks her to stop her. She doesn’t hide her emotions; you can easily understand the girl’s attitude towards a person or the work being done, which can be viewed both positively and negatively. The prevailing mood is cheerful and upbeat. During the entire period of observation of the child, no sudden mood swings were noticed.
Having analyzed the above traits, we can conclude that the girl’s temperament type is sanguine.

The above disadvantages are due to the characteristics of the child’s temperament and character. In further work with the girl, special attention should be paid to stricter control over the completion of tasks, encourage the girl to adhere to the regime established by the school, pay more attention to behavior during lessons and breaks, and be a little stricter towards her. You should also pay attention to the girl’s creative abilities and, if possible, involve her in various cultural events. An important aspect is educational activities; she should be more often encouraged to participate in projects, competitions, and olympiads in order to unlock her potential.

Drawing up a psychological portrait

A psychological portrait is a personality described in psychological terms. In practical psychology, drawing up a psychological portrait may be required in a number of situations, for example:

Although a psychological portrait is described in psychological terms, this is usually done in understandable terms - so that the consumer understands it, so that there is no ambiguity in the descriptions.

A psychological portrait should be drawn up by a fairly experienced psychologist, because this requires deep knowledge and the ability to analyze data (for example, the results of psychological testing). If possible, you should use all the data you can get. You shouldn't rush to conclusions. If necessary, conduct additional research (repeated psychodiagnostics).

The genre of psychological portrait itself presupposes almost complete freedom of presentation. However, this freedom should not be abused. It is advisable to limit yourself to dry but understandable formulations and present the material in a systematic manner. If some data is of interest to the customer, but it is not available, then you can say so directly.

The facts presented in a psychological portrait may have varying degrees of reliability. First, it is better to describe reliable facts (which, at least for a psychologist, do not raise doubts).

It is necessary to distinguish between a psychological portrait and a psychological profile. The latter concept is used mainly to convey significant information about the client’s personality to another specialist who can understand the formal data. A psychological portrait is not a formalized characteristic; its task is to show the individual uniqueness of a person. If the reader of the psychological portrait does not have such an understanding, if he cannot rely on this new knowledge to predict the behavior of the person being described, such a psychological portrait should be considered unsuitable.

What psychological concepts can you rely on when drawing up a portrait? All these concepts (or parameters) can be divided into four categories (although this division is quite arbitrary):

Man as an individual is something that is quite closely related to natural characteristics:

- age,

– constitution,

– temperament,

– diseases and pathologies,

– emotional orientation, etc.

At the same time, in our psychological portrait we not only state, say, gender or age, but also describe various kinds of deviations, interesting points related to gender or age: how a person relates to his gender role, his sexual activity, mental age, etc. d.

In general, we do this with all parameters: we not only state, but also pay attention to characteristic deviations, individual uniqueness, creatively connecting them together.

A person as a person is something that influences, that is connected with the interpersonal communication of this person, his social role:

– interests,

– inclinations,

– character (attitude to certain aspects of existence),

– sociability,

- sincerity,

– conflict,

– loyalty,

– participation in certain social groups,

– preferred social roles,

– leadership qualities, etc.

A person as a subject (of activity) is those qualities that influence activities (educational, work, play and others):

– intellectual abilities,

– rationality (reason, reasonableness),

- Creative skills,

– other abilities,

- strong-willed characteristics,

- habitual ways of making decisions,

– motivation and self-motivation,

- attention,

– features of thinking,

– features of speech,

- imagination and imagination

– communicative competence,

– professional plans and prospects,

– other general and professional competencies, etc.

A person as an individual – all other qualities that do not fall into other categories:

– self-concept and self-esteem,

– level of self-control,

– individual biography,

– characteristic behavioral features,

– characteristic features of the picture of the world,

– prejudices,

– beliefs and values,

– life strategy and current goals,

– intrapersonal conflicts,

– complexes (a jumble of ideas),

– personal achievements, etc.

The tips and descriptions of psychotypes below will help you understand how to create a psychological portrait. All people have the ability to adapt to certain life situations, but each person adapts differently. Someone is focused on specific moments, therefore, easily adapts to any situation. Someone is focused on the past and can only act within strict limits - permissions, prohibitions, rules and responsibilities. Still others are focused on the future with non-standard situations, which is why they are the main generators of ideas.

Knowing yourself, others, determining your temperament, personality orientation, character is important for any person to be able to do. This is required in order to fully unleash your creative potential and understand how to draw up a psychological portrait of a person. Find out the details of the methods for drawing up a psychological portrait.

Psychological portrait of personality

One of the personality features is temperament. Temperament - thanks to it, people differ so significantly from each other - some are slow and calm, others are fast and active.

Temperament is the basis of a person’s personality, which is based on the structure of the human body, the characteristics of his nervous system, and metabolism in the body. Temperament traits cannot be changed; they are usually inherited. In order to effectively draw up a psychological portrait of a personality, you need to understand its characteristics. There is a special approach to each type of temperament.

Sanguine people require constant monitoring and verification.
Choleric people must constantly be engaged in some activity, otherwise their activity will be a burden to others.
Phlegmatic people cannot stand being pushed on, because they are accustomed to relying only on their own strengths, and will definitely finish the job.
Melancholic people cannot stand pressure, screams, sharp instructions, because they are vulnerable and sensitive. You can take a test to determine your temperament using modern methods.

Another important personality trait is character. Character is the stable characteristics of human behavior. The character structure is divided into 4 groups, expressing the individual’s attitude to activity.

To work.
To the team.
To yourself.
To things.

Knowledge of such a structure will also help in the question of how to draw up your psychological portrait. Character formation occurs on the basis of the moral and volitional qualities of the individual. It is customary to distinguish 4 types of character:

Demonstrative type – strongly expresses emotions and experiences them. These are artistic people who play with their feelings in public. They understand other people well, but all decisions are made impulsively.
The pedantic type is the antipode to the demonstrative type. They are indecisive and constantly fear for their lives. Decisions take a long time to take.
Stuck type. He holds on to his negative feelings, but also focuses on his successes for a long time. They are touchy and vindictive, never forgetting insults.
Exciting type. The normal state for them is irritability and dissatisfaction. They cannot control themselves and provoke conflicts.

Abilities can be distinguished separately as a feature. Personal abilities are the solution to certain problems. They come in two types: general - their formation occurs with the development of intelligence. In particular, these are adaptation, mental flexibility, composure, attentiveness, and efficiency. Special abilities are something that is developed for a specific type of activity. But we shouldn’t forget about other personality traits that help create psychological portraits:

Direction is the vector where human activity is directed - towards communication, towards oneself, towards tasks.
Intellectuality is the basis of intelligence, its core.
Emotionality – divided into emotions and mind. Mind and will, that which is subordinate to a person, and emotions can arise in addition to his desires.
Communication skills – verbal and non-verbal communication.

Now you know how you can create a psychological portrait of any person. In the future, this will help you build correct relationships with the people around you.

Instructions

The main criteria by which a psychological portrait of a person can be drawn up are:

1. character (reinforces stable characteristics of a person that determine his behavior in different situations);

2. temperament;

3. self-esteem;

4. intelligence;

5. level of emotionality.

Psychologists distinguish a different number of character types. For example, K. Leonhard identifies demonstrative, stuck, pedantic and excitable characters. The main features of a demonstrative personality are the commission of actions under the influence of emotions, the ability to get used to images invented (sometimes independently). Pedantic people, on the contrary, are not influenced by emotions, are scrupulous, do not know how to “play,” and have difficulty making decisions. “Stuck” people are those who have the most difficulty processing their own emotions and experiences. They find it difficult to forget both successes and grievances, constantly replaying them in their memory (including even far-fetched successes and grievances). In principle, they live by the events they experience within themselves more than by the real ones. People with an excitable character are similar to people with a demonstrative character, but they are more conflicted and do not know how to use circumstances for their own purposes and play roles. These are just very neurotic people, tired, irritable.

With temperament, everything is quite simple; it characterizes the mobility of human behavior and the speed of decision-making. According to temperament, people are divided into 4 types: choleric, phlegmatic, sanguine, melancholic. Sanguine and phlegmatic people have strong nervous systems, but phlegmatic people are inert and indecisive, while sanguine people are quite excitable. The nervous system of a choleric person is extremely unbalanced, although it cannot be called weak. A choleric person does not know how to “press the brake pedal” in time; he must always, constantly be busy with something. A melancholic person has a weak nervous system, is suspicious, sensitive, and prone to deep inner experiences that deplete his nervous system even more.

Self-esteem can be normal, low or high. It is very susceptible to changes, for example, due to the onset of a certain age. Most teenagers suffer from low self-esteem, but this mostly goes away when they become adults and achieve some significant success, which allows them to look at themselves differently and be less dependent on other people's opinions.

Intelligence allows a person to assess a situation, distinguish what is essential and what is not, make decisions and adjust their behavior. Thanks to intelligence, a person can function more or less effectively. The level of intelligence depends on a person’s age, education, social circle, etc.

Emotions arise against a person’s will; everyone’s task is to be able to manage them, which is necessary both for behavior in society and for physical health. It has been observed that healthier people are better able to control their emotions. However, it is necessary to remember that managing emotions, controlling them does not mean hiding them, driving them inside: often they become even more acute from such actions. The level of a person’s emotionality depends on the ability to properly manage emotions.

Even if it seems to us that we have drawn up a clear psychological portrait of a particular person, this does not mean that we can rely on it one hundred percent. Firstly, each person is still unique. Secondly, a person changes with age, under the influence of various life circumstances.

How to write a psychological portrait of a personality? Examples on this topic are quite varied, but before providing them, it should be remembered that each person has a certain choleric, sanguine, melancholic and phlegmatic. It has been proven that in its pure form belonging to one or another type of nervous activity is rare. Most often, one individual combines a set of personal qualities that can be adjusted.

However, the basis of temperament remains constant. How can this be tracked in practice? Before assessing the psychological portrait of a person, the writing example should focus on how a person navigates society. One goes through life without deviating from clear rules, the other, on the contrary, is creative and resorts to innovative methods.

Psychologists are unanimous in their opinion that we should start with a description of temperament. Without this, it is impossible to create a psychological portrait of a person. A pattern of any characteristic primarily reflects the type of nervous system.

Sanguines and cholerics

Each type of temperament has its own characteristics, so each personality requires an individual approach. Sanguine people have a strong nervous system and easily experience changes in mental processes: their excitement quickly gives way to inhibition and vice versa. Because of this, they tend not to always fulfill their promises and need control.

But their positive traits usually outweigh the negative ones. Such individuals are endowed with sociability, sociability and optimism. In most cases, sanguine people are leaders and often occupy leadership positions in social life.

Cholerics are known for their unbalanced nervous system. The process of excitation in them prevails over inhibition. Cholerics feel the need to be busy all the time. They, like sanguine people, strive for leadership, but are often too assertive and hot-tempered.

Therefore, others often find choleric people aggressive and conflict-ridden. However, one can only envy their energy and determination. They are recommended to realize themselves in society as military personnel, rescuers, and doctors.

Phlegmatic and melancholic

During the research, scientists came to the conclusion that phlegmatic people are endowed with a strong type of nervous system. But, unlike sanguine people, these individuals are inert. They take a long time to make a decision and slowly assess their strength.

It is important not to push phlegmatic people, otherwise they will become very irritated and may quit what they started. Many believe that these individuals are often prone to succumbing to dark thoughts. But in reality they rarely become depressed. Their positive traits are consistency, reliability and thoroughness.

Melancholic people are the owners of a weak, unbalanced type of nervous system.
They are very sensitive and tend to get upset when pressured or given harsh instructions. Due to their softness, melancholic people often cannot resist the dictator and withdraw into themselves.

This eloquently reflects their psychological portrait of personality. An example from psychology shows that it is important for such individuals to master professions related to communication and caring for others. After all, the distinctive features of melancholic people are the ability to empathize and show mercy.

Psychological portrait of personality. Writing example

Perhaps many readers will think: “Is it so important today?” In fact, social life requires realization from the individual. Moreover, it is important that the activity is not only useful and well-paid, but also brings moral satisfaction to the person.

Platonov’s method can help a modern employer competently involve each team member in the process of activity. For example, the scientist emphasizes that a phlegmatic person works best with a melancholic person, and a choleric person works best with a sanguine person. In addition, Platonov identified important points from the structure of a person’s character:

Attitude to work. In this case, a person’s hard work, responsibility, and initiative are assessed. The main question is whether he realizes his natural potential or not.
Attitude towards others. It is known that the production process is based on relationships, and the coherence of the work and the final result depend on how harmonious they are. Therefore, it is assessed how responsive, respectful and flexible an individual is in society.
Attitude towards yourself. Today, the motto “love yourself” remains relevant. After all, a person who cares about his appearance and a healthy lifestyle not only evokes pleasant emotions, but is also able to attract positive events. That is why a newcomer is advised to pay attention to his appearance when he is going for an interview.

Example characteristics

Based on the above, we can conclude: everyone is able to create a psychological portrait of a person. An example of writing about yourself might look like this: “The basis of my temperament is melancholic. I am moderately hardworking and responsible. The downside is suspiciousness, which prevents me from achieving success. I act according to my natural potential and am able to develop self-confidence through psychological training. Relationships in the team do not always work out well. I am friendly, but shy, and have difficulty defending my opinion. I’m quite picky about myself, I doubt a lot of things, I have several bad habits, but I’m trying to get rid of them.”

This method helps an individual overcome psychological barriers, adjust their behavior and change a lot in their life for the better. The manager, in turn, often focuses on the psychological portrait of the individual. The writing sample usually assumes a free form, but there are large companies that provide a service sample.

How does Platonov's method work in psychology?

In fact, the described method is successfully used in the field of psychiatry and psychology. After all, before helping a person solve his problem, a specialist characterizes his personal qualities.

So, how to write a psychological portrait of a personality? Examples of this are quite varied. One of them implies, in addition to describing the type of temperament, also defining the emotional side of human character. For example, experts consider 4 types of emotions: demonstrative, pedantic, stuck, excitable.

The demonstrative type is distinguished by its emotionality. Such people vigorously express their emotions and often “play to the public.” But thanks to their artistry, they are able to understand their interlocutor well. Therefore, if a representative of the demonstrative type turned to a specialist for help with a request to help him decide on his choice of profession, then the most successful recommendation for him is to choose public activity. Or you can master a specialty

The pedantic personality type is prone to indecisiveness and a constant feeling of fear. He is characterized by hesitation and doubt. However, punctuality, prudence and accuracy are taken by the specialist as a basis and help to offer this type a certain method of resolving the situation.

Two difficult types

Are there any difficulties when drawing up a psychological portrait of a person? An example of writing according to Platonov shows: yes, this happens. For example, there are 2 personality types: stuck and excitable. At first glance they are similar.

And some individuals are able to intertwine in character. But a professional in his field is still able to figure it out. For example, stuck-type individuals are distinguished by the fact that they are able not to demonstrate their negative emotions for a long time. “Revenge is a dish best served cold” is an expression that perfectly describes their condition. Such individuals are touchy and vindictive. First of all, they are offered programs to get rid of old grievances.

An excitable personality type manifests itself in constant dissatisfaction and irritability. These negative phenomena lead to the fact that the individual is in conflict with the outside world and himself. What leads to this condition? The psychologist carefully works with the applicant, trying to piece together all the details of life events, taking into account his temperament, genetic characteristics, social conditions and circle of acquaintances.

Platonov's method in society

Palatonov’s method is used in various creative shows, politics, and science. Indeed, in this activity, the psychological portrait is primarily important. It is impossible for a famous person, just like an ordinary person, to avoid such a characteristic. In this case, the scientist Platonov proposes to consider a person’s intelligence and orientation.

That is, does he have a certain talent and will he be able to realize it based on willpower? In addition, experts take into account a person’s ability to manage their emotions and control their moods and feelings.

Self-esteem is the basis of characteristics

Experts pay special attention to the individual’s self-esteem. Many types of social activities place special emphasis on this when they compile a psychological portrait of an individual. Example of writing: “Ivan Stepanovich Korolev has high mathematical abilities, but low self-esteem. Can he manage a team? At present, no."

This is not the entire list of issues that Konstantin Platonov touches on in his works. The description of a person’s personal qualities depends on the circumstances and the field of activity that requires them. As a rule, a psychological portrait is individual and can be confidential.

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Introduction

Psycholomgy ( Old Greek shhchYu -- soul; lgpt - knowledge) - academic and applied science about behavior and mental processes in the psyche of people and animals.

Psychology must answer the question of why a person behaves one way or another in a given situation. This science helps us understand not only the behavior of other people, but also explain our own. Such knowledge allows you to behave correctly in difficult situations, get out of them, and sometimes get around them. So, knowing your strengths and weaknesses, you can avoid unwanted conflicts. Also, psychological knowledge helps to behave correctly at work and among friends, which is necessary for every person.

In order to better understand myself and find out the traits inherent in my character, I am drawing up my psychological portrait, where I will try to reflect the traits of my character and the mental properties inherent in me.

There are 2 types of mental properties inherent in every person. The first type is those properties that he possesses from his very birth, individual ones (such as the properties of the nervous system, body type, type of temperament, structure of organic needs). A person cannot change these features acquired at birth, but he can learn to use them correctly and live in harmony by developing his own individual style of activity.

The second type is properties characterizing the social position of an individual; these are properties acquired and changing during the course of a person’s life. Such characteristics as his status and role in society, value orientations, motivation of behavior, self-esteem, self-confidence and many other properties formed during the course of life under the influence of the social environment.

For psychological research in psychology, there are quite a large number of methods, here are some of them, those that I will use when drawing up my psychological portrait:

A test (from the English test - sample, trial) is a standardized task, the result of which allows you to measure the psychological characteristics of the subject. Thus, the purpose of the test study is to test, diagnose certain psychological characteristics of a person, and its result is a quantitative indicator correlated with previously established relevant norms and standards

A survey is a method in which a person answers a series of questions asked of him.

What does a psychological portrait include?

There are many criteria by which people can be classified to compile their psychological portraits.

Academician B.G. Ananyev, who created the Leningrad school of psychologists, substantiated that each person has a bright individuality that unites his natural and personal characteristics. Through individuality, the uniqueness of a person, his abilities, and his preferred field of activity are revealed. In individuality, basic and programming properties are distinguished. The basic ones include temperament, character, and human abilities. It is through the basic properties that the dynamic characteristics of the psyche are revealed (emotionality, rate of reactions, activity, plasticity, sensitivity) and a certain style of behavior and activity of the individual is formed. Basic properties are an alloy of innate and acquired personality traits in the process of education and socialization.

The main driving force for the development of individuality is its programming properties - direction, intelligence and self-awareness. Individuality has its own internal mental world, self-awareness and self-regulation of behavior, which develop and act as organizers of the behavior of the “I”.

B.G. Ananyev represented individuality as the unity and interconnection of the properties of a person as an individual, subject of activity and personality.

Based on an assessment of a person’s properties, it is possible to create a psychological portrait of the person, which includes the following components:

1. temperament; 2. character; 3. abilities; 4. focus; 5. intelligence; 6. emotionality; 7. strong-willed qualities; 8. ability to communicate; 9. self-esteem; 10. level of self-control; 11. ability for group interaction.

The development of individuality continues throughout life. With age, only a person’s position changes - from an object of education in the family, school, university, he turns into a subject of education and must actively engage in self-education.

psychological portrait of personality

My psychological portrait

Temperament

Observing other people, how they work, study, communicate, experience joy and sorrow, we undoubtedly pay attention to the differences in their behavior. Some are fast, impetuous, mobile, prone to violent emotional reactions, others are slow, calm, imperturbable, with imperceptibly expressed feelings, etc. The reason for such differences lies in a person’s temperament, inherent in him from birth.

The founder of the doctrine of temperament is the ancient Greek physician Hippocrates (V-IV centuries BC), who believed that there are four main fluids in the human body: blood, mucus, bile and black bile. The names of temperaments, given by the names of liquids, have survived to this day: choleric, comes from the word “bile”, sanguine - from the word “blood”, phlegmatic - mucus and melancholic - black bile. Hippocrates explained the severity of a certain type of temperament in a particular person by the predominance of one or another liquid.

In modern psychology, the word “temperament” denotes the dynamic features of the human psyche, i.e. only the pace, rhythm, intensity of mental processes, but not their content. Therefore, temperament cannot be defined by the word “good” or “bad”. Temperament is the biological foundation of our personality; it is based on the properties of the human nervous system and depends on the structure of the human body and metabolism in the body. Temperament traits are hereditary and therefore extremely difficult to change. Temperament determines a person’s style of behavior and the methods a person uses to organize his activities. Therefore, when studying the traits of temperament, efforts should be directed not at changing them, but at understanding the characteristics of temperament in order to determine the type of human activity.

Temperament types:

1. A sanguine person is the owner of a strong type of nervous system (that is, nervous processes are strong and durable), balanced, mobile (excitation is easily replaced by inhibition and vice versa);

2. Choleric is the owner of an unbalanced type of nervous system (with a predominance of excitation over inhibition);

3. Phlegmatic - with a strong, balanced, but inert, immobile type of nervous system;

4. Melancholic - with a weak, unbalanced type of nervous system.

To determine my type of temperament, I needed to take G. Eysenck's questionnaire. After answering the questions asked, I found out that I have emotional stability and my temperament type is characterized by extroversion. This means that I am a Sanguine person by temperament type. And indeed, having compared the description of Sanguine, I found all those traits inherent in me.

Their positive qualities: cheerfulness, enthusiasm, responsiveness, sociability.

And negative ones: a tendency to arrogance, scatteredness, frivolity, superficiality.

“A dear sanguine person always promises so as not to offend another, but he does not always fulfill his promise, so you need to check whether he fulfilled his promise” - unfortunately, this is about me.

Character

Character (Greek - “coinage”, “imprint”) is a set of stable individual characteristics of a person that develop and manifest themselves in activity and communication, determining typical modes of behavior for him. Those personality traits that relate to character are called character traits. Character traits are not random manifestations of personality, but stable features of human behavior, features that have become properties of the personality itself. Character expresses not random, but the most typical, essential features of a person. In the character structure, there are 4 groups of traits that express the individual’s attitude to a certain aspect of activity: to work (for example, hard work, a penchant for creativity, conscientiousness in work, responsibility, initiative, perseverance and the opposite traits - laziness, a tendency to routine work, irresponsibility , passivity); to other people, the team, society (for example, sociability, sensitivity, responsiveness, respect, collectivism and their opposites - isolation, callousness, callousness, rudeness, contempt, individualism); to oneself (for example, self-esteem, correctly understood pride and the self-criticism associated with it, modesty and their opposites - conceit, sometimes turning into vanity, arrogance, resentment, egocentrism, selfishness); to things (for example, accuracy, thrift, generosity or, on the contrary, stinginess, etc.).

The core of the formed character is the moral and volitional qualities of the individual. A person with a strong will is distinguished by certainty of intentions and actions and greater independence. He is determined and persistent in achieving his goals. Lack of will in a person is usually identified with weakness of character. Even with a wealth of knowledge and a variety of abilities, a weak-willed person cannot realize all his potential. My character traits:

I am creatively inclined and love to draw; I am proactive and persistent, but, unfortunately, I am characterized by periodic bouts of laziness, sometimes I become somewhat childish and irresponsible, and I am also not able to do routine work that is uninteresting to me for a long time.

When communicating with others, I am sociable and responsive, I try to show respect and be polite to everyone.

I have self-esteem and a certain pride, however, I am quite modest. But, unfortunately, I am very easily offended; any harsh word addressed to me can hurt me and unsettle me for a while.

In relation to things, I should be more careful and thrifty.

K. Leonhard identified 4 types of character accentuation: demonstrative, pedantic, stuck, excitable.

Types of accentuation:

1. Demonstrative type

Characterized by an increased ability to repress, demonstrative behavior, liveliness, mobility, and ease of establishing contacts. He is prone to fantasy, deceit and pretense, aimed at embellishing his person, to adventurism, artistry, and posturing. He is driven by the desire for leadership, the need for recognition, the thirst for constant attention to his person, the thirst for power, praise; the prospect of being undetected weighs him down. He demonstrates high adaptability to people, emotional lability (easy mood swings) in the absence of truly deep feelings, and a tendency to intrigue (with an externally soft manner of communication). There is boundless egocentrism, a thirst for admiration, sympathy, veneration, and surprise. Usually the praise of others in his presence causes him a particularly unpleasant feeling; he cannot stand it. The desire of a company is usually associated with the need to feel like a leader, to occupy an exceptional position. Self-esteem is very far from objectivity. He can irritate with his self-confidence and high claims; he systematically provokes conflicts, but at the same time actively defends himself. Possessing a pathological ability to repress, he can completely forget what he does not want to know about. This unchains him in his lies. Usually he lies with an innocent face, because what he says is true for him at the moment; Apparently, he is not internally aware of his lie, or he is aware of it very shallowly, without noticeable remorse. Able to captivate others with his originality of thinking and actions.

2. Stuck type

He is characterized by moderate sociability, tediousness, a penchant for moralizing, and taciturnity. Often suffers from imaginary injustice towards him. In this regard, he shows wariness and distrust towards people, is sensitive to insults and grief, is vulnerable, suspicious, vindictive, worries about what happened for a long time, and is not able to easily move on from insults. He is characterized by arrogance and often initiates conflicts. Arrogance, rigidity of attitudes and views, and highly developed ambition often lead to persistent assertion of his interests, which he defends with particular vigor. He strives to achieve high results in any business he undertakes and shows great persistence in achieving his goals. The main feature is a tendency to affect (love of truth, resentment, jealousy, suspicion), inertia in the manifestation of affects, in thinking, in motor skills.

3. Pedantic type

It is characterized by rigidity, inertia of mental processes, heaviness to rise, and long experience of traumatic events. He rarely enters into conflicts, acting as a passive rather than an active party. At the same time, he reacts very strongly to any manifestation of disorder. At work he behaves like a bureaucrat, making many formal demands on others. Punctual, neat, pays special attention to cleanliness and order, scrupulous, conscientious, inclined to strictly follow the plan, unhurried in carrying out actions, diligent, focused on high quality work and special accuracy, prone to frequent self-examinations, doubts about the correctness of the work performed, grumbling, formalism . Willingly cedes leadership to other people.

4. Excitable type

Insufficient controllability, weakening of control over drives and impulses are combined in people of this type with the power of physiological drives. He is characterized by increased impulsiveness, instinctiveness, rudeness, tediousness, gloominess, anger, a tendency to rudeness and abuse, to friction and conflicts, in which he himself is an active, provoking party. Irritable, quick-tempered, often changes jobs, and is difficult to get along with in a team. There is low contact in communication, slowness of verbal and non-verbal reactions, heaviness of actions. For him, no work becomes attractive, he works only when necessary, and shows the same reluctance to learn. Indifferent to the future, he lives entirely in the present, wanting to extract a lot of entertainment from it. Increased impulsiveness or the resulting arousal reaction is difficult to suppress and can be dangerous to others. He can be domineering, choosing the weakest for communication.

After taking Shmishek’s questionnaire, I found out that I have an excitable type of character accentuation.

I partly agree with the description of this type; I really am sometimes too impulsive, irritable and hot-tempered. I live in the present, trying to get maximum pleasure from what is happening to me at the moment. However, I believe that I have no tendency towards rudeness and conflict, and I am also very sociable.

Capabilities

Ability in psychology is considered as a special property of a psychological functional system, expressed in a certain level of its productivity. Quantitative parameters of system productivity: accuracy, reliability (stability), speed of operation. Abilities are measured by solving problems of a certain level of difficulty, resolving situations, etc.

The level of abilities is determined by the degree of resolution of contradictions between the properties of an individual and the relationships of the individual. The best option is when you have abilities in any field of activity and an interest in doing it.

Abilities are divided into general and special. General abilities can predetermine a tendency to a fairly wide range of activities; they are formed by the development of intelligence and personality traits. General abilities include: readiness to work, the need to work, diligence and high efficiency; character traits - attentiveness, composure, focus, observation, development of creative thinking, mental flexibility, ability to navigate in difficult situations, adaptability, high productivity of mental activity.

General ability acts as a socio-psychological basis for the development of special abilities for a certain type of activity: musical, research, teaching, etc.

I really want to develop a greater work ethic than what I have now, this would help me become more successful in my studies, and in the future, in my work.

I am lucky that I am quite attentive and collected, and I also have well-developed creative thinking. Although, perhaps I lack a little sense of purpose in accomplishing the tasks I have set for myself.

It turns out very fortunately that in my case my creative abilities coincide with my interest in this area.

Focus

The basis of a person’s orientation is the motivation of his activities, behavior, and satisfaction of needs. Focus can be on the task, on communication, on oneself. One person can satisfy only physiological needs and ensure the security of existence. For others, in addition to these needs, it is very important to satisfy social needs and the needs for self-expression and the realization of creative abilities. The task of a psychologist is to identify the needs, interests, beliefs of each individual and determine the specific direction of her motives.

I try to develop all kinds of directions in myself, but it happens that I focus on one thing, forgetting about others. At the moment, I am completely absorbed in my studies, I have set myself a certain number of tasks that I need to complete, in addition to studying, I spend the remaining free time with my close friends and family.

Intelligence

The famous Soviet psychologist S.L. Rubinstein considered intelligence as a type of human behavior - “smart behavior”. The core of intelligence is a person’s ability to identify essential properties in a situation and bring his behavior into line with them. Intelligence is a system of mental processes that ensure the implementation of a person’s ability to assess a situation, make a decision and, in accordance with this, regulate his behavior.

Intelligence is especially important in non-standard situations - as a symbol of a person’s learning everything new.

The French psychologist J. Piaget considered one of the most important functions of intelligence to be interaction with the environment through adaptation to it, that is, the ability to navigate conditions and structure one’s behavior accordingly. Adaptation can be of two types: assimilation - adapting a situation through changing conditions to a person, his individual style of mental activity, and accommodation - adapting a person to a changing situation through a restructuring of his thinking style.

Intelligence can also be defined as the general ability to act expediently, think rationally, and function effectively in the environment.

The structure of intelligence depends on a number of factors: age, level of education, specifics of professional activity and individual characteristics.

In addition to cognitive intelligence, there is professional and social intelligence (the ability to solve problems of interpersonal relationships, find a rational way out of the current situation). It should be remembered that intelligence is cognition plus action. Therefore, it is necessary not only to develop all types of intelligence, but also to be able to implement rational decisions, show your intelligence both in words and in deeds, since only the result, specific actions determine the level of intelligence of an individual.

I try to develop all types of intelligence and believe that I manage to find the most rational ways to solve problems that sometimes arise.

Emotionality

Since the time of Plato, all mental life has been divided into three relatively independent entities: mind, will and feelings, or emotions.

The mind and will are to some extent subordinate to us, but emotions always arise and act independently of our will and desire. They reflect the personal significance and assessment of external and internal situations for a person’s life in the form of experiences. This is the subjectivity and involuntary nature of emotions.

The ability to manage emotions most often means the ability to hide them. It’s a shame, but pretends to be indifferent; it hurts, but it is hidden; It’s offensive, but outwardly there’s only irritation or anger. We may not show our emotions, but this does not weaken them, but more often they become even more painful or take on a defensive form of aggression. Managing emotions is simply necessary, firstly, for health, and secondly, out of ambition.

All emotional phenomena are divided into affects, emotions themselves, feelings, moods and stress states.

The most powerful emotional reaction is affect. It captures a person entirely and subjugates his thoughts and actions. Affect is always situational, intense and relatively short-lived. It occurs as a result of some strong (objective or subjective) shock. Emotions themselves are a longer-term reaction that arises not only as a reaction to accomplished events, but mainly to anticipated or remembered ones. Emotions reflect an event in the form of a generalized subjective assessment. Feelings are stable emotional states that have a clearly defined objective character. These are relationships to specific events or people (possibly imaginary). Moods are long-term emotional states. This is the background against which all other mental processes take place. Mood reflects a general attitude of acceptance or non-acceptance of the world. The prevailing moods of a given person may be related to his temperament. Stress is a nonspecific reaction of the body in response to an unexpected and stressful situation. This is a physiological reaction, which is expressed in the mobilization of the body's reserve capabilities. The reaction is called nonspecific, since it occurs in response to any adverse effect - cold, fatigue, pain, humiliation, etc. Issues of stress management are discussed in specialized literature. There are other emotions that arise during communication.

I consider myself a very emotional and open person and in most situations I express my emotions openly. It’s quite difficult for me to hide my experiences from others, whether they are positive emotions or negative ones, one way or another they are reflected on my face. I don’t think that this is very bad, perhaps it’s easier to establish contact with others. Although when communicating with people who are unfavorably disposed towards you, such a quality, of course, is unlikely to be an advantage

Ability to communicate

Communication is an extremely subtle and delicate process of interaction between people. In communication, all participants in this process are revealed in the most diverse way. Communication has its own functions, means, types, types, channels, phases. The most obvious function of communication is the transmission of some information, some content and meaning. This is the semantic (notional) side of communication. This transmission affects a person’s behavior, actions and deeds, the state and organization of his inner world. In general, we can distinguish informational (obtaining information), cognitive, control and developmental functions of communication, the function of exchanging emotional and generally mental states. Means of communication can be verbal (speech in various forms) and non-verbal (pantomime, facial expressions, gestures, etc.).

Types of communication: communication between two (dialogue), communication in a small group, in a large group, with the masses, anonymous communication, intergroup communication. The listed types relate to direct communication.

Communication channels: visual, auditory, tactile (touch), somatosensory (feelings of your body).

Types of communication: functional-role (boss - subordinate, teacher - student, seller - buyer), interpersonal, business, rapport (communication with one-sided trust - the patient trusts).

Phases of communication: planning, making contact, concentrating, motivational sounding, maintaining attention, argumentation, recording the result, completing communication.

It seems to me that I am a sociable person, I need communication with loved ones like air; when communicating, I exchange energy with my interlocutor, and receive new emotions. I also use non-verbal communication, using facial expressions and gestures when I am overwhelmed with emotions.

As for the types of communication, I feel most comfortable alone with an interlocutor or in a small group; such communication gives me more pleasure than communicating with a large number of people at the same time.

Self-esteem

Based on self-knowledge, a person develops a certain emotional and value-based attitude towards himself, which is expressed in self-esteem. Self-esteem involves assessing your abilities, psychological qualities and actions, your life goals and opportunities to achieve them, as well as your place among other people.

Self-esteem can be underestimated, overestimated and adequate (normal).

I determined the level of my self-esteem using a scale of personal qualities, I distributed the proposed qualities into 2 columns, in the first - the qualities that my ideal has, in the second - the qualities of the anti-ideal. After that, from both columns I highlighted the qualities inherent in me. The key to the test is the ratio of the inherent qualities in each column to the number of qualities in that column. Ideally, with adequate self-esteem, this ratio should be approximately 1:2

Here are the qualities I chose:

Qualities that an IDEAL should have	ANTIIDEAL
1. Accuracy	Sloppiness
2. Cheerfulness	Envy
3. Restraint	Nervousness
4. Tenderness	Suspicion
5. Integrity	Carelessness
6. Responsiveness	Pride
7. Passion	Grudge
8. Caring	Touchiness
9. Sincerity	Slowness
10. Persistence	Shyness
11. Caution	Indecisiveness

The ratio in the column with positive qualities is 1:2, which indicates normal self-esteem

In the second column, out of 10 negative qualities, I chose 6 that are characteristic of me, this indicates a slightly low self-esteem (or my self-criticism?!)

I believe that I have normal self-esteem, that I adequately assess the strengths and weaknesses of my character, and also try to deal with my negative traits... and I have quite a few of them... I need to become more organized, punctual and more committed to doing the promises I made.

Conclusion

I got great pleasure from writing this course work, describing my character, taking tests - almost all of their results turned out to be, in my opinion, truthful and truly reflect the main traits of my character. But most of all I remember the test for accentuation of temperament, i.e. to identify overly expressed individual personality traits. As a result of passing this questionnaire (Smishek’s questionnaire), based on the highest indicators of accentuation, I received 4 types: Hyperthymic, Exalted, Emotive and Cyclothymic.

Hyperthymic type

People of this type are distinguished by great mobility, sociability, talkativeness, expressiveness of gestures, facial expressions, pantomimes, excessive independence, a tendency to mischief, and a lack of a sense of distance in relationships with others. They often spontaneously deviate from the original topic of conversation. They make a lot of noise everywhere, love the company of their peers, and strive to boss them around. They almost always have a very good mood, good health, high vitality, often a flourishing appearance, good appetite, healthy sleep, a tendency towards gluttony and other joys of life. These are people with high self-esteem, cheerful, frivolous, superficial and at the same time businesslike, inventive, brilliant interlocutors; people who know how to entertain others, energetic, active, proactive. A great desire for independence can be a source of conflict. They are characterized by outbursts of anger and irritation, especially when they encounter strong opposition and fail. They are prone to immoral acts, increased irritability, and projectism. They do not take their responsibilities seriously enough. They find it difficult to endure the conditions of strict discipline, monotonous activity, and forced loneliness.

Exalted type

A striking feature of this type is the ability to admire, admire, as well as smiling, a feeling of happiness, joy, pleasure. These feelings can often arise in them for a reason that does not cause much excitement in others; they easily become delighted with joyful events and in complete despair - with sad ones. They are characterized by high contact, talkativeness, and amorousness. Such people often argue, but do not lead to open conflicts. In conflict situations, they are both active and passive parties. They are attached to friends and loved ones, altruistic, have a sense of compassion, good taste, and show brightness and sincerity of feelings. They can be alarmists, subject to momentary moods, impulsive, easily move from a state of delight to a state of sadness, and have mental lability.

Emotive type

This type is related to the exalted one, but its manifestations are not so violent. They are characterized by emotionality, sensitivity, anxiety, talkativeness, timidity, and deep reactions in the area of subtle feelings. Their most strongly expressed feature is humanity, empathy for other people or animals, responsiveness, kindness, they rejoice at the successes of others. They are impressionable, tearful, and take any life events more seriously than other people. Teenagers react sharply to scenes from films where someone is in danger; scenes of violence can cause them a strong shock that will not be forgotten for a long time and can disturb their sleep. They rarely enter into conflicts; they carry grievances within themselves without spilling them out. They are characterized by a heightened sense of duty and diligence. They take care of nature, love to grow plants and care for animals.

Cyclothymic type

Characterized by alternating hyperthymic and dysthymic states. They are characterized by frequent periodic mood swings, as well as dependence on external events. Joyful events cause pictures of hyperthymia in them: thirst for activity, increased talkativeness, racing ideas; sad ones - depression, slowness of reactions and thinking, their manner of communication with people around them also often changes.

In adolescence, two variants of cyclothymic accentuation can be found: typical and labile cycloids. Typical cycloids in childhood usually give the impression of being hyperthymic, but then lethargy and loss of strength appear; what was previously easy, now requires exorbitant effort. Previously noisy and lively, they become lethargic homebodies, there is a decrease in appetite, insomnia or, conversely, drowsiness. They react to comments with irritation, even rudeness and anger, in the depths of their souls, however, at the same time falling into despondency, deep depression, suicidal attempts are not excluded. They study unevenly, make up for any omissions with difficulty, and create in themselves an aversion to studying. In labile cycloids, the phases of mood changes are usually shorter than in typical cycloids. Bad days are marked by more bad mood than lethargy. During the period of recovery, the desire to have friends and be in company is expressed. Mood affects self-esteem.

In my opinion, the descriptions of these 4 types most fully reflect almost all the traits that are characteristic of me.

Despite all the work done, I did not learn anything new about myself and my mental traits, I knew all this before, but I systematized all the information and checked it again using tests and questionnaires. Such a “revision” of my inherent qualities reminded me anew of my shortcomings and served as an incentive for a new stage in the struggle against them.

At this point I will probably finish drawing up my psychological portrait and will continue to work on myself in order to be happy and successful.

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Psychologistsstudent's characteristics

FULL NAME: Tarasova Anna Viktorovna

Age: 7 years.

School No. 5, 1st grade (attends school twice a week)

Health status: satisfactory, mental retardation, slight strabismus. (homeschooling recommended)

Diseases: Cerebral palsy (mild form).

Appearance: height - tall; physique - thin; face as a whole in general configuration: round; long brown hair (usually tied in a braid); forehead: its inclination (position) from the vertical: vertical. The forehead is medium in width, high in height; shoulders slumped; hunched back, protruding shoulder blades; gait is fast, shuffling; facial expressions are well expressed; animated gestures; speech is slightly slurred; the voice is strong and sonorous.

Methods: conversation with the teacher, with Anna; studying school documentation.

Conditions of family education

Family composition: mother Tarasova Galina Nikolaevna, 39 years old, profession pharmacist;

Elder sister Tarasova Natalya Viktorovna, 19 years old, student at the economics technical school;

Grandparents are pensioners and live together with their daughter and granddaughters in a three-room apartment.

Relationships in the family are normal, and there is consistency in the actions of adults in raising children.

Methods: Methods and techniques: study of school documentation, conversation with the teacher, parents; unfinished sentences (oral version)

“Unfinished sentences” technique

Purpose: To obtain additional information about the attitude of parents to children and children to parents,

Methodology: the student is asked to orally continue the spoken sentences, such as:

1) Mom often hugs me...,

2) I’m playing with my mother...,

3) Mom scolds me...,

4) My sister is with me...,

5) I love with my grandmother...,

6) My sister gets angry when...

According to this diagnosis, the average level of relationships in the family is noted; the older sister more often ignores Anna, citing a “lack of” time.

Activities of a junior schoolchild

1. ) Educational activities: readiness for schooling; motives for learning and educational interests: Anna has a low level of school motivation, as evidenced by her reluctance to attend school; during lessons she often engages in extraneous activities and games; she experiences serious difficulties in learning: she cannot cope with educational activities; Attitude towards school, learning and grades: She is often perceived as a hostile environment and sometimes refuses to complete tasks. Academic achievements (performance, knowledge, abilities, skills): observed in reading and drawing, in these subjects higher grades are observed, in other subjects performance is low. There is the presence of “school anxiety”.

Increased anxiety manifests itself in situations related to everyday activities and routine moments. Afraid to answer orally at the board.

In general terms, the student is emotional, impatient, and easily excitable. There is instability of attention, increased motor activity, and he cannot always control his behavior.

2.) Play activities: place in the student’s life; predominant and favorite games; preferred roles in them; relationships in play with peers and adults.

As in preschool age, play activity occupies the main place in Anna’s life. Favorite games: mothers and daughters, store, hospital; loves to play hide and seek outside. The roles in the games are different. Relationships with peers in the game are difficult, due to Anya’s illness, most often children do not understand how she wants to play. Anna perceives her existing relationships with her peers very sensitively. She is much better at playing at home with her family, sometimes involving adult family members in the game.

3.) Labor activity: socially useful and everyday work (permanent and situational assignments): perceives it reluctantly, more often refuses to carry out assignments or asks to complete them later, citing fatigue. Motivation to work is average, attitude towards work; activity and ability to cooperate are demonstrated better with adults than with peers. Roles and functions in joint work activities: unable to complete complex assignments.

4.) Communication: greater need for communication with peers, the range of desired and actual communication is reduced, which causes dissatisfaction with communication, the nature of communication (dominance, desire for leadership, conflict). Achieves great success in communicating with adults; more inclined to communicate with children of the same sex, citing the fact that boys more often offend her and other girls.

Methods and techniques: observation of students in various types of activities and analysis of activity products; conversation; essay "My Family"

Methodology “Making a weekly schedule”

Goal: diagnostics of the student’s attitude to specific academic subjects and to learning in general.

Equipment: a sheet of paper divided into seven parts, where the days of the week are labeled.

Instructions to the subject. Let's imagine that we are in the school of the future. This is a school where children can make their own lesson schedule. Before you lies a page from the diary of this school. Fill out this page as you see fit. You can write any number of lessons for each day. You can write whatever lessons you want. This will be the weekly schedule for our school of the future.

Processing and analysis of results: there is a real schedule of lessons in the classroom. She compared this schedule with the schedule of the “school of the future” compiled by Anna. At the same time, I highlight those subjects, the number of which the subject has more or less than in the real schedule, which made it possible to diagnose the student’s attitude to learning in general, and especially to individual subjects, such as reading and drawing, which were the largest number in Anya’s schedule . It was clear that the student was not at all interested in such subjects as mathematics and the Russian language; mathematics was not at all indicated in her schedule.

Anxiety Questionnaire(Lavrentyeva G. P., Titarenko T. M.)

CHILD
1. Can’t work for a long time without getting tired
2. He has difficulty concentrating on anything.
3. Any task causes unnecessary anxiety.
4. Very tense and constrained while performing tasks
5. Feels embarrassed more often than others
6. Often talks about possible troubles
7. Typically blushes in unfamiliar surroundings
8. Complains about having bad dreams
9. Hands are usually cold and clammy
10. Stool upset is common.
11. Sweats a lot when excited
12. Doesn't have a good appetite
13. Sleeps restlessly, has difficulty falling asleep
14. He is timid and fears many things.
15. Usually restless and easily upset
16. Often can’t hold back tears
17. Doesn't tolerate waiting well
18. Doesn’t like to take on new things
19. Not confident in myself or my abilities

For each “yes” answer, 1 point is awarded.

High anxiety- 15-20 points

Average anxiety- 7-14 points

Low anxiety- 1-6 points

Anna was diagnosed with high anxiety (14 points).

The student as a member of the class team: brief description of the class (number of students, ratio of boys and girls): The class group of class 1A consists of 27 students, of whom 12 are boys and 15 are girls. Formal and informal group structures, psychological climate, interpersonal relationships, degree of team formation in the classroom: The children were united, received the main skills of being in a classroom team, and management skills. The children perceive well the guidance from the class teacher and respond adequately to comments from their elders and their classmates. They support each other in difficult situations. Boys don't bully girls. The children actively participate in class and school events, especially love the intellectual games “Field of Miracles”, quizzes, solving riddles, puzzles, crosswords, which end with tea parties, and love to perform. All the children try to take part in class and school events. 3 students attend a music school, one of them is studying solfeggio.

General characteristics of the child’s relationship system in the classroom. Social contacts:

· with peers. Communication status: dependence on classmate Vladik Ryzhov (a child with pronounced aggressive behavior). Does not have close friendships with classmates. Prefers friends who like to play around, run, and play pranks. The school community is often perceived by her as a hostile environment, so Anya can sometimes show aggression.

· with adults. May exhibit a variety of communication signs: from subordination and shyness to impudence and impudence; reacts to teacher criticism passively and positively (understands the criticism, agrees with it, but does not correct shortcomings). Experiences problems in relationships with the teacher.

Inactively participates in class and extracurricular activities; he prefers sporting events and tea parties.

Anna has a need to be a member of the class team; the need for recognition from classmates, but at the same time sometimes shows conflict towards classmates, which is caused by Anna’s illness.

Methods and techniques: observation of the class in a formal and informal setting, conversation with the class, essay “My Class”.

Personality structurestudent

1. ) Focus: dominant motives: play, social orientation; Predominant interests: gaming, reading, drawing. Shows sustained and broad interest in these types of activities and a high degree of activity.

Methods and techniques: conversation, questionnaire on the topic “interests”:

Interests

1. What do you like to do most? What else?

2. What do you want to know about? Why about this? What else?

3. What do you want to learn? For what? What else? Why? What for)?

4. What can you do? Who taught this?

5. What can you teach a friend?

6. What is the most interesting thing to talk about (in general, as well as with mom, dad, etc. - a list of possible interlocutors depending on the task)?

2.) Character: description of character traits by type of relationship (to oneself, other people, activities, things), character traits, type of accentuation.

Characteristics of types of personality accentuations(Anna Tarasova)

(according to K. Leonhard)

A. ) vindictive (stuck) - the persistence of emotional states of anger or fear prevails, which last for a very long time, although no new experiences activate them.

b. ) Cyclical - change, alternating states of energy and depression.

V. ) Pessimist (dysthymic) - Low core mood level, focusing more on the negative aspects of life than the positive.

G. ) Exalted - sharp transitions from delight about joyful events to anxiety and despair about negative ones.

d. ) Anxious - anxiety, increased timidity and fearfulness.

e. ) Emotive - increased sensitivity and depth of experience in the field of subtle emotions associated with manifestations of sincerity, humanity and responsiveness; impressionability.

and. ) Extrovert - more focused on perceptions than ideas, can easily be influenced by the environment and external stimuli.

-Strong-willed character traits: activity is more manifested in gaming activities. Indecisiveness; lack of independence in actions and instructions.

-Emotional Traits: impetuosity, impressionability, indifference, goodwill. Aggressiveness sometimes manifests itself in communication with peers and adults; more often this behavior is self-defense; Anna does not know what to do if, for example, she was greatly offended by something, she does not know how to respond, and without noticing it, proceeds to aggressive actions.

-Intellectual traits: curiosity. In another classification, character traits by the nature of a person’s attitude to activity, other people, to himself and to things.

-In relation to a person towards other people: mostly sociable, friendly, sometimes aggressive.

-In relation to man and work: not hardworking; There is a very lack of initiative, very often she does not know what to do in independent activities; but she is still persistent.

-A person's attitude towards himself: self-esteem, egocentrism is quite low, due to illness, often does not have an opinion, relying on the opinion of elders, in the majority the opinion of the mother.

-In relation to man and things: not very neat, but quite thrifty, a little sloppy, loves bright things and jewelry

Methods and techniques: characterization of types of personality accentuations (according to K. Leonhard), observation, conversation, generalization of independent characteristics.

3.) Self-awareness and management system: The self-concept is ambivalent (the simultaneous presence in the mind of opposing feelings that a person experiences towards himself). Self-esteem is often a little low.

Methods and techniques: observation, conversation;

survey"self-esteem":

1. What kind of boy (girl) do you think you are - good, bad, average? (Options: “What do you think you are”, “What do you think you are...?”). Why do you think so?

2. Why don’t you consider yourself...? (depending on the answer to the previous question, two more questions are asked regarding assessments that the child did not attribute to himself).

3. Who do you think thinks about you (appreciates you) the same way as you do? (How exactly does he evaluate? What does he think? Why do you think so?).

A simplified version of the question: “Does your mother also consider you good (“bad”, “average” - depending on the child’s answer)? Why do you think so? (depending on the task, the question can be asked regarding the assessment of a father, grandmother, grandfather, kindergarten teacher, brothers, sisters, peers, etc.)

4. Who do you think thinks about you (evaluates you) differently. how are you? How exactly? Why do you think so? (a simplified version of the question is similar to the previous one).

5. What do you like about yourself? What else? Why do you like it?

6. What don't you like about to yourself? What else? Why don't you like it?

7. What does mom (dad, etc.) like about you? Why do you think so?

8. What doesn’t your mom (dad, etc.) like about you? Why do you think so?

9. Why do mom (dad, etc.) praise you?

10. Why does your mom (dad): a) scold you: b) punish you?

4.) Level of aspiration: average, unstable.

5.) Abilities: general: for drawing, for reading. Giftedness: despite the diagnosis, she has good drawing abilities, more often they manifest themselves in independent activities, when Anna draws on a free topic.

Methods and techniques: analysis of school documentation and activity products (Anya’s drawings), observation (during a drawing, reading lesson) drawing of a person (up to 10 years old).

6. ) Temperament: Anna belongs to the melancholic type of temperament; properties of higher nervous activity: weak, unbalanced, nervous processes are inactive; the speed of mental reactions is average, the strength of mental reactions is great. Introvert mentality is characterized by a focus on one’s inner world, isolation, contemplation, someone who is not inclined to communicate and has difficulty establishing contacts with the outside world. Rigid- honey. stiff, inflexible, due to muscle tension; psychol. not having sufficient adaptability or associated with insufficient adaptability, switchability of mental processes in changing environmental conditions. Excitability is high; the power of emotions is great; increased expression of emotions; tendency to emotional instability.

Methods and techniques: observation of the student in various types of activities and communication with peers and adults. The observation is accompanied by an appendix (table) for a more precise determination of temperament, an observation plan:

Studying a schoolchild's temperament by observation

Purpose: to determine the characteristics of the temperament of a primary school student.

1. How to behave in a situation where you need to act quickly:

a) is easy to put into operation;

b) acts with passion;

c) acts calmly, without unnecessary words;

d) acts timidly, uncertainly.

2. How does he react to the teacher’s comments:

a) says that he will not do this again, but after a while he does the same thing again;

b) is indignant at being reprimanded;

c) listens and reacts calmly;

d) is silent, but offended.

3. As he speaks with comrades when discussing issues that concern him very much:

a) quickly, eagerly, but listens to the statements of others;

b) quickly, with passion, but does not listen to others;

c) slowly, calmly, but confidently;

d) with great anxiety and doubt.

4. How to behave in a situation when you have to take a test, but it is not finished; or the test is passed, but it turns out that a mistake was made:

a) reacts easily to the situation;

b) is in a hurry to finish the work, is indignant about mistakes;

c) decides calmly until the teacher takes his work, says little about mistakes;

d) submits the work without talking, but expresses uncertainty and doubt about the correctness of the decision.

5. How does one behave when solving a difficult problem if it doesn’t work out right away:

a) quits, then continues working again;

b) decides stubbornly and persistently, but from time to time sharply expresses indignation;

d) shows uncertainty and confusion.

6. How does he behave in a situation when he is in a hurry to go home, and the teacher or class leader invites him to stay at school to complete some task:

a) quickly agrees;

b) is indignant;

c) stays and doesn’t say a word;

d) shows uncertainty.

7. How to behave in an unfamiliar environment:

a) shows maximum activity, easily and quickly receives the necessary information for orientation, quickly makes decisions;

b) is active in one direction, because of this he does not receive sufficient information, but makes decisions quickly;

c) calmly observes what is happening around him and is in no hurry to make decisions;

d) timidly gets acquainted with the situation, makes decisions uncertainly.

6 . Attention: Anna is prone to involuntary attention - the direction of mental activity without conscious volitional efforts, without a preliminary setting and goal. Has difficulty concentrating on the desired activity. Lack of voluntary attention makes it difficult for a student to learn.

Assessing the stability of attention using the correction test method

Equipment: standard “Corrective Test” test form, stopwatch.

Research procedure. A “Proofreading Test” form was issued and explanations were given according to the following instructions: “The letters of the Russian alphabet are printed on the form. Consistently examining each line, look for the letters “k” and “p” and cross them out. The task must be completed quickly and accurately.” (The subject begins to work at the experimenter’s command). After ten minutes, the last letter examined is marked.

Processing and analysis of results. The results in the test subject's proofreading form are compared with the program - the key to the test. The total number of letters viewed in ten minutes, the number of letters correctly crossed out during work, and the number of letters that needed to be crossed out are calculated. The productivity of attention is calculated, equal to the number of letters viewed in ten minutes, and the accuracy calculated by the formula,

where K is accuracy, n is the number of letters that needed to be crossed out, m is the number of letters crossed out correctly during work.

14 letters that needed to be crossed out

7 letters crossed out correctly while working on letters.

Anna completed 50% of the task, which is not easy for her age (7 years), and it should be noted that Anya, having a diagnosis of cerebral palsy (in a mild form), showed good attention span, since learning is more difficult for her than for her classmates.

Methods and techniques: observation, Bourdon's proof test.

7. Perception: integrity - is distinguished by the independence of the formed whole from the quality of its constituent elements; comprehension is average, time perception is impaired (confuses day and evening, does not want to sleep at night, often falling asleep in the morning, which leads to great fatigue). Afraid of closed spaces, human perception; observation.

Prone to erroneous (illusory) perception actually existing reality.

Methods and techniques: observation, task: describe an object, conversation with Anna’s mother.

8.Memory: level of development of various types of memory:

By criterion storage time information;

* short-term well developed

* RAM is normal

* long-term: there is a high degree of forgetting of the necessary learning skills, which also leads to problems in learning at school.

* genetic: there are some habits acquired genetically from the mother.

Increased tendency to cram.

In figurative memory there is a tendency towards visual and gustatory type, he does not perceive information well by ear, visual aids are necessary.

Located to mechanical memory, in which the processes of memorizing, storing, recalling and recognizing information are based solely on repeated, mechanical, thoughtless repetition of the relevant material.

Methods: identifying the volume of operational, short- and long-term memory; study of school class characteristics,

diagnostics of master memory type:

Progress of the task

The subjects are offered one by one four groups of words to memorize. The first row of words is read by the experimenter with an interval of 4 - 5 seconds between words (auditory memorization). After a ten-second break, students write down the words they remember. After some time, the subjects are offered a second row of words, which they read silently and then write down (visual memorization). After a ten-minute break, the third row of words is offered for memorization. The experimenter reads the words, and the students repeat them in a whisper and “write” them with their finger in the air (motor-auditory memorization), then write down those that they remember. After a break, words of the fourth row are presented for memorization. This time, the experimenter reads the words, and the students simultaneously follow the card and repeat each word in a whisper (visual-motor-auditory memorization). Next, the remembered words are written down.

Anna reproduced 80% of the words that she read and then wrote down; therefore, he has a high level of visual memory development).

9. Thinking: visual-figurative - typical for preschoolers and partly for younger schoolchildren; Anya is inclined to intuitive thinking, where the final result is achieved without knowledge or thinking through the intermediate stages. A predisposition to a particular method or way of thinking arises, a desire to follow a known system of rules in the process of solving problems - patterned thinking.

Methodology "Studying the speed of thinking"

Goal: determining the speed of thinking.

Equipment: set of words with missing letters, stopwatch.

Research procedure. Letters are missing from the given words. Each dash corresponds to one letter. In three minutes you need to form as many singular nouns as possible.

Processing and analysis of results, counting from the third level:

19-16 words - high level of thinking;

10-15 words - good;

5-9 words - average;

up to 5 words - low.

Using this technique, it was revealed that Anna is inclined to the average speed of thought processes (5-9 words).

Methods: observation, analysis of activity products.

10. Speech: Speech intelligibility- syntactically incorrect construction of sentences, incorrectly emphasizes some words using logical stress.

Expressiveness of speech- high emotional intensity is manifested. In terms of its expressiveness, Anna’s speech is bright, energetic, but when overworked, it suddenly becomes sluggish, poor, and small pauses appear.

Effectiveness of speech- does not have a great influence on the thoughts, feelings and will of other people, on their beliefs and behavior.

Average vocabulary, presence of speech “stamps”; expressiveness, emotionality; sexual characteristics. The level of development of written language is not high, as indicated by numerous spelling errors; there are shortcomings in oral speech: Anna pronounces some words poorly, pronounces them incorrectly (angry - angry) or does not pronounce them at all (stool - powder),

Methods: observation, conversation, analysis of activity products.

11. Imagination: agglutination - the connection of objects that are incompatible in reality, a high tendency to fantasize, manifestation in artistic activity. The generation of new ideas for the purpose of self-expression is expressed in originality, flexibility, emotionality; slope to accentuation - exaggeration of real existing objects or their parts (Pinocchio's nose). level of development of personality creativity.

Methods: “Completing the drawing of figures” (E. Torrence-O. Dyachenko), “Essay on the topic...” (“A fairy tale about...”), essays and drawings on a free topic.

12. Feelings and emotions: increased emotional excitability and instability of the emotional sphere; attitude to pedagogical influences: high tendency to mental states of anxiety, low tendency to aggressiveness. The same object can evoke inconsistent, contradictory emotions - ambivalence(duality) of feelings.

The following basic emotions corresponding to Anya’s character have been identified:

Joy-- a positive emotional state associated with the ability to sufficiently fully satisfy an urgent need, the probability of which until this moment was small or, in any case, uncertain. education anxiety personality child

Astonishment- an emotional reaction to sudden circumstances that does not have a clearly defined positive or negative sign. Surprise inhibits all previous emotions, directing attention to the object that caused it, and can turn into interest.

Suffering- a negative emotional state associated with received reliable or apparent information about the impossibility of satisfying the most important needs of life, which until that moment seemed more or less probable, most often occurs in the form of emotional stress.

Disgust-- a negative emotional state caused by objects (objects, people, circumstances), contact with which (physical interaction, communication in communication, etc.) comes into sharp conflict with the ideological, moral or aesthetic principles and attitudes of the subject. Disgust, when combined with anger, can motivate aggressive behavior in interpersonal relationships, where attack is motivated by anger and disgust by the desire to get rid of someone or something.

Fear-- a negative emotional state that appears when the subject receives information about a possible threat to his life well-being, about a real or imaginary danger. In contrast to the emotion of suffering, caused by direct blocking of the most important needs, a person, experiencing the emotion of fear, has only a probabilistic forecast of possible trouble and acts on the basis of this (often an insufficiently reliable or exaggerated forecast).

Shame- a negative state, expressed in the awareness of the inconsistency of one’s own thoughts, actions and appearance not only with the expectations of others, but also with one’s own ideas about appropriate behavior and appearance.

Methods and techniques: observation, story on a free topic, conversation with a student, questionnaire: Emotional sphere

1. What is the happiest day of your life?

2. What is the worst day of your life?

3. What are you most afraid of? Why?

4. What kind of dreams do you see - pleasant or scary? Which ones are bigger? Tell us about these dreams (pleasant and scary), what were they about?

13. Will: the level of development is not high; purposefulness: reflects only personal needs and interests. More often, indecision manifests itself in the endless struggle of motives, in constant revisions of an already made decision. Negative quality of Anna's will - stubbornness, recognizes only his own opinion, his own arguments and strives to be guided by them in actions and actions, although these arguments are often erroneous. It also has the opposite quality of independence - suggestibility. A suggestible person easily succumbs to the influence of others, he does not know how to think critically about other people's advice, resist them, he accepts any other people's advice, even obviously untenable ones. Impulsiveness, the tendency to act on the first impulse, hastily, without thinking about one’s actions.

Methods and techniques: observation, study of the level of development of the child’s volitional habits (V. Yurkevich).

Anna Tarasova is characterized by such behavioral and personal characteristics as violation of discipline in lessons and during breaks, poor academic performance, low level of school motivation, which is influenced by the diagnosis of cerebral palsy (mild form) made to the student in early childhood.
In this regard, the child’s class teacher RECOMMENDED:

Draw up an individual work plan for family support, taking into account the individual characteristics of the family situation;

Every quarter, visit the child at home in order to study living conditions and study the situation of relationships between family members.

Monitor Anna’s employment during the holidays;

Relationships should be built on conviction, a calm, friendly tone of communication. Through personal example and repeated tactful repetition, instill in Anna the rules of behavior of school life. Corrective work is recommended to develop self-control skills and skills of constructive interaction with peers. To provide knowledge on the rights of the child, the rights and responsibilities of schoolchildren, legal knowledge. Strictly monitor Anna’s academic performance, taking into account her physiological and psychological characteristics.

It is recommended for the child’s family and the class teacher to:

Establish a positive emotional background associated with school - under no circumstances compare the child with other children in the class; Anna has developmental disabilities. Do not speak badly about the school, do not criticize teachers in the presence of the child, create in him a positive, positive attitude towards school.

Stimulate the child’s educational and cognitive activity through: creating situations of emotional experience, creating entertaining situations, situations based on life experience, situations of success in educational and cognitive activity.

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