Psychology tests individually psychological characteristics of personality. Test your personality traits. Free. Resilient. Carefree

General information

A package of psychological personality tests for studying a person's personality in education, personnel management, consulting. Psychodiagnostics of personality structure, personality factors, personality traits, personality type, etc. For applied tasks personality psychology.

Knowledge of individual personality traits hidden from external surveillance, teachers, managers, consultants has great importance for the success of training, education and professional activity.

Depending on the type of temperament, the nature of the course of nervous processes, character accentuations, the level of anxiety and psycho-emotional stability, the practice of pedagogical influences or the organization of work should be built in different ways, sometimes by opposite methods.

It is equally important to take into account individual personal characteristics for optimizing professional activity. Knowledge of individual personal characteristics is necessary for professional selection, recruitment, personnel assessment and reserve formation, professional consultation, career guidance.

Purpose of the package

Package "Personality" designed to solve problems:

• learning optimization;
• optimization of education;
• career guidance;
• professional selection;
• recruitment;
• personnel assessment and reserve formation.

Package "Personality" available to a wide range of computer users, including those who have a low "computer" qualification, extremely useful for the psychological support of the professional activities of psychologists in secondary educational institutions and universities, specialists in recruitment agencies; departments of vocational guidance and vocational training employment centers; personnel services of companies, organizations and enterprises.

Psychological tests

Cattell Questionnaire PF-16
Psychological test of personality traits of adults. Cattell Questionnaire PF-16

Express diagnostics of personality. Intelligent features. Emotional-volitional features. Communicative properties. The likelihood of a sociopath. uncontrollable behavior. Comparison with standard personality profiles.

Cattell CPQ test
Psychological test of personality traits of schoolchildren. Cattell's CPQ

In-depth diagnostics of personality characteristics of adolescents. Violations of personality formation. Intelligent features. Emotional-volitional features. Communicative properties. The likelihood of sociopathy, uncontrollable behavior.

Shmishek questionnaire (adult)
Test of character accentuations in adults. personality accentuations. Character traits. Psychopathies

Accentuations of character, the core of personality determine development, adaptation processes, mental health. Schmishek's test - to take into account personal accentuations in the learning process, professional selection, psychological counseling, career guidance.

Questionnaire Shmishek (children)
Psychological test of personality accentuations in children

Children's version of the questionnaire. The core of personality. Basic personality traits. Identification of character accentuations of students that determine development, adaptation processes, mental health.

Strelyau Questionnaire
Strength, balance and mobility of the nervous system. Strength of the nervous system

The main characteristics of the higher nervous activity. Levels of processes of excitation and inhibition. Equilibrium. Mobility of nervous processes. Shift in the balance of nervous processes. Adaptability. Adequacy. The effectiveness of training and activities.

Eysenck questionnaire (adult)
Psychological test of basic personality traits of adults. Extraversion and neuroticism

Extraversion-introversion and neuroticism. Emotional instability. Accounting for basic personality traits. The study and correction of individual psychological characteristics of characterological manifestations in adults. Education. professional selection. Career guidance.

Eysenck questionnaire (teenager)
Psychological test of basic personality traits of adolescents. Extraversion and neuroticism

Extraversion-introversion and neuroticism. The study and correction of individual psychological characteristics of characterological manifestations in adolescents. Lie scale.

Spielberger-Khanin scale
Psychological test of personal anxiety

The study of the level of personal anxiety, which largely determines human behavior and directly correlates with emotional and neurotic breakdowns, with psychosomatic diseases.

Bassa-Darky Questionnaire
Aggression and hostility. Psychological test of aggressiveness. Diagnosis of child, adolescent aggressiveness and the level of adult aggression

Qualitative and quantitative characteristics of aggression and hostility. Interpersonal interactions at home, while studying or working. destructive tendencies. Subject-object relations. Negative feelings and evaluations.

Achievement motivation
Achievement motivation test. Analysis of the motives for the behavior of adolescents and adults. Motivation. Motivation for the achievements of schoolchildren

Analysis of achievement motivation. Revealing the dominance of one of the two generalized stable personality motives: the motive of striving for success and the motive of avoiding failure. Optimization of training and educational processes, professional selection, career guidance.

Methodology for diagnosing the propensity to overcome social norms and rules (Kleiberg Yu.A.)

The technique is aimed at studying the predisposition to overcome social norms and rules in the behavior of a teenager, his social adaptability, interpersonal relationships and their characteristics, the perception of intra-family relations, as well as some characteristics of his behavior.

Hostility scale (V. Cook, D. Medley)

A technique for diagnosing hostile and implicit tendencies aggressive behavior. Based on the results of the survey, the level of cynicism, aggressiveness and hostility is calculated.

Psychology of personality: articles

Psychodiagnostics of personality traits
Psychological tests

Psychodiagnostics of personality is necessary for professional selection and training of a person: Study of personality traits and obtaining reliable test results. Psychological test - personality model. Computer testing.

Cattell tests
Cattell's personality psychodiagnostics method

A multidimensional methodology that assesses the properties of a normal personality, personal problems and corrective mechanisms for solving personal problems. The Children's Cattell CPQ and the Adult Cattell PF-16. Rating scales for each of the personality traits.

Character accentuations
General information and testing character accentuations

Character properties: strength - weakness, hardness - softness, breadth - narrowness, integrity - inconsistency. Excessive expression of character traits (obvious and hidden accentuations). The border of psychopathic disorders is a vivid manifestation of accentuations.

Temperament, types of temperament
Mobility of nervous processes, temperament testing

A set of biological personality traits and types of the nervous system correspond to temperaments: melancholic, phlegmatic, sanguine, choleric. The type of temperament does not affect a person's abilities. Yan Strelyau's method: levels of excitation and inhibition processes.

emotional states
Psychological tests of asthenic emotional states

The influence of emotional states on human physiology. Dependence of emotions on the reticular formation. Adequacy and inadequacy of personal anxiety. Formation of aggression and hostility. Norm of aggressiveness and hostility. Bass-Darky Questionnaire.

A test for possessing the qualities necessary to lead others (A, B), and to determine what kind of boss the person being tested will turn out to be (C, D)

1. Usually you prefer:

A - plan your activities;

B - act spontaneously.

2. Your friends:

B - rarely share personal problems with you.

3. What could become your hobby more likely:

A - collecting;

B - playing tennis.

4. More fun for you to play:

A - in chess;

B - in cards or in general in gambling.

5. In the company:

A - you like to amuse everyone;

B - you do not like to be in the role of a clown.

6. You usually manage to please a person of the opposite sex:

A - at first sight;

B - after a short conversation.

7. The best way to get a person to do something is to prove that:

A - the work ahead of him is pleasant and interesting;

B - in this way he will be able to benefit himself and others.

8. Do you give people advice?

B - yes, if you feel really capable of helping;

G - no, because you do not want to be guilty of other people's mistakes.

9. Other people's advice more often:

B - annoy you;

10. What quality is "more harmful" in work:

B - irresponsibility;

G - individualism.

11. When you are assigned a responsible job:

B - it helps you work better than usual;

G - you are afraid not to justify trust, you are nervous and therefore work worse.

12. A good boss in any problem situation knows: B - what needs to be done;

G - who is to blame.

13. A person who allows himself to take risks: B - must be strong enough;

G - in any case, a reliable person.

14. Who can be more useful at work: B - careless genius;

G is a conscientious fool.

Answers to test number 2.

Evaluation of results.

Count the number of answers A, B, C, D.

1. A8.B2.A9.G3.A10.B4.A11.B5.B12.B6.B13.B7.A14.B

Compare A with B, C with D.

A > B and C > D;

Find your option:

A > B, C > D. You are made for responsible positions. There is reason to believe that even at school you often turned out to be the organizer of social work (or disruption of lessons) and now you are probably already in a position of authority, albeit on a small scale. The fact is that you have the ability to work with people - those who are under your command are probably satisfied with their fate, and you are not very tired of the need to constantly organize and control their activities. In addition, you know how to make decisions and take responsibility for making them; not all of those applying for high positions have such an ability. Summarizing, it can be noted that you are able to be a boss, and a good one: both from the point of view of subordinates and from the point of view of high management. However, with your set of qualities, you can be an excellent teacher and educator, as well as make a career as a politician or lawyer.

A< Б, В >D. If you become a leader (and this is quite real, since you have organizational talent), then you run the risk of periodically hearing unflattering reviews about you and your subordinates behind your back. You are very good at organizing the activities of others, but you really do not like to take responsibility for anything. Leadership for you is the right and opportunity to give instructions; the need to monitor their implementation and report to senior management. Unfortunately, such leaders are not liked. But in some cases, such people are needed. Imagine a team of very talented people who are all "out of this world". It is up to you to lead this team.

A > B, C< Г. Вполне возможно, что в один прекрасный момент вы окажетесь в кресле руководителя. Дело в том, что вы обладаете таким ценным (и довольно редким) качеством, как умение брать на себя ответственность за все. Однако именно поэтому руководство может оказаться для вас очень тяжелой задачей. Вопреки расхожему мнению, что для руководителя главное - знать, кому поручить ту или иную работу, вы будете максимум работы брать на себя и очень жестко контролировать деятельность своих подчиненных. Именно такой руководитель нужен организации, которая только начинает свою работу, или той, которая приходит в упадок. Если же организация стабильна, то ваш стиль деятельности будет подобен стрельбе из пушки по воробьям и только измотает вас и ваших подчиненных.

A< В, В < Г. Нет, из вас хорошего руководителя не получится. Даже если вы прекрасный специалист и очень милый человек, никогда не соглашайтесь быть избранным на руководящий пост. Это превратит в ад либо вашу жизнь, либо жизнь ваших подчиненных, а возможно, и всей организации. Вероятнее всего, вы и не очень рветесь к должностям. Вы понимаете, что вас будет утомлять необходимость брать на себя ответственность не только за свою, а еще за чью-то деятельность. Да и вообще, вы предпочитаете работать сами по себе и в работе вы любите ни от кого не зависеть (это не значит, что вы некоммуникабельный человек).

So the ideal variant of a labor post for you is "your own boss", i.e. a position that does not require you to follow orders or command people.

Conclusion on the practical part

Having studied the questions in the test, and giving answers to them, I made the following conclusion: it is possible for me to become a leader, but it is necessary:

It is necessary to constantly improve both yourself and the circle of your subordinates.

Solve problems together with the workforce.

Learn to respect others (subordinates) and be able to trust them.

To be able to interest people in the work, so that the work goes by itself, and not from under the "stick".

Get the job done right to the end, not leave it for later.

Study the problem comprehensively.

Improve your oratory skills.

Each subordinate should have his own attitude, not regard everyone as a "gray society".

Don't stoop, but don't turn up your nose either.

Motivate subordinates.

July 29th, 2015 , 04:19 pm

Original taken from starkov_blues in a simple personality test.

I remember that back in school, a psychologist came to us from time to time and conducted some tests. Some of them were funny, others were incomprehensible, and most importantly, conclusions were drawn from them that did not always coincide with reality.

Even if you are skeptical about any kind of tests, we still invite you to take another one. So, first you need to imagine that you are a gardener. You already have a huge garden, but you want to expand it and look for new trees. You have 9 options that can make your garden even bigger and more beautiful. Which of these trees will you choose?

Having made the first choice, you decided not to leave. You still have some money left, which is enough for one more sapling. So, now you have to choose one tree out of 8 remaining...

Now let's find out the characteristics of your personality. First, look at what the tree you chose first means. It characterizes your attitude to yourself. The second tree is the secret corners of your soul, which you yourself may not notice, but from time to time everyone who surrounds you sees them.

1. Free. Resilient. Carefree.

You really love surprises. But at the same time, you don’t like it if some circumstances hold you down. You only live for today. All the problems that may appear tomorrow must also be solved tomorrow ...

2. Individual. Independent. Straight.

You always go your own way and don't like looking back at others. You absolutely know what you want. You have your own concepts and ideas. You really don't like to go against your desires. You have outstanding artistic skills.

3. Sensitive. Melancholy. Calm.

you aspire to inner harmony. You don't need no small talk about anything. Better you stay alone with yourself and analyze your actions and the actions of the people around you.

4. Kind. Soft. Harmonious.

You can be relied upon. People feel it, so they are drawn to you. You never chase fashion, convenience always comes first! You appreciate the simplicity and straightforwardness of those around you.

5. Pragmatist. Completely confident in their abilities.

You think you can only rely on yourself. You are not afraid of large amounts of work, even if it is boring and routine. In no case do not rely on chance and luck. You always finish everything. You think that if you want to achieve something, you need to work!

6. Cautious. Reasonable. Peaceful.

You are easy to talk to, but you never let people get too close. You can be called a man of extremes. You are not averse to walking with a noisy company, but at the same time you often spend time alone with yourself. The word "loner" is not suitable for you, but you jealously protect your personal space ...

Annex 2

Determining the level of creative potential of students

The test allows you to assess the level of creativity, the ability to make non-standard decisions.

Instructions: Choose one of the proposed behaviors in these situations.

1. Do you think that the world can be improved:

a) yes;

b) no, he is already good enough;

c) Yes, but only to a certain extent.

2. Do you think that you yourself can participate in changes in the world around you:

a) yes, in most cases;

b) no;

c) yes, in some cases.

3. Do you think that your ideas would bring significant benefits in the field of activity in which you plan to work:

a) yes;

b) yes, under favorable circumstances;

c) only to some extent.

4. Do you think that in the future you will be useful to society:

a) yes, for sure;

b) it is unlikely;

c) maybe.

5. When you decide to do something, you draw up some plan of your actions:

a) yes;

b) you often think that you will not be able to;

c) Yes, often.

6. Do you feel the desire to do something that you absolutely do not know:

a) yes, the unknown attracts you;

b) the unknown does not interest you;

c) whatever the case.

7. You have to do something unfamiliar. Do you feel the desire to achieve perfection in it:

a) yes;

b) I am satisfied with what I managed to achieve;

c) yes, but only if you like it.

8. If you like a business that you don’t know, do you want to know everything about it:

a) yes;

b) no, you want to learn only the most basic;

c) no, you just want to satisfy your curiosity.

9. When you fail, then:

a) you persist for a while, contrary to common sense;

b) give up on this idea, because you understand that it is unrealistic;

c) you keep doing your job, even when it becomes obvious that the obstacles are insurmountable.

10. In your opinion, a profession should be chosen based on:

a) their capabilities, future prospects for themselves;

b) stability, significance, profession, need for it;

c) the benefits it will provide.

11. When traveling, could you easily navigate the route that you have already traveled?

a) yes;

b) no, I'm afraid to go astray;

c) yes, but only where I liked and remembered the area.

12. Immediately after a conversation, can you remember everything that was said:

a) yes, without difficulty;

b) I can’t remember everything;

c) I remember only what interests me.

13. When you hear a word in an unfamiliar language, you can repeat it syllable by syllable without error, even without knowing its meaning:

a) yes, no problem

b) yes, if the word is easy to remember;

c) I will repeat, but not quite right.

14. In your free time, do you prefer:

a) stay alone, think;

b) be in the company;

c) you do not care whether you will be alone or in the company.

15. You are doing something. You decide to stop this activity only when:

a) the job is finished and seems to you perfectly done;

b) you are more or less satisfied;

c) You haven't done everything yet.

16. When you are alone:

a) you like to dream about some, maybe even abstract things;

b) at any cost you try to find a specific occupation for yourself;

c) sometimes you like to dream, but about things that are connected with your affairs.

17. When an idea captures you, then you will think about it:

a) no matter where and with whom you are;

b) you can only do it in private;

c) only where it will not be too noisy.

18. When you defend some idea:

a) you can refuse it if you listen to the convincing arguments of your opponents;

b) stay with your opinion;

c) change your mind if the resistance is too strong.

KEY TO THE TEST

Calculate the points you have scored in this way:

for the answer "a" - 3 points;

for the answer "b" - 1;

for the answer "c" - 2.

RESULT

Questions 1, 6, 7, 8 - define the boundaries of your curiosity;

questions 2, 3, 4, 5 - faith in yourself;

Questions 9 and 15 - constancy;

question 10 - ambition;

questions 12 and 13 - "auditory" memory;

question 11 - visual memory;

question 14 - your desire to be independent;

questions 16 and 17 - the ability to abstract;

question 18 - the degree of concentration.

These abilities constitute the main qualities of creativity.

The total amount of points scored will show the level of your creativity:

49 or more points. You have a lot of creativity, which presents you with a wide range of choices. creative possibilities. If you can actually apply your abilities, then a wide variety of forms of creativity are available to you - high level .

From 24 to 48 points. You have quite normal creativity. You have those qualities that allow you to create, but you also have problems that hinder the creative process. In any case, your potential will allow you to express yourself creatively, if you, of course, wish it - average level .

23 points or less. Your creativity, alas, is small. But maybe you just underestimated yourself, your abilities? Lack of self-confidence can lead you to think that you are not capable of creativity at all. Get rid of it and thus solve the problem − low level .

Preview:

Temperament test

Instruction. Answer “yes” or “no” to questions about how you feel and react in different situations by putting a “+” (yes) or “-” (no) next to the question number on the form.

1. I often feel the need for new experiences.

2. I find it difficult to give up my plans.

3. I usually act and speak quickly, without thinking for a long time.

4. Sometimes I feel unhappy for no reason.

5. On a bet, I can do an unusual thing.

6. Sometimes I break my promises.

7. My mood often changes.

8. I like gambling.

9. I have palpitations.

10. I often worry because I said or did something wrong.

11. I like work that requires speed.

12. I had to speak badly about my acquaintances.

13. I am easily offended.

14. It is better to have many friends than few friends.

15. At times I am overwhelmed with energy, and sometimes everything falls out of my hands.

16. I enjoy being in company rather than being alone.

17. I experience failure for a long time.

18. I have thoughts that I would like to hide from others.

19. I can give vent to my feelings and have fun in the company of the soul.

20. My nerves are often stretched to the limit.

21. I think that I am considered a cheerful person.

22. I often regret words spoken or not said in time.

23. I respond to rudeness with rudeness.

24. I may be late.

25. Usually I find it easy and pleasant in a noisy company.

26. Sometimes different thoughts prevent me from falling asleep.

27. It's easier for me to ask others about something than to read it myself.

28. I often feel guilty.

29. I like being the center of attention.

30. Sometimes I talk about things I don't understand.

31. I often have nightmares.

32. It is easy for me to communicate with a stranger.

33. Sometimes it seems to me that I am somehow worse than others.

34. I think that I am a self-confident person.

35. Criticism hurts me.

36. I have some bad habits.

37. I can spice up a boring company.

38. I am worried about my health.

39. I like to play pranks on others.

40. I find it difficult to say “no” when asked about something.

Results processing

• Stage #1

Every negative answer to questions№ 6, 12, 18, 24, 30, 36 is valued at one point. The lower the score, the higher the reliability of the test results. If you scored more than three points, you may have subconsciously tended to give "good", "correct" answers.

Count the number of your positive answers to questions№1, 3, 5, 8, 11, 14, 16, 19, 21, 23, 25, 27, 29, 32, 34, 37,39 .

Write the amount on the line Extraversion (sociability).

0-5 points . If you scored less than 6 points, you - introvert. Introvert (from the Latin "intro", which means "inside") is focused on its inner world, he lives with his feelings, thoughts, experiences, rethinking events and phenomena through his inner experience and not experiencing a special need to communicate with other people. Your inner world is probably so rich and interesting that your company is enough for you. Among those whom you deprive of the opportunity to communicate with you, there are probably wonderful people. If you have the ability, you will succeed in science, art, crafts that require precision, accuracy and concentration.

Your need for communication is less pronounced than others. Therefore, the professions of a seller, doctor, teacher, lawyer, journalist, manager will tire you. Pay attention to activities that are not associated with broad human contacts - programming, design, creativity, work with texts, with animals and plants.

6-11 points . There is a special term in psychology for people of your type - ambivert (from the Latin "ambi" - dual). This is a universal personality type, the golden mean. You are selective in communication. You enjoy being with people, but you care about who surrounds you. You feel good in the company, but you can easily refuse it. Loneliness doesn't scare you. Not only professions related to communication are suitable for you, but also those requiring the ability to work alone.

12-17 points . If you score more than 12 points, you - extrovert . An extrovert (from the Latin “extra”, which means “above”, “outside”, “outside”) is a person who is oriented outward, to external objects and circumstances, to the opinions of other people, to external, status attributes. This orientation is manifested in his decisions and attitude to life. A person of this type can be so passionate about his work, career, that he does not pay attention to the state of health.

You like being the center of attention. For the sake of company, you can neglect other things. Activities that require perseverance and patience are given to you by an effort of will. Probably, professions that require intensive communication with customers, clients, patients, students, students, passengers would suit you. If you not only love, but also know how to communicate, then professions associated with frequent meetings, negotiations, and consultations will suit you. Professions that require patience and perseverance (working with a computer, research, calculations and calculations) will be given to you at the cost of great effort and nervous tension.

• Stage #2

Count the number of your positive answers to questions№ 2, 4, 7, 9, 10, 13, 15, 17, 20, 22, 26, 28, 31, 33, 35, 38, 40 .

Write the amount on the line Stability (calmness, self-confidence, resistance to stressful situations).

0-5 points . You are difficult to unbalance. You are cold-blooded and imperturbable. The experiences of many people are incomprehensible to you. You are more likely to help with deeds than verbally express your sympathy. Professions that require self-control and the ability to take risks seem to be created for you. Unless it's a superman (or superwoman) mask.

You are able to withstand great emotional stress. Pay attention to the professions of a surgeon, a military man, a law enforcement officer, a tester of equipment, a rescuer.

6-11 points . emotional stability. You successfully combine the stability and sensitivity of the nervous system. You are easier than many to cope with life's difficulties and at the same time you are able to understand and feel the emotional state of another person, to support him. If at the same time you have a need to communicate with other people, pay attention to such areas of activity as service, training, education, medicine, management.

12-17 points . You probably take to heart not only your problems, but also the problems of your friends and acquaintances. Your willingness to help another person is likely to please other people. There are many professions where this quality is professionally important. For example, all professions in the social sphere. People of art also have a special susceptibility, sensitivity and vulnerability.

Nature has rewarded you more subtle nervous system than other people. If you remember this, then the world around you will be perceived much calmer. Your responsiveness certainly attracts people who need your sympathy. But first of all, you must gain strength and confidence yourself.

• Stage #3

We have identified two parameters - extraversion and stability. Mark on the horizontal axis the amount of points on the scale"Extraversion" (sociability), and along the vertical - the sum of points on a scale"Stability".

If you have marked both points on the coordinate axes, you can easily determine your temperament. The farther you are from the center, the more pronounced are the features of one of the four temperaments. If your point is on one of the two axes, then you manage to combine the features of two temperaments. If you hit the bull's-eye, that is, the center, you can be congratulated: you combine the features of all four temperaments. Let's hope it's the best.

The four squares in the figure are the four temperaments

Upper right square. choleric temperament

People of this temperament are fast, mobile, excitable. Cholerics have expressive facial expressions, lively speech, and sudden movements. His feelings usually quickly arise and are clearly manifested. Choleric gets down to business with an increase, works with enthusiasm, overcoming difficulties. When the energy supply is depleted, the mood drops sharply. In dealing with people, a choleric person can be harsh, provoking conflict situations. Since the need for communication among choleric people is increased, they often choose professions related to communication - the service sector, law, politics, administration. And these are exactly the types of activities that require a person to be able to communicate effectively.

• Choleric was Alexander Suvorov. By nature, he had poor health, and as a child he terrified his parents by pouring cold water on the street in late autumn. He managed to temper not only the body, but also the spirit. Having become a great commander, he was in no way inferior to his soldiers, sharing with them all the hardships of camp life and surprising with his energy and determination.

Bottom left square. Phlegmatic temperament

Phlegmatic people are slow and balanced. They usually finish what they start. Their feelings are deep, but hidden from prying eyes. Phlegmatic is difficult to piss off. It is easy for a person of a phlegmatic temperament to develop restraint, composure, calmness. But the phlegmatic person should develop the qualities he lacks - greater mobility, activity, not to allow him to show indifference to activity, lethargy, inertia, which can very easily form under certain conditions. Phlegmatic people have a tendency to systematic work, the ability to concentrate on the task at hand, thoughtfulness - the necessary professional quality scientist, researcher.

• The complete opposite of Suvorov was the phlegmatic Kutuzov. Probably, his temperament influenced the choice of strategy in the war with Napoleon. Phlegmatic people are peaceful, but as long as their interests are not affected. Phlegmatism did not prevent the commander Kutuzov from defeating Napoleon.

Bottom right square. Sanguine temperament

The sanguine person quickly converges with people, is cheerful, easily switches from one type of activity to another, but does not like monotonous work. He easily controls his emotions, quickly masters the new environment, loves communication. The sanguine person quickly develops feelings of joy, grief, affection and hostility, but these feelings are shallow. The mood of the sanguine person changes rapidly, but usually prevails good mood. Sanguine temperament does not impose any restrictions on the choice of profession.

• The famous general, Napoleon, was a sanguine man. This type of temperament is considered the strongest. However, he did not save Napoleon from the defeat that the phlegmatic Kutuzov inflicted on him.

Top left square. Melancholic temperament

Feelings and emotional states in people of a melancholic temperament are distinguished by depth, great strength and duration. Melancholic people have a hard time enduring resentment, grief, although outwardly this may be weakly manifested. They avoid unfamiliar and new people, are often embarrassed, show great awkwardness in a new environment. Everything new, unusual causes a feeling of hidden protest in melancholic people. But in a familiar and calm environment, people with such a temperament feel calm and work very productively. Melancholics are characterized by depth and constancy, acute susceptibility to external influences.

• Why are there no famous generals among melancholics? High sensitivity, combined with the need for solitude, gives birth not to commanders, but to creators. Most poets, artists, musicians are melancholic. Their works are a memory of their feelings and experiences. By the power of their talent, they make others experience their happiness and their suffering. However, there are no rules without exceptions. Choleric temperament did not prevent Pushkin from becoming a great poet.
• The famous French writer A. Dumas was a sanguine person. Remember his Three Musketeers? Athos, Porthos, Aramis and d'Artagnan represent the four temperaments. They complement each other, like the four elements or the four seasons, and therefore are invincible.

Any group of people works more efficiently if it includes representatives of all temperaments. Melancholy they are the first to feel in which direction to start the search. Cholerics perform the functions of fearless scouts. Sanguine are a source of positive emotions and constantly generate unexpected ideas. Phlegmatic analyze the information and offer an informed decision.

A source of information:

• Rezapkina, G.V. Psychology and choice of profession: a program of pre-profile training / G.V. Rezapkin. - M.: Genesis, 2005. - 208 p., ill.

Preview:

1. Writing stories or poetry?
2. Is he afraid of the dark?
3. Was this idea successful?

Test for parents to determine the abilities and inclinations of children (7-13 years old)

The test will help you test your own observations and determine what exactly your child is talented at.

Remember: our test is not serious Scientific research, but half game, half joke.

So, answer "yes" or "no" to the following questions. Each "yes" is one point.

1. Does the child happen to find unusual uses for any object?
2. Does he change his inclinations?
3. Does he like to draw abstract pictures?
4. Does he like to draw imaginary objects?
5. Does he love fantasy stories?
6. Writing stories or poetry?
7. Likes to cut intricate shapes out of paper?
8. Sometimes a child has a desire to redo something to his taste.
9. Have you ever done something you didn't know, or something that doesn't exist.
10. Is he afraid of the dark?
11. Invented some new word.
12. Did you consider this word understandable without explanation.
13. I tried to rearrange the furniture according to my understanding.
14. Was this idea successful?
15. Have you ever used an item for anything other than its intended purpose?
16. Could your child, being very young, guess the purpose of different objects.
17. Does his own taste in choosing clothes prefer yours?
18. Does he have an inner world that is inaccessible to others.
19. He is looking for an explanation for what he does not yet understand.
20. Often asks to explain the phenomena surrounding him?
21. Likes to read books without illustrations?
22. Invents his own games or entertainment.
23. Does he remember and tell his dreams or experiences?

Test for parents to determine the abilities and inclinations of children (7-13 years old)

Results:

From 20-23 points : The child is very smart, able to have own point vision of the environment should help him in this.

From 15-19 points: the child does not always show his abilities, he is resourceful and quick-witted, only when he is interested in something.

From 9-14 points : Great quick wit is sufficient for many areas of knowledge, where one's own view of things is not obligatory. However, for practice creative activity a lot is missing.

From 4-8 points: Your child shows creative thinking only when he achieves an important goal for him, he is more prone to practical activities.

Less than 4 points: The child lacks ingenuity, but he can succeed as a good performer, even in difficult professions.

TEST: DETERMINATION OF THE CHILD'S ABILITIES

How to determine the ability of a child? What does he have a talent for?
Read the statements carefully and choose the items in each section that best apply to your child.

Linguistictype:
1. Likes to read, memorizes poetry easily. Likes to communicate, listen to the radio.
2. Remembers material best when listening or reading.
3. Can speak beautifully and can interest listeners.
4. Good at explaining.
5. He likes to write poetry or stories himself.

Math (boolean) type:
1. Loves to solve crossword puzzles and solve logical problems.
2. Prefers logical, consistent explanations. Himself (or herself) always tries to be consistent in his actions.
3. Always organized and tries to keep his workplace in perfect order.
4. Tries to find patterns in facts, so it is easier for him to memorize the material.
5. While working on a task, he tries to be consistent and carefully thinks through each step.

Visual-spatial type:

1. Remarkably oriented in space and will not get lost even in an unfamiliar place.
2. Often pays attention to little things that other people don't notice.
3. Can easily keep in mind the details of the situation; It is enough for this to look around once in a new place.
4. Best memory new material, if there is an opportunity to watch a movie about him, or see a graph, or a picture.
5. Well versed in geographical maps, various tables, diagrams and graphs.

Musical Intelligence:
1. Interested in music.
2. Not only likes to listen to music, but also composes it.
3. He has a well-developed sense of rhythm.
4. Remembers easily the melody and words, even if he hears them for the first time.

Body or kinesthetic intelligence:
1. Actively goes in for sports. With desire takes part in sports and games.
2. Likes to make something with his own hands.
3. Easier to memorize new material when walking around the room. Learn better using visual models.
4. He remembers new things better if he does it on his own at least once.
5. Prefers manual labor.

Interpersonal Intelligence:
1. Prefers to work in a group rather than alone.
2. Takes the most active part in public life.
3. He is interested in the thoughts and feelings of other people.
4. Without difficulty determines the mood of other people.
5. Helps resolve other people's disputes.

Intrapersonal Intelligence:
1. Likes to dream about the future.
2. Prefers to work independently rather than in a group.
3. For work to be productive, it needs silence.
4. Perfectly understands himself, but can not always understand the feelings of others.
5. In his spare time, he likes to think in detail about things that interest him.

RESULTS:

Now count where you ticked all 5 or at least 4 statements?

Perhaps there are several such sections, which means your child has a mixed type of intelligence.

Why do you need to know this? So that you make the right decision when you enroll your child in music or swimming, math or art. After seeing the result of this test, you will be able to assess the prospects of the child.

Do not be upset if your guesses are not confirmed. This test is quite simple, and the child's talent can be hidden for a long time, and not show up violently and brightly.

Preview:

Questionnaire for parents "My child, his individual characteristics"

1. What is your child like? (Confident, decisive, not very confident, indecisive) _______________________________________________________________
2. Is he protective or not? How does this manifest itself?______________________________

1. What is his favorite activity? ____________________________________________
2. Does the child, in your opinion, have any abilities? ____________________

__________________________________________________________________________

1. What is the child's usual state or mood?

__________________________________________________________________________

1. Does your child cry often?_______________________________________________
2. How does he sleep? How does he sleep?_________________________________________________
3. Is he often tired? If “yes”, then why?

_____________________________________________________________________________

1. How does he react to failures? ______________________________________________
2. How does he react to comments, punishments?
3. How does a child show independence? (likes to do everything on his own, even if he does not know how, does not really strive for independence, prefers that others do everything for him) _________________________________________________
4. What are the relationships with peers? (Knows how to organize children, performs only leading roles, successfully performs both leading and secondary roles, obeys other children) ________________________________________________
5. What other features of your child would you like to talk about?_______________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you for your participation!

Preview:

Diagnosis of the level of school motivation among students elementary school(author N.G. Luskanova)

Choose one answer for each question.

test material

1. Do you like school or not?

1. Not good
2. like
3. I do not like

1. When you wake up in the morning, are you always happy to go to school or do you often feel like staying at home?

1. want to stay at home more
2. it's not always the same
3. I go with joy

1. If the teacher said that all students do not have to come to school tomorrow, would you go to school or stay at home?

1. Don't know
2. would stay at home
3. would go to school

1. Do you like it when you cancel some classes?

1. it's not always the same
2. like
3. I do not like

1. Would you like to not be given homework?

1. I would like to
2. would not like
3. Don't know

6. Would you like to see only changes in school?

1. Don't know
2. would not like
3. I would like to

1. Do you often tell your parents about school?

1. often
2. rarely
3. I don't tell

1. Would you like to have a less strict teacher?

1. I do not know for sure
2. I would like to
3. would not like

1. Do you have many friends in your class?

1. few
2. a lot of
3. no friends

1. Do you like your classmates?

1. like
2. Not good
3. do not like

The children are asked to choose one of three answers, which are evaluated as follows:

3 points if the answer to the question posed indicates a positive attitude towards the school. For example, when to the question: “If the teacher said that tomorrow it is not necessary to go to school, would you go to school?”, the child answers “Yes”;

1 point if the child gives a neutral answer: “I don’t know” or “It happens differently”

0 points if the child gives an answer that makes it possible to judge the child's negative attitude towards school. For example, when the question “When you wake up in the morning, are you always happy to go to school?”, the child answers in the negative.

For all answers, the scores are summed up, it is quite easy for the teacher to correlate the results with several levels of motivation:

25-30 points - a high level of school motivation and learning activity. The children who showed such a result are characterized by the presence of high cognitive motives, the desire to fulfill all school requirements. If you look at the drawings of these children, then you can see fragments of the lesson, a blackboard, children and a teacher at the blackboard.

20-24 points - good school motivation. This result is the norm, it is shown by most students primary school. The guys who showed such a result are characterized by the predominance of cognitive motives over social ones. The children are happy and very carefully fulfill all school requirements. The drawings of these children depict fragments of school life.

15-19 points - a positive attitude towards the school, but the school attracts more with extracurricular activities. The guys who showed such a result feel quite comfortable at school, but they are more attracted to communication. In the drawings, they depict a school, but situations of an extracurricular nature. For such students, the predominance of social motives over cognitive ones is characteristic. With the skillful influence and interaction of the teacher and parents, cognitive motives are quite successfully formed in such children.

10-14 points - low level of school motivation. The guys who showed such a result are reluctant to attend school, very often refer to poor health. Throughout the first grade, toys are taken out of the portfolios in the lessons, often distracted by games. The drawings depict game situations that are not related to school.

Below 10 points - school maladaptation negative attitude towards school. This result is typical for children with low motivational, psychological, physiological readiness for school. They tend to refuse to perform drawings on school theme. They fail to meet school requirements by constantly coming up with reasons to explain their behavior. At school, they feel extremely uncomfortable, show aggression towards classmates.

Preview:

QUESTIONNAIRE FOR STUDENTS Determination of dominant motives for teaching Dear student! To work on overcoming learning failure, the teacher needs to know the most and least conscious motives for your learning. Please put the specified score in front of the name of the motive.

1. I understand that the student must study well
2. I want to finish school and study further
3. I understand that I need knowledge for the future
4. I want to be a cultured and developed person
5. I want to get good grades
6. I want parental approval
7. I want the class to be good opinion about me
8. I want to be best student in class
9. I want my answers in the lessons to be always the best
10. I want to take a worthy place among the best in the class
11. I like studying
12. I love learning new things.
13. I like unusual and non-standard lessons of teachers
14. I like to overcome difficulties in learning activities
15. I love lessons where you can reason
16. I love it when a teacher evaluates my academic progress fairly.

1. I understand that the student must study well.

3. I understand that I need knowledge for the future

4. I want to be a cultured and developed person

5. I want to get good grades

6. I want to get parental approval

7. I want the class to have a good opinion of me.

8. I want to be the best student in the class

9. I want my answers in the lessons to be always the best

10. I want to take a worthy place among the best in the class

11. I like to study

12. I like to learn new things.

13. I like unusual and non-standard lessons of teachers

14. I like to overcome difficulties in learning activities

15. I love lessons where you can reason

16. I love it when a teacher evaluates my academic progress fairly.

Cognitive motives, social motives.

Instructions for the test

Let's build a ladder called "Why I study." Read what is written on the cards (it is written why schoolchildrenare learning At school). But we are not interested in what allare learning , and why do you study yourself, what is the most important thing for you.

Choose the card that says the most important thing. This will be the first step. From the remaining cards, again choose the one where the most important thing is written - this is the second step (put it below the first). Keep building on your own.

Pupils are shown on separate cards the following 8statements , relevant 4 educational and 4social motives:

Test

1. I study in order to know everything.
2. I study because I enjoy the learning process.
3. I study in order to get good grades.
4. I study in order to learn how to solve problems myself.

1. I study to be useful to people.
2. I study so that the teacher will be pleased with my progress.
3. I study to please my parents with my successes.
4. I'm learning for mysuccesses my friends respected me.

Processing and interpretation of test results

See which motives occupy the first 4 places in the hierarchy. If 2social and 2 cognitive, then we conclude that there is a harmonious combination. If these places are occupied by 3 or 4 motives of the same type, then a conclusion is made about dominancegiven type of learning motives.

Typology of the motives of the doctrine "Ladder of motives" (A.I. Bozhovich, I.K. Markova) / Fetiskin N.P., Kozlov V.V., Manuilov G.M. Socio-psychological diagnostics of personality development andsmall groups . - M., 2002. C.10

Preview:

Diagnosis of the social competence of the student This technique is carried out by the class teacher. The scale was developed by A.M. Parishioners in order to identify the level of social competence of adolescents. Using this technique, we reveal not only the general level of social competence of a teenager, but also competence in certain areas. The age of adolescents with whom diagnostics is carried out is 11-16 years. Classroom teacher independently evaluates the teenager and fills out the questionnaire form. Procedure: Before you is a form of methodology, in the upper part of which you enter the data of a teenager, indicate his last name, first name, age, gender, class and date of examination. A little lower is a table in which you will enter the data obtained as a result of the examination after the end of the diagnostics. Next comes a table with questions that need to be assessed on a three-point scale, where (pay special attention!) 1 point - we put it then, when the student fully owns the specified skill, ability, he is characterized by the specified form of behavior 2 points - if the teenager owns skills partly, shows from time to time, inconsistently 3 points - if he does not own it. The first column of the table contains the number of the question, the second column contains letters, these are subscale codes that indicate the adolescent's competence in certain areas. See sub-scale breakdown below. The next column is the skill itself, the presence or absence of which you evaluate in a teenager. In one of the "Score" columns, mark the score that, in your opinion, corresponds to the teenager you are evaluating. For example, if answering the first question, you think that the student has full self-esteem, then in the column where 1b is written, put the number 1. Or if in the second question you think that the teenager being assessed is not able to independently detect and correct his mistakes, then in column 3b we put the number 3. The Notes column is not required. It can indicate the emotional reaction of the respondent, his comments on the question itself. Filling in the table lasts from 20 to 40 minutes. Processing the results: Step 1. After all rows of the table are evaluated and scored, we calculate the total score of social competence. To determine it, we summarize (add) the scores for all points of the methodology. This will be the so-called raw score, the result is recorded in the results table located at the top of the form, under the data on the subject. Next, we calculate the coefficient of social competence, denoted as SC. To begin with, we define ST - this is the social age of a teenager, we determine it according to table 1. Social age is the level of social development of an individual, his mastery of certain social roles, relative to the statistical norm for peers. Please note that there are separate figures for boys and girls. For example, if we evaluated a teenage girl and received a total score of 77, in the table, we find the line where the scores “fall”, in our case, this is the line 75-81, which corresponds to the social age of 13 years. If we evaluated a teenage boy, and received exactly the same total score of 77, then this score corresponds to the social age of 12 years. The obtained scores for social competence are also recorded in the table with the results on the first page of the form. Table 1 Group Number of points Social age Group Number of points Social age Girls 102-108 9 Boys 95-108 9 96-101 10 88-94 10 89-95 11 81-87 11 82-88 12 74-80 12 75-81 13 67-73 13 70-76 14 62-66 14 63-69 15 57-61 15 56-62 16 50-56 16 49-36 17 43-36 17 Chronological age is the age from birth to a specific time of its measurement. When we have determined the social age and also know the chronological age, we can calculate the coefficient of social competence. This is done according to the formula: SC = (SV - XB) * ​​0.1, where SC is social competence; SW - social age; XB is chronological age. Suppose you evaluated a teenage girl of 14 years old (this is the chronological age), the total score of social competence (the sum of all points according to the method) is 77. Look at table 1 and determine the social age of this girl, it corresponds to 13 years old. In this case SC \u003d (13-14) * 0.1. We get the coefficient minus 0.1. The result is recorded in the table with the results. Step 2. After we have determined the general indicator of social competence, we calculate the competence of a teenager in certain areas. There are 6 areas of social competence (which are called subscales). These are independence, self-confidence, attitude to one’s duties, development of communication, organization, development of arbitrariness, interest in social life, the presence of hobbies, possession modern technologies . The data on individual subscales make it possible to qualitatively analyze the areas of "leading" and "lagging behind" in social competence and draw up an appropriate psychological and pedagogical program. Table 2 shows subscales, subscale codes (letters that are in the second column in the questionnaire form), as well as question numbers that correspond to a specific subscale. For example, to determine the score on the “independence” subscale, we summarize (add) the scores for 2,8,16, 20, 31 and 36 points of the methodology. Table 2 Subscale number Subscale code Items 1. Independence С 2 8 16 20 31 36 2. Self-confidence С 1 13 19 22 27 33 3. Attitude to one's duties О 6 10 24 26 28 35 4. Development of communication О 4 12 15 23 30 34 5. Organization, development of arbitrariness P 3 9 14 17 29 32 6. Interest in social life, hobbies, knowledge of modern technologies I 5 7 11 18 21 25 The resulting sum of total scores (raw) for each subscale is written in the table results #3, in line raw score. Table 3 According to Table 4, we determine the social age for each scale in the same way as we determined the social age for general social competence, in accordance with the gender of the student. In that Subscale Raw score Social age 1. Independence (C) 2. Self-confidence (A) 3. Attitude towards one's duties (Ab) 4. Development of communication 5. Organization, development of arbitrariness 6. Interest in social life, the presence of hobbies, knowledge of modern technologies, if the data on ages match, the calculation takes the age closest to the chronological age of the teenager. Table 4 Subscale Girls Boys Scores Social age Scores Social age Self-reliance 15-18 9-11 17-18 9-10 13-14 12-13 15-16 11-12 10-12 14 12-14 13-14 7-9 15 -16 9-11 15 6 17 6-8 16-17 Self-confidence 16-18 9-11 15-18 9-10 12-15 12 12-14 11 11 13 10-11 12 8-10 14-15 7 -9 13-14 6-7 16-17 6 15-17 Attitude towards one's duties 10-18 9-12 15-18 9-11 8-9 13-15 12-14 12-14 6-7 16-17 8 -11 15-16 - - 6-7 17 Development of communication 17-18 9 13-18 9-10 15-16 10-11 10-12 11-12 12-14 12-13 7-9 13-15 9-11 14-16 6 16-17 6-8 17 - - Organization, development of arbitrariness 15-18 9-11 11-18 9-10 12-14 12-13 10-12 11-12 9-11 14-15 7-9 13-14 6-8 16-17 6 15-17 Interest in social life 17-18 9-10 14-18 9-11 15-16 11 9-13 12-14 10-14 12-13 6-8 15- 17 8-9 14-15 - - 6-7 16-17 - - Step 3. The next step is to calculate the coefficient of social competence (SC) for each subscale using the formula ХВ)·0.1 where: SC - coefficient of social competence in the relevant area SI - social age (determined according to table 3) ХВ - chronological age. Step 4. Interpretation of the results. The coefficient of social competence (both on the scale as a whole and on individual subscales) can range from -1 to +1 and is interpreted as follows: From 0.76 to 1 - a teenager is significantly ahead of his peers in terms of social competence, which may indicate excessively rapid maturation as an unfavorable development trend, and when studying self-esteem, its unrealistically overestimated nature. From 0.6 to 0.75 - a teenager is somewhat ahead of his peers in terms of the level of social competence. From 0 to 0.5 - the social competence of a teenager as a whole corresponds to his age (social and psychological standard). From 0 to (-0.5) - the social competence of a teenager as a whole corresponds to his age (social and psychological standard). From (–0.6) to (–0.75) - lag in the development of social competence. From (-0.76) to (-1) - a significant lag in the development of social competence. Step 5. Determine the risk group. Those teachers who received results from (-0.6) to (-0.75) and from (-0.76) to (-1) are at risk, it is with such children that the psychologist works in the future. Step 6. We fill in the profile of the formation of the social competence of the class. The profile of the formation of social competence of students of class _____ (at the beginning of the program) "___" __________ 20____ Name of the student Social competence coefficient Mark about the organization with a psychologist communication (O) Organization (P) Interest in life (I)

Preview:

A. The language of words of approval, encouragement and praise

Compliments, words of praise, gratitude, approval ... Very often during a long family life all compliments and requests turn into criticisms and demands. If this is the leading language for your partner, then with demands and criticism you bring very strong pain for him and destroy love relationships. If you need to criticize a person whose key language of love is words of encouragement and encouragement - make a “sandwich” of words: put words of praise and support on top, you can hide some constructive criticism in the middle and cover it all with another portion of praise, encouragement and approval .

B. The language of quality time together (undivided attention)

C. The Language of Gifts

A gift does not have to be expensive, you can always make it with your own hands, the main thing is that you remembered the person you loved and loved, thought about him, and now express your love in a gift. Gifts are visible symbols of your love. If you see that a person close to you speaks this language - ask what kind of gifts he / she appreciates and why it is important to them. Ask: "How do you feel when I give you a gift?" and you will see that this is love!

D. Language of help in business and ministry.

Service is a special form of expressing love, when for the sake of another person I do a certain job, “serve” him, helping to do or even doing part of the work instead of my loved one. Helping with cleaning the house, washing dishes, going to the store - all this is a service that is important for a person whose love language is help in business.

E. Touch language.

Touches, hugs, kisses - the language that is familiar to every person. Physical touch is vital for any person. Children from the baby home, having the same conditions for growth as their peers in families, lag behind in development only because of the lack of physical contact. The language of touch has great power, especially for those people who have it as their primary love language. friendly pats on the shoulder, pats on the head and hugs will do wonders for these people and fill their vessel of love!

Which of their love languages ​​scored the most? This is your primary love language.

If two languages ​​scored the same number of points, then you are “bilingual”. :)

Preview:

Relationship tree diagnostics

Students are asked to evaluate the relationship between a particular teacher and student using color (traffic light principle):

- green "+" - type of interaction cooperation,

– yellow “=” – indifference interaction type,

When conducting this diagnosis, the student chooses a color (sign) corresponding to the type of interaction that develops with this teacher.

To visually reflect the results obtained, you can use a cut tree branch, on which leaves of three colors are hung.

When analyzing the diagnostics performed, it is necessary to calculate as a percentage how many red, yellow and green colors are selected.

Calculate the percentage of each color using the formula:

((Sign) : total number of questionnaires)∙100%.

Create a summary table.

Color interpretation:

- Red color - conflict relationships, authoritarian type of teacher's communication.

– Yellow- indifferent type of relationship, non-conflict model of communication;

– Green color – relationships active interaction, cooperation and dialogue.

4) Based on the results obtained, draw a conclusion about the predominance of the type of relationship in the school team.

1. Low level (marks "1" and "2"). It is characterized by helplessness in solving any cognitive tasks, including typical ones, which have already been repeatedly solved in the classroom. However, unlike mentally retarded children, students with a low level of cognitive independence are significantly more receptive to outside help.

2. Average level(mark "3"). In most cases, it is characterized by a quick and strong assimilation of the explanatory operation, solving typical tasks without outside help, but difficulties in new, atypical situations.

3. High level (marks "4" and "5"). Usually characterized by a solution without any outside help.

cognitive tasks accessible to the student's knowledge, including atypical ones. The student copes with such tasks as a rule in accordance, without their debatable and logical substantiation.
4. Very high level (mark "5"). Creative approach to problem solving. The student easily composes any problems on his own and quickly solves them.

2. Levels of organization in teaching

1. Low level (mark "1" and "2"). Disorganized, sloppy, scattered. Does not follow the daily regimen, does not know how to plan his time, usually performs them on the last day of work, “by storm”.

2. Low level (mark "3"). Not always organized and neat, there are "breakdowns". Able to plan tasks, but often superficially. Planning is not a guide for the student to independent activity and is often not carried out. Sometimes he asks the teacher and comrades to strengthen control over him from the outside (there is not enough time for everything).

3. High level (marks "4" and "5"). Organized, neat, collected. Systematically skillfully plans tasks, strictly implements work plans.

4. Very high level (mark "5"). Strictly fulfills work plans, but not thoughtlessly, but creatively refining them, making the necessary adjustments.

3. Levels of interest in the subject

1. Zero level (marks "1" and "2"). Negative or indifferent attitude to the subject, the awakening of positive emotions when entertaining, at the first success in learning. These students learn under duress.

2. Potential interest in the subject (mark "3"). It is usually characterized by a positive attitude to learning, curiosity, desire and individual attempts to overcome difficulties in educational activities. Such students often lack diligence, sometimes there is a conflict between a relatively deep cognitive interest and the "boring need to learn a lesson."

3. Effective interest (marks "4" and "5"). It is characterized by a conscious sustainable cognitive orientation of the student, based on a deep need to independently acquire knowledge, master skills and abilities. At the same time, there are often very diligent students who do not have a deep interest in knowledge, since the level of learning is low. Such students can be attributed to this group, because the motives of their teaching are effective, not potential, and when helping, the interest of these children, as a rule, becomes deeper and more stable.

4. The level of development of the student's attention

1. First level (mark "1"). Completely inattentive. He is distracted all the time in class. Usually this is an excitable, "disinhibited" child who needs to strengthen the nervous system.

2. Second level (mark "2"). Usually inattentive, but when prompted by the teacher, the parent works for some time directed and concentrated. Distractibility in the classroom is very high - up to 80 percent of the time.

3. Level three. (mark "3"). The orientation and concentration of activity is mainly involuntary (with entertainment, expectation of something new, unusual, exciting). Tries to make efforts to overcome distracting stimuli. This is not always possible. Often there is distraction. Distractibility in the classroom reaches 30 percent or more of the time.

4. Fourth level (mark "4"). It differs from the third level in its developed voluntary attention: by volitional effort it overcomes everything that interferes with directed and concentrated work. Just like the representatives of the third level, when the material is entertaining, novelty, involuntary attention functions well. Distractibility is low, up to 10 percent of the lesson time. Differs mainly in increased fatigue.

5. Fifth level (mark "5"). Attention is purposeful and concentrated and does not require constant volitional efforts. Retraction is practically non-existent. Such students are often able to distribute attention when performing two or more actions.

5. Levels of student memory development

1. First level (mark "1"). Remembers material extremely slowly and with great distortion (meaninglessness of phrases and texts). This is due to a misunderstanding of the studied material. Memorized facts and definitions are stored in memory for a short time.

2. The second level ("mark "2"). Usually does not fit into the time allotted for memorization of the material. The actual material is remembered without comprehension and not for long. Late reproduction with distortion of the material is characteristic. The readiness for recall is not developed: even on the instructions of the teacher, the student cannot bring the memorized fact or rule in time.

3. Third level (mark "3"). For correct, complete and lasting memorization, a significant number of repetitions (10-15) is required. Rational methods of memorization are not formed, however, the memorized material usually remains in memory for a long time. The reproduction of the memorized material is carried out without gross distortion of thoughts. On the instructions of the teacher, he successfully learns the material covered, while arbitrary reproduction is not developed. In independent activities, he does not know how to use what he even remembered well.

4. Fourth level (mark "4"). Remembers relatively quickly (3-7 repetitions) and correctly. Keeps memorized firmly (slowly forgets). Formed rational ways of memorization. It reproduces well what the teacher requires to remember. In creative work, when you need to independently recall the factual material for additions, corrections, proofs, memory often “fails”.

5. Fifth level (mark "5"). Remembers quickly (number of repetitions up to 3) and accurately. Keeps the learned material for a long time. Easily and appropriately (on assignment and independently) recalls the factual material necessary in a variety of creative activities.

6. Levels of development of schoolchildren's thinking

1. First level (mark "1"). The mind is superficial, unable to distinguish the essential features of concepts. Cannot cope with the elementary classification of objects depicted in the pictures, even with the help of a teacher. Mental activity is unconscious in nature. As a rule, he reacts incorrectly to a hint from the teacher. Intellectual passivity is characteristic: reading without attention, solving a problem by blind "trials", memorizing the rules.

2. Second level (mark "2"). The mind is shallow: when analyzing and generalizing, it mixes the main and secondary signs. An elementary classification of visual objects is accessible only with outside help. Slightly higher susceptibility to teacher prompting. Thinking is characterized by inertia: the student usually solves a new problem in the same (inappropriate) way. Intellectual passivity is manifested, which is eliminated more easily than among representatives of the first level.

3. Third level (mark "3"). Able to highlight some significant features. Able to classify the objects depicted in the pictures without outside help, however, the student is not able to see available abstract concepts in the system. Characteristic is the ability to describe, but the inability to explain the mutual connections and relationships of concepts. Along with intuitive-practical thinking, there is a certain amount of verbal-logical thinking. This makes it possible to achieve a relatively high susceptibility to outside help in the absence of the ability to independently solve the problem. The flexibility of thinking is not sufficiently developed: when varying cognitive tasks, it experiences difficulties that are successfully overcome with outside help.

4. Fourth level (mark "4"). Able to highlight the essential features of concepts, establish logical connections based on these features. At the same time, sometimes it allows "elemental analysis" and generalization of random features. A relatively high awareness of mental activity allows not only to respond well to the teacher's help, but also to independently understand logical problems.

In the process of observation, the teacher needs to pay attention to the following personal qualities:

• discipline (fulfillment of the requirements of educational, labor and technological discipline, rational use working hours for the implementation of educational and production tasks);
• diligence (enthusiasm for the implementation of educational and production work, thoughtfulness and creative approach to the performance of tasks, conscientiousness, responsible attitude to work);
• thrift (accurate, careful handling of tools, machines, mechanisms, economical spending of funds and materials, use of material assets for their intended purpose);
• collectivism (the ability to work in concert in a team of comrades, showing interest and initiative in organizing collective work, helping comrades and exactingness towards them in the interests of achieving collective goals, kindness, responsiveness);
• self-assessment of the results of work (objectivity, pride, pride, etc.);
• professional orientation (activity in mastering professional knowledge and skills, the desire to apply knowledge to improve the quality of work, increase labor productivity, satisfaction with the profile of labor training, awareness of the social significance of labor activity).

The main goal of training is the disclosure of the individual characteristics of the student, the recognition of his originality, the formation of him as a creative person. The most important result of learning is not just the acquisition of certain knowledge, but the ability to extract it from the flow of information. To develop this skill, the teacher must know what strategies the student prefers to use when perceiving and processing information, how these strategies are compared with his own preferences. In this regard, the teacher must know the individual characteristics of the student that have an impact on the educational process.

Bibliography

1. Kopelevich Faina Ilyinichna.Taking into account the individual characteristics of students in trainingmathematics [digital resource] dissertation... candidate of pedagogical sciences: 13.00.02. - St. Petersburg, 2004.
2. Mironov L. How to get to know a student better // Methodical work at school, 2010, №4
3. Akimova M.K., Kozlova V.T. Individuality of students and individual approach. Moscow: Knowledge, 1992 - 80 p.
4. Age and individual characteristics figurative thinking students / Ed. Yakimanskaya I.S., M.: Pedagogy, 1989.- 221 p.
5. G.V. Popov.The study and diagnosis of the individual characteristics of the personality of students - essential condition optimization of training and education. [Digital resource]
6. DiagnosticsStudiesPersonality

   
   

   
   

   
   

   My light, MIRROR ... (Tests for high school students)

   Method "The house in which you "live""

   (Methods for diagnosing character are used from the source: Psychological tests for teenagers./Comp. T.V.Orlova. - Kyiv: LLC "Tair", 1997. - 190 p. (Popular psychology)

   A drawing created by a person without hesitation can reveal his character in many ways. Character - a set of mental traits of a person as a result of his temperament and upbringing, the direction of his will and mind. To find out some of the features of your character, draw the most ordinary house on a piece of paper.

   Interpretation of results

   Small, low house. A person who draws a house with a very low roof most likely feels tired, tired, likes to reminisce about the past.

   Multi-storey building. He is usually drawn by a dry, introverted person dealing with his own problems.

   Lock. Such a drawing reveals something childish in character, frivolous, frivolous. It means that a person has too rich imagination and isolation from real life.

   Window. A huge window, most likely, speaks of openness, cordiality, friendliness. One or more small windows, windows with bars, shutters - an indicator of secrecy, the presence of complexes, greed, the inability to neither give nor accept anything from others.

   Doors. If they are located in the middle of the facade, this indicates friendliness, hospitality. And the porch is about even greater generosity, a sense of self-confidence. Opened door means sociability. Closed - closed. If the door closes almost the entire facade, this indicates frivolity, unpredictability in actions, but also generosity.

   The absence of a pipe in the figure is a sign of insensitivity. A pipe from which no smoke comes out means the same thing, but this character trait is caused, no doubt, by a number of disappointments in life. A chimney with smoke is a sign of generosity, and if, moreover, even bricks are drawn on the chimney, then this indicates optimism in life.

   Method "Your color and your character"

   Most people prefer one color, at least no more than two or three (depending on where these colors are used: in clothes, furnishings, etc.). The answer to the question "What is your favorite color?" can reveal the secrets of the character, the emotional make-up of the personality. Of course, it cannot be denied that the pleasant or unpleasant feeling that a particular color evokes can change over time. After all, we ourselves are changing ...

   White is the synthesis of all colors, so it is the ideal color, the "dream color". It has a significant meaning, since it simultaneously conveys both the brilliance of light and the coldness of ice. This color can be preferred by a person with any character, it does not repel anyone.

   Black is opposed to white. It is the color of uncertainty, symbolizes a gloomy perception of life. This is the color of maximalism, criticism, judgment. Those who prefer to dress in black often perceive life in dark colors, are unsure of themselves, unhappy, prone to depression, because they have no doubt that ideals in life are unattainable. The frequent change of a black suit or dress to another, brighter one is an indicator that pessimistic moods are dissipating.

   Gray is the favorite color of judicious and distrustful natures who think for a long time before making any decision. It is also a neutral color that is preferred by those who are afraid to make themselves known too loudly. If you don’t like this color, then this is an indicator of an impulsive, frivolous character.

   Red is the color of passion. If this is a favorite color, then such a person is a bold, strong-willed, domineering type, quick-tempered, sociable. Besides, he is an altruist. People who are annoyed by this color have an inferiority complex, fear of quarrels, a tendency to solitude, stability in relationships.

   Orange is the favorite color of intuitive people and passionate dreamers.

   Brown and all its shades (the color of the earth) are preferred by those who firmly and confidently stand on their feet. People who have a weakness for him appreciate traditions, family. When he is unpleasant, then this speaks of selfishness and selfishness, that this person is secretive, with difficulty goes to frankness.

   Yellow color symbolizes calmness, ease in relations with people, intelligence. When he is loved, it means sociability, curiosity, courage, easy adaptability and the ability to enjoy the opportunity to please and attract people to him. When he is unpleasant, then we are talking about a person who is concentrated, pessimistic, with whom it is difficult to make acquaintance.

   Salad - the color of misanthropes and cynics. He only likes powerful people who seek to impose their will on others, but are themselves afraid to act, so as not to get into a difficult situation.

   Pink is the color of life, of all living things, it speaks of the need to love and be kinder. Those who like him can get excited for any, the most insignificant reason. In pragmatic people, this color causes irritation.

   Violet color speaks of a very great emotionality, sensitivity, high spirituality and delicacy. When it is unpleasant, it is a sign of a developed sense of duty, a desire to live only in the present. This is a typical color of harmoniously developed people.

   Blue. Since this is the color of the sky, it is usually associated with the spiritual sublimity of a person, his purity. If he likes, it speaks of modesty and melancholy; Such a person often needs to rest. He quickly and easily gets tired, it is extremely important for him to have a sense of confidence, the benevolence of others. In the rejection of this color, a person is revealed who wants to give the impression that he can do everything in the world. But, in essence, he is a model of uncertainty and isolation. Indifference to this color speaks of a well-known frivolity in the field of feelings, hidden under the mask of courtesy.

   Green is the color of nature, nature, life itself, spring. The one who prefers it is afraid of other people's influence, looking for a way of self-affirmation, since this is vital for him. Anyone who does not love him is afraid of everyday problems, vicissitudes of fate, in general - all difficulties.

   Test "What is your creativity?"

   (Potemkina O.F., Potemkina E.V. Tests for teenagers. - M .: ACT-PRESS BOOK, 2006. - 320 p. S. 92-96.)

   Instruction. Choose one of the suggested answers to the following questions and statements.

   1. Do you think that the world around you can be improved?

   b) no, he is already good enough;

   c) Yes, but only to a certain extent.

   2. Do you think that you yourself can participate in significant changes in the world around you?

   a) yes, in most cases;

   c) yes, in some cases.

   3. Do you think that some of your ideas would bring significant progress in the field in which you are going to work?

   b) yes, under favorable circumstances;

   c) only to some extent.

   4. Do you think that in the future you will play such an important role that you will be able to fundamentally change something in your life and in the lives of other people?

   a) yes, for sure;

   b) it is unlikely;

   c) maybe.

   5. When you decide to take some action, do you think that you will carry out your undertaking?

   b) often think that you will not be able to;

   c) Yes, often.

   6. Do you feel like doing something you don't know at all?

   a) yes, the unknown attracts you;

   b) the unknown does not interest you;

   c) It all depends on the nature of the case.

   7. You have to do something unfamiliar. Do you feel the desire to achieve perfection in it?

   b) satisfied with what you have achieved;

   c) yes, but only if you like it.

   8. If you like something you don't know, do you want to know everything about it?

   b) no, you want to learn only the most basic;

   c) no, you only want to satisfy your curiosity.

   9. When you fail, then:

   a) for some time you persist contrary to common sense;

   b) give up on this idea, as you understand that it is unrealistic;

   c) continue to do your job, even when it becomes obvious that the obstacles are insurmountable.

   10. In your opinion, a profession should be chosen based on:

   a) their capabilities, proper prospects for themselves;

   b) stability, significance, the need for the profession, the need for it;

   c) the benefits it will provide.

   11. When traveling, could you easily navigate the route that you have already traveled?

   b) no, you are afraid to go astray;

   c) yes, but only where you liked and remembered the area.

   12. Immediately after a conversation, can you remember everything that was said?

   a) yes, without difficulty;

   b) you can’t remember everything;

   c) remember only what interests you.

   13. When you hear a word in an unfamiliar language, can you repeat it syllable by syllable without error, without even knowing its meaning?

   a) yes, without difficulty;

   b) yes, if the word is easy to remember;

   c) repeat, but not quite right.

   14. In your free time, do you prefer:

   a) stay alone, think;

   b) be in the company;

   c) you do not care whether you will be alone or in the company.

   15. You are doing something. You decide to stop this activity only when:

   a) the job is finished and seems to you perfectly done;

   b) you are more or less satisfied;

   c) you have not yet managed to do everything.

   16. When you are alone:

   a) like to dream about some, maybe even abstract things;

   b) at any cost trying to find a specific occupation;

   c) sometimes like to dream, but about things related to your work.

   17. When an idea captures you, then you will think about it:

   a) no matter where and with whom you are;

   b) you can only do it alone;

   c) only where it will not be too noisy.

   18. When you stand up for some idea:

   a) you can refuse it if you listen to the convincing arguments of your opponents;

   b) stay with your opinion, no matter what arguments you hear;

   c) change your mind if the resistance is too strong.

   Calculate the points you have scored as follows:

   for the answer "a" - 3 points;

   for the answer "b" - 1 point;

   for the answer "c" - 2 points.

   Questions 1, 6, 7, 8 define the limits of your curiosity; questions 2, 3, 4, 5 - faith in yourself; questions 9 and 15 - persistence; question 10 - ambition; questions 12 and 13 - auditory memory; question 11 - visual memory; question 14 - your desire to be independent; questions 16, 17 - the ability to abstract; question 18 - the degree of concentration.

   These abilities constitute the qualities of creativity. The total amount of points scored will show the level of your creativity.

   49 or more points. You have a significant creative potential, which provides you with a rich selection of creative opportunities. If you can actually apply your abilities, then a wide variety of forms of creativity are available to you.

   From 24 to 48 points. You have quite good creativity. You have those qualities that allow you to create, but you also have problems that hinder the creative process. In any case, your potential will allow you to express yourself creatively, if you, of course, wish it.

   23 points or less. Your creative potential, alas, has not yet gained strength, and it needs to be developed. But maybe you just underestimate yourself, your abilities? Lack of self-confidence can lead you to think that you are not capable of creativity at all. Get rid of these thoughts and thus solve the problem.

   Character: Psychogeometric test

   Character is an individual stable system of habitual ways of human behavior. Translated from ancient Greek means: "imprint", " distinguishing feature”, “sign”, “sign”, “feature”. Character is largely the result of upbringing and self-education. Unlike temperament, which is largely due to innate qualities, character develops mainly throughout life, under the influence of communication with other people.

   (Gretsov A.V., Azbel A.A. Know yourself. Psychological tests for teenagers. - St. Petersburg: Peter, 2006. - S. 31-34.)

   Instruction. Look at the five figures. Choose from them the one in relation to which you can say: "It's me!" Just do not engage in any logical analysis and reasoning. Just try to feel your form. If you're having a hard time, choose from the figures the one that first attracted attention when you looked at the page with their image. Write its name under number 1. From the remaining four figures, again choose the closest one and write down its name under number 2. And so number all five figures. Please try not to think long and hard!

   Rice. 3. Stimulus material for the "psycho-geometric test"

   Interpretation of results.

   After numbering the figures, read psychological characteristics with which their choice usually corresponds. The characteristics associated with the figures you chose under No. 1 and No. 2 are most applicable to you. As for the characteristics associated with the figure that you chose last, these are the traits you reject. Most likely, it will be quite difficult for you to communicate with people in whom they are actively manifested.

   Table 5

   Interpretation of the results of the psychogeometric test

   Psychological properties

   Positive

   Negative

   Organized

   Attentive to the details

   Hardworking

   rational, prudent

   Erudite

   Persistent, persistent

   Solid in decisions

   Patient

   Thrifty

   Pedant, meticulous, petty

   Can't see the forest because of the trees

   Hard worker

   Cold, aloof

   overly cautious

   Not a very rich fantasy

   conservative, resistant

   Waiting, Delaying Decisions

   Triangle

   Leader leading the way

   Taking responsibility

   Decisive

   Focused on the goal

   Focused on the heart of the matter

   Competitive, focused on winning

   Confident

   Ambitious

   Vigorous

   Selfish, self-centered

   Impatient, interrupts others

   Insidious, cunning

   presumptuous

   Status-oriented, career-oriented

   unstoppable

   Rectangle

   Excited, active

   Curious

   Easy to learn new things

   Sensitive, no frills

   Tense in a state of confusion

   Inconsistent, fickle

   gullible, suggestible

   Emotionally unstable

   With low self-esteem

   Reckless

   Friendly, benevolent

   Good-natured

   Caring

   supportive

   devoted

   sympathizer

   Generous

   Able to convince others

   Confiding

   Calm

   Reflective (prone to self-awareness)

   conflict-free

   Undemanding

   Yielding

   Careless

   Intrusive

   Talkative

   Intrusive

   Chatty, likes to gossip

   Tendency to self-blame

   extravagance

   Plays on the feelings of others

   Gullible

   Not very striving for achievement

   Indecisive

   Weak "politician"

   Creative approach to life

   Theoretical setup

   Dreamy, looking to the future

   Intuitiveness

   Wit

   expressiveness

   Striving for novelty

   Enthusiasm, enthusiasm

   Disorganization

   Impracticality

   unrealistic

   Illogicality, inconsistency

   Eccentricity

   Intemperance, spontaneity

   Inconstancy of mood, behavior and attitudes

   naivete

   Note the fact that the "Positive" and "Negative" columns sometimes refer to very similar psychological characteristics, simply expressed different words(solid in decisions - stubborn, generous - wasteful, etc.).

   In fact, in fact, these psychological characteristics are very close, but whether they are positive or negative depends on how they manifest themselves and how much they correspond to external conditions. And also on how people around them and the person themselves treat them.

   Method "Draw your character"

   (Psychology: Tutorial V class./Ed. I.V. Dubrovina. - M.: Moscow Psychological and Social Institute; Voronezh: MODEK, 2000. - S. 226-231.)

   Instruction. Fill in each of the proposed squares, supplementing the images as you wish. Don't think too long about the task. Give free rein to your imagination.

   Rice. 4. Stimulus material for the “Draw your character” technique

   Processing and interpretation of results.

   Now let's see what happened.

   1. The drawing in the first square shows how you feel about yourself. If you drew something funny or a smiling face, then this indicates a good attitude towards yourself and a sense of humor. If you drew the sun, you often want to be in charge, the leader. A flower means that you pay a lot of attention to your appearance. Eye - you are a proud person, you strive to control yourself and other people.

   2. Drawing in the second square. If you drew something only in a small square, it means that you are a homebody, you love home comfort. If the drawing is in a large square, then you are interested in the world around you. If the drawing is in both large and small squares, then your interests are harmoniously distributed between the house and the outside world.

   3. Third square. An arrow flying at a target means that you are able to work hard to achieve your goal. If you have drawn several arrows or lines, then you do not know what goal you want to achieve. If you have drawn something that does not look like arrows and a target, then you are a searching, rebellious person.

   4. Fourth square. If a lot of figures or drawings are drawn in this square, then this means that you like to communicate and, most likely, you have many friends. If you drew only one line, then most likely you are a secretive, reserved, reserved person. If you depicted a brick, then you are inclined to be capricious, to doubt everything. Or maybe you're a whiner?

   5. Fifth square. If you have drawn something that looks like a building, a lamppost, an animal's neck (that is, your drawing depicts one thing, and its lines are closed), then you have a calm, friendly character. If you left the space between two vertical lines unfilled, and the drawing shifted to the right or left, then you are shy, modest. If you got a tree, then this means that you value your home, family most of all. If you depicted fruits on a tree, it means that you love small children very much.

   6. Sixth square. If the main thing in your drawing is a given element, then you have a rare ability to quickly and easily win over strangers. If you drew something completely different, for example, an angular geometric pattern, then most of all you value independence and independence.

   7. Seventh square. The drawing above the wavy line located in the middle indicates that you are confident in yourself, you feel confident, and if under the wavy line, then you do not believe in yourself. By depicting a sinking object, you show that you are worried about your future. A pattern in the form of a chain, an ornament indicates that you are able to work hard, are responsible, but are too sensitive to mistakes.

   8. The eighth square. What you depicted in an empty square means the circle of your interests. If you left the square empty, then you are probably bored with life. Try to get interested, get carried away with something, find yourself some an exciting activity.

   9. Ninth square. If you supplemented the drawn black square with other squares or other geometric shapes so that you get a symmetrical pattern, then you are disciplined, organized, and work well together with others. If you get a picture with curved lines, asymmetrical and not similar to a regular geometric construction, then this indicates that you are not inclined to recognize authorities, stubborn and persistent.

   10. Tenth square. If you just closed circles, then you constantly need protection and support, you prefer not to decide anything on your own. If you have not closed circles, you are an independent person with a purpose in life. Drawing in the form of a human ear speaks of a secretive nature. If the drawing made you think about the handle of a cup, then you like to take care of small children, about the house.

   11. Eleventh square. If you perceive a drawing as an element of a board game, then this means assertiveness of character, love of competition. If the drawing is somewhat reminiscent of a house, this indicates thriftiness.

   12. Twelfth square. If you used dots like constituent part pictures (ants, a hare's tail, grains that birds peck, etc.), this indicates that you have a good imagination, a rich fantasy. If you shaded the dots and connected them into a circle, this indicates logical thinking and practical mindset.

   Test "Road to the mountains"

   (Derekleeva N.I. Modular course of educational and communicative motivation of students or Learning to live in modern world. - M.: VAKO, 2006. - 128 p. - S. 57-59.)

   What we choose, what actions we perform in accordance with the choice, depends on our attitude towards ourselves and towards the people around us. If you want to know your attitude towards yourself, towards people, then you are invited to make a trip to the mountains. There will be five stops along the imaginary path.

   Game Description

   Your friend lives in the mountains. Today is a day off, he invited you and your friends to visit. You decide that it will be useful to take a walk. In addition, it is very hot in the places where you live, and I would like to visit where it is cool. You get in the car, pick up your friends and hit the road together.

   FIRST STOP

   Part of the road is very bad, in front there is a big pit full of water.

   Choices:

   1) you manage to bypass the pit and continue on your way;

   2) you are stuck in a hole. Getting out without outside help is impossible. We'll have to wait for someone to pull it out.

   SECOND STOP

   An oncoming car pulled you out and you are on the freeway. It's noon on the clock. Friends ask to speed up, the car is very hot. You want to add speed and show the capabilities of the machine.

   Choices:

   1) you refuse this idea, being afraid of traffic troubles;

   2) you succumb to the persuasion of friends and step on the gas. But on the road, a traffic police officer and you are fined for speeding.

   THIRD STOP

   Your mood is completely spoiled, and the road is getting steeper. Friends joke, laugh, demand to increase the speed. Hanging out with friends is annoying. You experience discomfort.

   Choices:

   1) you open the window, turn on the radio, and everything passes;

   2) you stop the car, go to the side of the road, look for a corner to lie down and calm down.

   FOURTH STOP

   Irritation has passed, it has become easier. You're on your way, mountain road, Fresh air, good music, jokes of friends, and suddenly - bang: a tire puncture.

   Choices:

   1) having called for the help of friends, you change the wheel and continue on your way;

   2) you are furious. The mood is hopelessly ruined. You "kick" the car and hurt your leg. Until the pain subsides, you cannot go.

   FIFTH STOP

   The road is getting steeper. A lot of time is lost, I want to reach the goal faster and have some rest.

   Choices:

   1) you are discussing with friends how you can change the plan of the walk without harming the walk itself, yourself and friends;

   2) you decide to go faster, but the traffic police is on the alert... A fine, unpleasant explanations, a quarrel with friends.

   Game reflection

   1. Does the road you were driving resemble our life?

   2. Is it possible to live life without obstacles and failures?

   3. How to treat them?

   4. How does this game relate to the topic of our conversation?

   Each stop offers two response options:

   1) answer option - 10 points;

   2) answer option - 5 points.

   Analysis of results

   If you scored from 40 to 50 points, then this indicates that even in a game situation you do not get tired of reflecting on your actions. You understand that your every action is the result of your attitude towards yourself, people and the world. You realize that any of your actions involve certain consequences for you, and you act as your mind tells you.

   When you do certain actions, you reflect on the consequences of them not only for yourself, but also for other people.

   If you learn to reason in a game situation, then in life you will avoid losses and mistakes that await you on the way.

   If you scored from 30 to 40 points, then you think that you can live without thinking about the consequences of your actions. It is very difficult for you to make your own decisions. Very often an act committed thoughtlessly causes repentance, but, unfortunately, it is often too late. It is sometimes difficult for you to get along with people, to adapt to their opinion and desires. However, you really want the people around you to follow your interests and desires.

   If you scored 25 points, then your behavior is the result of an indifferent attitude towards yourself and others, which often leads to bad consequences. Unwillingness to listen to the voice of common sense, sole decision-making, thoughtlessness in relations with people can lead to the fact that a person remains isolated and suffers both physically and mentally.

   At the end of the game, the guys count the points and (optionally) talk about their choice.

   Test "How do you feel about your time?"

   (Psychological tests for teenagers. / Compiled by T.V. Orlova. - Kyiv: Tair LLC. 1997. -190 p.)

   How to learn to live optimally? Every person from early childhood must learn simple truths that can affect the result of his life's efforts and achievements. Time is irreversible. It cannot be accumulated, bought, donated, inherited, seized, demanded. And you can learn to skillfully dispose of them; take care of it; use it sparingly; dispose of it in such a way that others understand how important and valuable it is to you.

   Instruction. When answering the questions, choose one of the answer options (A, B, C).

   1. In order to get up in the morning, you:

   A. set an alarm - 3;

   V. rely on your relatives and friends - 1.

   2. Waking up in the morning, you:

   A. immediately jump out of bed and go to school - 2;

   B. get up without fussing, do a warm-up, then get ready for school - 3;

   B. knowing that there are a few minutes left, luxuriate in bed - 1.

   3. At breakfast you:

   A. quickly drink tea or coffee with sandwiches - 2;

   B. eat a full breakfast - 3;

   B. don't have breakfast - 1.

   4. Do you prefer the following start of the day:

   A. coming to school at the same time - 3;

   B. being late - 1;

   V. how it will turn out - 2.

   5. During school lunch You:

   A. have time to have lunch before the call - 1;

   B. have time to have lunch and be in time for the lesson - 2;

   B. have time to have lunch and chat with friends during lunch - 3;

   6. Do you often manage to laugh at your friends?

   A. every day - 1;

   B. sometimes - 2;

   B. rarely - 3.

   7. You are in conflict situation:

   A. stubbornly defend your position - 1;

   B. move away from participation in the conflict - 2;

   B. clearly state your position and stop the discussion - 3.

   8. After school you stay late at school:

   A. always for 20 - 3 minutes;

   B. about an hour - 2;

   B. can stay long enough - 1.

   9. Free time you usually:

   A. spend with friends - 2;

   B. give to your hobbies - 3;

   V. spend as it turns out - 1.

   10. Meeting friends means for you:

   A. the opportunity to escape from worries - 3;

   B. loss of time - 2;

   B. problems and spoiled mood - 1.

   11. You go to bed:

   A. at about the same time - 2;

   B. when how, depending on mood and school lessons - 1;

   V. after the end of all cases - 3.

   12. How do you spend your holidays:

   A. is always interesting - 3;

   B. as my parents decide - 1;

   V. how it turns out - 2.

   13. When talking about sports, you limit yourself to:

   A. the role of a fan - 2;

   B. do constant exercises - 3;

   B. do not consider sport to be vital for you - 1.

   14. Over the past two weeks, you have a lot:

   A. moved - 3;

   B. went in for sports - 2;

   V. engaged in physical labor - 1.

   15. When meeting up with friends, do you usually:

   A. discuss your problems - 2;

   B. go in for sports - 3;

   B. go on a hike - 1.

   16. You always want to:

   A. achieve your goal at any cost - 1;

   B. to succeed thanks to their efforts - 3;

   B. take a wait-and-see position - 2.

   Processing and interpretation of results

   The prevailing score is "3".

   If your answers are dominated by a score of "three", this indicates that you are quite careful about your time and value it. You try to rationally allocate time between your studies, hobbies and friends. At the same time, you try to make your communication with relatives and friends informal and bring satisfaction not only to you, but also to the people around you. Do you think that meeting friends is not a reason to complain about bad attitude other people to you and discuss your problems, but the opportunity to have fun, talk about your successes, learn something, rejoice at the achievements of others. You are on the right track not only in the ability to manage your time, but also in achieving your goals. Your experiences can help others manage their time and improve their life accomplishments.

   The prevailing score is "2".

   If a score of "two" prevails in your answers, this also does not by chance indicate that you tend to have an indifferent attitude towards your own life. It seems that you are hesitant to start treating yourself and your time costs respectfully and reasonably. There is a lot of irresponsibility in your actions, but sometimes you understand that you are doing it wrong, you catch yourself, although your energy is not enough for a short time. Therefore, you have many defeats in your life, which are associated not only with certain circumstances, but to a greater extent with your disorganization and lack of will.

   Prevailing score "1"

   If your answers are dominated by a score of "one", then you do not control time, but time controls you.

   You have little interest in time categories. You live the way you want. You are not at all interested in what losses this may turn out to be in the future. However, it is unusual for you to blame yourself for your problems, you like your friends and buddies to sympathize with you and feel sorry for you. It gives you food to keep doing nothing.

   You try not to think about the future because it scares you! You prefer to blame others for your failures and problems, although in the deep labyrinths of your soul you realize that you yourself are to blame.

   Methodology for diagnosing the degree of satisfaction of basic needs

   (Raigorodsky D.Ya. Practical psychodiagnostics. Methods and tests: Textbook. - Samara: ID BAHRAKH, 1998. - S. 624-626.)

   Instruction. Here are 15 statements that you must evaluate in pairs, comparing them with each other.

   Comparing the 1st statement with the 2nd, 3rd, etc., write the result in the 1st column. So, if, when comparing the 1st statement with the 2nd, you find the 2nd one preferable for yourself, then enter the number “2” in the initial cell. If the 1st statement is preferable, then enter the number "1", then do the same with the 2nd statement: first compare it with the 3rd, then with the 4th, etc. and enter the result in 2 -th column.

   Work with the rest of the statements in the same way, gradually filling out the entire form.

   During work, it is useful to pronounce the phrase for each statement: "I want ...".

   Stimulus material

   1. Achieve recognition and respect.

   2. Have warm relationships with people.

   3. Secure your future.

   4. Earn a living.

   5. Have good interlocutors.

   6. Strengthen your position.

   7. Develop your strengths and abilities.

   8. Provide yourself with material comfort.

   9. Raise the level of skill and competence.

   10. Avoid trouble.

   11. Strive for the new and the unknown.

   12. Secure yourself a position of influence.

   13. Buy good things.

   14. Engage in a business that requires full dedication.

   15. Be understood by others.

   Answer form

   Results processing

   A. When you're done, count the number of choices for each statement.

   Choose 5 statements that received the largest number points, and arrange them in a hierarchy. These are your main needs.

   B. To determine the degree of satisfaction of the five main needs, calculate the sum of the points in the five sections for the following questions:

   1. Material needs: 4, 8, 13.

   2. Security needs: 3, 6, 10.

   3. Social (interpersonal) needs: 2, 5, 15.

   4. Needs for recognition: 1, 9, 12.

   5. Needs for self-expression: 7, 11, 14.

   B. Calculate the scores for each of the five sections, put the results on the vertical axis of the graph. By points - points, build a general graph of the result, each will indicate three zones of satisfaction for five needs.

   Will plays an important role in human life. Many definitions of this concept can be given (Nemov R.S. General psychology: Textbook for students. educate. medium institutions. prof. education. - M .: VLADOS, 2003. - P. 259): will is a form of internal control of behavior on the part of a person, carried out by him and associated with his consciousness, thinking, with conscious decision-making and their subsequent purposeful implementation; will - this is what represents the highest level of regulation of human behavior. Five signs are distinguished that distinguish volitional behavior from weak-willed behavior - one in the management of which the will does not take an active part. Volitional behavior is one that:

   1) is consciously controlled by the person himself;

   2) is purposeful;

   3) connected with the adoption of a decision;

   4) correlates with the struggle of equivalent motives, which by themselves are not able to generate unambiguously purposeful behavior;

   5) involves the application of internal efforts for its implementation, that is, to overcome the obstacles that arise on the way to the goal.

   Many examples can be given concerning the volitional qualities of a person. Here is one of them. -26). The Roman youth Mucius, trying to kill the Etruscan king Porsena, who besieged Rome in 508 BC, was captured. The enraged king ordered a fire to be lit on the altar in order to torture the young man and recognize his accomplices. Muzzio proudly approached the altar and placed his right hand on the fire. Continuing to talk to the king, he held his hand in the fire until it was charred. Shocked by the act of the young Roman, who showed the strength of the will of his nation, Porsena let him go and lifted the siege from Rome. The image of Mucius, nicknamed Scaevola (left-handed), entered world literature as an example of the will that conquers everything.

   Test “What is your will?

   (Psychology: Textbook. V class. / Under the editorship of I.V. Dubrovina. - M .: Moscow Psychological and Social Institute; Voronezh: MODEK, 2000. - S. 223-226.)

   Instruction. Read the questions below and try to answer them truthfully. Mark your answer with a "+" sign in the corresponding column.

   For example

   Do you like walking down the street

   Are you able to complete the work you have started if you are not interested in it?

   It's easy for you to overcome internal resistance when to do something unpleasant?

   When you are scolded or you quarrel with friends, can you quickly pull yourself together and objectively understand the situation?

   If the doctor forbids you to eat what you love, is it difficult for you to refuse this food?

   If in the evening you decide to get up earlier than usual, in the morning you will find the strength to fulfill this decision?

   If you are very afraid of something (for example, going to the dentist), can you special work overcome this fear and do what needs to be done?

   Are you a "man of your word"? Do you keep the promise you made, even if it requires a lot of trouble?

   Do you follow the daily routine?

   Do you give back the books, films, disks you borrowed on time?

   You know for sure that you will have no other time to prepare your lessons; will you do them even when there is a very interesting program on TV?

   Will you be able to interrupt the quarrel and shut up, no matter how offensive the words of the one who quarrels with you may seem to you?

   Do you comply with requests, even if you really don’t want to?

   Processing of results.

   Now count the points. The answer "yes" is worth 2 points, "sometimes" - 1 point, "no" - 0 points. Calculate the amount. Now read what your results say.

   Interpretation

   0-8 points. With willpower, things are not going well for you. More often than not, you just behave the way you want to, the way you like it, even if it can hurt you and other people. And this speaks not only of a weak will, but also of selfishness. You often have troubles, and they are connected with the fact that you treat your duties carelessly. You need to think about your character. Maybe something in it needs to be changed?

   9-16 points. You have average willpower. You can overcome yourself, but often you don’t do it because you don’t feel like it or just laziness. Because of this, you get into trouble with teachers, and with parents, and with friends. If you want to achieve more in life, train your will.

   17-24 points. Your will power is fine. You can rely on, you will not let you down. But sometimes you may be hindered by your desire to always insist on your own, to do exactly as you see fit, even in cases where it is not very important. This attitude can irritate the people around you. After all, they also have will and desires. So willpower is good, but you also need such qualities as kindness, attention to people, the ability to listen to them and change your mind if necessary.

   "Diffidence"

   Purpose: to help parents understand the problems arising from the child's insecurity, to increase the effectiveness of their assistance to children.

   Form of carrying out: seminar.

   Participants: parents of students from 1st to 5th grade.

   Preparatory work: memos to parents "How to help your child become confident?" (Appendix 8).

   Materials: K. Stupnitskaya's fairy tale "Little Wave".

   PROGRESS OF THE SEMINAR

   Good evening dear parents! Today is our Parent meeting will take the form of a seminar where we will try to figure out how to help a child grow up self-confident.

   Every person knows the feeling of self-doubt, when you yourself seem inept, incompetent, and the future is foggy. And it seems that others notice your inner turmoil, anxiety. Uncertainty as a feeling is absolutely normal, but for some children, teenagers, adults, it becomes a habitual, almost constant everyday feeling.

   You say: so what? What prevents self-doubt?

   The feeling of self-doubt, as noted by many psychologists, is an indicator of the psychological instability of the individual. Psychotherapists note the relationship of mental personality disorders with manifestations of insecurity. This means that any difficult situation that requires the mobilization of mental resources can become so traumatic for an insecure person that it will lead to the appearance of certain psychosomatic diseases. And since life is a series of situations of varying difficulty, we can say that insecure people (especially children) get sick more often.

   Uncertainty is directly related to self-attitude, or, in other words, to the image of oneself. It is clear that insecure people evaluate their abilities and capabilities lower than they really are. They may be dissatisfied with their appearance, although in reality it can be wonderful. It is difficult for them to enter into close relationships, because a sense of their own low value will interfere. What feelings will accompany their life? Anxiety, doubt, shame, guilt, sadness.

   You may ask: if the overall picture of insecurity is so bleak, how will insecure students learn? Probably bad? It is impossible to answer this question unambiguously. There are insecure children who are embarrassed to answer in the lessons, give in to any difficulties and really study below their capabilities. But there are other insecure people who do brilliantly, for whom the greatest fear is a blot in a notebook, a mistake, an unlearned lesson, a four. Yes, they study well. But at the cost of the strongest internal tension, and often diseases.

   How often do we meet insecure people? More often than we think, because uncertainty can put on various masks. Masks of uncertainty - shyness and self-confidence. What are its reasons? Let's try to hear and "see" the causes of uncertainty through K. Stupnitskaya's fairy tale.

   Little Wave

   Long ago, Little Wave was born in the blue sea. She was slightly greenish, with a neat white comb that suited her so well. She had parents - Big Blue Waves. Sometimes they swam far from the shore, near the horizon, sometimes they swam up to some shore. They had wave friends, adults and children.

   Wave children were big naughty. They loved to play catch-up, knocking adults off their feet. Near the shore, they made a noise so loud that their fervent splash was heard far, far away. Sometimes they would pick up a piece of wood or a shell and throw it at each other.

   Not so was our Little Wave. She seemed to everyone to be a serious and reserved girl. She was never capricious, like others, she didn’t make noise, whatever her elders asked, she did, even when she didn’t really want to. Some found this strange, but most were content with her, for she was no trouble at all. Little Wave herself also noticed that she was different from other children. She often swam to the side when the other wave children played their pranks. For some reason, Little Wave was convinced that one should be obedient. It usually came easy for her. But there were also cases when it was not easy. For example, when one day she saw how two boys-waves picked up a small fish and began to throw it to her, but she could not run away from them. Little Wave then became very angry, she even wanted to hit one of them, but she immediately pulled herself up. After all, the waves can not be angry. Everyone knows that when the waves get angry, very bad things can happen - like a shipwreck. There were other times when Little Wave got angry, but each time she managed to contain herself. But the trouble is, Little Wave didn’t know that even when you hold back anger, it doesn’t go anywhere, but remains inside you. Without noticing it, the Little Wave began to slowly grow and darken.

   One day her aunt sent her to carry a large plank to the shore. This board was too heavy for a small wave. In addition, her favorite time was approaching - the time of sunset. She wanted to lie down and watch the sun melt into the sea and the first stars appear. But since Little Wave was obedient and did not contradict adults, she carried the board to the shore. She thought that if she hurried, she would still be in time before sunset.

   Other children-waves were splashing near the shore at that time. Noticing Little Wave with her burden, they decided to tease her. They grabbed the board and began to throw it. Little Wave was very angry: they are having fun, and she has a task to complete, besides, the sun has already begun to set. Finally, she managed to take the board from them and throw it ashore. Tired, she came back, but the sun had almost set. And then she became so embarrassed! She swam and felt that she could not calm her anger. It got bigger and bigger, and the Little Wave itself also got bigger. At some point, she realized with horror that her crest had risen high, high. She was unrecognizable - she became completely black. Everything inside tightened and hissed. Looking down, she saw a fisherman in a boat and knew that she would fall right on him. The noise inside her grew, and suddenly she fell with a crash, scattering into a thousand sprays. The fisherman's boat broke down and he was swept out to sea. But Little Wave didn't notice it anymore. She felt amazing strength. Having crumbled into spray and making some noise, she gathered again. Now she was much stronger than before. She turned back, picked up the fisherman and carried him ashore. When she returned, the adult waves began to praise her for saving a man. She herself was happy about it. But even more she liked the feeling that she now experienced: all the anger that was in her before spilled out, and now there was room inside for something else, and the forces that she used to spend on holding back the anger, now back to her. The next day, when Little Wave woke up, she wanted to run so much that she, forgetting about all the prohibitions, ran to play catch-up with other children-waves. After yesterday, she knew that sometimes it's worth doing what you want.

   So what knowledge about the causes of uncertainty has this tale given us?

   You are absolutely right when you say that often parents, out of great love for their child, wanting to protect him from the dangers of the outside world, to give him as much as possible of everything, deprive the child of independent actions, decisions, mistakes, that is, the experience of independently overcoming difficulties. In a particularly acute situation are children whose parents have achieved significant social success. And the child, passionately loving his parents, being proud of them, involuntarily compares himself with them, feels his ineptness even more strongly. And gradually gets used to living with an almost constant feeling of insecurity, which, as we have already said, can manifest itself in behavior in different ways.

   Now I will read you situations and options for responding to them, and you will answer which behavior these options refer to: shy, confident, or self-confident.

   For the second time in a row, Dima asks Petya to be on duty for him in the classroom. Petya replies: “Can't you force someone? Or even forget to be on duty, I found another problem - duty. (Self-confident.)

   Lena has recently become sad and silent, keeps away from everyone, even from her best friend Masha. Masha comes up to her: “It seems to me that you are depressed by something. Maybe we should try to discuss our situation?” (Confident.)

   Marina is not satisfied with the assessment control work, it seems to her that the teacher underestimated her grade. She says to the teacher, "Don't you think... If you could... Don't you agree that I deserve a higher grade?" (Shy.)

   Mom promised to talk to dad about the possibility of an interesting trip for Misha, but still hasn’t done it: “I thought that we agreed that you would talk to dad about me. But that did not happen. I think it can be done today." (Confident.)

   Lesha's neighbor behaves very noisily at self-study, spins and interferes with Lesha. Lyosha tells him: “Will you finally shut up? You can’t handle such easy tasks!” (Self-confident.)

   If we look at those around us from the positions of these masks, then how many insecure people we will see around us!

   How can you help your child become confident?

   In conclusion, I would like to wish all parents: be sure to support and help your children, approve even for small successes and achievements. Do not be afraid to once again show your love for them. This will only strengthen their confidence in their strengths and capabilities and help in various difficult life situations.

   Appendix 8

   Respect his mentality. It happens: what the child says, parents seem to be nonsense. But it is not always the case. The child has the right to feel and say what he wants, as long as it does not harm others.

   Show respect for intentions. The child has the right to want what he wants. However, he needs to be explained that not all desires need to be fulfilled immediately, and some should not be fulfilled at all.

   Give unconditional love. Children need to feel that they don't have to do anything special to earn love. It is very useful to ask yourself the question: “Am I doing everything so that my child’s actions are driven by love, and not fear?”

   Help your child to feel their own importance through the development of independence. You can make a checklist of responsibilities and demand fulfillment. In no case do not do for the child what he can already do himself, even if sometimes slowly or not quite well. Support acceptance by children independent decisions.

   To help accept the teaching role of mistakes. Don't be too protective of making mistakes. It is important to help to comprehend the positive experience that was received. A key phrase that can help here is “Failure is a great opportunity to learn something new.”

   Contribute to the formation of a positive image of "I". The child should know, first of all, about his merits, and then about his shortcomings. Emphasize the personal merit of children.

   Allow your feelings to be expressed openly.

   Help your child trust their intuition.

   Reminding your child that you need him, is necessary, plays an important role in your life.

   Allow the child to grow in accordance with their physiological and personal capabilities and abilities. He is not obliged to absolutely correspond to the image desired by the parents. Often a child, passionately loving his parents, is very worried that he cannot be the way they want him to be. And from this, the results of his activities only worsen.