Workshop on psychodiagnostics, psychodiagnostics of motivation and self-regulation. Workshop on psychodiagnostics

4. Prikhozhan A. Phenomenon, causes, diagnosis // School psychologist.-2004. -No. 8. – pp. 17-32.

5. Psychology of emotions: Texts / Ed. , Yu. B. Gipenreiter. – M., 1993.

Laboratory exercises No. 12-13

Topic: Study of the emotional state of frustration

Target: Formation of knowledge and skills for studying the emotional states of the individual.

Tasks:

1. Conduct a study of frustration reactions using the “Picture Association Test” by S. Rosenzweig.

2. Process and interpret the research results.

Issues for discussion

1. What are the goals of using projective techniques?

2. What are the advantages and disadvantages of projective techniques?

3. What are theoretical basis S. Rosenzweig's methods?

4. Describe the methods of analysis and the main indicators of S. Rosenzweig’s technique?

1. Compile analytical tables of the results obtained from the analysis of the answers.

2. Analyze the results of the study according to the parameter of agreement between the test subjects’ responses to each situation (standard indicator).

Main literature

1. Danilov test of “dramatic frustration” by S. Rosenzweig. - M., 1992.

2. Practical psychology in tests, or how to learn to understand yourself and others / Compiled by R. Rimskaya, S. Rimsky. – M.: AST-PRESS, 1997. – P. 243 – 281.

3. Sobchik L. Verbal frustration test. Method for determining aggressiveness and significant values among high school students // School psychologist No. 9 (book in the newspaper).

4. Sokolov methods of personality research. - M., 1980.

5. Yanshin clinical psychology. Methods of personality research. - St. Petersburg: Peter, 2044.-P.86-124.

additional literature

1. Workshop on psychodiagnostics. Psychodiagnostics of motivation and self-regulation. - M..1990.- P.44-53.

2. Semago N., Semago M. Diagnosis of basic affective regulation // School psychologist No. 5.- p. 8-9.

3. Tarabrina studying frustration reactions // Foreign. psychology. – 1994. - No. 2 (4).

4. Experimental psychological methods for studying frustration reactions. Methodological recommendation// Comp. . Ed. .- L., 1984.

Laboratory exercises No. 14-15

Topic: Pathocharacterological diagnostics using techniques MMPI and PDO

Equipment

Text of the questionnaire, answer sheet, keys, tables for converting raw scores into standard ones, graphical representation of the results.

1. The experimenter introduces the instructions to the subjects.

2. Independent work students with the text of the questionnaire and answer forms.

3. Processing of results:

The number of negative and positive answers on each scale is counted using a key;

The indicator for each factor is calculated by summing the positive statements of the subject included in the factor with a positive sign, and the negative statements included in the factor with a negative sign.

Using the table “Counting indicators for each factor”, raw scores are converted into accumulated frequencies;

A diagram of the severity of self-attitude levels is constructed.

4. Interpretation of results and conclusions.

1. Independently study methods for diagnosing self-awareness: the Tennessee Self-Concept scale, the Dembo-Rubinstein scale, semantic differential, projective methods, repertoire methods.

2. Carry out a self-attitude diagnosis using the chosen method.

3. Process the results and present the interpretation in writing.

Main literature

1. Eliseev on personality psychology. – St. Petersburg: Peter, 2003. – P.397-434.

2. Glukhanyuk on psychodiagnostics. – M., 2003. – P. 151-162.

3. Stolin personality. - M..1983.

4. Shevandrin, correction and personality development. – M., 1999.- P. 298-302.

5. Francella F., Bannister D. A new method of personality research. - M., 1987.

6. Shmelev personality traits. - M., 2000.

additional literature

1. , Stolin psychodiagnostics. – St. Petersburg: Rech, 2000.

2. Egorycheva’s orientation of a teenager and the method of its diagnosis // World of Psychology No. 1. - p. 264-278 (standardized interview to determine the dominant personal orientation)

3., Rozhdestvensky physicality in the self-structure of high school students and the content of their life projects // Psychological Journal. –2004.- t.25.-No. 2.- p.27-33.

4. Workshop on psychodiagnostics: diagnosis of motivation and self-regulation. – M., 1990.

Laboratory lesson No. 18

Topic: Diagnosis of the motivational sphere of personality

Target: Diagnosis of achievement motivation and avoidance of failures using A. Mehrabian’s questionnaire.

Tasks:

1. Introduce students to methods for diagnosing the motivational sphere of the individual.

2. Describe the requirements for conducting the test, features of quantitative processing of the results obtained.

3. Conduct diagnostics of students.

Equipment

Text of the questionnaire (forms A, B), forms for recording results, answer forms.

Issues for discussion

1. Characteristics of classifications of motives.

2. The main theoretical and practical problems of studying the motivational sphere.

3. Features of methods for studying motivation.

Work order

1. Instructing students.

2. Fill out the answer sheet yourself.

3. Processing of results:

Convert data for each of the questionnaire judgments into points using keys;

Interpret the results obtained.

Tasks for independent work

7. Collect data from the entire group and rank it.

8. Determine the total scores corresponding to three levels of severity: high, medium, low.

9. Interpret individual results in accordance with the content of the concept of “achievement motivation.”

Main literature

1. Morozov - reference book on psychodiagnostics. – St. Petersburg: Peter Kom, 1999.

2. Glukhanyuk on psychodiagnostics. – M., 2003. – P. 131 – 140.

3. Kornilov’s constructs and psychological reality in the motivation indices of the Edwards questionnaire // Questions of psychology. - 1997. - No. 1. - p. 63-74.

4. Workbook practical psychologist/Ed. , . – M., 2001.

5. Rogov, a book by a practical psychologist. – M., 1995.- P.201-205.

additional literature

1. Afanasyeva N. Achievement motivation test for children 9-11 years old // School psychologist - 2001.-No. 22. (book in newspaper).

2. Bratchenko communicative orientation // Bulletin of psychosocial and correctional and rehabilitation work No. 3. - projective methodology).

3. Egorycheva’s orientation of a teenager and the method of its diagnosis // World of Psychology. – 1999.- No.1.- p.264-278.

4. Shevandrin, correction and personality development. – M., 1999.- P. 199-203.

Laboratory exercises No. 19-21

Topic: Diagnosis of the motivational sphere of personality using projective techniques

Target: acquaintance and practical work of students with projective techniques.

Tasks:

1. Familiarize students with the methods:

S. Rosenzweig's frustration test;

L. Szondi test;

M. Luscher test;

G. Rorschach test;

Thematic apperception test (TAT).

2. Give an idea about practical problems use of projective techniques.

3. Conduct testing of students and processing of the results obtained using the TAT method.

Issues for discussion

1. The purposes of using projective techniques.

2. Advantages and disadvantages of projective techniques.

3. general characteristics the most popular projective techniques.

Tasks for independent work

Main literature

1. Almanac of psychological tests. – M., 1995.

2. Bleicher pathopsychology. – Tashkent, 1976.

3., Savchenko (psychodiagnostic tools and its application in social services). - Kyiv, 1995.

4. Bodalev psychodiagnostics. - St. Petersburg: Rech, 2000.

5. Fundamentals of psychodiagnostics / Ed. .- M., 1996.

6. Sokolova methods of personality research. - M., 1980.

additional literature

1. Danilov test of “dramatic frustration” by S. Rosenzweig. - M., 1992.

2. Reshetnikov O. That same Lusher // School psychologist.-2003.-No. 25-26. – p.23.

3. Ryzhov’s research on ways to overcome internal conflict using the thematic apperception test (TAT) // Family psychology and psychotherapy No. 3. - p. 85-89.

4. Sobchik L. Drawing apperception test // School psychologist No. 19. - p. 8-9.

Laboratory exercises No. 22-23

Topic: Drawing tests in psychodiagnostics

Target: acquaintance and practical work of students with drawing tests.

Tasks:

1. To familiarize students with personality diagnostic methods and interpersonal relationships:

Koch Tree Test;

- “Non-existent animal”;

- “Drawing of a family”;

- “Man”, “Man in the Rain”.

2. Test students using the Koch “Tree” test, process and interpret the results.

Issues for discussion

1.Main stages of development children's drawing.

2. Advantages and disadvantages of graphic projective techniques.

3. Common mistakes when interpreting children's drawings.

Tasks for independent work

Main literature

1. Mira - and - Lopez E. Graphic methodology for personality research. – St. Petersburg, 2002.

2. Rogov, a book by a practical psychologist in education. – M., 1990.

3. Potemkin’s methods in psychological diagnostics. – M., 1992.

4. Semago N. Children's drawing. Stages of development and qualitative assessment // School psychologist.-2003.-No. 35.- P.9-16.

5. Stepanov S. “Draw a Person” Test as a Method for Diagnosing Intelligence // School Psychologist No. 46 (book in the newspaper).

additional literature

1. Akhutina T., Melikyan Z. Copying a perspective drawing (Diagnostic test for older preschoolers) // School psychologist No. 16.- pp. 8-9.

2. Baranova O. Drawing of a family. Diagnosis of interpersonal relationships of children in the family // School psychologist No. 29. (book in the newspaper).

3. Batov’s analysis of a child’s drawing on the topic Chernobyl accident// Questions of psychology No. 1.- pp. 33-44.

4. Zhukovsky I. Test “Non-existent animal” // School psychologist No. 26. (book in the newspaper).

5. Lebedeva L., Lebedeva O. Once upon a time there was a rowan tree... the diagnostic potential of children's drawings in art therapy // School psychologist No. 32,33.

6. Stepanov S. What do horns and fangs talk about? // School psychologist. - 2001. - No. 18. (book in the newspaper)

7. Yurinova N. Man in the rain. Graphic psychodiagnostic technique // School psychologist No. 33. – p.8-9.

1.8 Educational and methodological support of the discipline.

Main literature

1. Anastasi A. Differential psychology. - M., 2001.

2. Anastasi A. Psychological testing: In 2 books. / Ed. , . – M., 1982

3. Anastasi A. Psychological testing / A. Anastasi, S. Urbina. – St. Petersburg, 2001.

4. Anufriev’s diagnosis: a system of basic concepts. – M., 1995.

5. Asmolov as a subject of psychological research. – M., 1984

6. White Rorschach. Practice and theory. – St. Petersburg, 1992

7. Berezin multidisciplinary personality research (in clinical medicine and mental hygiene) / , . – M., 1976.

8. Bleicher diagnostics / , . – Kyiv, 1986

9. Bleicher diagnostics of intelligence and personality / , . – Kyiv, 1979.

10. Bohm E. Guide to psychodiagnostics. – M., 1977.

11. Burlachuk personality. – Kyiv, 1989.

12. Burlachuk in projective psychology. – Kyiv, 1997.

13. Burlachuk - reference book on psychodiagnostics / , . – St. Petersburg, 1999.

14. Burlachuk life situations: Textbook. Benefit / , . – M., 1998.

15. Burlachuk (psychodiagnostic tools and its application in social services) / , . – Kyiv, 1995.

16. , Zuckerman examination junior schoolchildren. - M.: Publishing house VLADOS-PRESS, 2001.

17. Volkov of sociometric measurements in socio-psychological research. – L., 1972.

18. Vygotsky’s development and pedological clinic of difficult childhood //Collected works in 6 volumes, volume 5. /Ch. ed. ; APN USSR. – M.: Pedagogy, 1983.

1. Testing guide / , . – M., 1982.

2. Glass J. Statistical methods in pedagogy and psychology / J. Glass, J. Stanley. – M., 1976.

3. Golovin methods in modern psychology: status, development, application / , . – M., 1995.

4. Gurevich differential psychology. – M., 1998.

5. Gurevich diagnostics. – M., 1981.

6. Dvorshchenko personal accentuations. – St. Petersburg, 2002.

7. Diagnostics in kindergarten. Content and organization diagnostic activities in a preschool educational institution. Guidelines. - Rostov n/d: “Phoenix”, 20 p.

8. Diagnosis and correction of mental development of a preschooler: Textbook. allowance /, etc.; Under. ed. , . - Mn., 1997. - pp. 228-232.

9. Teacher’s diary: development of children up to school age/Ed. , . Issue 1, 2. - M., 1996.

Guidelines to practical classes

Structure of the practical lesson:

1. Checking readiness for work;

2. Execution practical work(drawing up a methodology rubricator, maintaining a protocol);

3. Preparation of a report on practical work.

Making a report(lesson protocol) for performing practical work is carried out in writing (on A4 size paper) and includes:

1) The name of the practical work and the date of its completion;

2) Purpose of the work;

3) List of methods used and conditions for conducting the survey;

4) Information about the subject (last name, first name, patronymic (or initials), age, gender, social status);

The results of monitoring the behavior of the subject during the conversation and psychodiagnostics (emotional and somatic state, level of motivation and interest in the examination, in its results);

Description of the examination results:

Achievements of the subject when performing test tasks
(in the context of the purpose of the study!);

Indicators for which less high results were obtained;

Indicators for which low values were obtained and which require correction.

6) Conclusions:

The level of formation of the studied mental formations in accordance with the stated purpose of the examination.

Recommendations can be addressed either to the subject himself, or to the person ordering the examination, or to a psychologist who will further provide psychological support to the subject, determining for him the methods and forms of psychological assistance.

1) Name of the method;

2) Abbreviated name of the technique;

4) Purpose of the study;

5) Form of administration (individual/group, availability of a computer version of the test);

6) Research subjects (age);

7) Structure of the methodology;

8) Time of the event;

9) Information on standardization (publisher);

10) Year of publication.

The report is given to the teacher for checking after a lesson, or before the start of the next one, and is stored at the department until the end of the entire course, for which each student starts a folder.

Depending on the content of the lesson, students prepare stimulus material for the techniques, master the procedure for conducting psychotherapy diagnostic techniques, process the data, draw conclusions based on the research results.

Practical lesson No. 1

Subject. Diagnosis of temperament

Duration- 4 hours

Purpose of the lesson: familiarization with methods for diagnosing individual typological personality traits; diagnostics of individual typological characteristics of students.

Control questions:

1. Define the concept of “temperament”;

2. Describe the properties nervous system;

3. Name the methods known to you for diagnosing individual typological personality traits.

Task No. 1. Diagnose the student’s temperament using the “Ya. Strelyau Test Questionnaire” technique.

Equipment:

Progress:

1) Familiarization with the instructions for the questionnaire by Ya. Strelyau;

3) Processing of results:

Comparison of raw scores with diagnostic statistical boundaries;

Interpretation of results.

Task No. 2. Conduct a diagnosis of the student’s temperament structure using the “V.M. Temperament Structure Questionnaire” technique. Rusalova (OST)".

Equipment: questionnaire text, answer form, keys.

Progress:

1) Familiarity with the instructions for the temperament structure questionnaire by V.M. Rusalova (OST);

2) Independent work with the text of the questionnaire;

3) Processing of results:

Interpretation of results.

Task No. 3. Carrying out diagnostics of the formal-dynamic properties of a student’s individuality using a questionnaire by V.M. Rusalova (OFDSI).

Equipment: questionnaire text, answer form, keys.

Progress:

1) Familiarity with the instructions for the questionnaire of formal-dynamic properties of personality V.M. Rusalova (OFDSI);

2) Independent work with the text of the questionnaire;

3) Processing of results:

Recoding answers according to the key;

Calculating the number of raw points using the key for each scale and entering them into the answer sheet;

Interpretation of results.

Task No. 4. Diagnose the student’s temperament using G. Eysenck’s EPI test-questionnaire (form A, adapted by G.I. Shmelev).

Equipment: text of the questionnaire, answer form, keys, graphical display of the results.

Progress:

1) Familiarity with the instructions for the G. Eysenck EPI test-questionnaire (form A, adapted by G. I. Shmelev);

2) Independent work with the text of the questionnaire;

3) Processing of results:

Calculating the number of raw points using the key for each scale and entering them into the answer sheet;

Graphic display of the results obtained;

Interpretation of results.

1. Moiseeva, O. Yu. Psychodiagnostics individual characteristics personality. Part 1. Psychodiagnostics of temperament: Textbook. allowance / O. Yu. Moiseeva. – Vladivostok: Mor. state univ., 2002. - 52 p.

2. Rakovich, N. K. Workshop on personality psychodiagnostics: Didactic materials/ Rep. ed. N.K. Rakovich. – Mn.: BSPU im. M. Tanka, 2002. – 248 p.

3. Rusalov, V. I. Temperament structure questionnaire / V. I. Rusalov. – M., 1992.

4. Rusalov, V. M. Questionnaire of formal-dynamic properties of human individuality (OFDSI) / V. M. Rusalov. - M.: IP RAS, 2004. – 136 p.

5. Strelyau, Y. Methodology for diagnosing temperament (formal-dynamic characteristics of behavior): Educational and methodological manual / Strelyau Y., Mitina O., Zavadsky B., Babaeva Y., Menchuk T. - M.: Smysl, 2009. – 104 p.

6. Temperament and character: Psychological diagnostics. – M.: Publishing house VLADOS PRESS, 2001. – 336 p.

7. Shashok, V. N. General psychodiagnostics: Diagnosis of characterological and personal characteristics: Workshop / Comp. V. N. Shashok, N. V. Smirnova. - Mn. : BSPU im. M. Tanka, 2003.-40 p.

Practical lesson No. 2

Subject. Approaches to the study of personality traits based on identifying traits and types

Duration– 4 hours

Purpose of the lesson: familiarization with methods for diagnosing personality traits; diagnosing student personality traits.

Control questions:

1. Describe the main approaches to the concept of “personality properties”;

2. Provide an understanding of the basic strategies for constructing personality questionnaires;

3. Give examples of methods known to you for diagnosing personality traits and types;

4. What are the main disadvantages of personality questionnaires?

5. How do personality trait questionnaires differ from typological questionnaires?

Task No. 1. Diagnose the student’s personality traits using Cattell’s 16 PF method (Form C).

Equipment: text of Cattell's 16 PF questionnaire (Form C), answer sheet, keys, tables for converting raw scores into walls, interpretation of the results obtained, graphical display of the results obtained.

Progress:

1) Familiarity with the instructions for Cattell’s 16 PF questionnaire (Form C);

2) Independent work with the text of the questionnaire;

3) Processing of results:

Calculating the number of raw points using the key and entering them into the answer sheet;

Determining the reliability of the results obtained on the Md scale;

Graphic representation of your own personality profile;

Interpretation of results; identification of primary and secondary factors.

Task No. 2. Conduct a diagnosis of individual typological properties (leading tendencies) of a personality using the methodology of L. N. Sobchik (ITO).

Equipment: text of the questionnaire L.N. Sobchik (ITO), answer sheet, key for calculating results, scales for measuring individual typological tendencies.

Progress:

1) Familiarity with the instructions for L.N.’s method. Sobchik (ITO);

2) Independent work with the text of the questionnaire;

3) Processing of results:

Graphic representation of individual typological tendencies of personality;

Interpretation of results.

Assignments based on the results of practical work:

3. Independently conduct personality research diagnostics using the standardized personality research technique (SMIL) L.N. Sobchik; draw up a rubricator and protocol for the methodology.

1. Bazhin, E. F. Questionnaire of the level of subjective control (USC) / E. F. Bazhin, E. A. Golynina, A. M. Etkind. – M., 1993.

2. Kapustin, A. N. Multifactorial personal technique of R. Cattell / A. N. Kapustin. - St. Petersburg. : Speech, 2001. - 112 p.

3. Workshop on psychodiagnostics: Tutorial/ N. S. Glukhanyuk. – 3rd ed., rev. – Publishing house MSSI; Voronezh: Publishing house NPO "Modek", 2006. - 2008 p.

4. Rukavishnikov, A. A. Factorial personality questionnaire by R. Cattell: Guide for use / A. A. Rukavishnikov, M. V. Sokolova. - St. Petersburg. : Publishing house “Rech”, 2005. – 624 p.

5. Sobchik, L. N. Psychology of individuality. Theory and practice of psychodiagnostics / L. N. Sobchik. – St. Petersburg. : Publishing house “Rech”, 2005. – 624 p.

6. Sobchik, L. N. SMIL Standardized multifactorial method of personality research [Text] / A. N. Sobchak. – St. Petersburg. : Rech, 2007. – 224 p.

7. Shashok, V. N. General psychodiagnostics: Diagnosis of characterological and personal characteristics: Workshop / Comp. V. N. Shashok, N. V. Smirnova. - Mn. : BSPU im. M. Tanka, 2003. – 40 p.

Practical lesson No. 3

Subject. Study of personality traits by diagnosing drawings

Duration- 2 hours

Purpose of the lesson: acquaintance and practical work of students with drawing projective techniques.

Control questions:

1. What are the main advantages and disadvantages of graphic projective techniques?

2. Reveal the basic principles of interpretation of drawing projective techniques;

3. Name the drawing projective techniques known to you.

Equipment: white sheets of paper A4 size, pencil, eraser, diagrams for data processing.

Progress:

1) Introduction to graphic projective techniques:

Test "Free drawing";

Test “Picture of the World”;

Self-portrait test;

Test "House-tree-person";

Family Drawing Test;

Test “Non-existent animal”;

Test “Tree” (K. Koch);

Test "Man in the Rain";

2) Performing two (three) graphic projective techniques (to choose from);

3) Processing and interpretation of results using data processing schemes using recommended literature sources (5).

Assignments based on the results of practical work:

1. Draw up a protocol for the drawing techniques carried out during the practical lesson;

2. Independently conduct a personality diagnosis using 2 (3) graphic projective techniques with members of your family or friends;

3. Process and interpret the results of drawing techniques carried out independently, using diagrams for data processing and recommended literature sources; draw up a protocol for the methods performed.

1. Bellak, L. Projective psychology / L. Bellak. – Publishing house of the Institute of Psychotherapy, 2010.

2. Book, J. Test “House-Tree-Person” (HPT) / J. Book // Projective psychology. – M.: April, PRESS, EKSMO-Press, 2000. – P. 260-344.

3. Wenger, A. L. Psychological drawing tests: an illustrated guide / A. L. Wenger. – M.: VLADOS-PRESS, 2005.

4. Dukarevich, M. Z. Drawing of a non-existent animal (NJ) / M. Z. Dukarevich, P. V. Yanshin // Workshop on psychodiagnostics. Psychodiagnostics of motivation and self-regulation. – M.: Moscow State University Publishing House, 1990. – P. 54-73.

5. Romanova, E. S. Graphic methods in practical psychology: textbook / E. S. Romanova. – M.: Aspect Press, 2011. – 400 p.

6. Semenova, Z. F. Psychological drawing tests. Methodology “House-Tree-Person” / Z. F. Semenova, S. V. Semenova. – M.: AST; St. Petersburg : Sova, 2007. – 190 p.

Practical lesson No. 4

Subject. Projective methods of personality diagnostics

Duration- 8 ocloc'k

Purpose of the lesson: acquaintance and practical work of students with projective methods of personality diagnostics.

Control questions:

1. Define the concept of “projection”;

2. Describe the main problems in the development of projective techniques;

3. Expand the problem of stimulus in projective methods;

4. What is the classification of projective methods?

5. What projective techniques do you know? Describe them.

Equipment: stimulus material for the “Frustration Test” method by S. Rosenzweig, stimulus material for the “Thematic Apperception Test” (TAT) method, stimulus material for the “M. Luscher Eight-Color Test” method, stimulus material for the “L. Szondi Test” method.

Progress:

1) Acquaintance with projective methods of personality diagnostics (“Frustration test” by S. Rosenzweig, “Thematic apperception test” (TAT), “Children’s apperception test” (SAT) by L. Bellak, “Eight-color test by M. Luscher”, “Inkblot technique” G. Rorschach", "L. Szondi Test");

2) Conducting personality diagnostics using the projective technique “Frustration Test” by S. Rosenzweig; processing and interpretation of results;

3) Carrying out diagnostics using the projective technique “Thematic Apperception Test” (TAT); processing and interpretation of results;

4) Carrying out diagnostics using the projective technique “M. Luscher’s Eight-Color Test”; processing and interpretation of results;

5) Carrying out diagnostics using the projective technique “L. Szondi Test”; processing and interpretation of results.

Assignments based on the results of practical work:

5. Independently familiarize yourself with the methodology “Children's Apperception Test (SAT)” by L. Bellak; create a rubric for the methodology;

6. Familiarize yourself with the “S. Rosenzweig Frustration Test” methodology (children’s version); create a rubric for the methodology.

1. Bellak, L. Test of children's apperception (animal figures). Methodological manual / Bellak L., Bellak S.S. – St. Petersburg. : IMATON, 2001.

2. Dubovskaya, O. F. Eight-color Luscher test / O. F. Dubovskaya. – M.: Kogito-Center, 2003.

3. Leontiev, D. A. Thematic apperceptive test / D. A. Leontiev. – M.: Smysl, 1998.

4. Sobchik, L. N. MCV - method of color selections. Modified eight-color Luscher test / L.N. Sobchik. – St. Petersburg. : Speech, 2002.

5. Yasyukova, L. A. S. Rosenzweig’s frustration test. Methodical manual / L. A. Yasyukova. – St. Petersburg. : IMATON, 2001.

Practical lesson No. 5

Subject. Diagnosis of consciousness and self-awareness

Duration- 6 hours

Purpose of the lesson: familiarization with methods of diagnosing consciousness and self-awareness; diagnostics of consciousness and self-awareness of a student.

Control questions:

1. Define the concepts of “consciousness”, “self-awareness”, “self-esteem”;

2. Characterize the level structure of self-awareness;

3. What methods of diagnosing consciousness and self-awareness do you know? Briefly describe them.

Task No. 1. To diagnose self-attitude as a component of self-awareness in students using a questionnaire test by V.V. Stolin and S.R. Panteleeva (MIS).

Equipment: text of the questionnaire by V.V. Stolin and S.R. Panteleev, answer sheet, keys, table for converting raw scores into standard ones, graphical display of results, interpretation of the data obtained.

Progress:

1) Familiarity with the instructions for the method of V.V. Stolin and S.R. Panteleev (MIS);

2) Independent work with the text of the questionnaire;

3) Processing of results:

Calculating the number of points on each scale using the key and entering them into the answer sheet;

Converting raw points into accumulated frequencies;

Graphic representation of the severity of self-attitude levels;

Interpretation of results.

Task No. 2. Conduct a diagnosis of the characteristics of a person’s self-awareness using the J. Kelly Repertory Grid Technique.

Equipment: repertory grid matrix

Progress:

1) Studying the features of the procedure, processing and interpretation of results when using the repertory grid technique

2) Filling out the repertoire grid:

Generating a list of elements;

Identification of constructs;

Grid filling;

Processing and analysis of the resulting lattice.

Task No. 3. Conduct a diagnosis of the characteristics of a person’s self-awareness using the “Personality Differential” technique.

Equipment: personality differential form.

Progress:

1) Studying the features of the procedure, processing and interpretation of results when using the “Personality Differential” technique;

2) Independent work with the personal differential questionnaire;

3) Processing and analysis of the results obtained.

Assignments based on the results of practical work:

4. Independently diagnose the level of subjective personality control using the J. Rotter questionnaire test (USK); draw up a rubricator and protocol for the methodology.

5. Independently diagnose the level of personal self-actualization using the “Diagnostics of Personal Self-Actualization (SAMOAL)” method (A.V. Lazukin, adaptation by N.F. Kalina); draw up a rubricator and protocol for the methodology.

1. Diagnosis of personality self-actualization (A. V. Lazukin adapted by N. F. Kalina) / Fetiskin N. P., Kozlov V. V., Manuylov G. M. Socio-psychological diagnostics of personality development and small groups. – M., 2002. – P. 426-433.

2. Pantileev, R. S. Workshop on personality psychodiagnostics: A guide to interpretation / R. S. Pantileev // Cube - digital library[Electronic resource]. – Access mode: http://www.koob.ru/books/psychodiagnostic_systems/praktikum_po_psihodiagnostike_pantileev.zip. – Access date: 02/10/2012.

3. Pokhilko, V. I. Psychodiagnostics of individual consciousness / V. I. Pokhilko // General psychodiagnostics; edited by A. A. Bodaleva, V. V. Stolina. – M.: MSU, 1987.

4. Rakovich, N.K. Workshop on personality psychodiagnostics: Didactic materials / Responsible. ed. N. K. Rakovich. - Mn. : BSPU im. M. Tanka, 2002. – 248 p.

5. Solomin, I. L. Workshop on psychodiagnostics. Psychosemantic methods: teaching aid/ I. L. Solomin. – St. Petersburg. : St. Petersburg State. University of Railways, 2013. – 96 p.

6. Francella, F. A new method of personality research: a guide to repertoire personal techniques/ F. Francella, D. Bannister. – M.: Progress, 1987. – 236 p.

7. Shashok, V. N. General psychodiagnostics: Diagnosis of characterological and personal characteristics: Workshop / Comp. V. N. Shashok, N. V. Smirnova. - Mn. : BSPU im. M. Tanka, 2003. – 40 p.

Practical lesson No. 6

Subject. Psychodiagnostics of motivation and emotional states

Duration- 4 hours

Purpose of the lesson: acquaintance with the basic methods of diagnosing the motivational and emotional sphere of the individual; diagnostics of achievement motivation and emotional states of students.

Control questions:

1. Define the concept of “motivation”;

2. What types of motives do you know?

3. List the methods known to you for diagnosing the motivational sphere of the individual;

4. Define the concepts of “emotions”, “emotional orientation”;

5. List the methods known to you for diagnosing the emotional sphere of a person.

Task No. 1. Conduct a diagnosis of achievement motivation and avoidance of failure using A. Mehrabian’s questionnaire test.

Equipment: text of the questionnaire (form A, B), answer sheet, keys, interpretation of the data obtained.

Progress:

1) Familiarization with the instructions for the A. Mehrabian questionnaire test;

2) Independent work with the text of the questionnaire;

3) Processing of results:

Translation of data for each of the questionnaire judgments into points using a key;

Calculation of total points;

Interpretation of results.

Task No. 2. Diagnose the motivational sphere of the individual using the methodology value orientations M. Rokeach.

Equipment: stimulus material (set of 18 cards), answer sheet.

Progress:

1) Acquaintance with the instructions for the method of value orientations by M. Rokeach;

2) Independent work with the methodology;

3) Filling out the answer form;

4) Processing of results;

5) Interpretation of results.

Task No. 3. Diagnose the emotional orientation of a person using the “Emotional orientation (B. I. Dodonov)” technique.

Equipment: questionnaire text, answer sheet (key).

Progress:

1) Acquaintance with the instructions for B.I. Dodonov’s method “Emotional orientation”;

2) Independent work with the text of the questionnaire and registration of answers;

3) Ranking the list of experiences in descending order;

4) Processing and interpretation of results.

Assignments based on the results of practical work:

3. Independently diagnose the emotional sphere of the individual using two methods to choose from; draw up a rubricator and protocol for the methods.

1. Methods for diagnosing the emotional sphere: psychological workshop / comp. O.V. Barkanova [series: Library of Contemporary Psychology]. – Vol. 2. – Krasnoyarsk: Litera-print, 2009. – 237 p.

2. Workshop on psychodiagnostics: Textbook / N. S. Glukhanyuk. – 3rd ed., rev. – Publishing house MSSI; Voronezh: Publishing house NPO "Modek", 2006. - 2008 p.

3. Prokhorov, A. O. Workshop on the psychology of states: Textbook / Ed. prof. A. O. Prokhorova. – St. Petersburg: Rech, 2004. – 480 pp., illus.

Practical lesson No. 7

Subject. Diagnosis of general intellectual abilities

Duration- 6 hours

Purpose of the lesson: familiarization with the basic methods for diagnosing general intellectual abilities; diagnostics of a student’s general intellectual abilities.

Control questions:

1. Define the concept of “intelligence.” Briefly describe the main approaches to determining intelligence;

2. Describe the basic properties of intelligence;

3. Name the existing methods for diagnosing intelligence.

Task No. 1. to diagnose a student’s general intellectual abilities using an adapted version of R. Amthauer’s Structure of Intelligence Test (SIT).

Equipment: experimental series of tasks, answer sheet, keys, table for converting raw scores into standard ones, graphical display of results, interpretation of the data obtained.

Progress:

1) Familiarity with the instructions for the R. Amthauer test of the structure of intelligence (TUS);

2) Independent work with the test text;

3) Processing of results:

Using standard tables, convert raw scores into standard scores;

Graphically represent an individual profile of the structure of intelligence;

Interpret the results obtained.

Task No. 2. Diagnose a student’s intelligence using the Raven’s Progressive Matrices (RPM) technique.

Equipment: stimulus material (tables of 5 series of 12 pieces), answer form, key.

Progress:

1) Familiarity with the instructions for the Raven test (RMR);

3) Processing of results:

Calculation of the number of points for all tables and for individual series;

Comparison of indicators for individual series with average indicators;

Determination of the level of intelligence development;

Interpretation of results qualitative analysis test results.

Task No. 3. Diagnose intelligence using the “Culturally Free Intelligence Test” method by R. Cattell.

Equipment: test book, answer sheet, key, standard tables.

Progress:

1) Familiarity with the instructions for the culturally free intelligence test by R. Cattell;

2) Independent work with the test;

3) Processing of results:

Calculating the number of points using special keys;

Converting “raw” scores into scaled IQ scores using normative tables;

Calculation general coefficient intelligence (IQ);

Interpretation of results.

Assignments based on the results of practical work:

4. Conduct an independent diagnosis of intelligence using the “Social Intelligence” method by J. Guilford; draw up a rubricator and protocol for the methodology.

1. Akimova, M. K. Psychological correction mental development schoolchildren / M.K. Akimova, V.T. Kozlova. - M., 2000.

2. Denisov, A. F. Culturally free intelligence test by R. Cattell (Manual for use) / A. F. Denisov, E. D. Dorofeev. – St. Petersburg. : IMATON, 1996. – 17 p.

3. Noss, I. N. Psychodiagnostics: a textbook for bachelors: (textbook for students of universities of psychology. specialization) / Noss I. N. - M.: Yurayt, 2011.

4. Workshop on psychodiagnostics: Textbook / N. S. Glukhanyuk. – 3rd ed., rev. – Publishing house MSSI; Voronezh: Publishing house NPO "Modek", 2006. - 2008 p.

5. Progressive matrices Ravenna: methodological recommendations / comp. and general editing by O. E. Mukhordova, T. V. Schreiber. – Izhevsk: Publishing House “ Udmurt University", 2011. – 70 p.

6. Test of mental abilities: Manual / Ed. V. I. Chirkova. – Yaroslavl, 1993.

7. Shanina, G. E. Psychological diagnostics: educational and practical work. aid for students specialist. “Psychology” of all forms of education / Shanina G. E. - M.: (b.i.), 2010.

8. Yasyukova, L. A. Amthauer intelligence structure test / L. A. Yasyukova. – St. Petersburg, 2002.

Practical lesson No. 8

Subject. Diagnosis of creativity

Duration- 6 hours

Purpose of the lesson: familiarization with the main methods for diagnosing creativity; diagnostics of student creativity.

Control questions:

1. Give a general idea of the problem of creativity and its measurement in psychology;

2. How do creativity and intelligence test scores compare?

3. What are the advantages and disadvantages of creativity tests?

4. Give examples of methods for studying creativity.

Equipment: stimulus material for the “J. Guilford Creativity Test” method, stimulus material for the “E. P. Torrance Creativity Test” method, stimulus material for the “Copper Test” method, pencil, eraser.

Progress:

1) Familiarity with the instructions for the methods (“J. Guilford’s Creativity Measuring Test”, “E. P. Torrance’s Creativity Test”, “Mednik Test”);

2) Carrying out diagnostics of creativity (students, working in pairs, play the role of test subject and experimenter);

3) Processing and interpretation of results.

Assignments based on the results of practical work:

1. Bogoyavlenskaya, D. B. Problems of diagnosing creativity / D. B. Bogoyavlenskaya // Psychological diagnostics. –2004.- No. 3.- p.3-19.

2. Noss, I. N. Psychodiagnostics: a textbook for bachelors: (textbook for students of universities of psychology. specialization) / Noss I. N. - M.: Yurayt, 2011.

3. Tunik, E. Psychodiagnostics creative thinking. Creative tests / E. Tunik // School psychologist. - 2001.- No. 45. (special tab).

4. Tunik E. Johnson’s Creativity Questionnaire / E. Tunik. - 2000.- No. 47.- P. 8-9.

5. Shanina, G. E. Psychological diagnostics: educational and practical work. aid for students specialist. “Psychology” of all forms of education / Shanina G. E. - M.: (b.i.), 2010.

Practical lesson No. 9

Subject. Diagnostics of the style sphere of personality

Duration- 4 hours

Purpose of the lesson: acquaintance with methods for diagnosing the stylistic sphere of personality; diagnostics of the stylistic sphere of a student’s personality.

Control questions:

1. Define the concept of “style” in psychology;

2. Define the concept of “cognitive style”;

3. Describe the concept of individual style of activity in psychology;

4. What methods do you know for diagnosing the stylistic sphere of a personality? Briefly describe them.

Progress:

1) Acquaintance with methods for diagnosing the stylistic sphere of personality (“Object sorting test according to R. Gardner”, “Thinking Styles” Questionnaire (A. A. Alekseev), “Melbourne Decision Making Questionnaire (T. V. Kornilova)”);

2) Conducting diagnostics of cognitive style using the “Object Sorting Test according to R. Gardner” technique; processing and interpretation of results;

3) Carrying out diagnostics of thinking style using the “Thinking Styles” technique (A. A. Alekseev); processing and interpretation of results;

4) Carrying out diagnostics of the decision-making style using the “Melbourne Decision Making Questionnaire” technique by T. V. Kornilova; processing and interpretation of test results;

Assignments based on the results of practical work:

1. Alekseev, A. A. Don’t get me wrong, or a book about how to find your own thinking style, effectively use intellectual resources and gain mutual understanding with people / A. A. Alekseev, L. A. Gromova. - St. Petersburg, Economic School, 1993. - pp. 29-41, 316-328.

2. Egorov, E. I. Teacher’s personality: theory and practice / E. I. Egorov. - Rostov-on-Don: Phoenix, 1996. - pp. 159-170.

3. Kornilova, T.V. Melbourne Decision Making Questionnaire: Russian-language adaptation / T.V. Kornilova // Psychological research, 2013, 6(31), 4. http://psystudy.ru

4. Kholodnaya, M. A. Cognitive styles: about the nature of the individual mind / M. A. Kholodnaya. – M.: PER SE, 2002

Practical lesson No. 10

Subject. Psychological testing in education

Duration- 4 hours

Purpose of the lesson: familiarization with the main diagnostic methods used in the field of education.

Progress:

1) Acquaintance with methods for diagnosing the level of development and learning difficulties at school (mental development test (SHTUR, ASTUR), methods for assessing the level of social development of maladjusted adolescents by S. A. Belicheva);

2) Acquaintance with methods for diagnosing interests and inclinations of schoolchildren in various fields of activity (“Map of interests” by A. E. Golomshtok, questionnaire by J. Holland, differential diagnostic questionnaire (DDI) by E. A. Klimov, questionnaire “Determination of professional inclinations” by L Yovaishi, questionnaire “Communicative and Organizational Abilities” (COS) by B. A. Fedorshin).

Assignments based on the results of practical work:

1. Independently carry out a choice of two methods for diagnosing the level of development and learning difficulties at school; draw up a rubricator and protocol for the methods;

2. Independently carry out a choice of two methods for diagnosing the interests and inclinations of schoolchildren in various fields of activity; draw up a rubricator and protocol for the methods.

1. Andrushchenko T. Yu. Diagnostic tests in psychological counseling / T. Yu. Andrushchenko. – M.: Academy, 2004.

2. Vorobyov A. N. Questionnaire of professional preferences: Adaptation of J. Holland’s test “Self-directed search”: Manual / Vorobyov A. N., Senin I. G., Chirkov V. I. - Yaroslavl, 1993.

3. Gurevich, K. M. Test ASTUR / Gurevich K. M. Akim M. K., Borisova E. M., Loginova G. P., Raevsky A. M., Ferens N. A // Psychological science and education . 1996. No. 1.

4. Psychological examination of children of preschool and primary school age: Tests and teaching materials/ Ed. comp. G. V. Burmenskaya. – M.: UMK “Psychology”, 2003.

5 Yasyukova, L. A. Methodology for determining readiness for school. Forecast and prevention of learning problems in early childhood. school. Methodical manual / Yasyukova L. A. – St. Petersburg. : IMATON, 1999.

Practical lesson No. 11

Subject. Diagnostics of interpersonal relationships

Duration- 4 hours

Purpose of the lesson: familiarity with the basic methods of diagnosing interpersonal relationships in adolescence and young adulthood; diagnostics of student's interpersonal relationships.

Control questions:

1. Define the concept of “interpersonal relationships.” Describe the main components of interpersonal relationships;

2. Name the methods of diagnosing interpersonal relationships that you know;

3. Name the projective methods for diagnosing interpersonal relationships that you know.

Task No. 1. Conduct a diagnosis of the type of interpersonal relationships using T. Leary’s technique (DMO).

Equipment: text of the questionnaire, answer sheet, keys, graphical display of the results obtained, interpretation of the results obtained.

Progress:

1) Familiarity with the instructions for the T. Leary test (DME);

2) Carrying out the T. Leary test (DMT);

3) Scoring using the questionnaire key;

4) Construction of a circular psychodiagram;

5) Interpretation of results.

Task No. 2. Conduct a diagnosis of a person’s emotional attitude towards significant persons and situations using the “Color Relationship Test (CRT) by A. M. Etkind.”

Equipment: 8-color stimulus material from M. Luscher's eight-color test.

Progress:

1) Compiling a list of significant persons representing the immediate environment, as well as a list of concepts that have

Atlas for experimental research deviations in human mental activity / Ed. I.A. Polishchuk and A.E. Vidrenko. 2nd ed. Healthy, 1980. P. 124.

Bazhin E.F. Galynkina E.A., Etkind A.M. Method for studying the level of subjective control // Psychological Journal. 1984. T. 5. No. 3. P.152-161.

Borozdina L.V. Study of the level of aspirations: Proc. allowance. M.: Publishing house Mosk. un-ta. 1985. P.103.

Burlachuk L.F., Morozov S.M. Dictionary-reference book for psychological diagnostics. Kyiv: Naukova Dumka, 1989. P.200.

Vitt N.V. Emotional factor in teaching a foreign language // Psychology and methodology oral speech at a language university. 1979. Vol. 142. P.16-24.

Glass J., Stanley J. Statistical methods in pedagogy and psychology: Translated from English. M.: Progress, 1976. P.495.

Golovan N.O. Are you ready for school? Kirovograd: Holding. Central Ukrainian View, 1994. P.72.

Goncharov B.S. Dependence of the solution search strategy on the type of thinking // Questions of psychology. 1981. No. 4. P.132-136.

Diagnosis of a student’s personality in a team: Methodological recommendations for teachers and students of pedagogical institutes / Comp. T.I. Pashukova. Kirovograd: KSPI, 1989. P.20.

Diagnostics of students' pedagogical abilities: Methodological recommendations for students of pedagogical institutes and class teachers/ Comp. ON THE. Golovan. Kirovograd: KSPI, 1987. P.20.

Dyachenko O.M., Kirillova A.I. On some features of the development of imagination in children preschool age// Questions of psychology 1980. No. 2. P.107-114.

Zharikov E.S., Krushelnitsky E.L. For you and about you: Book. for students. M.: Education, 1991. P.223.

Studying the personality psychology of “difficult” junior schoolchildren: Methodological recommendations for students of pedagogical institutes and teachers of grades 1-3 of secondary schools / Comp. I.A. Golovan. Kirovograd: KSPI, 1988. P.48.

Ilyin E.P. Methodical instructions for a workshop on psychophysiology. L.: Publishing house Leningr. University 1981. P.83.

Kline P. Reference Guide to Test Design. Introduction to psychometric design: Trans. from English Kyiv: Small scientific. embedded enterprise "PAN LTD". 1994. P.283.

Kovalev S.V. Preparing high school students for family life: tests, questionnaires, role-playing games: Book. for the teacher. M.: Enlightenment. 1991. P. 143.

Kholodnaya M.A. Cognitive styles as a manifestation of the uniqueness of individual intelligence. Kyiv: UMK VO, 1990. P.75.

Kolga V.A. Differential psychological studies of cognitive style and learning ability. dis. ...cand. psychol. Sci. L., 1976.

Laboratory classes in general psychology: Methodological recommendations for 1st year students / Comp. I.Yu. Shuranova. Kirovograd: KSPI, 1988. P.32.

Lutoshkin A.N. Emotional potentials of the team. -M.: Pedagogy, 1988. P. 128.

The best psychological tests for vocational selection and career guidance: Description and instructions for use / Rep. ed. A.F. Kudryashov. Petrozavodsk: Petrocom, 1992. P.318.

Methods of psychodiagnostics in sports: Textbook. allowance: V.A. Marishchuk, Yu.M. Bludov, V.A. Plakhtienko, L.K. Serova. 2nd ed. Textbook manual for pedagogical students. Inst. M.: Education, 1990. P.256.

Methods of psychodiagnostics in the educational process / Comp. V.V. Grishin, P.V. Lushin. M.: IKA "Moscow". 1990. P.64.

Methodological materials for laboratory classes in general psychology: for students of pedagogical institutes: In 3 hours / Comp. T.F. Tsygulskaya. Kirovograd: KSPI, 1988. P.40.

Methods for studying interpersonal perception: Special workshop on social psychology / Ed. G.M.Andreeva, V.S.Ageeva. M.: Publishing house Mosk. University, 1984. P.104.

Merlin B.C. Essay on an integral study of individuality, M.: Pedagogy, 1986. P.256.

Morozov S.M. Methods of psychological research of a student's personality. Kyiv: UMK VO, 1992. P.88.

Nasinovskaya E.E. Methods for studying personal motivation. Experience in researching the personal-semantic aspect of motivation: Educational and methodological manual. M.: publishing house Mosk. University, 1988.P.80.

General psychodiagnostics. Fundamentals of psychodiagnostics, non-medical psychotherapy and psychological counseling / Ed. A.A. Bodaleva, V.V. Stolina. M.: publishing house Mosk. Univ., 1987. P.304.

General workshop in psychology. Psychological experiment: Method. instructions. Part III / Ed. M.B. Mikhalevskaya, T.V. Kornilova. M.: publishing house Mosk. University, 1987. P.50.

Okun Yang. Factor analysis: Transl. from Polish M.: Statistics. 1974. P.200.

Organization of psychological counseling in secondary schools: Methodological recommendations for school psychologists and psychotherapists / Lesson: P.V. Lushin, N.O. Golovan, T.F. Tsigulsk. that in. Kirovograd: KDPI, 1991. P.40.

Pavlyutenkov E.M. Who to be? Kyiv: Publishing house of the Central Committee of the LKSMU "Molod", 1988. P. 198.

Pashukova T.I. Study of egocentrism using the egocentric association test / New research in psychology and age physiology. Pedagogy, 1991. No. 2. P.45-48.

Pashukova T.I. On the mechanisms of empathy and some of its mental correlates // Issues in the psychology of interpersonal cognition and communication: Collection scientific works. Krasnodar: Kuban University Publishing House, 1983. P.86-92.

Workshop on general psychology / V.V. Bogoslovsky, T.I. Bochkareva, A.I. Magnificent Ed. A.I. Shcherbakova. M.: Education, 1979. P.302.

Workshop on general psychology: Proc. manual for pedagogical students. Institute / A. I. Abramenko, A. A. Alekseev, V.V. Bogoslovsky and others; Ed. A, I. Shcherbakova. 2nd ed. M.: Education, 1990. P.288.

Workshop on general and experimental psychology: Proc. allowance / V.D. Balin, V.K. Gaida, V.A. Hansen et al.; Under general ed. A.A. Krylova. L.: Publishing house Leningr. Univ., 1987. P. 255.

Workshop on psychodiagnostics. Specific psychodiagnostic techniques / Ed. coll. A.I. Zelichenko, I.M. Karlinskaya, V.V. Stolin, A.G. Shmelev. M.: Publishing house Mosk. Univ., 1989. P. 176.

Workshop on psychodiagnostics. Psychodiagnostics of motivation and self-regulation / Ed. coll. A.I. Zelichenko, I.M. Karlinskaya, S.R. Pantileev et al. M.: Publishing house Mosk. University, 1990. P.160.

Workshop on psychodiagnostics. Psychodiagnostic materials / Ed. A.A. Bodaleva, I.M. Karpinskaya, S.R. Pantileeva, V.V. Stolin. M.: Publishing house Mosk. University, 1988. P.141.

Workshop on Psychology / Ed. A.N. Leontyeva, Yu.B. Gippenreiter. M.: Publishing house Mosk. un-ta. 1972. P.248.

Workshop on psychodiagnostics. Psychodiagnostic materials / Ed. A.A. Bodaleva and others M.: Publishing house Mosk. un-ta. 1988. P. 141.

Practical lessons in psychology / Comp. N.B. Berkhin and S.F. Spichak; Ed. A.V. Petrovsky. M.: Education, 1972. P. 167.

Professional consulting work with high school students / Ed. B.A. Fedorishina. Kyiv: Radyanska school. 1980. P.160.

Proshchitskaya E.N. Choose a profession: Education. allowance for Art. class avg. school M.: Education, 1991. P.144.

Psychodiagnostic methods in a complex longitudinal study of students / Responsible. ed. A.A. Bodalev. L.: Publishing house Leningr. Univ., 1976. P.248.

Psychological diagnostics of individual psychological properties of the personality of a future teacher: Methodological recommendations for teachers providing professional guidance to teaching professions/ Comp. N.V. Ilchukova, E.A. Ilchukova, D.T. Kropotkin. Syktyvkar: Komi State. ped. Institute, 1992. P.41.

Psychological service at the Pedagogical Institute / P.V.Lushin, N.A. Golovan, T.I. Pashukova, T.F. Tsy-gulskaya, N.N. Drobotun; Ed. P.V. Lushina. Kirovograd: KSPI, 1993.P.155.

Psychology of cognitive processes: Educational manual for students of the Faculty of Medical Psychology / Compiled by: V.A. Madorsky, N.I. Melchenko, R.F. Ikhsanov, L.I. Pavement. Samara: Media, 1992. P.78.

Rosen I.M. Psychology of fantasy: Experimental and theoretical study of the internal laws of productive mental activity. Minsk: VSU Publishing House, 1977.P.312.

Rudestam K. Group psychotherapy. Psychocorrectional groups: theory and practice: Trans. from English / General ed. and entry Art. L.A. Petrovskaya. M.: Progress, 1990. P.368.

Rusalov V.M. Subject and communicative aspects of human temperament // Psychological Journal. 1989. T. 10 No. 1. P.10-21.

Sobchik L.N. Diagnostics of interpersonal relationships. Modified version of T. Leary's interpersonal diagnostics: Methodological manual. M.: IKA "Moscow", 1990. P.48.

Fridman L.M., Pushkina T.A., Kaplunovich I.Ya. Studying the personality of the student and student groups: Book. for the teacher. M.: Education, 1988. P.207.

Grundlagen der Statistik fur Psuchologen, Padagogen und Soziologen. Berlin: Volk und Wissen Volkseigener Verlag, 1978. S.530.

Kerr W.D., Speroff B.J. Validation and evaluation of Empathv test // Journal of genetic Psychologv. 1954. V.50. p.269-276.

Luchins A.S., Luchins E.H. Rigidity of Behavior. Oregon, 1959.

Mehrabian A., Epstein N. A measure of emotional Empathy // 1972. V. 40 No. 4. p.525-544.

Szustrowa Th. Test of Egocentric Associations (TES) // Polish Psychological Bulletin. 1976. V.7. No. 4. p.263-267.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Workshop on psychodiagnostics

Introduction

1. What is test standardization?

2. Name the types of projective tests in psychodiagnostics

3. Name ways to determine the reliability of a test

4. What is A. Binet’s contribution to psychodiagnostics?

5. Forms of psychodiagnostic work

Conclusion

Bibliography

Introduction

The comfort of a person’s sphere of life is determined by the quality of the goods, works and services surrounding him. Quality has become decisive for consumers in all countries of the world. Quality is the main factor in selling goods at a competitive price. However, consumer requirements for product quality are constantly changing depending on the purchasing power of the population, the level of competition, climatic conditions, cultural traditions and many other factors. Therefore, to ensure a successful business, it is necessary to manage the quality of products and services, be able to quantify and analyze their indicators, and predict the processes affecting them.

Standardization, metrology and certification are tools for ensuring the quality of products, works and services. Knowledge of the fundamentals of these three areas of activity and the ability to apply this knowledge in practical life allow you to have reliable, substantiated and objective information, and also provide the opportunity to improve the quality of goods, works and services within the framework of modern technologies and the level of scientific potential of the human mind.

The purpose of this work is to develop fundamental knowledge, skills and abilities that reflect the dynamics of modern transformations in these areas of activity.

The work consists of an introduction, the main part and a list of references.

1. What is test standardization?

Of particular importance is the choice of criterion for assessing the results obtained. Without comparison with a reference point, the results of psychological tests mean nothing.

1. They are compared with performance standards in a standardization sample (a representative sample of the type for which this technique is intended, for example, children of a certain age, higher education students educational institutions similar profile, representatives of a particular profession, etc.). These standards are established empirically.

2. Then the results of each subject are compared with the norm and classified as average, high or low. This makes it possible to determine the position of a particular subject relative to the normative sample or standardization sample. To do this, raw scores (i.e., the number of correct answers) are converted into standard indicators, comparable with each other and with the norm, using special tables. IN in this case a statistical norm is used (a level that characterizes a statistically average person).

Standardization of psychodiagnostic methods involves:

1 A unified standard procedure for conducting it and processing the results.

2 Translation of “raw” test results into a standard scale of test data (which allows you to compare the results of different subjects in different tests).

Representativeness of test norms is the legality of using test norms in a large group of people. So, if test norms were calculated on a sample of schoolchildren, then these norms cannot be automatically transferred to students - it is necessary to re-standardize the test, test it on students and calculate test norms for students.

In addition to statistical test norms, criterion norms are often used, i.e., whether a person has reached the critical required level of development of a professionally important psychological quality.

Test reliability is the ability of the test to protect information from motivational (conscious and unconscious) distortions and social desirability of answers (this is achieved through the introduction of a lie test scale into the test). standardization of psychodiagnostic projective test

2. Name the types of projective tests in psychodiagnostics

Projective technique is a group of techniques designed to diagnose personality. They are characterized by a global approach to personality assessment, rather than identifying individual traits. The most significant feature is the use of vague stimuli, which the subject must himself supplement, interpret, develop, etc. In this case, a projection (transfer) of the mental properties of the subject onto the task material occurs, which makes it possible to identify his hidden personal characteristics.

The purpose of projective techniques is relatively disguised, which reduces the ability of the subject to give answers that allow him to make the desired impression about himself.

These methods are mainly individual in nature and for the most part are subject-based or form-based.

Types of projective techniques

1. Constitutive (structuring techniques)

The subject must give meaning to some amorphous material

Rorschach test. It is believed that in the process of interpreting images and giving them meaning, the test subject projects his internal attitudes, aspirations and expectations onto the test material. Constructive techniques

Designed details are offered (figurines of people and animals, models of their homes, etc.), from which it is necessary to create a meaningful whole and explain it.

2. Interpretive techniques

Interpretation of an event or situation. The subject is offered table-pictures that depict relatively vague situations that allow for ambiguous interpretation. During the examination, the subject is written a short story in which it is necessary to indicate what led to the depicted situation, what is happening at the present time, what they think, what they feel characters how this situation will end. It is assumed that the subject identifies himself with the “hero” of the story, which makes it possible to reveal inner world the subject, his feelings, interests and motives. Thematic Apperception Test (TAT)

3. Cathartic techniques

Carrying out gaming activities in specially organized conditions in order to achieve gaming catharsis

Psychodrama in the form of an improvised theatrical performance allows the subject not only to react affectively and thereby achieve a therapeutic effect, but also gives the researcher the opportunity to discover conflicts, problems, and other personally rich products that are externalized.

4. Refractive techniques

Involuntary changes in generally accepted means of communication (speech, handwriting). Graphology

5. Expressive techniques

Drawing on a free or given topic "House - tree - person." Projective drawing of a person. Based on the drawing, conclusions are drawn about the affective sphere of the personality, the level of psychosexual development and other characteristics.

6. Impressive techniques

Preference for some stimuli (as the most desirable) over others

Luscher test. The psychological interpretation comes from the symbolic meaning of color. Virtually any objects of living and inanimate nature can act as stimuli.

7. Additive techniques

Completing a beginning sentence, story, or story.

For example, a series of unfinished sentences is offered such as: “The future seems to me...”, “I think that a real friend...”, etc. These techniques are designed to diagnose a variety of personal variables.

3. Name ways to determine the reliability of a test

Test reliability is one of the test quality criteria related to the accuracy of psychological measurements. The greater the Reliability of a test, the relatively freer it is from measurement errors. Test reliability is considered in one approach: as the stability of results during repeated testing; on the other hand, as a manifestation of the degree of equivalence of two (parallel) tests that are identical in form and purpose.

Reliability characterizes tests of properties, but not states. Properties:

1. Reproducibility of research results.

2. Measurement accuracy.

3. Sustainability of results.

The degree of reliability of methods depends on many reasons. Among the negative factors, the most frequently cited are the following:

1. instability of the property being diagnosed;

2. imperfection of diagnostic methods (instructions are carelessly drawn up, tasks are heterogeneous in nature, instructions for presenting the method to subjects are not clearly formulated, etc.);

3. changing survey situation ( different time the day when the experiments are carried out, different illumination of the room, the presence or absence of extraneous noise, etc.);

4. differences in the behavior of the experimenter (from experiment to experiment he presents instructions differently, stimulates the completion of tasks differently, etc.);

5. fluctuations in the functional state of the subject (in one experiment there is good health, in another - fatigue, etc.);

6. elements of subjectivity in the methods of assessing and interpreting the results (when the test subjects’ answers are recorded, the answers are assessed according to the degree of completeness, originality, etc.).

A method is said to be highly reliable when the method accurately measures the property it is intended to measure. The following accuracy criteria can be noted:

There are various methods for assessing reliability:

Retest method - repeated testing of a sample of subjects with the same test after a certain time interval under the same conditions. The time interval depends on age (for example, in young children, changes can occur within one month), as well as events occurring in the subject’s life.

Possible deception on the part of the subject, his sophistication, events that occurred in the interval between tests do not have a special impact (as in the retest method) on the degree of reliability of the test. If the training factor is reduced when testing with parallel forms, then the effect of transferring the principle of tasks often occurs. The transfer effect should be taken into account when constructing parallel forms.

Requirements for constructing parallel forms:

1. Parallel forms must be independently constructed tests, but meet the same requirements;

3. The equivalence of parallel forms must be checked using the retest method.

Definition of constancy, i.e. relative independence of the results from the personality of the experimenter. Since the technique is being developed for further use by other psychodiagnosticians, it is necessary to determine to what extent its results are influenced by the personality of the experimenter. The coefficient of constancy is determined by correlating the results of two experiments conducted on the same sample, but by different experimenters. The correlation coefficient should not be lower than 0.80.

4. What is A. Binet’s contribution to psychodiagnostics?

One of the founders of experimental psychology, Alfred Binet, believed that the focus of this science should be higher mental processes. Early in the study of intelligence, Binet tried to understand the relationship between intelligence and those “variables” considered in palmistry and phrenology.

According to Binet, the basic concepts of individual psychology include norm and deviation from the norm, but the establishment of norms is only the beginning. In addition, the scientist wanted to understand what relationships exist between various mental processes in order to predict the degree of development of one process based on knowledge of another. Binet thought that intelligence tests should also provide information about both qualitative and quantitative differences, since, for example, a child not only has less but a different memory than an adult.

In 1905, A. Binet, together with Theodore Simon, created the first scale designed to measure the intelligence of children and consisting of 30 tasks, arranged depending on increasing difficulty. The number of points received by the child depended on the number of tasks solved. Binet argued that the scale was a "crude" way of differentiation (for example, the average 5-year-old child would not pass above task 14).

With the research of A. Binet and his closest colleagues, the “purification” of the previously established series of tests began from those that measured individual differences not directly related to intelligence. Thus, theoretically and empirically the contours of mental formation, now called intellect, were outlined.

As an example, we give the tasks of the Binet-Simon test (1911) for children

1. Distinguish between right and left sides.

2. Describe the proposed picture.

3. Run a few errands.

4. Name the total value of several coins.

5. Name the four primary colors shown.

1. Comparison of two objects from memory. Establishing similarities between them.

2. Count down from 20 to 1.

3. Detection of gaps in images of people (4 tasks).

4. Name the day, date, month, year.

5. Repeat a series of five single-digit numbers.

The ingenious solution to the problem of diagnosing the intellectual level, given by A. Binet, was the proposal to subject children to such tests (tests), which are known at what age normal children solve them correctly.

However, this difference has different meanings for different age groups, since the development of intelligence is uneven. One year of advance or delay in intellectual development is much more significant for a 4-year-old child than for a 12-year-old. In this regard, William Louis Stern (1912) proposed to determine not an absolute measure of intelligence - the difference - but a relative one.

This is how the famous Intelligence Quotient, abbreviated IQ, appeared, the formula of which is as follows:

IQ = mental age/chronological age * 100

Subsequently, the IQ will be expressed in standard deviation units, which shows in what relation the result of a given subject is to average distribution of results for his age.

The Binet-Simon tests very quickly became widespread throughout the world: numerous translations and adaptations were published, including in Russian. To a large extent, intelligence testing in the first decades of the 20th century. associated with the development of Binet-Simon tests.

5. Forms of psychodiagnostic work

For a psychodiagnostic examination, psychodiagnostic methods are used, i.e. research methods psychological science. A feature of psychodiagnostic methods is their measurement and research orientation, which provides a quantitative and (or) qualitative assessment of the phenomenon that is being studied. The main requirements for psychodiagnostic methods are:

a) standardization of tools, which is based on the concept of norm;

b) reliability and validity of the instrument;

c) strict regulation of the examination procedure. Psychodiagnostic methods are specified in three main diagnostic approaches, which practically cover the entire variety of diagnostic techniques:

1. “Objective” approach - diagnostics is carried out on the basis of success (effectiveness) and the method (features) of performing the activity. These are mainly personality tests and intelligence tests, as well as special ability tests and achievement tests.

2. “Subjective” approach - diagnosis is carried out on the basis of data that the subject reports about himself, self-descriptions of personality characteristics, behavior in specific situations. These are a variety of questionnaires.

3. “Projective” approach - diagnostics is carried out on the basis of an analysis of the characteristics of interaction with neutral, seemingly impersonal material, which, due to its certain uncertainty, becomes the object of projection. These are a variety of projective methods for studying personality.

Psychodiagnostic examination can be carried out in individual and group form. The choice of the form of psychodiagnostic examination depends on the purpose and methods used by the practical psychologist.

An individual examination involves the work of a practical psychologist with a person for a certain period of time. During a group examination, each person receives a response form and stimulus material. Placing people in a room during a group psychodiagnostic examination should provide the necessary conditions for concentrated work.

The psychodiagnostic examination procedure involves the implementation of three stages:

a) collecting data in accordance with the objectives of the study;

b) processing and interpretation of the received data;

c) making a diagnosis or prognosis.

Conclusion

Metrology, standardization, certification are the main tools for ensuring the quality of products, works and services.

Standardization is an activity aimed at identifying and developing requirements, norms and rules that guarantee the consumer’s right to purchase goods at a price that suits him, of proper quality, as well as the right to comfortable conditions and safety at work.

The single objective of standardization is to protect the interests of consumers in matters of quality of services and products.

This work examines certain issues on this subject, namely:

The essence of standardization and its types

Methods for determining test reliability

Contribution to psychodiagnostics by A. Binet

Forms of psychodiagnostic work.

Bibliography

1. Druzhinin V.N. Experimental psychology- M.: Peter, 2000

2. Psychodiagnostics. Burlachuk L.F. St. Petersburg: Peter, 2006

3. Nikandrov V.V. Experimental psychology. Textbook. - St. Petersburg: Speech Publishing House, 2003

4. Workshop on general, experimental and applied psychology / Ed. A.A. Krylova, S.A. Manycheva - "Peter", 2003

5. Abramova G.S. Practical psychology. Ed. 3

6. Ekaterinburg: "Business Book", 1998.

Posted on Allbest.ru

...

Workshop on psychodiagnostics, psychodiagnostics of motivation and self-regulation. Workshop on psychodiagnostics

Equipment

Main literature

Tasks:

Equipment

Issues for discussion

Work order

Tasks for independent work

Main literature

additional literature

Tasks:

Issues for discussion

Tasks for independent work

Main literature

Issues for discussion

Main literature

additional literature

1.8 Educational and methodological support of the discipline.

Main literature

Send your good work in the knowledge base is simple. Use the form below

Similar documents