M.B. Mikhalevskaya, T.V. Kornilov. Observation method in psychology. Correctional work of a psychologist at school Author's observation schemes
When developing a program (scheme) of observation, the researcher answers the question, WHAT ELEMENTS OF BEHAVIOR TO OBSERVE? Creating an observation scheme is a complex work, both theoretically and practically. The observation scheme acts as a means of qualitative description of the observed reality. The scheme reflects everything that forms the basis of a particular way of behavior of the subject of interest to the researcher. The behavioral elements highlighted in it allow you to streamline the observation process, to restrict it to certain frames, and also to optimize the registration of observation data.
Observation schemes are presented in four procedural varieties and are performed as:
1) lists of indicators, signs of external manifestations of the phenomenon under study;
The specific elements of behavior characteristic of the studied mental phenomenon are described. During the observation, they record which of them and how often they appear. Each indicator must be unambiguous and equally understood by different people... In this scheme, the set of indicators is considered open. If necessary, you can make certain additions to it.
Such a diagram contains a complete description of all manifestations of the behavior of interest to the researcher. The set of categories is compiled on a specific scientific basis. It is assumed that it covers all theoretically permissible external manifestations of the phenomenon under study. Here "it is the theory that decides what we can observe ..." (Albert Einstein), "and the categories contain a" hidden "explanation - a certain theory of the observed phenomena" (N.A. Krementsov). The process of obtaining empirical data is controlled by the inclusion of a theoretical "look" on the phenomenon under study.
Categories are defined operationally, do not overlap with other categories, have the same degree of generality as others, and express a certain aspect of the research task. They can emerge as a result of empirical generalization in preliminary research and be used to classify observed behaviors.
3) lists of fairly general questions;
Such a scheme is, as it were, the observer's questions to himself regarding the peculiarities of the behavior of the observed object. In a conversation or questionnaire, in turn, questions will be asked to another, including the very object of research.
4) lists of subjective scales(estimated, order);
With this method of observation, the attention of the researcher is drawn not so much to the presence of this or that feature, but to the quantitative degree of its expression (intensity) or representation. A pre-drawn subjective scale is filled, as a rule, either at the last stage of observation, or at the end of it.
The proposed observation scheme can be used as an auxiliary means of obtaining information about the mental activity, behavior and communication of a student. First of all, in the situation of an individual examination. At the same time, we do not exclude the possibility of using this scheme in other psychological and pedagogical situations of interaction between an adult and a student. A diagram is a set of descriptions of specific behavioral manifestations of a child, observed by a psychologist or teacher in the process of communication, which
correlated with various parameters of his psychological and pedagogical status.
3. Stott Observation Map (35)
This technique is a specialized questionnaire for studying the content and nature of maladaptive behavior of a 7-12 year old schoolchild. In form, it, like the psychological-pedagogical map, is a technology of structured observation by the teacher of the characteristics of the child's behavior. However, in this case, such fragments of the student's behavior that can be qualified as manifestations of maladjustment are subject to observation and evaluation. The undoubted advantage of the Observation Map (abbreviated - KN) is its differential capabilities - on the basis of the map filled out by the teacher, it is possible not only to establish the fact of the presence or absence of maladjustment in the student's behavior, but also to find out the predominant nature of existing violations (isolation, hostility, anxiety, etc.) as well as the social sphere of their manifestations (relations with adults, with peers).
Accordingly, the main direction of data analysis is qualitative analysis, which makes it possible to understand the nature and depth of violations and outline ways of correction.
A serious disadvantage of the method is its laboriousness. Therefore, filling out the CT is recommended in relation to those children whose behavioral disorders have already been recorded by a psychologist and teacher. In addition, in our opinion, this method has another serious drawback, so to speak, of an ideological nature. It is associated with the clinical orientation of the method and manifests itself in the very formulations of the behavioral fragments. The teacher, filling out the text of the CN for all the children of the class, involuntarily begins to look at them as carriers of negative, pathological traits. This does not contribute to the formation of a humanistic attitude towards children in him, and, accordingly, complicates the implementation of the idea of psychological and pedagogical support of the child in the process schooling.
4. Questionnaires for parents
Questioning of parents is provided for in all diagnostic minima, however, they are of particular importance in the 2nd and 4th screenings aimed at studying special
M. Bityanova
the beneness of the process of adaptation of schoolchildren in the new social and pedagogical conditions. The information revealed in the process of interviewing parents is an important component of the diagnostic minimum, since it allows:
Relate the behavior of the child at home with his school
manifestations;
clarify the origin of a particular school pro
child or adolescent problems;
supplement the data obtained during the survey of teachers
and examination of the child.
As possible option survey of parents, we refer to the "Questionnaire for parents of first-graders" given in the book "Diagnostics of school maladjustment" (16). The questionnaire consists of closed-ended questions concerning various aspects of the child's home behavior, directly related to educational activities and the school communication situation. It does not have strict processing standards, but it can serve as a source of important quality information. In addition, to standardize the procedure for its processing - * When this book was being prepared for publication, the questionnaire was published in methodological manual"Psychological and pedagogical support of correctional and developmental work at school" - M. 1997.
boots in a simple form is not difficult.
5. Tests for performance and rate of mental activity
Partially information about the tempo characteristics of the student's learning activity and his working capacity is contained in the psychological and pedagogical map and questionnaires for parents. When this information is insufficient, the screening battery can be supplemented with test procedures such as the tapping test and the Raven method for mental performance.
Those n p and n g-those st. The author of the technique is Ilyin E.P. (23). The technique is designed to determine the properties of the nervous system by psychomotor indicators. Its practical value lies, among other things, in the ability to identify the features of the pace of activity characteristic of a particular student. Practice shows that the test results correlate well with the actual behavior of the child in various learning situations. Consequently, on the basis of his data, specific recommendations can be developed for teachers and parents on the organization of educational and other types of student activity. The undoubted advantages of the dough include its compactness, ease of processing and the possibility of repeated use.
Raven's mental performance test. This technique is designed for work in the middle and senior level of the school. It allows you to identify the dynamic features of intellectual activity on the verbal material available to schoolchildren. The proposed test material partly involves mechanical work, partly requires intellectual effort. This feature of the methodology also makes it possible to compare tempo characteristics different types mental activity. The technique is easy to process and does not require much time to conduct.
6. Methods for studying the content features of the cognitive activity of schoolchildren
A significant part of the information regarding the content of the cognitive activity of schoolchildren and the peculiarities inherent in them in this area, we consider it possible to obtain during
M. Bityanova
expert survey of a teacher. However, we understand that it is necessary to supplement it with the data that are obtained directly in the process of examining schoolchildren. We have already had the opportunity to present to the readers our views on school applied psychodiagnostics and its specifics. Most of the existing intellectual methods designed for examining the cognitive sphere of children and adolescents seem to us little informative from the point of view of school psychological practice and support tasks. The most consistent with our goals are methods such as SHTUR in its various modifications, which can be used to study the peculiarities of the cognitive activity of adolescents (grades 8-10) and the method for determining the mental development of normal and abnormal children by E.F. Zambazevičienė (3,33).
This technique is designed to study the level and characteristics of verbal-logical thinking in children 7-9 years old. For a school psychologist, it is not so much the differential capabilities of the test that are of interest as the possibility of obtaining information about the formation of various elements of logical thinking in children studying in a mass school: operations of generalization and analogies, highlighting essential features, general awareness. Survey data provide information that is important both for building the process of accompanying specific children, and for analyzing the teaching process in a particular class, a certain parallel.
1. Methodology essays
The methodology proposed by the authors is focused on examining children at the stage of transition from primary to secondary education. Currently, the psychological readiness for the transition to high school is mainly the subject of theoretical discussion, is poorly implemented in practice. The content of psychological readiness has not been determined with sufficient clarity; accordingly, criteria for assessing readiness and diagnostic techniques have not been developed. There are few descriptions of techniques designed for individual use. Mass research using them is practically not feasible.
Performing the task of mass examination of children (available
. -
in view of the examination of all children of the same age in a regular school) requires methods of express diagnostics that are rather unusual for traditional psychological practice. The result of using such methods is the conditional division of children into groups. Such groups in a school setting can be high - medium - low skills or traits. The authors propose an express diagnostic method for assessing the psychological readiness for the transition to secondary school, based on the analysis of the product of activity. It is assumed that the product of activity, especially creative, reflects the main personality traits of the subject (author). This applies to both intellectual qualities, abilities, and personal manifestations. With a certain degree of reliability (the results of express diagnostics cannot be the final conclusion!), The conclusions related to the product of the activity also apply to the personality traits.
The work of children is analyzed. The usual pedagogical technique is used - children are asked to write an essay. The work is done in normal conditions, by the whole class during one lesson. The suggested theme is “My favorite game or activity”. The necessary organizing assistance is provided without affecting the content of the work. The topic is related to the direct interests of children, which is important for motivation to work, broad enough to reveal the diversity of children's ideas about the environment, their knowledge and skills.
The works are considered from several points of view. According to the scheme developed by the authors, it is determined: the intellectual level, the formation of the qualities of the subject of educational activity, the level of volitional regulation of activity, the emotional background, the level of social and personal development.
Analysis of the results makes it possible not only to assess the level of readiness for education in the middle level, but also to implement a program of assistance to children experiencing certain psychological difficulties.
8. Questionnaires for assessing the level and content of school motivation of students
In modern psychological and pedagogical literature, a fairly diverse test material is presented for
M. Bityanova
measuring the level and studying the content of educational motivation of schoolchildren (21, 34, 35). Undoubtedly, projective and “semi-projective” procedures are more informative, but they are of little use in conditions of a diagnostic minimum (the exception is admission to school, where the use of such methods is quite accessible, for example, the technique developed by M.R. Ginzburg can be recommended (36) For the purposes of mass express diagnostics, it is advisable to use text methods of the questionnaire type.For example, when carrying out a diagnostic minimum at the stage of adaptation in the initial link - a motivational questionnaire by N. G. Luskanova and I. A. Korobeinikov (22), when moving to the middle link - methodology "Attitude to school" (35).
9. Drawing projective techniques
This psychodiagnostic procedure is of great value for school psychological activity, despite the significant technical difficulties arising in the preparation of a methodology, processing and interpretation of data.
When compiling the text of the methodology, it becomes necessary to select and substantiate the topic and focus of the propositions proposed for continuation. In our model, we naturally proceed from the content of the parameters of the psychological and pedagogical status of schoolchildren. This technique is interesting to us, first of all, as a way to identify the features of the system of schoolchildren's attitudes to the world, meaningful activity, to himself. With the help of unfinished sentences, you can identify the cognitive and emotional aspects of this system. The algorithm for selecting judgments for diagnostics is as follows.
First of all, there are social spheres that are psychologically significant for schoolchildren of a given age. Then, within each sphere, significant criteria for the system of these relations are selected, which are assessed in two aspects: how the student “sees”, perceives the system of his specific social relations and how he emotionally evaluates them.
For example, for older adolescents, one of the most significant is the system of their relationships with peers. IN
Within this system, such aspects of relationships as subjective involvement in emotional trusting relationships, involvement in a wide system of social contacts are essential. Accordingly, the methodology will include judgments that make it possible to understand how a high school student sees his position in a group, society and how these positions emotionally satisfy him.
When processing and analyzing these incomplete sentences, many practitioners have serious difficulties. There are two main forms of data analysis of this technique - qualitative, meaningful and quantitative, criterial. The first form is undoubtedly deeper, but it can be successfully used only in individual diagnostic work. In a diagnostic mass examination, the second form is used. However, the criterial, quantitative processing itself can be carried out in different ways. For example, by assigning students' answers to certain scale ratings: positive attitude to the question +1, negative -1, neutral (leaving) - 0. Such a rating system is described in the literature (30, 23), however, according to the experience of their own work and consulting practicing school psychologists, we know that it is not always possible to unambiguously assess the student's response in this coordinate system. It seems more acceptable to us to process the results of the unfinished sentences methodology using content analysis. Content analysis is a specific quantitative and qualitative method for processing and analyzing large amounts of unstructured information (27). In our case, it can be used to process data from essays, psychotherapeutic interviews with students, and the technique of unfinished sentences. The method involves identifying certain characteristics of the text under study and calculating the frequency of their occurrence. When processing unfinished sentences, the following can be distinguished as characteristics: specific topics disclosed in the answers of schoolchildren, emotional assessment of the described situations, speech features of sentences, etc.
So, the analysis of the data of the projective methodology "Incomplete sentences" allows you to get an idea of the features of the system of the student's relationship to the world, the surrounding
M. Bityanova
to people and to myself. The students' answers also contain important information about their emotional state. Indirectly, according to the primary answers, one can also judge the intellectual development of the student (correctness of speech, understanding of the meaning of an unfinished statement, literacy, development of the answer, etc.).
There are many options for this technique for school-age children. In our practical work, we focus on two main options: for younger adolescents, compiled by E.V. Novikova, and for older adolescents, compiled by M.R.Bityanova and A.F.Shadura.
Based on the results of the diagnostic minimum, the final examination document is filled in - the psychological and pedagogical card of the student. Filling it out allows the psychologist to determine what features of learning, communication (behavior) and mental state the student is characterized by and whether there are expressed problems of his psychological development on the this moment school education. The psychological and pedagogical map is drawn up according to the same parameters by which the status of the student is monitored. As noted above, at this stage of the survey it is not always possible to clearly determine the essence and origin of existing psychological difficulties. In many cases, a more detailed examination is required, focused on clarifying the hypotheses put forward.
In-depth diagnostic examination
The detailed examination, which was discussed at the end of the previous section, can take various forms:
differentiation of norm and pathology,
study of the features of cognitive activity
schoolchildren within the age norm,
study of the zone and content of the conflict,
study psychological characteristics personality
schoolchildren.
The content of the school psychologist-
minimum, a psychologist can identify such features and violations within the framework of the psychological and pedagogical status, the causes of which remain undefined. Consequently, effective maintenance is difficult. This section of our work can help in formulating assumptions about the nature and origin of the identified features and problems. We have tried to describe the most probable causes of certain difficulties and psychological inconsistencies with the requirements that can be identified in the process of the diagnostic minimum.
The description is structured as follows:
1.Parameter of psychological and pedagogical status.
The most likely psychological difficulties, you
manifested in the diagnostic minimum.
The most likely psychological and social
dagogic reasons for their occurrence. Moreover, in
regarding some parameters of the status of the cause
are described under two different headings:
objective decrease in mental abilities for
in relation to the age norm and without such a decrease
niya. That is, it is assumed that the psychologist is based on
the available data or after the initial
differential examination has a representative
study of the relationship between the mental development of a student
and age norm.
Problems:
Low level of randomness of cognitive processes
Low level of development of thinking
Lack of formation of the most important educational mental actions
Possible reasons:
With an objective decrease in mental abilities in relation to the age norm
"mental retardation
functions
psychophysical infantilism (in this case it is
means a kind of "stuck" of the child to the
M. Bityanova
the school level of development, which is especially clearly seen in relation to the norms, rules of behavior and activity, as well as in the peculiarities of self-esteem, which often turns out to be unformed). Psychophysical infantilism can be provoked by the style of family education, the peculiarities of the social and pedagogical environment of the child's life, but in this case it can be assumed that it was formed against the background of certain cerebral insufficiency (10).
Without an objective decrease in mental abilities in relation to the age norm
high personal or school anxiety, you
caused by violations of communication with teachers or with
peers, as well as family problems
low level of educational motivation caused by volume
effective pedagogical lagging behind the curriculum
me, a low level of psychological readiness for training
at a given school level, an intellectual
passivity, etc. In general, low educational
motivation can be the result of two combinations
these factors. The first set of graft factors
dit to unformed ™ learning motivation. WITH
such situations, a psychologist and a teacher most often
collide in primary school. At the core
These situations may be due to the peculiarities of the intel
lectual and volitional development of the child, social
but pedagogical factors. Second aggregate
factors leads to a decrease in learning motivation.
This situation can develop at any stage.
school education. Provoke her violations of knowledge
social relations, objectively lagging behind
according to the program, family problems and other facts
tori (10, 24).
Low level speech development Possible reasons:
With an objective decrease in mental abilities in relation to the age norm:
The content of the school psychologist-
mental retardation
mental retardation or decreased separation
functions
psychophysical infantilism
low level of educational motivation
specific speech therapy problems
socio-pedagogical conditions of development (character
and communication style in the family, especially speech development
the subculture to which the family belongs and
student reference group).
For example, a second-grade student Valentina K. with great difficulty was transferred to the second grade, the material of the first grade remained practically not mastered: the girl reads poorly (but loves to listen to books), does not cope with logical problems and examples that require calculations with the transition through a dozen. Obedient, calm. Not neat, not neat. Likes to play, spends a lot of time with dolls.
The diagnostic examination, carried out at the request of the teacher, showed a low level of thinking development, the lack of formation of the most important mental actions, poorly developed oral speech, and the girl's lack of interest in successful learning. Girl tre-
M. Bityanova
probably, he is distrustful of adults, he is not popular and respected in the class.
From conversations with the teacher, it became known that the girl was three last years before school I spent in the village with my great-grandmother, as another child was born in the family, very weak and sickly.
The psychologist suggested the presence of serious intellectual disabilities and organized a differential in-depth examination using the children's version of the Wechsler test. The girl's intellectual index was 99, with 104 for non-verbal subtests, and 94 for verbal subtests. Especially low results were obtained for the subtests of awareness, comprehension, mathematical, and sequential pictures. The last subtest was repeated after the completion of the survey, and in the conditions of training and assistance, the girl coped with it very successfully.
The mental decline turned out to be not so significant and was provoked mainly by a low stock of knowledge about the world, unformed skills of logical thinking. Learning problems were provoked by the child's low social and cognitive readiness for learning, the lack of adequate support and substantive help in the family, as well as the school failure itself, which gave rise to fear, self-doubt, and apathy.
/7 p about lema:
Low development of fine motor skills
Possible reasons:
specific neuropsychological problems (3, 25)
left-handedness (it is necessary to distinguish between difficulties, fuss
penitents in teaching writing and drawing (drawing)
left-handed people who continue to write with their left hand and work
retrained left-handers, getting used to the right
hand) (5).
psychophysical infantilism
Low rate of mental activity and low academic performance.
Possible reasons:
With the objective conditionality of the existing problem:
Features of the nervous system (inert or weak
types of nervous activity)
asthenization of the nervous system due to the object
tive causes of genetic or developmental
whose character, living conditions and activities, con
specific events
physical weakness against the background of chronic or
acute somatic diseases
high personal or school anxiety
violations of communication at school (with teachers and
stniki)
family education style (hyperprotection) (49)
negative emotional background of intrafamily from
wearing
For example, a student of the 8th grade, Vyacheslav D., during the diagnostic minimum, showed extremely low indicators of the arbitrariness of cognitive activity, pace and mental performance, reduced learning motivation. The results were significantly different from the previous low. All teachers complained of inattention, lethargy, passivity and low work efficiency. At the same time, the parents noted that when doing homework, the boy can get together and remains very successful in external activities (classes in a dance circle).
Based on the information available, the psychologist suggested that sluggishness, poor performance, and decreased learning motivation were a reflection of school problems. Most likely, in some system of social relations. The conversation with the class teacher made it possible to clarify this issue. The teacher noted that in recent months the boy practically does not communicate with his classmates, they are dismissive of him. Further examination, in particular, counseling work with the adolescent, made it possible to substantiate this assumption and find out the reasons for his conflict with the most influential members of the class, which entailed serious intrapersonal and educational problems.
M. Bityanova
2. Features of behavior and communication of schoolchildren Problem:
Disorders of communication with peers and teachers of a predominantly aggressive nature Possible reasons:
aggressiveness as a developed personality trait
child and adolescent (personal accentuation). She
can be associated with both certain social
the pedagogical conditions of a child's life outside of school
were, in particular, the assimilation of the style of aggressive behavior
denia in the family, the characteristics of the adolescent referent
noah group, in addition, it can be a reflection
certain clinical problems (the so-called
cerebral insufficiency) (44)
aggressiveness of a protective nature, as a manifestation
anxiety, uncertainty of the student in accepting it
significant adults or peers, inadequate
new manifestation of internal insecurity
aggressiveness as a reflection of being unformed
productive forms of communication associated with style
family education, living conditions, experience before
previous communication with adults and peers,
or - autism in varying degrees of severity
(by autism, in this case, we mean lower
need for communication) (10)
aggressiveness as a reflection of unacceptable giftedness
ty, non-standard personality of the child
Disorders of communication with peers, manifested in the form of isolation, avoidance of contact with peers and teachers
Possible reasons:
objectively determined features of communication re
benka and teen related with features of intel
emotional or emotional development (intelligence
mentalism, autism) (10)
features of a protective psychological nature, connected
associated with high personal or school anxiety
ness. In this case, the child's reticence is often con-
coupled with distrust, apprehension, especially in relation to new life situations. In many cases, such a child is characterized by an unproductive type of educational and social motivation - an orientation towards avoiding failure.
Closedness as a reflection of a low level.
created ™ of productive means of communication, is connected
with the style of upbringing and communication in the family (conditionally
speaking, autistic socio-pedagogical nature)
Problem:
Violation of communication with peers and teachers mainly in the form of negativistic demonstrativeness - a deliberate violation of the rules and norms of school behavior.
Possible reasons:
lack of adequate forms of implementation
the need for attention and recognition of others,
most often associated with the peculiarities of the family style
th education
talent unrecognized by others and
the gift of the personality of a child or adolescent
high personal anxiety, leading to not
confidence in acceptance by significant adults and
stniki
as a demonstration of adolescent independence,
in most cases with violation of the normal
emotional contact of a student with a teacher
mi and peers
Violations of communication with teachers and peers, manifested in excessive diligence, conformity of the child. The communication of such a student is characterized by "stickiness", demonstrative loyalty.
Possible reasons:
High personal anxiety, manifested in
a child's insecurities about love and acceptance are significant
by adults and teachers. Sometimes this behavior
acts as a kind of compensation for families
M. Bityanova
problems of the child (for example, such styles of family education as hypo-care)
Emotional and personal infantilism of a child,
manifested in high conformity, unformed
level of ideas about your "I", motivational
noisy immaturity. Often such features provoke
are supported and supported by a specific style of families
upbringing, attitude towards the child (overprotection).
It may also be based on a certain price
rib failure (44)
Problem:
Motor disinhibition, restlessness, low level of control over one's behavior and emotional reactions.
Possible reasons:
in case disinhibition and restlessness with
are matched with high activity (educational, learning
social, social or some other) and purposeful
focus, we can talk about the features
nervous system (high energy), manifestations
general giftedness and high cognitive mochi
school student. In this case, similar behavior
physical manifestations may indicate incomplete
noisy, insufficient implementation by the child of his own
potential.
Dima S., a sixth grade student, baffled his teachers. IN primary school he studied well, but had a very lively, agile character, was restless and talkative. With this, he greatly annoyed his teacher, a professionally competent woman, but tough. She not only did not encourage, but also rather seriously punished the boy for violations of the established discipline. Parents supported the teacher in everything. They also considered their son ill-mannered, disobedient, although undoubtedly capable. At the end of the 5th grade, Dima's behavior worsened significantly: he became irritated, impudent, began to be rude to teachers, even hooligan: spoil furniture, insert matches in locks. Studied extremely unevenly: 5-2. Easy to grasp new material, but he no longer showed interest in school knowledge. At the same time, I read a lot and enjoyed reading, was engaged in aircraft modeling, chess. Parents repeatedly and seriously
the teenager was punished, even taken to a psychiatrist, but he was not registered.
After talking with the parents (about the history of their son's development) and with the teachers, the psychologist suggested that the matter was in the boy’s eccentricity, wide giftedness, for which neither the parents (they really wanted an assistant girl) nor the teachers were ready. Tests for general giftedness, intellectual abilities have confirmed this assumption of the psychologist.
Features of the behavior of protective psychological
nature. Disinhibition as demonstrative
behavioral manifestation may occur in the background
violations of communication of a student with teachers and
stniki
Motor disinhibition against a background of high
impulsive behavior, weak it is purposeful
ness may indicate certain peculiarities
benignities of the child's nervous system, unfavorable
neurological status
Motor disinhibition as spoiled
testifies to the peculiarities of the style of family
nutrition and relationship to the child
Behavioral disorders mainly in the form of depressiveness, asthenization of the student Possible reasons:
depression due to objective facts
rami - fatigue, low energy. Such special
behavioral characteristics may indicate a general
somatic weakness of the child, psychological
or psychophysical exhaustion, as well as especially
the nervous organization of the child - weak type
the nervous system, above all. In this case, it is necessary
take into account that in itself this type of nervous deed
not being the cause of depressive
standing of the student. He becomes provocative
factor in conditions unfavorable for learning
and the development of children of this type
depressive behavior protective psychological
nature. This behavior can be caused by a combination of
M. Bityanova
psychologist
the melting of various social and psychological conditions: demonstrative depression as a reflection of an unmet need for attention, a consequence of high personal or school anxiety associated "with a violation of contacts with significant adults and peers, unrecognized giftedness, and finally, motivational withdrawal from activity into an internal fantasy plan. with a loss of interest in cognitive activity (low or unformed learning motivation)
General slowdown of the pace of activity of psychophysi
nature, mistaken for a deviation
behavior
Problem:
Behavioral disorders manifested in disinhibition of the drives of a child and adolescent Possible reasons:
pathological, irresistible attraction, due to
certain objective disorders of the psyche
hickey child or teen
disinhibition of impulses of socio-pedagogical
nature associated with the peculiarities of the environment
activity of the child, the peculiarities of family upbringing
tanya
disinhibition of instincts of psychological defenses
nature, most often acquiring the features of a negative
tivistic demonstrativeness. Has its basis
communication with significant adults
and peers
The manifestation of neurotic symptoms in the behavior of a student, such as tearfulness, speech disorders, obsessive movements or sounds, psychosomatic manifestations (pain, allergic reactions, enuresis, etc.).
Possible reasons:
how manifestations of pre-existing psychosomati
medical disorders and diseases
high anxiety as a reflection of serious disorders
relationships with significant adults, over
family members and families
high anxiety as a stable personality trait
(a certain type of character accentuation)
Finally, low self-esteem in the overwhelming majority of cases is a secondary factor, a derivative of certain disorders in learning, behavior or well-being of the child (6, 10, 16, 19). A decrease in self-esteem often occurs following a change in the social situation, the system of social relations of the child. Thus, self-esteem decreases against the background of the child's chronic failure, rejection by a group of peers, deterioration of attitudes on the part of significant adults - parents, teachers, etc. From this point of view, self-esteem can be viewed more as a "litmus test" of the child's psychological state. Often, its level and formation make it possible to more clearly differentiate a psychological diagnosis (for example, to separate situations of psychophysical infantilism with uncomplicated self-esteem and chronic failure, accompanied by an underestimation of one's capabilities (10). In addition, this indicator reflects the depth of the disorders and problems that the student has. in the presence of serious problems in behavior, learning or relations with others, the student retains adequate self-esteem and a positive "I-concept", this opens up wide opportunities for changing the current situation, solving existing difficulties.
M. Bityanova
So, if in the process of the diagnostic minimum certain problems of learning, behavior or psychological well-being of the student are identified, the psychologist carries out subsequent diagnostic work according to the following scheme:
|
Description of the problems and difficulties of the student identified at the stage of the diagnostic minimum |
|
|
f |
|
|
Putting forward a hypothesis of the identified difficulties |
about nature and origin |
|
and. |
B1 |
|
Get additional expert information |
Differential or in-depth examination |
|
NS |
V. |
|
Confirmation or change of hypothesis |
|
Verification of hypotheses regarding the origin of certain difficulties of the child, if necessary (that is, if the information available to the psychologist is not enough to organize consultative, corrective or social dispatch work) is checked in an in-depth psychodiagnostic examination of the student's personality. In this case, it is very difficult to give unambiguous recommendations on the choice of methodological tools, since much depends on the child and on the qualifications and professional preferences of the specialist himself. We will allow ourselves to express some considerations regarding the methods most effectively applied in school practice.
Thus, a differential examination of a child can be quite successfully organized using such express methods as the Peresleni-Padobed method (3), Bender test (26), as well as using the full version of the Weksler children's questionnaire. The last test is undoubtedly preferable, but the first two methods can also help the psychologist decide on the possibility of a child's education in a given school.
The study of the features of the cognitive activity of students is carried out in most cases with the help of
*
personal intellectual tests, methods for studying the properties of memory, attention, perception. Their specific choice is determined by the hypothesis put forward by the psychologist on the basis of the available preliminary information.
If it is necessary to study the zone and content of the child's internal conflict, the projective methods CAT and TAT (10, 30), the Rosenzweig test, the method of Rene Gilles (23, 30), color test relations (30), drawing projective techniques.
To study the personality traits of schoolchildren who provoke certain problems in learning, behavior and mental well-being, the children's version of the Cattell questionnaire (1,16), the Lichko adolescent diagnostic questionnaire (21), Luscher's test (31) can be used.
We note once again that the purpose of such complex examinations is not to formulate a psychological diagnosis in the strict sense of the word, not to create a holistic portrait of the child's personality, but to obtain reliable information regarding the validity of the hypotheses put forward. It, in turn, is necessary for building an effective process of support, first of all - its advisory, correctional and social dispatch aspects. The information obtained by the psychologist as a result of various diagnostic schemes is recorded in the psychological and pedagogical card of the student and in special documents prepared for the consultation.
A few words about the schoolchild's psychological and pedagogical card. It is based on the data of diagnostic minima and in-depth or differential examinations organized according to their results. It reflects the status parameters highlighted above, their primary numerical and level assessment for those diagnostic procedures that were used to measure them. The map also contains the conclusions of the council, notes on the conduct and results of certain types of accompanying psychological and pedagogical work. Keeping various test forms, primary questionnaires is not advisable. The psychological and pedagogical card of a student is not publicly available documents. The school must develop clear ideas about what information is available only
Age psychology -> Although counseling of the population is a new type of practical activity of psychologists, today it is not built on an empty place
Baby monitoring scheme
during psychological examination
(for children from 6 to 15 years old)
(Cherny V., Komarik T. Compendium of psi-walking diagnostic methods. - Bratislava, 1988.-T. 2.- S. 215-216) When creating the observation scheme, the authors proceeded from the requirement to create a manual that would unite and simplify the observation and conversation system. The starting points were the analysis of the course of the usual psychological examination, the choice of psychological concepts and terms, familiarization with scientific literature and circuits of a similar type. The diagram contains concepts related to certain manifestations of the child's behavior and its characteristics. The task of the psychologist is to note the characteristics of the child. The basis of the observation scheme is a form consisting of the following parts:
- direct observation; derived characteristics; topics for conversation.
- Somatotype, gait, face, facial expressions and pantomime, skin, teeth, hy-
hyena, cosmetics, clothes. Speech characteristics - voice, tempo, talkativeness, pronunciation
nie, vocabulary, verbal reactions. General mobility - speed, accuracy, focus,
tension, impaired mobility. Social behavior - making contact, changing behaviors
assessment during the survey, social skills and politeness,
- Mood - euphoria, carelessness, happiness, even mood,
serious mood; variability of mood under the influence of external
these factors. Behavior in the situation of solving problems (test) - attitude to the task
niyam, work skills, attentiveness. Signs of neurotic tension - hand movements, make-up
sy, nail biting; sweating, shaking hands, etc.
Grading scale for measurementstudent reactivity
(I shoot. The role of temperament in psychological development / Per. from Polish - M .: Progress, 1982. - S. 157-160) To construct the scale of assessments, the observation scheme previously developed by the author was used. The scale used by M. Grodner and allowing to measure 12 types of behavior according to a nine-point system was further modified and in the last version was reduced to 10 different types behavior in different situations considered especially important for the diagnosis of reactivity. Each of these types is rated on a five-point system. Therefore, a student can get a maximum of 50 points, a minimum - 10. In this case, the level of reactivity is the lower, the more points the subject gets. This is done to facilitate the perception of quantitative results. So, the number 50 indicates the minimum reactivity, 10 - 0 the maximum. Here is a rating scale, along with a brief instruction that allows the reader to try to apply it for their own purposes.Instruction. Determine on a five-point scale the intensity of each of the named properties of the student's behavior. When assessing, one should proceed from specific, observable forms and methods of behavior.
Number 1 - the lowest intensity of this property (complete absence). For example, evaluating such a property as the vigor of the movements performed, we will circle the number 1 if the student's observed movements are completely devoid of vigor. Number 5 - the highest intensity of this property (clear possession of this property; for example, the student's movements are very, energetic). Number 3 - average rating means moderate intensity of this property. Circle the selected number. After evaluating all ten categories of behavior, which will require (depending on the possibilities and conditions of observation, the frequency of contacts with the student) different costs of time, summarize the results.
- reduction - lowering of the eyebrows, raising of the eyebrows.
- increase - decrease in the palpebral fissure, raising the upper eyelid, lowering the tone of the upper eyelid, the nature of the gaze (the visual axes intersect at the very
meta or converge outside the object), the direction of gaze (to the side, in the face, in the eyes), the intensity of the gaze.
The area from the base of the nose to the chin:
- changes in the corners of the mouth (pulled-down), the tone of the mouth, the size of the mouth gap (mouth closed, half-open, open).
- the student's face facing the subject (increase-decrease
shenie); in a fixed coordinate system: complete, incomplete, absent
there is a front facing, changes in the position of the head horizontally (left, right),
vertically (raised, lowered), methods of fixing the head through a support on the arm.
yo vertical and horizontal, with or without supports). Torso area:
- changes in the position of the trunk in relation to the object, the inversion of the plane of the trunk to the object in relative
and a fixed coordinate system (similar to the front inversion
nosti).
- the tone of the left and right hands (compressed, spread out, unproductive
free contact with a desk, other objects), movements that are means of self-action, self-
simulations: auto contacts of the hands, auto contacts of the hand with other hours
body.
- change in the tone of the legs; change of position of the legs.
Stott's Observation Map
(Working book of a school psychologist / Ed. By I. V. Dubrovina. - M .: Education, 1991. - P. 169) Stott's observation map (KN) consists of 16 complexes of symptoms-patterns of behavior, symptom complexes (SK ). SC are printed in the form of lists and numbered (I-XVI). In each SK, behavior patterns have their own numbering. When filling out the SC, the presence of each of the behavioral patterns indicated in it in the subject is marked with a "+" sign, and the absence - "-". These data are entered into a special table (see Table 1). The filling out CN, having made a conclusion about the presence or absence of "the next pattern of behavior, enters the number of the pattern of behavior in the column of the corresponding SC and puts the sign" + "or" - "to the right of the number. Patterns of behavior have a different informative specific weight. Therefore, when translating primary empirical indicators "+", "-" in the raw estimates for some behavior patterns are given 1 point, for others - 2 points. " To do this, use the table for converting primary empirical indicators into raw estimates (Table 2). In each SC, the points for behavioral patterns are summed up. Then the sums of the raw estimates for each SK are converted into percentages. Percentage indicators indicate the severity of SC in the subject from the maximum possible severity. The conversion of raw scores into percentages is shown in Table 3, which is structured as follows: 1. All scores for each SC from Table 2 are summed up.
2. Then each of the possible raw scores is divided by the maximum possible sum and multiplied by 100%.
According to Stott, the numerical indicators of the SK have
meaning, but indicative, therefore, when interpreting, pay
You need to be careful with them. The technique is not standardized for practical
technical needs. ", Using quantiles, the numerical scales (from 0 to 100%) for each SC were divided into five intervals. The interval from 0 to 20% indicates that the quality is so weak that in fact we are dealing with a quality that is different from that inherent in this SC Thus, a very weakly expressed V.HB CK may indicate the child's attempts to establish a good relationship with an adult, but accompanied by actions that are unpleasant for an adult. The interval from 80% to 100% similarly shows that here the quality of the SK has outgrown itself and we are dealing with a different quality. For the correct interpretation of the extreme intervals, it is especially important to attract additional information. Intervals from 20% to 40%, from 40% to 60 %,
from 60% to 80%, respectively, speak of a noticeable severity, strong severity, very strong severity of quality. ,
Contents of symptom complexes
KN Stott is designed to study the characteristics of students maladapted to school conditions. There are two types of students who are maladapted: the first one - who themselves experience difficulties and create many difficulties for the environment (technical staff, teachers and other children), the so-called "difficult"; the second - who is difficult at school, but they do not bring unpleasantness to others. The identified features (external manifestations, patterns of behavior), called symptom complexes, are as follows: /. ND - lack of trust in new things, people, situations. SC positively correlates with Lichko PDO sensitivity. Any achievement costs the child a tremendous amount of effort. II.O - weakness (asthenia). It is not about clinical or even subclinical forms of weakness of the state, but about manifestations of apathy, low mood, a kind of "neurophysical exhaustion". In a milder form, the decline in energy alternates with manifestations of energy and activity. SC speaks about the deficit of energy resources of the child's organism, and, consequently, about his impossibility of manifestation of activity. III.
Y - withdrawal into oneself. Self-elimination. A protective attitude towards contacts with any people, rejection of the feeling of love shown to him. IV.
TV - anxiety for acceptance by adults and interest on their part.
Anxiety and uncertainty about whether adults are interested in him, whether they love him. SC expresses anxious hope, aspirations, attempts by the student to establish and maintain good relationships with adults. V.
HB- rejection of adults. Manifestation of various forms of rejection of adults: from avoidance of the teacher, suspicion of him to an uncontrollable habit of hostility. Vi.
TD - anxiety for adoption by children. Anxiety and uncertainty about whether children love him and whether he is of interest to them. SK TD expresses the same tendencies as> SK TV, but in relation to peers. Vii.
A - asociality. Lack of social normativeness. This term does not mean manifestations of antisocial behavior, although with strong severity (82% or more), this can take place. Weak expression of SC A (14% or less) can also be in the event that the student's moral attitudes are higher than the moral requirements imposed on him by the school (which, of course, is not necessary, but occurs). VIII.
CD - conflict with children. It should be noted that the weak severity of SK NV and CD may indicate attempts to establish or maintain good relations, but not in normal, but in erroneous ways. This can be a signal about the beginning of the transition "from love to hate", when the manifestations of the bad still alternate with the manifestations of the good. IX.H - restlessness or restlessness. Impatience, inability to work, requiring perseverance, concentration of attention, reflection, avoidance of long-term efforts. X.
EN- emotional stress or emotional immaturity.
A sign of delayed emotional development, leading to emotional overstrain (stress) in school conditions. It is manifested in the infantilism of speech, in anxiety, a tendency to cry, etc.
XL PIC- neurotic symptoms. Includes signs of neurosis: predominantly obsessive-compulsive neurosis - frequent blinking, biting nails, sucking fingers, etc.; partly an anxiety neurosis - "you can't get a word out of it," he says randomly. SK associated with the constitution and type of the nervous system - O, N, EN, NS, and also partly ND and U - are important for understanding the student's personality. XII.C - Wednesday. Contains several external signs- signals that a child is growing up in a dysfunctional environment, especially in the family circle. XIII. SD- mental development. Ascertains the level of lag in studies and the assessment of the general impression produced by the level of mental development of the child (“just stupid”). XIV. Wed- sexual development. Records the teacher's overall assessment of the pace and direction of sexual development. XV. B- disease. It contains external signs by which it is possible to determine the disease in a child, but, of course, does not allow an accurate diagnosis to be made. XVI.F- physical defects. Draws attention to the abnormality of the physique, weak eyesight and hearing. For the interpretation of the numerical severity to be adequate, it is necessary: 1) to analyze not only the final severity of the SC, but also the marked patterns of behavior; 2) attract additional data about the student, which must be obtained from the teacher in a conversation or from the characteristics compiled by the teacher.
Observation map
I.ND - lack of trust in new people, things, situations. This leads to the fact that any success costs the child a huge effort. From 1 to 11 - less obvious symptoms; from 12 to 17 - symptoms of a clear violation.- Only talks to the teacher when he is with him
alone. Cries when they make comments to him. She never offers any help to anyone, but willingly provides
calls her if asked. Child "subordinate" (agrees to "non-winning"
role, for example, during the game runs after the ball, while
others look at it calmly). Too anxious to be naughty. Lies for fear. Loves, if they show sympathy for him, but does not ask for it. Never brings flowers or other gifts to the teacher, though
his comrades often do this. Never brings or shows the teacher what he finds
things, although his companions often do it.
- Does not approach the teacher on his own initiative. Too shy to ask for anything (such as
power). Easily becomes "nervous", cries, blushes if asked
question. Easily eliminated from active participation in the game. Speaks expressionlessly, mutters, especially when with him
say hello.
P. O - weakness (asthenia). In a milder form (symptoms 1-6), from time to time, there are various kinds of changes in activity, a change in mood. The presence of symptoms 7 and 8 indicates a tendency to irritation and physiological exhaustion. Symptoms 9-20 reflect more severe forms of depression. Points of syndrome O are usually accompanied by severe TB and NV syndromes (see IV and V), especially in extreme forms of depression. In all likelihood, they really represent elements of depressive exhaustion. 1. When answering in the lesson, sometimes he is diligent, sometimes he does not care about anything.
- Depending on how you feel, or asks for help in performing
school assignments, or not. Behaves differently. Diligence in educational work me-
almost daily. In games, he is sometimes active, sometimes apathetic. IN free time sometimes shows a complete lack of interest
sa to whatsoever. While doing manual work, sometimes he is very diligent, sometimes not. Impatient, loses interest in work as it is done. Angry, "goes berserk." Can work alone, but gets tired quickly.
- Not enough for handmade physical strength... Lethargic, lack of initiative (in the classroom). Apathetic, passive, inattentive. Sudden and sharp drops in energy are often observed. Movement is slow. Too apathetic to get upset about anything
(and therefore does not turn to anyone for help). The look is "dull" and indifferent. Always lazy and apathetic in games. Often dreams in reality. Speaks expressionlessly, mutters. Causes pity (depressed, unhappy), rarely laughs.
- He absolutely never greets anyone. Doesn't respond to greetings. Shows no friendliness or benevolence towards others.
dyam. Avoids conversations (“closed in”). Dreams and does something else instead of schoolwork
("Lives in another world"). Shows no interest in manual work at all. Shows no interest in group games. Avoids other people. Keeps away from adults, even when hurt or
suspected of something.
- Is completely isolated from other children (it is impossible to
get closer). It gives the impression that it is completely unreplaceable.
loves other people.
In a conversation, he is restless, strays from the topic of the conversation.
Behaves like a "wary animal."
uncertainty about whether adults are interested in him, whether they love him. Sim-
ptoms 1-6 - the child tries to make sure whether they "accept" and love
whether its adults. Symptoms 7-10 - trying to draw attention to himself-
nie and exaggeratedly seeking the love of an adult. Symptoms 11-16 -
shows great concern about whether adults "accept" him.
- Very willingly fulfills his duties. Shows an excessive desire to greet the teacher. Too talkative (annoying with his chatter). He is very willing to bring flowers and other gifts to the teacher. Very often brings and shows the teacher what he found
objects, drawings, etc. Overly friendly towards the teacher. He tells the teacher exaggeratedly about his studies in
family. "Sucks up", tries to please the teacher. He always finds an excuse to keep the teacher special.
The manual includes a description of the principles of Russian spelling and a statement of the rules of spelling and punctuation, taking into account the trends in their development, reflected in the practice of modern printing.
Devoted to the method of observation, led me to the absolutely specific method of observation of R. Bales. This technique is the classic and most famous version of observation in social psychology, however, a social teacher can also use it in his activities..
Its feature is the fact that observation is carried out over the group as a whole and allows you to register various types of interactions in the group according to a single plan.
Main criticism Russian researchers to the R. Bales scheme is that it lacks a characteristic of the content of general group activity, i.e. there is no answer to the question "What is being done?"
According to R. Bales, interaction (interaction) in a group occurs when an individual performs an action (act) that serves as a stimulus for another individual.
The interaction process is described using 12 categories, which reflect the main relationships and group processes in four areas - positive emotions, negative emotions, problem statement, problem solving (Fig. R. Bales' system of categories)
When performing some common task, the activity of the group, according to R. Bales, develops as a sequence of phases:
a) orientation of group members in a common task (exchange of information);
b) evaluation of the progress of the task by the team members (assessment of opinions);
c) control (an attempt by group members to influence each other);
d) finding a group solution;
e) relaxation of interpersonal and intrapersonal tensions;
f) an expression of solidarity (or a split between them).
The basis for bringing the observed act into one category or another is the content of the participant's utterance, its intonation characteristics, facial expressions and appeals to other participants, as well as the relationship of the utterance with the previous ones. Subcategory can be thought of as a two-step process: first, the domain of the phenomenon is identified, and then the more specific category.
An example of subcategory
Participant 1: "I wonder if we have the same facts?" (asks for an opinion). “Apparently, we should start by clarifying this issue” (expresses an opinion).
Participant 2. “Yes” (agrees). “We will be able to fill in the gaps in the information we have” (expresses opinion, assessment). “Let everyone in turn report the data they have” (makes a proposal, an assessment).
You can master and work out the categorical system of R. Bales with the help of three lessons during observation in educational situations as their complexity increases.:
1. on the material of a written text describing a group discussion (For example, a conversation between NIICHAVO employees about strange events associated with a green parrot (A. Strugatsky, Monday starts on Saturday: Fantastic novels / A. and B. Strugatsky. - Frunze, 1987. - S. 180-181));
2. on the material of a video recording of an excerpt from a feature film or a publicistic TV show (For example, an excerpt from the film "Garage" by E. Ryazanov (1978));
3. on the material of a real discussion on a given topic, conducted by students in two subgroups (5-7 people), followed by an exchange of roles.
Current page: 3 (total of the book has 10 pages) [available passage for reading: 7 pages]
Font:
100% +
1.3. Exercises
Exercise 1. Here is a table summarizing the results of observation of conditioned-reflex and unconditioned-reflex movements in children from birth to 12 months.
Based on this table, draw up an observation scheme with a registration form, where it is necessary to indicate both observation situations and objects that will be recorded as data for generalization.
The timing of the development of congenital and conditioned reflex hand movements in a child
...Koltsova M.M. Motor activity and development of the child's brain functions. - M .: Pedagogy, 1973 .-- S. 31.
Exercise 2. On the basis of the observation record, determine its purpose, type and form of registration.
...Leonov A.A., Lebedev V.I. Perception of space and time in space. - M .: Nauka, 1968 .-- P. 73.
1st day. Before the first jump, he showed excitement immediately after putting on the parachute. At this time, he was somewhat alarmed and spoke little, which is completely uncharacteristic for him. The gestures were poor, the speech muffled. After the jump, the mood was elevated, but the tension was observed for another hour.
2nd day. Before the second jump, I was already less tense. He was joking, but the tension was still making itself felt.
4th day. He made a jump with a parachute opening delay for 10 s. Having separated from the aircraft, he bent over and ensured a stable position of the body. He opened the parachute after 10.2 s. During the parachuting, the actions were correct. Before landing, he turned in the harness in the wind. After landing, the mood is high.
6th day. At the start, before boarding the plane, as usual, I was calm and complacent. He joked and talked a lot with doctors. After the jump, the mood was great. As always, he was distinguished by his humor.
14th day. He made the final jump of the first stage of parachute training with a 50-second delay in parachute deployment. At the start before the flight, he kept himself free. Very good control of the body in free fall. He opened the parachute after 50.2 s. After the jump, he was in high spirits.
Exercise 3. Scheme of outpatient research V. Smekal in paragraph 5 provides for comprehensive monitoring of the patient. Read this paragraph carefully and answer the questions:
...1. What aspects of the psyche are being monitored?
2. What is the purpose of observation during an outpatient study?
3. How would you suggest organizing the observation procedure?
4. Does this observation meet the requirements of the scientific method?
Outpatient study scheme (V. Smekal)
...Shvartsara J. Diagnostics of mental development. - Prague, 1978 .-- S. 353.
1. Date and place of research. Personal data.
Client's name and surname, date of birth, nationality, place of birth. Age at the time of the study. Education (for schoolchildren: class, year of study, in which classes he stayed for the second year).
2. Reason for research: research is being conducted at the request of ...
3. Important data of anamnesis about endogenous and exogenous factors of development.
4. Health status and physical maturity. Sense organs, motor skills, speech, laterality.
5. Appearance and behavior during exploration.
a) appearance, cleanliness and neatness, obvious features;
b) orientation, with regard to the nature and purpose of the research;
c) the way of establishing contact: bold-timid-indifferent;
d) approach to testing: resistance-indifference-interest, delight-uncertainty-passivity;
e) cooperation during the test: reactive-spontaneous-initiative-expectant-curious; teachable-incomprehensible, independent-dependent, suggestible; scattered-persistent, constant; patient-impatient;
f) reaction to solving tasks: success encourages - failure repels; ambitious; it is important for the subject - the quality of marks, anxiety and tension are not important; functional inertia - quick adaptation to change; relies on himself - does not depend - overestimates himself;
g) general mood and sociability: contented-dissatisfied, serious-calm-cheerful, sad, quick-tempered; verbal or mimic communication with the researcher - indifference to the researcher - continuous observation of the researcher's reaction;
h) dynamics of behavior: restless (fickle, painfully irritable, changeable) - dull (torpid, bradypsychic) - special manners (biting nails, blinking, tics, twitching, etc.);
i) speech (vibrating and articulating), methods of expression: speed, volume, tone and accent, reprimand; grammar; vocabulary, style features, fluidity, skill, naturalness.
6. Tests carried out and their quantitative results.
7. Characteristic.
a) constitution and temperament, vigilance, emotiveness;
b) motivation: needs, interests, ideals, values, opportunities;
c) adaptation mechanisms, “self-assessment”, frustration type and tolerance, will (self-control);
d) sociability, attitudes, orientation, discipline, conscientiousness;
e) skills;
f) education and mental level.
Exercise 4. On the basis of long-term observations of athletes, Professor A. Ts. Puni came to the following conclusions:
...Strong pre-start excitement, along with muscle stiffness, can be accompanied by general motor excitement, most often expressed in an increase in the usual pace of movements and speech. The athlete fusses, unreasonably in a hurry, although he does everything in advance, without any reason he is afraid of being late for the start. To master independent control over the tempo of movements and speech, there are a variety of exercises, general principles which are as follows: 1) train the smoothness and slowness of movements; 2) alternate in training fast and slow, smooth and sharp pace; 3) organize life so that circumstances do not force to rush (Practical lessons in psychology / Edited by A. Ts. Puni. - M .: Physical education and sport, 1977. - S. 133).
Based on this conclusion, try to recover: a) what was the object of observation? b) what is the purpose of observation? c) in what situations was the observation conducted?
Exercise 5. What kind of observation is L. N. Tolstoy described in his work "The Kreutzer Sonata"?
...And suddenly I was seized by a terrible anger towards her, which I had never experienced. For the first time, I wanted to physically express this anger. I jumped up and moved towards her.
Giving a run for my fury, I reveled in it, and I wanted to do something else extraordinary, showing the high level of my fury. I terribly wanted to beat her, kill her, but I knew that this was impossible, in order to still give way to my fury - I grabbed a paperweight from the table and threw it on the ground past her. I was aiming very well past.
Exercise 6. Observe the children using the diagram. preschool age(4-6 years old).
Target: install individual characteristics contacts of children with unfamiliar adults.
Situation: first meeting.
Highlight the individual characteristics of children when establishing contacts with adults along each of the outlined lines, summarizing the results of your repeated observations or the data of different observers in relation to the same child.
(Based on materials from the book: The development of generalization in preschoolers / Under the editorship of A. V. Zaporozhets and M. I. Lisina. - M .: Pedagogy, 1974. - P. 160.)
Chapter 2. Methods of observation
2.1. Formalized observation techniques
This chapter deals with two types of observation: formalized and non-formalized. We will reveal in more detail the specifics of these types of observation and give specific methods for each of them.
A formalized technique can be classified as one that in any of its parts has a limitation set from the outside (by the researcher or compiler of the technique). This limitation may relate to the assessment of the severity of the observed facts (points or a measure of severity are indicated in other forms). The set of observable features may be limited. In this case, objects of observation are specified in the protocol or registration form, which must be seen and recorded their presence or absence. The term “formalized” can also be applied to the situations in which the observation is carried out. Here, restrictions are introduced in relation to time, space, type of activity, social circle, etc. Finally, observation results can be formalized if they are obtained on a representative sample and their scaling is carried out (level, normative, etc.). In this case, it becomes possible to correlate the results of newly conducted observations with the existing scales.
The second condition for classifying the technique as formalized is that the constraint introduced into observation should be constant throughout the study. This condition can refer to a sample, to objects of observation, to situations. For example, all subjects are observed according to a predetermined set of attributes (objects of observation).
Calling the technique formalized, we want to emphasize that there are types of observation where the researcher is completely dependent on the realities of life, not limiting anything in them, but only fixing the changes that he observes.
Formalization of the entire observation program and statistical verification of the results obtained with the preparation of normative scales allow you to create a standardized observation methodology. An example is the Stott Observation Map. The observation scheme presented in it consists of 16 symptom complexes, in accordance with which rating scales are given.
Formalized observation techniques significantly correct those deficiencies inherent in observation. There is a possibility of a clearer and more complete comparison of the results of various observations, the negative influence of the observer (his subjectivity) is excluded, the unity of the qualitative and quantitative analysis of the facts obtained can be achieved, and not only the facts, but also their causes, can be established.
The following are observation techniques developed and tested by various authors. These techniques can be classified as formalized.
List of observation techniques included in the book
...1. Methods of observing the behavior of the organizer of the discussion between children after watching a TV show, a performance, etc. (compiled by N. Yu. Skorokhodova).
2. Methodology for observing the teacher's verbal influences in the classroom (compiled by L. A. Regush).
3. Methodology for expert assessment of non-verbal behavior of a person (compiled by V. A. Labunskaya).
4. Methods of observing the manifestation of perseverance and perseverance in the process of a training session or competition (compiled by A. Ts. Puni).
5. Technique for monitoring emotional arousal (compiled by A. Ts. Puni).
6. Scheme of observation of a child during psychological examination (for children from 6 to 15 years old) (compiled by Sh. Gyurichova, P. Gusnikova).
7. Grading scale for measuring student's reactivity (compiled by J. Strelyau).
8. Scheme for observing the manifestations of interest, attention of students in the lesson (compiled by A. V. Vikulov).
9. Methodology for observing the process of solving problems by students (compiled by A. V. Orlova).
10. Stott's observation map.
11. Scheme of observation of various aspects of behavior little child(comp. N. Bayley).
12. Methodology for observing the manifestations of interpersonal drives in adolescents (compiled by A.G. Gretsov).
A technique for observing the behavior of the organizer of a discussion between children after watching a TV show, a play, etc.
...Age characteristics of discussions in groups of schoolchildren / Comp. N. Yu. Sko-rokhodova. - Petrozavodsk, 1984. - S. 16-18.
Instruction. According to the proposed scheme, it is possible to carry out both observation and self-observation of the organization of the discussion. To do this, you need to circle on the scale of points the value that, in the opinion of the observer, characterizes one or another aspect of the behavior of the organizer of the discussion.
It is very useful to correlate self-reported behavior and peer review. Significant differences in assessments indicate the inability of the discussion leader to control and evaluate his behavior. Analyzing evaluations will also help to identify defects in the conduct of the discussion and further direct efforts to correct their behavior.
Methodology for observing the teacher's verbal influences in the lesson
...(Compiled by L.A. Regush)
Target: to characterize the teacher's verbal influences in the lesson.
Instructions observer expert:
I. Preparation for attending a lesson (classes)
1. Clarify and understand the purpose of the examination of the teacher's communicative culture, as well as the purpose of observation.
2. Carefully study the observation scheme.
3. Recall or reacquaintance with the specifics of the observation method and the requirements for it.
4. Set yourself up for an objective fixation of the observed, excluding the influence of subjective attitudes on the teacher, the process and the result of observation.
5. Get acquainted with the dictionary of terms that reveal the meaning different types verbal influences; consult additional literature if necessary.
II. Observation
1. When meeting a teacher whose lesson is being observed, and establishing contact with him, avoid formulating a specific goal of observation.
2. The recording of the observed verbal influences is carried out according to the scheme (see the table, where in column 4 words, addresses, statements are written that can be attributed to one or another type of influence; if difficulties arise in attributing certain statements to a certain type, you can use the glossary of terms).
3. It is necessary to write down verbal influences that are absent in the scheme, but are present in the teacher's speech. This material should be used in the analysis and debriefing.
Glossary of terms that reveal the meaning of various types of verbal influences
...Compiled by: Ozhegov S.I. Dictionary of the Russian language. - M., 1964.
Comment- a reprimand, an indication of a mistake.
Intonation- raising or lowering the voice during pronunciation; a manner of pronunciation that reflects the speaker's feelings.
Instructions- the sequence of actions formulated in the word.
Irony- a subtle mockery, expressed in a latent form.
Team- a short verbal order.
Morality- teaching, instilling moral rules.
Notation- admonition, reprimand.
Encouragement- instilling cheerfulness, raising the mood.
Censure- reprimand, condemnation.
Encouragement- what encourages: approval, reward, assistance, sympathy, arousing the desire to do well, better.
Request- an appeal calling to satisfy any needs, desires.
Order- 1. The same as the order. 2. Taking care of the device, use, application of something.
A threat- intimidation, a promise to do evil.
Indication- instruction, explanation, indicating how to act.
Reproach- displeasure, disapproval or accusation expressed to someone.
Humor- a good-natured, mocking attitude towards something.
III. Processing of observation results and formulation of conclusions
2. Determine the rank of each type of impact and enter these data in column 6.
3. To correlate the rank places of this or that type of influence, which were observed by the teacher in the lesson, with the data presented in columns 1 and 3.
Note. Column 1 shows the rank places of verbal influences that are characteristic of teachers with a high level of student understanding.
Column 3 shows the ranking places of verbal influences for teachers with a low level of student understanding.
The characteristics of the rank places of these types of impacts were obtained in the research of S.V. Kondratyeva (Kondratieva S.V. Psychological problems of people understanding each other // Psychology of interpersonal cognition. - M .: Pedagogy, 1981).
4. Make a conclusion:
a) about the most characteristic verbal influences on students for a given teacher, taking into account that 1–4 are high, 5–8 are medium, 9-12 are low rank places of one or another type of influence;
b) do these most characteristic species the influence of the teacher on his understanding of students, given that one of the main indicators of communicative culture is the understanding of the student.
5. If the processing carried out does not allow you to definitely give a conclusion about the most characteristic verbal influences of the teacher, then you need to turn to those types of influences that are not indicated in the diagram, but which you established and recorded during observation, and use this data to resolve doubts.
Methodology for expert assessment of non-verbal behavior of a person
...Emotional and Cognitive Characteristics of Communication / Ed. V.A.Labunskoy. - Rostov-on-Don, 1990. - S. 150–153.
Instruction. You often communicate with ... and, of course, you are well aware of his (her) behavior and habits. Please express your opinion on the features of his (her) non-verbal (non-verbal) behavior by answering the questions below. Rate how often certain behavioral features appear ... in communication with you and other people.
Questions 1, 5, 8, 12, 15, 17 relate to the overall assessment of the non-verbal repertoire of the personality in terms of its diversity, harmony, individualization, etc.
Questions 2, 4, 7, 11, 14, 18, 20 characterize a person's ability to adequately understand the various components of a partner's non-verbal behavior.
Questions 3, 6, 9, 10, 13, 16, 19 determine the ability to manage, to purposefully use non-verbal means in communication.
The method of observing the manifestation of perseverance and perseverance in the process of a training session or competition
...Practical classes in psychology / Ed. A. Ts. Puni. - M .: Physical culture and sport, 1977. - P. 147-148.
Emotional Arousal Observation Technique
...Practical classes in psychology / Ed. A. Ts. Puni. - M .: Physical culture and sport, 1977. - S. 120–121.
The scale for assessing external signs of emotional arousal includes an assessment of behavior, attention, facial expressions, pantomime, movements, static postures, speech, and autonomic shifts.
Behavior
Indifference to everything. Sleepiness, yawning. Reduced reactivity ... 1
The behavior is the same as usual. Efficiency. Consciousness is aimed at the forthcoming competitive activity (correct and rational performance of exercises, tactical techniques, etc.) ... 2
Anxiety, fussiness is manifested. Consciousness is aimed at the possible end result (outcome) of the competition ... 3
Frequent mood swings, irritability ... 4
Mimicry, pantomime
The face is frozen. The mouth is half open. Eyes half closed ... 1
Facial expressions and pantomime do not differ from usual ... 2
In facial expressions, there is some tension, slight movements of the lips. Light gestures when speaking ... 3
The facial expressions are tense, the jaws are clenched, the nodules on the cheeks, the lips move to the side, the lips bite, the head moves abruptly, the eyes blink frequently, the unmotivated squinting of the eyes. Violent gestures ... 4
Movement
Slow movements, sluggish ... 1
The movements are calm, continuous, soft, as usual ... 2
Some harshness, impetuosity of movements. No unnecessary movements ... 3
The movements are abrupt, disproportionate, accompanied by excessive effort. Hand movements are sometimes accompanied by movements of the whole body ... 4
Static poses
Poses are uncomfortable, but not changing, frozen static positions ... 1
The poses are comfortable, relaxed, justified by the circumstances. The postures are comfortable, but there is a tendency to change them unnecessarily ... 3
Poses are uncomfortable, they change frequently ... 4
Speech
Speech is slow, sluggish, lacking in expression. Quiet voice ... 1
Ordinary speech ... 2
Speech is more rapid, louder or more expressive than usual ... 3
Frequent speech. The endings of words are not pronounced clearly. Noticeable changes in voice intonation ... 4
Vegetative shifts
Pulse and breathing are normal or slow. Blanching of the skin of the face. Slight malaise, feeling of lethargy, weakness. The muscles are more relaxed than usual, it is difficult to tense them ... 1
Pulse and breathing are normal. The complexion is unchanged. Normal muscle tone ... 2
The pulse is somewhat speeded up (by 5-10 beats per minute). Breathing more often than usual. Redness of the skin of the face. Muscle tone is normal or slightly increased ... 3
The pulse is significantly increased. Respiration is frequent, shallow. Increased sweating. Increased urine output. Sharp redness of the skin of the face and body. Muscles are tense ... 4
Protocol for assessing the external manifestations of emotional arousal
In each group of signs, the rating scale is based on the principle of increasing external manifestations of emotional arousal. The score of 2 points corresponds to the usual - background - emotional state characteristic of a person in a calm environment; score 1 point - insufficient emotional arousal (pre-start apathy); score 3 points - increased in comparison with the usual level of emotional arousal (for many athletes it is optimal, corresponding to the state of readiness); score 4 points - the state of pre-start fever, when the external manifestations of emotions indicate their excessive intensity.
Scheme of observation of a child during psychological examination (for children from 6 to 15 years old)
...Cherny V., Kollaric T. Compendium of Psychodiagnostic Methods. Bratislava, 1988. - T. 2. - S. 215–216.
When creating the observation scheme, the authors proceeded from the requirement to create a manual that would unite and simplify the observation and conversation system. The starting points were the analysis of the course of the usual psychological examination, the choice of psychological concepts and terms, familiarization with the scientific literature and schemes of a similar type. The diagram contains concepts related to certain manifestations of the child's behavior and its characteristics. The task of the psychologist is to note the characteristics of the child.
The basis of the observation scheme is a form consisting of the following parts:
...1) direct observation;
2) derived characteristics;
3) topics for conversation.
The first part of the form concerns the data obtained during the observation process and contains the following characteristics of the child:
...1. Somatotype, gait, face, facial expressions and pantomime, skin, teeth, hygiene, cosmetics, clothing.
3. General mobility - speed, accuracy, purposefulness, tension, impaired mobility.
4. Social behavior - establishing contact, changes in behavior during the survey, social skills and politeness, qualitative indicators of social behavior (related to manifestations of dominance, aggression, submission and affiliation).
5. Mood - euphoria, carelessness, happiness, even mood, serious mood; mood variability under the influence of external factors.
6. Behavior in the situation of solving problems (test) - attitude to tasks, work skills, attentiveness.
7. Signs of neurotic tension - hand movements, grimaces, nail biting, sweating, hand tremors, etc.
The second part of the form contains a list of important personality traits. Here, on the basis of all the data about the child, his personal characteristics are reproduced. This part contains the categories: temperament, character traits, volitional properties and attitude towards work, social reactivity, attitude towards adults, attitude towards oneself, family environment.
The third part contains topics for conversation: symptom, family, parents, apartment, family involvement, school, study (academic performance), teachers, classmates, homework, household chores, pastime, self-esteem, sleep, food, health, fear, fear , load situations.
Grading scale for measuring student responsiveness
...I shoot. The role of temperament in mental development / Per. from Polish - M .: Progress, 1982. - S. 157–160.
To construct the rating scale, the observation scheme previously developed by the author was used. The scale used by M. Grodner and which allows measuring 12 types of behavior according to a nine-point system was further modified and in the latter version was reduced to 10 different types of behavior in different situations, which are considered especially important for the diagnosis of reactivity. Each of these types is rated on a five-point system. Therefore, a student can receive a maximum of 50 points, a minimum - 10. In this case, the level of reactivity is the lower, the more points the subject receives. This is done to facilitate the perception of quantitative results. So, the number 50 indicates the minimum reactivity, 10 - the maximum.
Here is the rating scale, along with a brief instruction to allow the reader to try to apply it for their own purposes.
Instruction. Determine on a five-point scale the intensity of each of the named properties of the student's behavior. The assessment should be based on specific, observable forms and methods of behavior.
Number 1- the lowest intensity of this property (complete absence). For example, evaluating such a property as the vigor of the performed movements, we will circle the number 1 if the observed movements of the student are completely devoid of vigor.
Number 5- the highest intensity of this property (clear possession of this property, for example, the student's movements are very energetic).
Number 3- average rating, means moderate intensity of this property.
Circle the selected number. After evaluating all ten categories of behavior, which will require (depending on the possibilities and conditions of observation, the frequency of contacts with the student) a different amount of time, summarize the results.
Scheme for observing manifestations of interest, attention of students in the lesson
...Vikulov A.V. Expressive movements of students and their psychological classification: Dis ... cand. psychol. sciences. - L., 1986 .-- P. 94.
Forehead-eyebrow area:
...Reduction - drooping of the eyebrows;
Raising the eyebrows.
Eye area:
...Increase - decrease in the palpebral fissure;
Raising the upper eyelid, lowering the tone of the upper eyelid;
The nature of the gaze (the visual axes intersect on the object itself or converge outside the object);
Direction of gaze (to the side, in the face, in the eyes);
The tension of the gaze.
The area from the base of the nose to the chin:
...Changes in the corners of the mouth (pulled-down);
Mouth tone;
The size of the mouth gap (mouth closed, half-open, open).
Head area:
...The student's face facing the subject (increase - decrease); in a fixed coordinate system: complete, incomplete, no face inversion;
Changes in the position of the head horizontally (left, right), vertically (raised, lowered);
Methods for fixing the head through a support on the arm.
Neck area:
...Changes in the tone of the neck (associated with a change in the position of the head vertically and horizontally, with the presence or absence of supports).
Torso area:
...Changes in the position of the body in relation to the subject;
The reversal of the plane of the body to the object in a relative and fixed coordinate system (similar to face inversion).
Hand zone:
...The tone of the left and right hands (compressed, spread out, involuntary contact with a desk, other objects);
Movements that are means of self-action, self-stimulation: auto-contacts of the hands, auto-contacts of the hand with other parts of the body.
Leg area:
...Changes in the tone of the legs;
Changing the position of the legs.
Statistically significant changes in expressive movements of attention of schoolchildren
Stott's Observation Map
...Working book of a school psychologist / Ed. I. V. Dubrovina. - M .: Education, 1991 .-- P. 169.
Stott's observation card (CS) consists of 16 complexes of symptoms-patterns of behavior, symptom complexes (SK). SC are printed in the form of lists and numbered (I – XVI). In each SC, behavioral patterns have their own numbering. When filling out the SC, the presence of each of the behavioral patterns indicated in it in the subject is marked with a "+" sign, and the absence - "-". These data are entered into a special table (see Table 1).
The filling out CN, having made a conclusion about the presence or absence of the next pattern of behavior, enters the number of the pattern of behavior into the column of the corresponding SC and puts a “+” or “-” sign to the right of the number.
Behavior patterns have different informative specific gravity. Therefore, when translating the primary empirical indicators "+", "-" into raw assessments, one point is given for some behavior patterns, and 2 points for others. To do this, use the table for converting primary empirical indicators into raw estimates (Table 2).
In each SC, the points for behavioral patterns are summed up. The sums of the raw scores for each SK are then converted to percentages. Percentage indicators indicate the severity of SC in the subject from the maximum possible severity. The recalculation of raw estimates into percentages is shown in table. 3, which is structured as follows:
...1. Summarize all points for each SK from the table. 2.
2. Then each of the possible "raw" scores is divided by the maximum possible amount and multiplied by 100%.
According to Stott, the numerical indicators of the SK are significant, but indicative, therefore, when interpreting them, they must be handled with care. The technique is not standardized for practical needs.
Using quantiles, the numerical scales (from 0 to 100%) for each SC were divided into five intervals. The interval from 0 to 20% indicates that the quality is so weak that in fact we are dealing with a quality that is different from that inherent in this SC. So, a very weakly expressed SK V.NV can talk about the child's attempts to establish good relations with the adult, but accompanied by actions that are unpleasant for the adult.
The interval from 80 to 100% similarly shows that here the quality of the SK has outgrown itself and we are dealing with a different quality. For the correct interpretation of the extreme intervals, it is especially important to attract additional information.
The intervals from 20 to 40, from 40 to 60 and from 60 to 80%, respectively, indicate a noticeable severity, a strong expression, a very strong expression of quality.
KN Stott is designed to study the characteristics of students maladapted to school conditions. The maladjusted students include two types of students: the first - who themselves experience difficulties and create many difficulties for the environment (technical staff, teachers and other children), the so-called difficult; the second - for whom it is difficult at school, but they do not cause trouble to others.
The identified features (external manifestations, patterns of behavior), called symptom complexes, are as follows:
I. ND - lack of trust in new things, people, situations.
SC positively correlates with Lichko PDO sensitivity. Any achievement costs the child a tremendous amount of effort.
II. O - weakness (asthenia).
We are not talking about clinical or even subclinical forms of weakness, but about manifestations of apathy, low mood, a kind of neurophysical exhaustion. In a milder form, declines in energy alternate with manifestations of energy and activity. SC speaks about the deficiency of energy resources of the child's body, and, consequently, about his impossibility of manifestation of activity.
