The increasing interest of a 5-year-old child is directed to the sphere of relationships between people. Adult assessments are critically analyzed and compared with their own. Under the influence of these assessments, the child's ideas about the real self (what am I, what am I in terms of my parents' attitude towards me) and the ideal self (what am I, how good can I be?) differentiate more clearly.
There is a further development of the cognitive sphere of the personality of a preschool child.
The development of arbitrariness and strong-willed qualities allow the child to purposefully overcome certain difficulties specific to the preschooler. The subordination of motives also develops (for example, a child may refuse to play noisily during the rest of adults).
There is an interest in arithmetic and reading. Based on the ability to imagine something, the child can decide simple geometric problems.
The child may already remember anything on purpose.
In addition to the communicative function, the planning function of speech develops, i.e. the child learns organize your actions consistently and logically(formation of self-control and regulation), talk about it. Self-instruction develops, which helps the child in advance organize your attention on upcoming activities.
An older preschooler is able to distinguish the entire spectrum of human emotions, he has stable feelings and relationships. “Higher feelings” are formed: emotional, moral, aesthetic.
To emotional feelings can be attributed:
Curiosity;
Curiosity;
Sense of humor;
Astonishment.
For aesthetic feelings can be attributed:
Sense of beauty;
Feeling heroic.
To moral feelings can be attributed:
Feeling of pride;
Feeling of shame;
Feeling of friendship.
Against the background of emotional dependence on the assessments of an adult, the child develops a claim to recognition, expressed in the desire to receive approval and praise, to confirm his significance.
Quite often, at this age, children develop such a trait as deceit, that is, a deliberate distortion of the truth. The development of this trait is facilitated by a violation of parent-child relationships, when a close adult blocks the development of a positive sense of self and self-confidence in a child with excessive severity or a negative attitude. And in order not to lose the trust of an adult, and often to protect himself from attacks, the child begins to come up with excuses for his mistakes, to shift the blame onto others.
The moral development of an older preschooler during largely depends on the degree of participation of an adult in it, since it is in communication with an adult that a child learns, comprehends and interprets moral! norms and rules. The child needs to form the habit of moral behavior. This is facilitated by the creation of problem situations and the inclusion of children in them in the process Everyday life.
In older children before school age by the age of 7, a sufficiently high competence in various activities and in the field of relations has already been formed. This competence is manifested primarily in the ability to make their own decisions based on existing knowledge, skills and abilities.
The child develops a stable positive attitude towards himself, self-confidence. He is able to show emotionality and independence in solving social and domestic problems.
When organizing joint games, he uses an agreement, knows how to take into account the interests of others, to some extent restrain his emotional impulses.
The development of arbitrariness and volitional beginning is manifested in the ability to follow the instructions of an adult, to adhere to the rules of the game. The child seeks to qualitatively perform any task, compare it with the model and redo it if something did not work out.
Attempts to independently come up with explanations for various phenomena indicate a new stage in the development of cognitive abilities. The child is actively interested in cognitive literature, symbolic images, graphic diagrams, and makes attempts to use them independently. Children of older preschool age tend to predominate socially important motives over personal. In the process of assimilation of moral norms and rules, an active attitude to one's own life is formed, empathy and sympathy develop.
The self-assessment of a child of older preschool age is quite adequate; its overestimation is more characteristic than its underestimation. The child evaluates the result of activity more objectively than behavior.
At the age of 6-7, visual-figurative thinking develops with elements of the abstract. Nevertheless, the child still experiences difficulties in comparing several attributes of objects at once, in identifying the most significant in objects and phenomena, in transferring the acquired skills of mental activity to solving new problems.
In an older preschooler, the imagination needs to be supported by an object to a lesser extent than at previous stages of development. It turns into internal activity, which manifests itself in verbal creativity (counting books, teasers, poems), in creating drawings, modeling, etc.
There is a gradual transition from the game as a leading activity to learning.
Psychological readiness for school.
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Components of psychological readiness |
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Intellectual readiness |
Ø Having a broad outlook and stock of knowledge. Ø Formation of initial skills learning activities. Ø Analytical thinking (the ability to comprehend the signs and relationships between phenomena, the ability to act according to the model). Ø Logical memory. Ø Development of fine motor skills and sensorimotor coordination. Ø The ability to single out a learning task and translate it into an independent goal of activity. Ø Development of phonemic hearing |
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Personal readiness |
Ø Acceptance of a new social position. Ø Positive attitude towards school, teachers, learning activities, and oneself. Ø Development of cognitive criteria, curiosity. Ø Developing a desire to go to school. Ø Arbitrary control of their behavior. Ø The objectivity of self-assessment. Ø Loss of "childhood", immediacy |
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Socio-psychological readiness |
Ø Flexible ownership of ways to establish relationships. Ø Development of the need for communication. Ø Ability to obey rules and regulations. Ø The ability to work together, to coordinate their actions. |
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Emotional-volitional readiness |
Ø The development of "emotional anticipation" (foreboding and experiencing the long-term consequences of one's activity). Ø Emotional stability. Ø Formation is not the fear of difficulties. Self-esteem. Ø The ability to limit emotional outbursts. Ø Ability to systematically complete tasks. |
If you want to diagnose your child, then you can do it via the Internet (with a webcam) by contacting me, a psychologist
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Maria Tazina
Pedagogical and psychological diagnostics of children in preschool
Introduction
Chapter 1. Features of psychological diagnosis of children in preschool educational organizations
1.2 The system of psychological diagnostics in preschool organizations
1.3 Methods of psychodiagnostics of preschoolers
Chapter 2. Pedagogical diagnostics of children in preschool educational organization
2.1 General concept pedagogical diagnostics
2.2 Functions and principles of pedagogical diagnostics
2.3 Stages of pedagogical diagnosis
Conclusion
Introduction
One of the priorities preschool development is the protection and strengthening of the psychological health of pupils. It is considered as a condition for the implementation of the main general educational program before school education. Therefore, the creation of conditions for the realization of the developmental opportunities of a child at preschool age and assistance in the formation of those psychological neoplasms that will form the basis for development in subsequent periods is a priority in the professional activities of specialists in preschool organizations.
Along with these areas is the psychological and pedagogical diagnosis of children. Early diagnosis of the development of the cognitive sphere and all mental processes of the child is extremely important and necessary. To date, it has been proven that the earlier purposeful work with a child, aimed at correcting or developing his capabilities and abilities, the more effective its results may be, it often becomes possible to prevent secondary developmental deviations, if they are detected. Nervous system the child has such an important property as plasticity, that is, it responds flexibly to external influences. This quality determines the need for early diagnosis of the child.
Chapter 1. Features of psychological diagnosis of children in preschool educational organizations
1.1 General concept of psychological diagnostics
The most important area of psychological science and psychological practice is psychodiagnostics. It is associated with the development and application of various recognition methods. individual features person or group of people.
Psychodiagnostics is understood as a field of psychological science that develops a theory, principles, as well as tools for assessing and measuring individual psychological characteristics of a person and variables. social environment in which the life activity of the individual is carried out.
Psychodiagnostics is practically used in a variety of areas of activity of a psychologist. And when he acts as an author or participant in applied psychological and pedagogical experiments, and when he is engaged in psychological counseling or psychological correction. And, nevertheless, most often psychodiagnostics is a separate independent field of activity of a practical psychologist. Then its goal is to make a psychological diagnosis, i.e., an assessment of the psychological state that a person has.
There are three stages in the psychodiagnostic examination:
1. Data collection.
2. Processing and interpretation of the obtained results.
3. Making a decision - psychological diagnosis and prognosis.
Psychodiagnostics are faced with the following tasks:
Identification of the presence in a person of one or another psychological feature of behavior or psychological property;
Determination of the degree of development of this property, its expression in quantitative and qualitative indicators;
Characterization of diagnosed behavioral and psychological characteristics of a person when necessary;
Comparison of the severity of the studied properties in different people.
All of the above tasks are solved in practical psychodiagnostics either in a complex or each separately, depending on what goals the research is facing.
1.2 The system of psychological diagnostics in preschool organizations
In preschool organizations, psychological diagnostics is integral part common system diagnostics of preschool children, which also includes pedagogical and medical (Table 1).
Table 1 - The system of diagnostic work with children
Purpose: To study and identify the developmental features of each child and groups of children for subsequent individual and group correctional and developmental work
Indicators: State of health and physical development; means: medical examination;
responsible: doctor, nurse.
Indicators: Mastering the educational program; means: pedagogical diagnostics; responsible: senior educator, educators.
Indicators: Features of mental development; means: psychological diagnostics; responsible: practical psychologist.
The goals and objectives of psychodiagnostics depend on the specifics of the preschool educational organization, and at the same time, their focus should be focused on determining the conditions that prevent the full development and formation of the personality of a preschooler. Psychodiagnostics should always be the basis for building an effective educational process in a preschool educational institution.
T. M. Martsinovskaya believes that the individual age characteristics of children, as well as the causes leading to deviations and disorders in their mental development, serve as the subject of psychodiagnostics in preschool educational institutions.
There are three main diagnostic schemes in the model of psychological support: diagnostic minimum, primary differentiation of the norm and pathology mental development, in-depth psychodiagnostic examination of personality.
Conducting a psychodiagnostic examination is provided for in three stages preschool education. These include the stage of entering a preschool institution, the stage of stay in it and the stage of graduation from preschool education. All of them are important components in terms of their potential for development and learning.
Thus, the diagnostic system in a preschool organization may include six examinations:
1. Examination of children upon admission to a preschool institution during their adaptation period;
2. Examination of young children (2-3 years old);
3. examination of the younger age group (3-4 years);
4. examination of preschool children of the middle age group (4-5 years old);
5. Examination of children of the older age group (5-6 years old);
6. examination of children of the preparatory group during the period of graduation in preschool(6-7 years old).
The scheme of psychodiagnostic work may look as follows. In September-October, that is, the beginning school year psychologist conducts express diagnostics of the level of mental development of children of all age groups. After that, he conducts an in-depth examination of children who are believed to have developmental problems. These children, as a rule, belong to the “risk group”. Based on the results of in-depth diagnostics, correctional and developmental work is compiled.
With children who have pronounced disorders in mental development, psychodiagnostic work is carried out with the aim of primary differentiation of the norm and pathology of mental development. Such children are sent for psychological, medical and pedagogical consultation.
In April, a repeated psychodiagnostic examination of the children of the preparatory group is carried out according to all criteria of psychological readiness, which is initially in-depth. If a preschooler has a low level of readiness to study at school, then they should receive additional psychological and pedagogical assistance.
At the heart of the psychological examination of preschoolers is the need to obtain information about such individual psychological characteristics of the child as features of the emotional-volitional sphere; features of communication and behavior; peculiarities cognitive activity(Table 2).
Table 2 - Psychodiagnostic examination
Early age
Cognitive sphere: Sensory standards, general motor skills, constructive praxis.
Emotional-volitional sphere: Emotional background of mood, activity.
Behavior and communication: Game, contact, reaction to encouragement and censure.
Junior group
Cognitive sphere: Imagination, thinking, speech, motor skills.
Emotional-volitional sphere: Dominant emotional state, gender and age identification, level of claims.
middle group
Cognitive sphere: Imagination, thinking, speech, memory, motor skills.
Emotional-volitional sphere: Self-consciousness, the dominant emotional state.
Behavior and communication: Game, communication skills in dealing with adults.
Senior group
Cognitive sphere: Imagination, thinking, speech, memory, attention, motor skills.
Emotional-volitional sphere: Self-esteem, status in the group, dominant emotional state.
Behavior and communication: Game, communication skills in dealing with peers.
preparatory group
Cognitive sphere: Memory, attention, speech, logical thinking, imagination, motor skills.
Emotional-volitional sphere: Motivation, self-esteem, arbitrariness, dominant emotional state.
Behavior and communication: Game, communication with peers and adults.
According to the results of the obtained data of psychological diagnostics, the psychologist prepares generalized analytical information for groups by filling in summary tables.
1.3 Methods of psychodiagnostics of preschoolers
In the process of psychological diagnostics, various methods are used to obtain information about the status of the child and its compliance with age norms at the stage of diagnostic examination. The methodological techniques that are used to conduct a diagnostic examination of a child should be short and convenient for quickly obtaining information from one or another area of the child's personality. Before starting a diagnostic examination, it is recommended to conduct a diagnostic interview, which can cover any topic. It is important that the psychologist is well versed in the methodology of its implementation.
Diagnostic interview should not be boring and lengthy for a child. It is necessary to take into account the age of children and the tasks of diagnosis, and on the basis of what to apply its various modifications. For this purpose, you can use toys, pencils, paper. This is due to the fact that children cannot describe their feelings, they express them more easily in drawings. You can start the actual psychodiagnostic examination after the initial acquaintance.
Observation method is one of the main methods in working with children. D. B. Elkonin, a well-known Soviet child psychologist, used observation of his grandson to describe the process of formation of the child’s objective actions.
Observation must be carried out correctly: it must be purposeful and built according to a specific plan. Before starting an observation, it is important to establish its purpose, answer questions about why it is carried out, and what results it should give. After that, an observation program is drawn up, a plan is developed.
To obtain the results that are necessary for generalization, observation should be carried out regularly. This is due to the fact that children grow up very quickly and their psychology and behavior change just as quickly. The intervals depend on the age of the child: the earlier the age, the shorter the time interval between the next observation should be. In this case, we mean the implementation of scientific observation, which is accompanied by the maintenance of systematic records, analysis and generalization of the results of observation.
Due to the fact that preschoolers have increased distractibility and insufficiently stable attention, it is possible to use covert surveillance, which is designed to ensure that the child does not see an adult watching him.
This method has both a number of undeniable advantages and disadvantages. Through observation, one can Interesting Facts, examining the child in the natural conditions of his life, it is also indispensable for the initial orientation in the problem and obtaining preliminary facts. The disadvantages include the complexity of this method. It requires the researcher to be highly psychologically educated and spend a lot of time, which do not guarantee the receipt of facts. In addition, the results of observation often do not make it possible to understand the reasons for certain forms of child behavior.
Experiment Method is often one of the most reliable ways to obtain reliable information about the psychology and behavior of a child. The inclusion of the child in an experimental game situation makes it possible to obtain the child's direct reactions to the stimuli and, on the basis of these reactions, to judge what the child is hiding from observation or is not able to verbalize during the interrogation.
The best results of an experiment in working with children can be obtained when it is organized and carried out in the form of a game and activities familiar to the child - drawing, guessing riddles, designing, etc. The important point is that children should not suspect that games are being played. especially for their study. This can lead to a loss of interest in the child in what he is offered to do and will not allow him to reveal his intellectual abilities and qualities that are of interest to the researcher.
The specificity of an experiment in child psychology lies in the fact that the experimental conditions should not violate the child's habitual forms of activity and should be close to his natural living conditions.
In addition to the main methods of studying children - observation and experiment - auxiliary methods are also used. These are analysis of the results of children's activities (drawings, crafts, fairy tales composed by them, etc.) and conversation method .
The most widely used analysis of children's drawings. The emotional state of the child, the peculiarities of the perception of surrounding people and objects, the nature of relations with others are reflected precisely in children's drawings. At the same time, the interpretation cannot be definite and unambiguous and always implies the subjectivity of the researcher, therefore, the analysis of children's drawings requires high qualifications and extensive experience in working with this material. Due to this this method can only be used as an aid in serious research.
Conversation Method (question method) can begin to be applied from the age of four, when children already have a fairly good command of speech. Since preschool children do not yet have the opportunity to express their thoughts and experiences in words, they usually give short and formal answers.
Choosing the right questions to talk to children is a great art. The child does not always correctly understand the questions that are addressed to him. For this reason, when conducting psychological research using a survey of children, it is advisable to first make sure that the child correctly understands the questions addressed to him, and only after that proceed to interpret and discuss the answers given to him. The conversation can also be used as an auxiliary method.
Thus, the psychodiagnostics of preschool children has its own specifics, since they have a number of psychological and behavioral characteristics that need to be known in order to obtain reliable results in the process of their psychodiagnostic examination. It is important to take into account the relatively low level of self-awareness and consciousness, and also to remember that preschool children have insufficiently developed processes such as attention, thinking, memory and imagination.
Chapter 2. Pedagogical diagnostics of children in a preschool educational organization
2.1 General concept of pedagogical diagnostics
Pedagogical diagnostics has three interrelated meanings:
1) This is an independent type of analytical activity of the teacher.
2) The applied area of pedagogy, which studies the patterns of making a pedagogical diagnosis.
3) The process of studying the current state of the object by the teacher and its relationship with the norm.
Pedagogical diagnostics is not so much the study of children, their personal characteristics, but the possibilities and resources of the upbringing system, the pedagogical process organized in a preschool institution and in the family of a pupil.
In addition, pedagogical diagnostics in a preschool organization is also aimed at studying teachers and parents, identifying their difficulties in organizing the pedagogical process and their level of competence. The obtained diagnostic data are used for the active development of all participants in the pedagogical process, for the correct selection of methods and means of education, as well as for the purpose of providing timely assistance when problems or difficulties are detected in working with children.
2.2 Functions and principles of pedagogical diagnostics
One of the main functions of pedagogical diagnostics for a practicing teacher is function feedback or informational. The diagnostic activity of the teacher is aimed not only at identifying and assessing the child's condition, but also at detecting conditions that positively or negatively affect his development. By observing the child in various situations (in his free time, on a walk, playing with peers, etc.), the teacher makes notes of his reactions to the conflict and to praise, to the offer to do some kind of activity.
With the help of this, he manages to find out what interests the child has, his skills, inclinations, difficulties, preferences and objects that are significant for him, as well as to understand the causes of behavioral manifestations. Understanding these points enables the educator to reduce the formality of educational interaction, determine the originality of educational goals, orients him to the search and application the best option pedagogical solution.
predictive function allows you to predict the course of the pedagogical process, to determine the prospects for the development of the child. In order to make a forecast, the teacher compares information about how the preschooler used to be and how he manifests himself now. As a result, the revealed dynamics of changes (negative or positive) contributes to the possibility of predicting changes in the child and preventing undesirable development trends.
Control and correction function identifies specific difficulties in the course educational process, determines the causes that give rise to them. This function is manifested mainly in the process of carrying out pedagogical expertise and assumes a standard.
Evaluation function establishes the degree of change in the studied pedagogical object and the dependence of these changes on the conditions of the educational process. With the help of this function, it is possible to conduct a qualitative and quantitative assessment of the achievements of preschoolers, the performance of each teacher individually and the entire teaching staff as a whole.
Conducting pedagogical diagnostics should be carried out taking into account a number of principles that are determined by the specifics of the pedagogical process of a preschool organization. The content, goals, forms and methods of diagnostic procedures, as well as the methodology for analyzing the data obtained, are determined precisely by the principles of pedagogical diagnostics.
1.The principle of objectivity allows minimizing the subjectivity of assessments, which can be observed in view of the fact that, as a rule, an “included” observation is carried out, in which the diagnostician is inside the object under study, and not removed from it.
2. The principle of a holistic study of the pedagogical process involves:
Consideration of the child as an integral system consisting of certain interrelated components;
Comparison of data obtained in various conditions and situations of the child's life, by various people who are with him in various relationships;
Revealing the interdependence and interdependence of the internal factors of the individual-personal development of a person with external environmental conditions.
3. The principle of procedural is to study the phenomenon in its genesis and progression.
4. The principle of competence consists in the fact that the diagnostician makes decisions only in those issues in which he has special training; any actions that can harm the subject in the process and according to the results of the diagnosis are also prohibited.
5. The principle of personalization consist in the requirement to detect not only individual manifestations of general patterns, but also individual development paths, and not to evaluate deviations from the norm as negative without analyzing the dynamic tendencies of formation.
2.3 Stages of pedagogical diagnosis
Before starting the diagnostics, it is necessary to design it. Therefore, the first step is design stage. It involves the performance of certain actions.
1. Designate the goals of diagnosis (for example, assess the degree of manifestation of children middle group curiosity and activity, as well as to determine the individual characteristics manifested in this).
2. Determine the norm (standard, ideal, sample, with which the information received will be compared in the future.
3. Designate indicators and criteria for assessing the manifestations of curiosity and activity in preschoolers. So, the criterion of curiosity can be the sensitivity of the child to the new, and the indicators of the manifestation of this criterion are the selection of new objects in the environment, attentive listening to the stories of the educator, cognitive questions about new objects, etc.
4. Define diagnostic methods. The diagnostic method is focused on the study of pedagogical reality.
The main methods in pedagogical diagnostics are participant observation and non-standardized conversations with children. Diagnostic situations are also used that “provoke” the child’s activity, which the teacher would like to observe2.
The second stage is practical on which diagnostics are carried out.
The third stage is analytical. At this stage, the data obtained are analyzed, after which quantitative data appear.
Fourth stage- data interpretation. The interpretation of the data obtained requires a deep knowledge of the object of study, high professionalism and experience, the ability to analyze and generalize extensive empirical information, often of a mosaic nature, and to give an objective interpretation of the revealed facts.
Fifth stage- goal-oriented - involves the definition of relevant educational tasks for each child and for the group as a whole.
The teacher regularly projects the data obtained as a result of comparisons and analysis onto the child's behavior in other situations or in the future in the field of pedagogical diagnostics.
Thus, the art of the teacher is to open up prospects for each child's development, to show him the areas where he can prove himself. The main meaning of the prognostic activity of the teacher is to find the most optimal way for the development of a two-pronged process: the socialization of the child, the identification and development of his individuality.
Conclusion
Properly organized and carried out diagnostics of children in a preschool educational organization, aimed at identifying individual psychological characteristics of development and learning, allows not only to identify violations in a timely manner and take measures to correct them. No less important is psychological and pedagogical diagnostics, aimed at identifying the child's capabilities, determining his achievements in comparison with previous periods of development and creating all the necessary conditions for the further realization of his abilities.
The use of such research methods as observation, experiment, analysis of the results of the child's activities and conversation with him requires a teacher-psychologist high level professionalism.
19. Features of psychological diagnosis of preschool children.
Preschool children have a number of psychological and behavioral characteristics, the knowledge of which is necessary in order to obtain reliable results in the process of their psychodiagnostic examination. In order to correctly judge the level of development achieved by the child, it is necessary to select test psychodiagnostic tasks in such a way that they are simultaneously designed for both arbitrary and involuntary levels of regulation of the cognitive sphere.
Only then will preschoolers demonstrate their abilities in the process of psychodiagnostics; show results that correctly reflect the level of their mental development, when the methods themselves and the tasks in them arouse and maintain the interest of the child throughout the entire time. It is necessary to take into account the peculiarities of the involuntary cognitive processes themselves, for example, the inconstancy of involuntary attention and increased fatigue of children of this age. Therefore, a series of test tasks should not be made too long, requiring a lot of time. The optimal time for performing test tasks for preschool children is from one to ten minutes, and the younger the child, the shorter it should be. The best psychodiagnostic results can be obtained by observing children in the process of engaging in the leading activity for a given age - a game.
When taking a child for diagnostics, he should not be torn away from an interesting activity for him and brought against his will. In this case, the results of the study may be unreliable. For diagnostics, a separate room is needed, in which no one will interfere with working with the child. The appearance of the room is great importance. Children's drawings, crafts and picture books will create a suitable environment for the child to examine before the examination. Bright, unusual objects or attractive toys are undesirable, as they may distract the child's attention from the proposed tasks. Before starting the examination, the experimenter must prepare all the materials of the methods, but arrange them so that they are not visible to the child.
When conducting psychodiagnostics of children of primary and secondary preschool age, one should keep in mind both the change in the form of games and the emergence of a new type of social activity - interpersonal communication. At the senior preschool age, games with rules are added to the named types of activity and, in addition, elementary reflexive abilities arise. Older preschoolers are not only aware of and guided in their behavior by certain rules of interpersonal communication, especially in games, but within certain limits, while doing one or another type of activity, such as reading and playing, they can analyze their own behavior in it, give assessments to themselves and other people .
20. Specificity of psychodiagnostics of a teenager.
In terms of the level of their intellectual development, adolescents are not much inferior to adults, therefore, by studying their cognitive processes, it is quite possible to use tests intended for adults, with restrictions that mainly concern only special, scientific terms and concepts. As for the individual and interpersonal relationships, many limitations still exist and must be taken into account. Bearing in mind that adolescents are still half children, it is necessary to apply semi-childish and semi-adult forms of testing to them. The main one should remain game form, and themselves test tasks should be such as to directly attract the attention and arouse the interest of the child. The desire for independence requires giving them more autonomy in testing than is possible for children of primary school age. It is quite acceptable to give a teenager the opportunity to move away from the exact wording of the instruction accompanying testing and do something in his own way, without prejudice to the goals and results of testing, for example, to solve the proposed problem in some original way, different from the normative one. Many tests designed to determine the level intellectual development, have standardized solutions to problems, but at the same time allow deviations from them. In relation to adolescents, the requirement to search for a standard solution can be significantly weakened, given their desire for originality and independence. In addition, the emphasized approval and positive assessment by adults of the teenager's non-standard decisions makes it possible to obtain data that fully reflects his level of intellectual development. Otherwise, the lack of interest and unwillingness to solve test problems can be mistaken for a low level of mental development.
Methods intended for the psychodiagnostics of adolescents can include the formulation of social norms, some special scientific concepts. However, in most cases, these norms must be formulated specifically, using not so much scientific as everyday concepts, otherwise they may be inaccessible to many adolescents, especially those who are still within the transitional age from junior to middle school.
Finally, it is important that practical participation in testing allows the teenager to realize his need for role-playing behavior, especially for expert and leadership, i.e. one where a teenager can show off his knowledge, skills and show himself as a leader. Adolescents are encouraged to participate in testing not only as test subjects, but also as experimenters, so that they alternately act as test subjects and experimenters.
Testing in adolescence is recommended to be carried out in the usual conditions for boys and girls. Such conditions, in particular, are classes in the classroom at school, including classes in psychology. Practical acquaintance with the methods of psychodiagnostics is organically included in the program and content of such classes, so the testing procedure fits well into them.
Methods of psychological diagnostics of the development of an infant
Methods for diagnosing psychomotor, emotional, sensory development children, especially the earliest age groups (newborns, infants), have a number of features. Most of the tests for children under six years of age are either elementary action tests or oral instruction tests. A small number of tasks include elementary actions with a pencil and paper. Most of the tests for infants are designed to study sensorimotor development (the ability to hold the head, manipulate objects, sit, turn, follow the object with the eyes, etc.).
Tests for early childhood, as a rule, are built according to the type of scale. Such methods include a certain range of standards-criteria that are the basis for monitoring manifestations in various areas of the child's mental development (sensomotor, emotional communication, speech development etc.). Evaluation of the level of development is based on fixing the performance of a normative task (for example, operating cubes in a special way) or detecting one or another ability (for example, moving towards an object and grabbing it). The standards correlate with the age of detection of this ability in normal children in the standardization sample. Based on a comparison of the "mental" and chronological (passport, biological) ages determined in this way, quantitative and qualitative indicators of the level of mental development are calculated. The prerequisites for the development of normative scales were created by research and observation of the mental development of children (V. Stern, E. Clapareda, S. Buhler, and others). Second essential condition The emergence of the considered group of methods was the creation of psychometric scales for the study of intelligence. One of the first tests for infants was a variant of the Binet-Simon scale, proposed by F. Kuhlmann in 1912. In this variant, tasks similar in nature to the tasks of the main scale were used, as well as indicators of psychomotor development. The Binet-Kühlmann scale was intended to examine children from the age of 3 years.
The direction of correctional work, focused on raising the level of school maturity of the child and preparing him for schooling, is determined by the area of mental development in which there is a violation or insufficiently formed psychological qualities and properties necessary for successful mastering school curriculum. Correctional work can be organized in a kindergarten or a special psychological service, in addition, some games and exercises can be recommended to the child's parents for homework.
Psychodiagnostics of a child of early and preschool age: criteria, features of carrying out
Insufficient level of development of consciousness and self-awareness of preschoolers. Difficulties associated with the use of survey methods at this age. Features of psychodiagnostics of children of early age. Psychodiagnostics of children of primary and secondary school age. Psychodiagnostics of children of senior preschool age. The need to adapt psychodiagnostic methods to children of different ages.
Preschool children have a number of psychological and behavioral characteristics, the knowledge of which is necessary in order to obtain reliable results in the process of their psychodiagnostic examination. These features primarily include a relatively low level of consciousness and self-awareness.
When we talk about consciousness in the context of psychodiagnostics, we mean arbitrariness, internal volitional control and mediation by speech of the main cognitive processes child, his perception, attention, memory, imagination, thinking. As consciously regulated, these processes in most preschoolers are at a relatively low level of development, since cognitive development in given age still far from complete. The acquisition of arbitrariness by cognitive processes begins in a child at about the age of three or four and is completed only by the end of adolescence. Therefore, when carrying out psychodiagnostics of preschool children, especially early ones, it should be borne in mind that test tasks should not require a highly developed voluntary control of their cognitive processes from the child. If this condition is not taken into account, then as a result of testing there is a danger of obtaining data that do not fully correspond to the real level of the child's cognitive development. In order to correctly judge the level of development achieved by the child, it is necessary to select test psychodiagnostic tasks in such a way that they are simultaneously designed for both arbitrary and involuntary levels of regulation of the cognitive sphere. This will make it possible to adequately assess, on the one hand, the degree of arbitrariness of cognitive processes, and, on the other hand, the real level of their development in the event that they are not yet arbitrary.
Myers-Briggs Inventory (MBTI)
1.Description
The questionnaire was developed in the USA in the late 50s by Katharina Briggs and Isabelle Myers (mother and daughter) based on the ideas of the famous Swiss psychologist Carl Jung.
In his work Psychological Types, Jung singled out different psychological types of people in accordance with different individual ways of perceiving and evaluating information. He puts forward three pairs of oppositions that describe the mental processes of perception and processing of information (extraversion - introversion, sensory - intuition, thinking - emotions), to which I. Myers and C. Briggs added another scale - perception - evaluation.
The MBTI questionnaire is based on identifying two different ways of replenishing the energy reserve (extraversion-introversion scale), two opposite ways of collecting information (sensory-intuition scale), two different ways of making decisions (thinking-feeling scale) and two different ways of organizing one's interaction with the outside world. world (decision-perception). Thus, there are four main scales of predispositions. Each person, by virtue of his individuality, occupies a certain place on these scales, chooses one or another pole in each pair of oppositions. The combination of preferences for each pair of oppositions gives one of sixteen types of behavior, making up an individual profile of a person.
The main provisions of the typology reflected in the MBTI questionnaire:
with the help of a questionnaire, individual differences in the perception of information and decision-making are determined;
using the questionnaire, interesting and important behavioral stereotypes are identified, the knowledge of which is useful for understanding people and their interaction;
MBTI scales are not independent, there are specific dynamic relationships between them;
both theory and descriptions of types are based on a model that views personality development as a lifelong process;
type is a convenient way to describe various mental processes (perception and evaluation of information);
there are no "good" or "bad" types - each of them has its own strengths and weaknesses;
there are four processes (S, N, T, F) and four attitudes (E, I, J, P), they make up four pairs of oppositions: S-N, T-F, E-I, J-P;
each respondent uses all processes and settings, but likes or prefers one of the poles in each pair more;
in the interpretation of the results, specific examples of the manifestation of each of the elements are given;
MBTI scales refer to the basic mental functions - the perception and evaluation of information that are implemented in any behavior - therefore, the scope practical application the questionnaire is very broad.
Areas of application of the MBTI questionnaire:
In career counseling and career guidance:
MBTI helps to guide a person in choosing one or another orientation of school education, profession, workplace;
MBTI allows you to take into account and compare the opportunities that work provides for using the preferred ways of perceiving and evaluating information, on the one hand, and the requirements that the labor activity- with another;
MBTI helps in business negotiations (as a working tool for tracking the characteristics of different people and selecting the "key" to them);
MBTI helps to more effectively distribute tasks among employees;
MBTI helps you develop optimal relationships with your work colleagues.
in individual and family counseling:
MBTI helps the client understand the benefits and strengths of different preferences;
MBTI helps you find a practical key to developing your own personality and improving your communication with others;
the counselor can show the client how to turn his “problem” into a “laboratory” for developing ways of perceiving and evaluating, and on this basis learn how to optimally direct his life;
MBTI helps couples and families see and understand the value of people's similarities and differences; parents - to learn to accept children as they are (this is especially important when parents and children are of different types); children - to follow the chosen path, despite external disapproval and without feeling guilty.
1.2. MBTI scales (typological indicators)
According to Jung, each person shows his predispositions very early. And the more he cultivates them consciously or unconsciously in himself, the more he trusts them and relies on them. At the same time, qualities that are not characteristic of this person. With age, people's behavior becomes more complex and ambiguous, but predispositions always remain, as it were, the central switching point.
The task of the occupational consultant is to determine which of the predispositions are the core of human behavior.
According to Jung's theory, the most important functions are the collection of information about outside world and making a decision based on the information received.
S-N scale: gathering information
S - Touch type, N - Intuitive type
According to Jung, there are two different ways of perceiving information: the path of sensations - S (sensation) and the path of intuition - N (intuition).
S (path of sensations)
The desire to make the most of these five senses in order to understand what is really going on around, especially to accurately assess the situation. A person is more absorbed in the real world around him, so that images and ideas that he cannot "touch" do not attract his attention. First of all, he is interested in practical experience and what is happening "here and now."
N (path of intuition)
The perception of the surrounding world does not occur directly, but through its conscious or unconscious associations and representations. The desire to go beyond the immediately given and known - to understand the meanings, meanings, connections and relationships, using your intuition for this. Preference is given general scheme and a holistic view of things.
Table 1
Type characteristics
Touch (S)
Intuitive (N)
Keywords:
Keywords:
subsequence
accident
interest in the present
interest in the future
realism
abstraction
perseverance
inspiration
valid
theoretical
mundane
hovering in the clouds
fantasies
practical
original
specific
Behavioral manifestations:
Behavioral manifestations:
Likes to "gather" accurate facts and information
Easily tired of the abundance of factual information
Strives to work with what is "given" here and now, real, tangible and relevant
Focuses on how things can be improved
Likes to put into practice what he has just learned
Everywhere looking for new opportunities and ways of doing things.
Likes to learn new skills
Works hard, even knowing that the result will not be soon
Works, then periodically infected with enthusiasm, then idle
Comes to a conclusion step by step
Can twist the facts to your advantage
Good at noticing and remembering details
Doesn't like to waste time on details
Inspired infrequently and does not have much confidence in its results
Values imagination and inspiration. Follows your ideas and guesses
Great for when precision is needed
May jump to conclusions.
Doesn't like to do the same
Can oversimplify the task
Can make things difficult
Accepts this reality and works with it
Wondering why things are the way they are and not the other way
Likes traditional ways of doing tasks
T-F Scale: Decision Making
T - Thinking type, F - Feeling type
Jung's concept suggests that there are two ways to make any decision, to make a judgment about the information received: on the basis of logic, objective and impartial thinking - T (thinking), and on the basis of a subjective system of values, personal preferences and feelings - F ( feeling).
T (thinking orientation)
Thinking predicts the logical consequences of a particular development of events. The assessment is based on an objective analysis of the situation, causes and consequences, facts, including unpleasant ones; to judge what is right and what is wrong, objective criteria are sought. When making a decision, a person tries to be logical, open-minded, analyzes the situation and is guided by objective values. He strives for the decision not to depend on him personally, prefers a certain sequence of actions. People of this type care about fairness and clarity, they are often said to be true to their beliefs.
F (orientation to feelings, emotions)
When working with information, one proceeds from its (personal) meaning and meaning for oneself and others. When making a decision, they are guided by the values of people, and not by abstract logic, they take into account how this decision will affect people. They like to deal with people, take on their problems. Subjective values are of primary importance to them. Such people are better characterized by such words as harmony, compassion. When making decisions, put yourself in the place of another.
table 2
Type characteristics
Thinking
feeling
Keywords:
Keywords:
objective
subjective
true to one's convictions
merciful
circumstances
persistence
belief
humane
harmony
understanding
policy
shared values
candid
sympathetic
Behavioral manifestations:
Behavioral manifestations:
Well restores the logical chain of events
Loves harmony in relationships, makes efforts to achieve it
Has a talent for analyzing a problem or situation. Reacts to other people's ideas rather than their feelings
Good at predicting how changes in the situation will affect people's behavior
Needs fair treatment
Needs to be praised from time to time
Can be tough and stubborn. Can offend a person without realizing it
Usually sympathetic towards people
Capable of punishing or firing people if necessary
Has trouble saying unpleasant things to people
More likely to deal with inanimate objects
Likes to do nice things
Does not include himself in the picture of the situation, seeks to analyze "from the outside"
At work or an idea, he first of all sees and is interested in a person
Critical, likes to search and finds errors, inconsistencies in anything well
When making a decision, first of all, he asks himself the question of how important this is to me, "what does this mean to me"
Underestimates the influence of the "human factor", first discusses the "technology" and only then remembers (if at all) about the motives, values, attitudes of the people involved in the situation
Easily communicates with people on a personal level; detachment and non-involvement is given with difficulty. In communication shows sympathy, understanding, tact
E-I Scale: Energy Sources
E - Extroverted type, I - Introverted type
Jung proposed to distinguish between two basic attitudes of a person: to the external world, the world of surrounding things - E (extraversion) and to the inner world of one's own thoughts, experiences, ideas - I (introversion). Extroverts and introverts have different sources of nutrition and none of them can stay out of their usual conditions for a long time.
E (extraversion)
Focus on the outside world of people and the environment. They are "charged" with energy in the process of communication, from external events and direct their own energy to them. To understand, they need direct interaction with the object of understanding and therefore like to act.
I(introversion)
Focus on your inner world. They “charge” with energy in solitude and spend it on events within themselves. They strive first to understand something, and then only interact with it.
Table 3
Type characteristics
extroverted
introverted
Keywords:
Keywords:
sociality
sense of territory
interaction
concentration
appearance
internal properties
wide circle of acquaintances
narrow circle of friends
energy expenditure
energy saving
external conditions
inner feelings
communicative
pensive
speak first, think later
first think, then speak
Behavioral characteristics:
Communicating with people, he gradually becomes more active, does not get tired, "charges" from them. Prefers oral speech
Communicating with people, consumes its own energy and either gradually "exhales", or from time to time falls out of interaction to "recharge"
Do first, think later
First he thinks, then he does, and sometimes he doesn't.
Likes to try to do everything himself
I like it when I have the opportunity to think calmly
Likes variety and action
Likes familiar surroundings
Good at greeting people
Attention is directed primarily to their experiences.
Becomes impatient with long slow work
Can do one thing for a long time without interruption
Likes to have people around his workplace
Has no problem working alone
Likes to learn by communicating with those who know how, as well as from their own experience
Prefers to study from books
Everything speaks out loud
Says nothing out loud
J-P scale: a way of interacting with the outside world
J - Decisive type, P - Perceiving type
K. Briggs added another pair of oppositions: setting for information evaluation - J (judgment) and setting for information perception - P (perception). This pair determines which of the two functions - the function of collecting information or the function of making decisions - a person uses when communicating with the outside world.
J(decision, propensity to make judgments)
The decision-making function occupies the main place in relation to the world for such people. They tend to live in a planned, structured, orderly way, they have a need to regulate and control life. They love certainty, prefer to make a decision and fulfill it. Results oriented. They prefer to evaluate and criticize rather than absorb new information, even (or especially) if it can affect their decision.
The environment that they create around them is subject to a certain order, is under constant control. Such people are characterized by determination, prudence, the ability to make decisions without much unrest. They plan their activities and act according to this plan.
P (perception, propensity for a contemplative position)
The main place in relation to the world is occupied by the function of collecting information. Such people tend to live flexibly and spontaneously, constantly gather information and are always ready to change their views. They want to understand life rather than control it. They prefer to remain open to new experiences, trusting their ability to adapt to change and enjoying change. Focused more on the process than on the result.
The environment that they create around themselves allows them to be flexible, unpredictable, successfully adapting to circumstances and susceptible to a variety of changes. It is difficult for such people to make decisions and strictly follow them; often people around do not understand what opinion they hold. Perceivers follow a wait-and-see approach to most problems, whether it's a job to do or a day to get through somehow.
Table 4
Type characteristics
Decisive
Perceiving
Keywords:
Keywords:
decisive
expectant
final
preliminary
malleable
control
adaptability
completeness
openness
structure
variability
experimental
active under the program
unpredictable
what is term?
Behavioral characteristics:
Behavioral characteristics:
Organization, impatience of disorder, turmoil. Disgust at the Unnecessary
Optional and does not strive for order. Doing a lot at the last minute
Easily assesses what is good and what is bad, and makes decisions (sometimes too quickly)
Makes decisions with difficulty, strives to make them inconclusive; often takes them at the last minute
experiencing severe stress in a situation of uncertainty and seeks to quickly somehow determine it
Experiencing severe stress from routine and external restrictions. Easily adapts to changing situations
Works best when he can plan his work and follow this plan
Postpones decision, all the time citing lack of information
Does not like to break away from business in favor of a more urgent one
Can delay unpleasant job
Feels satisfied having formed an opinion about a thing, situation, or person
May start too many projects and have difficulty completing them
To start working, he needs only the bare necessities
Tends to wait ("what happens") rather than step in and do things your way
Likes to use lists and checklists as a guide to action
Uses lists as a reminder of what he needs to do...someday
1.3. Psychological types
Table 5
Psychological types
Touch
intuitive
Thought-telny
Feeling
Feeling
Thought-telny
Decisive
Decisive
Perceiving
Perceiving
Perceiving
Perceiving
Decisive
Decisive
Psychological type is described by a formula of four letters, indicating the predominant pole on each scale: extraversion or introversion (first letter), sensory or intuition (second letter), thinking or feeling (third letter), decision or perception (fourth letter). These are predispositions that determine human behavior in different life situations. Revealing them is the main task of a person who has turned to typology.
In addition, each type is characterized by dominant and auxiliary processes. A person uses his dominant process in the area in which his main interests lie: extroverts - when interacting with the outside world, introverts - leaving for the inner world. And for balance, an auxiliary process develops. Thus, in an extravert, the dominant process is turned to the external world, and the auxiliary is used in relation to the inner world; in introverts, the dominant process is turned inward, and the auxiliary process is used for life outside. The auxiliary process also provides a balance between the processes of perception and evaluation of information. If the dominant process is perceptual (S or N), then the auxiliary process is evaluative (T or F), and vice versa.
Definition of dominant and auxiliary processes
For extroverts
The last letter (J or P) indicates the process that is predominantly used in interaction with the outside world (this is the dominant process). If the last letter is J, then the evaluation process is dominant, i.e., T or F. If the last letter is P, then the dominant process is perceptual (S or N).
Introverts
The letters J and P indicate an auxiliary process. If the last letter is J, then the dominant process will be perceptual (S or N); if the last letter is P, then the dominant process is evaluative (T or F).
Brief description of types
Types are described as a combination of predispositions. More Full description types are presented in the literature and in the following teaching aids author.
Extroverted Sensory Feeling Perceiving
Motto: "We only live once!"
Auxiliary function - introverted sensitivity - interpersonally oriented relationships.
For them, only what has to do with "here and now" is reliable enough. They live mostly for the present moment. More start than finish. Focusing on immediate results makes them intolerant of all sorts of procedures, patterns and other obstacles. They try to use every minute to start a useful conversation. Strive for harmony in human relationships.
Introverted Sensory Feeling Perceiving
Motto: "He sees everything, does not interfere in anything."
An auxiliary function is extraverted sensory, related to facts and practice.
Gentle and caring, open and mobile, thoughtful and restrained, practical and down to earth.
These are people who do not want to lead and influence others, who do not seek to remake the world and even fully understand it, but accept it as it is.
Extroverted Sensory Thinking Perceiving
Characteristic: "Realists to the marrow of bones."
The dominant function is extraverted sensory, associated with facts and perception of details.
An auxiliary function is introverted rationalism.
Their focus is on people and the world of objects. The collection of information occurs with the help of the five senses. In the future, the information is evaluated and analyzed objectively, but at the same time they remain mobile and accessible to new alternatives. Able to give a quick, accurate, practically valuable, objective and clearly expressed answer in any situation.
Introverted Sensory Thinking Perceiving
Characteristics: "Light on the rise."
In relation to others, they adhere to the principle: "Do not bother me."
An auxiliary function is extraverted sensory, associated with facts and the perception of details.
Focused on themselves, prone to objectivity in decision-making, they are more inclined to wait, analyze the situation, rather than immediately offer their decision and rush into battle. Their view of the world is extremely concrete, but combined with their inherent openness, this can lead to more unpredictable actions than one might expect.
Extroverted Sensory Feeling Decisive
Feature: "Lords of the world."
The dominant function is extraverted sensitivity - interpersonally oriented relationships.
The propensity to decide provides them with everything they need to make it easy to establish contacts with anyone. Their subjective sensitivity brings harmony to any situation, at the same time trying to streamline it, direct the course of events in a certain direction; And they do it gently, but persistently.
Introverted Sensory Feeling Decisive
Feature: "High sense of duty."
Auxiliary function - extraverted sensitivity - interpersonally oriented decisions and structure.
Neat, good-natured, committed to order and in the highest degree diligent and caring, they draw strength from themselves and from everything they see, hear, feel, touch and taste. These forces are aimed at serving others, while all activities are clearly calculated and planned. They see their purpose in helping others and making them happier.
Extroverted Sensory Thinking Decisive
Feature: "Masters of life."
An auxiliary function is introverted sensibility associated with facts and practice.
They see the world as it is, translate their perceptions into objective language. Feel the need to impose their assessments on others, establishing a firm course of action that is based on a specific program. Managing order anywhere is the most natural occupation for them.
Introverted Sensory Thinking Decisive
Motto: "Do what needs to be done."
The dominant function is introverted sensibility associated with facts and practice.
They have a sense of responsibility. Their behavior is focused on the end result. Objective, concrete, immediate information is immediately transmitted "inside" and carefully analyzed. Their addiction to everything that is "here and now" does not allow them to take anything for granted or allow anything. Everything they see is an objective and tangible reality for them, in which they immediately establish a certain order.
Extroverted Intuitive Feeling Decisive
Characteristic: "Sweet-tongued admonitioner".
The dominant function is extraverted sensitivity - interpersonally oriented decisions.
Their attention is focused on those around them, and they are well aware of who needs what. Their rich imagination and inspiring nature express themselves in a very concrete and organized way, which allows them to fulfill their fantasies. They have the ability to intuitively comprehend the situation with an attentive and caring attitude to the position of all participants.
Introverted Intuitive Feeling Decisive
Feature: "Inspiring others."
Auxiliary function - extraverted sensitivity - interpersonally oriented relationships and structure.
Kind and compassionate, but very stubborn.
Their driving force- intuition directed inward - supplies them with an inexhaustible stream of ideas and opportunities. And the more introversion plays a role in INFJs, the more fluid, malleable and open life seems to them. But the outside world changes the direction of this flow of inspiration creative activity: they feel called to serve people and do it in a very organized and orderly manner.
Extroverted Intuitive Feeling Perceiving
Motto: "Long live life!"
Auxiliary function - introverted sensitivity - interpersonally oriented decisions.
The combination of extroversion, intuition, sensitivity and receptivity gives them a unique ability to cooperate effectively, participate in a variety of enterprises and the ability to withstand the unexpected.
They perceive life in the diversity of its possibilities and interpret these possibilities from the point of view of their influence on people. All this is accompanied by active interaction with the outside world, and their inquisitive position allows them to navigate in a constant change of situations.
Introverted Intuitive Feeling Perceiving
Description: "Noble servants of society".
The dominant function is introverted sensitivity - interpersonally oriented decisions and structure.
The desire for self-knowledge, self-determination and agreement with oneself. Thanks to the qualities of introverts, their thoughts are directed at themselves, the properties of intuitionists provide them with a sense of the endless possibilities contained in man. Sensitivity makes you think about how to use these opportunities for your own benefit and for the benefit of others, and the qualities of the perceiver allow you to remain receptive to a constant flow. new information.
Extroverted Intuitive Thinking Decisive
Feature: "Leaders by nature."
The dominant function is extraverted rationalism - objective decisions and structure.
Auxiliary function - introverted intuition - inspiration and opportunities.
They have a need for control and unusual leadership abilities. They are wide open, towards countless possibilities and meanings, which are translated into the language of objective mental operations and lead to orderly and timely activity. For them, life reveals itself in a struggle, in a dispute, in a clash with others in the name of knowledge.
Introverted Intuitive Thinking Decisive
Motto: "Everything can be improved."
The dominant function is introverted intuition - inspiration and opportunity.
Auxiliary function - extraverted rationalism - objective decisions and structure.
Their rich inner world contains limitless possibilities, which are realized in the form of a desire to improve and improve everything. Words, plans, projects, ideas, people - they want to do everything better than they really are. In their opinion, even the best can be made even better. Strive for completion.
Extroverted Intuitive Thinking Perceiver
Motto: "One exciting thing after another."
The dominant function is extraverted intuition - possibilities and abstract observations.
Auxiliary function - introverted rationalism - objective decisions.
Their ingenuity is constantly looking for applications in a wide variety of professional and non-professional fields. It originates in a predisposition to intuition, which opens up limitless possibilities for them, combined with their objective decision-making ability, aimed at the world. This leads to the fact that everything is transformed into ideas and schemes. They are more attracted to new ideas, they are in continuous tension of activity.
Introverted Intuitive Thinking Perceiver
Feature: "Love to solve problems."
The dominant function is introverted rationalism - objective decisions.
Auxiliary function - extraverted intuition - possibilities and abstract observations.
Thoughtfulness encourages them to explore everything that intuition supplies them. Their desire for objectivity requires a careful analysis of all information, and their open-mindedness and mobility ensures susceptibility to unexpected and new facts, whatever they may be. This combination of predispositions leads to a paradoxical goal: they are forever trying to piece together an ever-increasing amount of data. However, the constant influx of new messages and facts prevents this. And as a result, all thoughts, ideas and plans, no matter how final they are formulated, inevitably change at the last moment, as soon as "new data" about external or internal influences become available to the researcher. Therefore, they are in constant tension.
1.4. Temperaments
David Keersey and Marilyn Bates, authors of a book on the study psychological types"Please understand me" ("Please understand me"), proposed an approach based on the selection of two-letter combinations. These combinations are called "temperaments". This is a peculiar and quite effective method of organizing types. Sixteen types can be divided into four temperaments.
Table 6
According to Keersey and Bates, the first determinant of temperament is S-N difference. The way in which information about the outside world is obtained underlies the differences between people. Intuitives always see the potential side of any phenomenon, while sensory ones limit themselves to what really exists, not thinking about what could be.
Therefore, the first component of temperament is either S or N - the function of collecting information. The second component depends on what the first one is.
If this is an Intuitive (N), then the collection of information is dominated by the conceptual and the abstract. The second, important for temperament, according to Kirsey and Bates, should be considered a predisposition that is responsible for how a person evaluates the information he receives: objectively (Thinking) or subjectively (Feeling). Thus, the Intuitive is characterized by two basic temperaments - NF and NT.
If it is Sensory (S), then the collection of information is dominated by the concrete and tangible. The second important predisposition will be what a person will do with this information: will he try to give it a certain system (Decisive) or will he try to learn something else (Receiving). Thus, Sensory has two main temperaments - SJ and SP.
Table 7
The main characteristics of temperaments
*wants to take his place,
* the importance of membership,
* responsibility,
* accountability,
* "traditionalist"
* the main thing is "service".
* striving for growth
* meaning and meaning,
* lead others
* make the world a better place
* self-realization,
* "catalysts",
* the main thing is "becoming".
* wants spontaneity
* freedom to choose your next action,
* inspiration,
* action,
* "negotiator"
* the main thing is "to do".
*wants to know
* competence,
* power over nature,
* intellect,
* The main thing is to know.
SJ temperament
The process of collecting information by Sensory (S) and Decisive (J) is extremely practical and realistic and well organized. They strive for activities that have a large public importance. They are trustworthy, helpful, polite, courageous and virtuous. These are strict adherents of traditions. They strive to organize everything, their life is subject to order. Rely on past experience(if we recall the well-known algorithm, the situation becomes clear). Prone to detail, successful in developing a specific plan.
Strengths of SJ temperament:
ability to lead
reliability,
ability to care
a clear understanding of who, where and what is in charge.
NF temperament
For them, the world is full of unlimited possibilities, which are translated into the language of intra- and extrapersonal relationships. These are idealists, predisposed to those activities that have universal value: teaching, humanitarian disciplines, jurisprudence, religion, family medicine. They are sure that the most important thing is the harmony of feelings and relationships. The purpose of their life is the desire for originality and authenticity.
The decisions made by this type of people are personal in color, and since they prefer to use intuition, they are more interested not in existing facts, but in new opportunities. They are attracted to new projects, things that haven't happened but can be done, new truths that are yet unknown but can be known, or new opportunities for people.
Strengths of NF temperament:
exceptional ability to work with people,
ability to coordinate and persuade
a strong desire to help others
ability and desire to support others in their endeavors.
NT temperament
The information perceived by the representatives of this group has a generalized and potential-oriented form (intuition), but is used to make an objective, rational decision (thinking). They never rest on their laurels in the matter of constant improvement and theorizing about everything in the world. The question "Why?" arises in them in relation to everything. They challenge any authority and question any source of information. They have their own ideas and criteria about "reliability" and "competence", on the basis of which they evaluate others and themselves. They are interested in the possible, but because they prefer thinking, they apply objective and logical criteria to these possibilities. They are attracted to work where they can show their ability to analyze. They love perspective, skillfully develop strategic lines.
Strengths of NT temperament:
the ability to imagine the big picture,
the ability to abstract thinking and drawing up a general plan,
the ability to understand the internal logic and principles of functioning of the most various systems and organizations.
SP temperament
In collecting information, representatives of this temperament are practical and realistic, but the qualities of the Perceiver introduce an element of randomness and variability into this process. The realistic basis of this temperament orients them to what is happening here and now, and the susceptibility makes them ready for any surprises. Live in the moment, action. They prefer professions in which it is not necessary to wait long for tangible results. For them, every situation, even everyday, is new, and they are looking for its solutions, being generators of ideas.
Strengths of SP temperament:
practicality,
the ability to delve into the problem and solve it, if it is relevant to the current moment,
ingenuity,
a special flair for pressing needs.
2. ANALYSIS OF THE DIAGNOSTIC CAPABILITIES OF THE MBTI QUESTIONNAIRE
2.1. Working with the MBTI Questionnaire
The questionnaire consists of 94 items, in each of which the respondent is asked to choose one of two (in some cases, three) proposed answers. Part of the points is a description of a person's behavior in different life situations (for example: "At a party you: a) sometimes get bored; b) always have fun"). The other part is a pair of definitions (for example: "a) create; b) construct"). The respondent is asked to respond sequentially to each item using a special answer sheet.
Weighted values (0, 1 or 2 points) are assigned to each answer option. The processing of the results is a scoring for both poles of each of the scales (ie separately for E, I, S, N, T, F, J, P). A respondent who, for example, has a higher score on E than on I is classified as an extrovert. That is, he lives most of the time as an extrovert, preferring extroverted activities and needs in various areas of life. And the preference for N on the SN scale suggests that the respondent more often happens to use the intuitive way of perception than touch. When preference scores are low, the respondent's typological characteristics are less obvious. In general, the letter determines the direction of preferences, and the number indicates the frequency of its implementation. Thus, a quantitative indicator gives an idea of how strongly this or that preference is expressed in the behavior of the respondent, but does not allow one to judge the degree of development of this preference.
The type formula consists of four letters - one letter for each scale (for example, type ESTI, INFP). This is a compact way to define each type. The type formula shows preferences in a fixed order: the first letter is E or I (extraversion or introversion), the second letter is S or N (sensing or intuition), the third letter is T or F (thinking or feeling), the fourth letter is J or P (evaluation or perception). The fourth letter is also used to identify the dominant process for a given type.
2.2. Interpretation of the results according to the methods of the authors (Myers-Briggs)
According to the authors' intention, the MBTI interpretation implies a dialogue between the psychologist and the respondent. The main task of the psychologist is to help the respondent find the most accurate description of his psychological type, based on the respondent's knowledge of himself. The psychologist acts as a teacher in the theory of personality types. Usually in such a situation, about 75% of the respondents agree with their results, and most of the conversation is devoted to discussing how the respondent's various preferences manifest themselves in his daily behavior.
No technique can reveal the full complexity of a person or his behavior. And MBTI results are not always reliable. Therefore, it is useful to invite the respondent to jointly discuss the resulting psychological type something like this: "Here is what came out on the questionnaire. How do you think this is true?"
The reliability of the results in the MBTI questionnaire, as in any other, depends to a large extent on how "correct" the answers to the questions were. In some cases, the adequacy of the resulting type is immediately recognized. In a conversation with such respondents, most of the time should be devoted to discussing examples of the manifestation of the type and practical application of the knowledge gained. Other people have strong doubts about their type, and then the steps described below should give them that Additional information, which will help resolve the issue of their true preferences and find an adequate psychological type.
There are various circumstances that can cause MBTI results to be misleading, such as:
with insufficient differentiation of psychological type and preferences, which is more common among young respondents;
with insufficient differentiation of one's own preferences from the expectations of parents;
when the respondent experiences a life crisis, as a result of which his usual ways of behavior are not used;
in the case of using the MBTI in a situation that requires the respondent to meet certain standards (for example, when applying for a job), as a result of which the respondent's answers do not reflect his true preferences, but socially desirable properties;
in case of serious discrepancies between the requirements imposed on the respondent by his professional activity and his true preferences;
with a misinterpretation of the concepts and terms of the typological theory, especially if it is accompanied by the emergence of negative reactions in the respondent (for example, "introverted" is interpreted as "neurotic" or "shy", and "feeling" - as "over-emotional", etc.);
in the event that the respondent, as a result of the influence of social stereotypes, finds it difficult to choose "his" answer (this is especially common in the TF scale, since in the minds of many "thinking" is identified with masculinity - masculine qualities, and "feeling" - with femininity - feminine traits)
in the event that the respondent is currently going through a period of personal growth during which previously unused processes begin to develop, there may be uncertainty about the "old" preferred processes.
All methodologies based on self-report of respondents face the difficulties described above. Since all responses are dichotomized in the MBTI, and since the Myers-Briggs typological theory assumes that each person has "true" preferences, the psychologist should be attentive to the respondent's words at every stage of the interpretation process to help him accurately determine his preferences.
The psychologist brings to the attention of the respondent a number of initial truths:
A. No questions of any, even the most detailed, questionnaire can cover all human behavior. The MBTI results are just the very first step to understanding a person's true preferences.
B. When answering the MBTI questions, the respondent must select their preferences from a long list of different, sometimes uncharacteristic, activities for the respondent. This is a rather difficult task, requiring the ability to self-knowledge.
B. Terms and letter designations different scales may seem strange to the respondent at first, but the behavior they describe is likely to be familiar to him.
D. Since the MBTI is not a test, but an indicator, there can be no right or wrong answers. In the same way, there are no good or bad, strong or weak psychological types: each has its own merits and strengths.
E. Regardless of belonging to any type, each person uses both poles of preferences in everyday life, but to a different extent.
E. Usually people are more skillful and skillful in using those psychological processes that they prefer.
G. The preferences referred to in the MBTI refer to the processes of perception and decision making. All this is well known to everyone from his own experience; knowing your type only helps to use the previously accumulated life experience more effectively and structured.
3. If the psychological type obtained as a result of using the questionnaire seems “wrong” to the respondent, the respondent has the opportunity, with the help of a psychologist, to find out which processes are more characteristic of him and which type describes his behavior more accurately.
Explanation to the respondent of the essence of paired oppositions.
For each of them, it is described how and in what way people who have chosen one pole of preferences differ from those who have chosen another, opposite one. When explaining the characteristics of preferences and types, the psychologist not only provides the respondent with illustrations of typological differences, but also carries out the first check of the adequacy of the type obtained as a result of using the questionnaire. If the respondent claims that all four received preferences really correspond to how he behaves in life, then this can be considered empirical confirmation of the adequacy of the received psychological type. If the characteristics of one or another preference are not confirmed in a conversation with the respondent, then this preference should be considered doubtful and analyzed again.
Another way to check the adequacy of the resulting type is to use brief descriptions of each of the sixteen types. When using "mini-portraits", one should first read to the respondent the description that corresponds to the type obtained as a result of using the questionnaire, and then compare it with neighboring ones. If any of the neighboring psychological types seems to the respondent more suitable or "correct", then the psychologist in the further conversation should focus on this type.
Discussion of the full description of the type. It turns out whether each of the phrases is true in relation to the respondent. The purpose of the discussion is to find out what the description fits the respondent and what does not. At this stage, the last doubts about the preferences of the respondent are usually dispelled. It is important for the psychologist to take into account that not everything in the description will be suitable for this respondent. There is a lot of variation within each type, as people with the same preferences may use them differently.
Thus, when the respondent fails to correctly determine his preferences when filling out the questionnaire, it is necessary to analyze its results. The key tool, according to the authors, is a complete description of the type. Any doubts and hesitations of the respondent should be taken into account.
Quantitative interpretation of the MBTI is generally not recommended. The coefficients obtained as a result of calculating "raw" scores show only the direction of preferences, and not their intensity. In some cases, numerical indicators provide information about the probability exact definition the respondent of their preferences, as well as the importance of this preference for the respondent.
The most common error in interpreting MBTI quantitative indicators is the assumption that the “strength” of preference unambiguously corresponds to the level of its development: it would be wrong to assume that a respondent with N = 26 has more intuition than a respondent with N = 14. A larger coefficient only indicates that the respondent, forced to choose one of two answers in the MBTI, has a clearer idea of which he would prefer. However, it should be borne in mind that, as a rule, those respondents who in MBTI show clear preferences for any elements use these elements more often, and, most likely, have more developed skills that serve these preferences; this probably means that they have more developed traits and habits.
MYERS-BRIGGS TYPOLOGICAL QUESTIONNAIRE
Instruction
There are no "right" or "wrong" answers to these questions. Your answers will help you see how you usually look at things and what you do when you need to make a decision. Knowing your preferences, learning about the preferences of other people, you will be able to identify your strengths, understand what kind of work gives you pleasure and how people with different preferences can interact with each other.
Read each question carefully and mark your answer on the special form by circling the letter of the answer you have chosen.
Do not make any notes in the text of the questionnaire!
Don't think too long about the questions, give the first answer that comes to your mind.
The questionnaire contains two types of questions. In the first type, you need to choose which of the answer options is more in line with what you usually feel or do. In the second type, you need to determine which word in the pair you like best. Focus on the meaning of the word, not how it looks.
Thank you for your cooperation!
1. Usually you:
a) sociable;
b) quite reserved and calm.
2. If you were a teacher, which course would you prefer:
a) built on a statement of facts;
b) including the presentation of theories.
3. Are you more likely to:
a) control your mind with your heart;
b) control the heart with your mind.
4. When you go somewhere for the day, you:
a) plan what and when you will do;
b) leave without a definite plan.
5. While in the company, you usually:
a) join the general conversation;
b) talk from time to time with someone alone.
6. It's easier for you to get along with people:
a) have a rich imagination;
b) realistic.
7. Higher praise you consider the words:
a) a spiritual person;
b) a consistently reasoning person.
8. Do you prefer:
a) arrange meetings, parties, etc. in advance;
b) to be able to decide at the last moment how to have fun.
9. In a large company more often:
a) You introduce people to each other;
b) You are introduced to others.
10. You are more likely to be called:
a) a practical person;
b) an inventor.
11. Do you usually:
a) value feelings more than logic;
b) value logic more than feelings.
12. You are more likely to succeed:
a) acting in an unpredictable situation where you need to make decisions quickly;
b) following a carefully designed plan.
13. Do you prefer:
a) have a few close, true friends;
b) have friendly relations with the most different people.
14. Do you like people who:
a) follow generally accepted norms and do not attract attention to themselves;
b) so original that they don't care if they get noticed or not.
15. In your opinion, the biggest disadvantage is to be:
a) insensitive;
b) unreasonable.
16. Following any schedule:
a) attracts you;
b) binds you.
17. Among your friends you:
a) later than others you will learn about the events in their lives;
b) usually know a lot of news about them.
18. Would you rather have among your friends a person who:
a) always full of new ideas;
b) soberly and realistically looks at the world.
19. Would you rather work under someone who:
a) always kind
b) always fair.
20. The thought of making a to-do list for the weekend:
a) you are attracted;
b) leaves you indifferent;
c) oppresses you.
21. Do you usually:
a) you can easily talk to almost any person for any time;
b) can find a topic of conversation with only a few people and only in certain situations.
22. When you read for your pleasure, do you like:
a) an unusual, original manner of presentation;
b) when writers clearly express their thoughts.
23. Do you think that a more serious flaw:
a) be too cordial;
b) not being warm enough.
24. In your daily work:
a) Do you like critical situations more when you have to work in conditions of time pressure;
b) hate working under tight deadlines;
c) usually plan your work so that you have enough time.
25. People can define your area of interest:
a) when we first met you;
b) only when they get to know you better.
26. When doing the same job as many other people, do you prefer:
a) do it in the traditional way;
b) invent your own way.
27. Are you more concerned about:
a) people's feelings
b) their rights.
28. When you have a job to do, do you usually:
a) carefully organize everything before starting work;
b) prefer to find out everything you need in the process of work.
29. Do you usually:
a) express your feelings freely;
b) keep your feelings to yourself.
30. Do you prefer:
a) be original
b) follow generally accepted norms.
31. Which word from a pair (A or B) do you like better:
a) meek; b) persistent.
32. When you need to do something at a certain time, do you find that:
a) it is better to plan everything in advance;
b) it is somewhat unpleasant to be bound by these plans.
33. We can say that you:
a) more enthusiastic than other people;
b) less enthusiastic than most people.
34. A higher praise for a person will be recognition:
a) his ability to foresee;
b) his common sense.
35. Which word from a pair (A or B) do you like better:
a) thoughts b) feelings.
36. Usually:
a) You prefer to do everything at the last minute;
b) for you to postpone everything until the last minute - this is too much hassle.
37. At parties you:
a) sometimes it gets boring;
b) always fun.
38. What do you think is more important:
a) see different possibilities in any situation;
b) accept facts as they are.
39. Which word from the pair (A or B) do you like better:
a) persuasive b) touching.
40. Do you feel that having a stable daily routine:
a) very convenient for doing many things;
b) painful, even when necessary.
41. When something comes into fashion, do you usually:
a) one of the first to try it;
b) have little interest in it.
42. Are you more likely to:
a) adhere to generally accepted methods of work;
b) look for what else is wrong and take on unresolved issues.
43. Which word from the pair (A or B) do you like better:
a) analyze; b) empathize.
44. When you think that you need to do some not very important business or buy some small thing, you:
a) often forget about it and remember too late;
b) write it down on paper so as not to forget;
c) always do it without further reminders.
45. Find out what kind of person you are:
a) pretty easy
b) quite difficult.
46. Which word from the pair (A or B) do you like better:
a) facts; b) ideas.
47. Which word from the pair (A or B) do you like better:
a) justice; b) sympathy.
48. You find it harder to adjust:
a) to uniformity;
b) constant change.
49. When you find yourself in a difficult situation, do you usually:
a) move the conversation to something else;
b) turn everything into a joke;
c) after a few days, think about what you should have said.
50. Which word from a pair (A or B) do you like better:
a) approval; b) idea.
51. Which word from a pair (A or B) do you like better:
a) sympathy; b) prudence.
52. When you start something big that will take you a week, you:
a) first make a list of what needs to be done and in what order;
b) Get to work right away.
53. Do you think that your loved ones know your thoughts:
a) good enough
b) only when you intentionally report them.
54. Which word from the pair (A or B) do you like better:
a) theory; b) fact.
55. Which word from a pair (A or B) do you like better:
a) benefit; b) beneficence.
56. Do you usually:
a) plan the work in such a way as to finish with a margin of time;
b) at the last moment work with the highest productivity.
57. When at a party, do you prefer:
a) actively participate in the development of events;
b) let others have their fun as they want.
58. Which word from the pair (A or B) do you like better:
a) literal b) figurative.
59. Which word from a pair (A or B) do you like better:
a) resolute; b) devotee.
60. If you are asked on a weekend morning what you are going to do during the day, do you:
a) be able to answer fairly accurately;
b) list twice as many things as you can do;
c) prefer not to guess in advance.
61. Which word from a pair (A or B) do you like better:
a) energetic b) calm.
62. Which word from a pair (A or B) do you like better:
a) figurative; b) prosaic.
63. Which word from a pair (A or B) do you like better:
a) uncompromising; b) kindhearted.
64. The monotony of everyday affairs seems to you:
a) calm;
b) tiresome.
65. Which word from a pair (A or B) do you like better:
a) restrained; b) talkative.
66. Which word from a pair (A or B) do you like better:
a) produce; b) create.
67. Which word from a pair (A or B) do you like better:
a) a peacekeeper; b) judge.
68. Which word from a pair (A or B) do you like better:
a) planned; b) unscheduled.
69. Which word from a pair (A or B) do you like better:
a) calm; b) lively.
70. Which word from a pair (A or B) do you like better:
a) prudent; b) charming.
71. Which word from a pair (A or B) do you like better:
a) soft b) solid.
72. Which word from a pair (A or B) do you like better:
a) methodical; b) spontaneous.
73. Which word from a pair (A or B) do you like better:
a) speak; b) write.
74. Which word from a pair (A or B) do you like better:
a) production; b) planning.
75. Which word from a pair (A or B) do you like better:
a) forgive b) allow.
76. Which word from a pair (A or B) do you like better:
a) systematic; b) random.
77. Which word from a pair (A or B) do you like better:
a) sociable; b) closed.
78. Which word from a pair (A or B) do you like better:
a) specific; b) abstract.
79. Which word from a pair (A or B) do you like better:
who; b) what.
80. Which word from a pair (A or B) do you like better:
a) momentum b) decision.
81. Which word from a pair (A or B) do you like better:
a) a party b) theater.
82. Which word from a pair (A or B) do you like better:
a) build; b) invent.
83. Which word from a pair (A or B) do you like better:
a) non-critical; b) critical.
84. Which word from a pair (A or B) do you like better:
a) punctual; b) free.
85. Which word from a pair (A or B) do you like better:
a) the basis; b) top.
86. Which word from a pair (A or B) do you like better:
a) cautious b) gullible.
87. Which word from a pair (A or B) do you like better:
a) changeable; b) unchanged.
88. Which word from a pair (A or B) do you like better:
a) theory; b) practice.
89. Which word from a pair (A or B) do you like better:
a) agree b) discuss.
90. Which word from a pair (A or B) do you like better:
a) disciplined; b) careless.
91. Which word from a pair (A or B) do you like better:
a) a sign; b) a symbol.
92. Which word from a pair (A or B) do you like better:
a) fast; b) meticulous.
93. Which word from a pair (A or B) do you like better:
a) accept; b) change.
94. Which word from a pair (A or B) do you like better:
a) famous b) unknown.
Annex 2
MBTI TYPOLOGICAL QUESTIONNAIRE ANSWER FORM
Annex 3
KEY TO THE MBTI QUESTIONNAIRE
FULL NAME. ______________________________________
Date of birth ___________________ Gender _m_(f)_
