Psychological and pedagogical characteristics are the analytical product of a teacher’s activity in the process of observing a student in various fields his life - learning, communication, social behavior.

A psychological and pedagogical characteristic of a student is compiled for different purposes, based on which its content may change. The characteristic may be current in nature when it is compiled for the first time after one school year The student’s learning at school and when he is transferred from class to class is supplemented and changed.

Detailed, detailed characteristics are required when transferring a student from one school to another, if additional examination at the PMPK is necessary, to clarify or change the educational route.

The compilation of characteristics is preceded by an important period - observation of the student and study of his cognitive activity, personal qualities, individual psychological characteristics. In addition, the nature of knowledge acquisition in subjects, the reasons for difficulties in acquiring knowledge, the characteristics of the student’s attitude to different subjects, and the characteristics of an individual approach during the educational process are studied. The class teacher is responsible for this section, however, for the most objective and complete characteristics, it is desirable to have the participation of other specialists working directly with the student: educator, subject teachers, speech therapist, educational psychologist, social pedagogue. The characteristics of speech disorders are given by a speech therapist.

The participation of subject teachers in the compilation of psychological and pedagogical characteristics allows us to reveal the features cognitive activity.

The teacher studies the student from the perspective of his personal qualities, behavior, and relationships in the team. At the same time, the teacher collects material on the student’s attitude towards completing homework, records the difficulties encountered during their implementation.

Significant role in the compilation of psychological pedagogical characteristics assigned to a psychologist and social educator. The psychologist’s characterization reflects the results of the student’s diagnostics and gives a description of the student’s emotional-volitional sphere. A social teacher describes the conditions in which a child is raised, characterizes the role of parents in upbringing, reveals the characteristics of the student’s behavior, his relationship with the team of students and teachers, the level of student’s assimilation of social norms and rules, the presence of bad habits, and registration with preventive authorities.

Thus, all school specialists participate in collecting material for psychological and pedagogical characteristics.

All data about a student during the school year is recorded in an observation diary, which is the main supporting document containing data about a specific student. In addition to the observation diary, when compiling a student’s profile, his personal file is used, where Special attention is given to the conclusion of the PMPK, the class journal, the products of the student’s activities - notebooks, drawings, etc.

Studying a student begins with getting to know his personal file: PMPK data, characteristics for previous years of study, data on academic performance.

When studying a student in a correctional school, the teacher faces the following tasks:

1. Establishment of mental development with determination of diagnosis (mild, moderate or severe mental retardation). However, it must be remembered that indicating a child’s diagnosis in the characteristics is a gross violation of his rights. Thus, the teacher characterizes the child’s intellectual development without indicating a diagnosis.
2. Determine the structure of the defect (impaired neurodynamics, pathology of analyzers, personality disorder).
3. Determination of features of the development of cognitive activity and personal qualities.
4. Different attitude towards standards of behavior, differences in relationships with peers and adults.
5. Determination of optimal conditions for training and correctional and educational work, as well as conditions for more successful social and labor adaptation.

When studying a student, the following principles must be observed: complexity, objectivity, comprehensiveness, principles of an individual and dynamic approach.

Psychological and pedagogical characteristics must meet the following requirements:

1. Be expanded, complete and detailed.
2. Contain an analysis of the data obtained, conclusions supported by facts and examples.
3. The characteristics should indicate not only negative, but also positive features the student’s personality and his cognitive activity.

Plan-characteristics of a correctional school student

CHARACTERISTIC
student... class
name of the institution
………………….(full name) (year of birth)

I. General information about the student and his family

The year of entry into school is indicated. Where the student entered the correctional school from (what type of institution or family). How many years and in what classes did you study before? Family composition, family financial situation, family social status, cultural level family, the presence of antisocial factors and bad habits from parents. Who carries out upbringing in the family, is there unity of requirements in upbringing. The student’s behavior at home, his daily routine, work responsibilities at home. In what form is contact between school and family carried out?

II. Medical examination data

In connection with the protection of the rights of the child, the diagnosis of PMPC, as well as the specific medical history, are not indicated in the characteristics. If there is a need and facts, then in rare cases it is permissible to use the following interpretation: “he entered a correctional school on the recommendation of the PMPK, over the years of study at the correctional school the diagnosis of PMPK was confirmed.”

The characteristics must reflect the student’s general physical development and existing impairments. Next, the features of higher nervous activity and the nature of lesions of the central nervous system are revealed. Features of the sensorimotor sphere (vision, hearing, speech motor apparatus, motor stiffness, disinhibition, impaired coordination of movements, condition fine motor skills), the presence of a complex defect. It is also necessary to indicate health promotion tools and methods correctional work.

III. Academic performance

In this section it is necessary to reflect the student’s performance in subjects. It is desirable that the teachers teaching this student give a detailed description of the child’s cognitive activity in each lesson, as well as the attitude towards the academic subject, the student’s discipline in lessons and when preparing homework.

How the psychophysical characteristics of the student are taken into account during the training and preparation of homework, the general system of work to improve the academic performance of this student is interpreted.

IV. Features of attention and cognitive activity

Features of attention and cognitive activity are revealed on the basis of observations of the student, analysis of the educational process, conversations with the student, teachers, study of the products of activity and the results of educational work.

1. Features of attention, especially voluntary attention, its volume. Is it easy to attract attention in class and when preparing homework? Stability, distribution, switchability of attention, distractibility, absent-mindedness and their causes. What means of attracting attention are most effective for this student.
2. Features of sensation and perception. Pace, completeness, correctness of perception, recognition of objects and phenomena. Perception of time: knowledge and understanding of time measures, the sequence of events, their distance or proximity.
3. Perception of shape, size, position in space.
4. Representations: completeness, fragmentation, distortion and assimilation.
5. Features of memory: memorization (tempo, volume, awareness, accuracy). The nature of memorizing information (voluntariness and productivity).
6. Storing material in memory. Recognizing what is known in new material. Nature of reproduction: completeness, logic, consistency, nature of errors during reproduction (repetition, additions, distortion, etc.). Level of memory development: predominance of mechanical or verbal-logical memory. Tools used to develop memory and better memorization of material.

Features of thinking. Active or passive thinking, stereotypicality, stiffness, consistency of reasoning, criticality. The ability to establish cause-and-effect relationships, draw conclusions, and generalize. Performing analysis, synthesis, comparison, generalizations. Peculiarities of mastering concepts: the ability to identify essential features and give definitions. What type of mental activity is developed in the student (visual-figurative, conceptual).

1. Speech: degree of development of speech, ability to understand spoken speech. Characteristics of the dictionary: volume of the dictionary, features of the grammatical structure. Rate, expressiveness and activity of speech. The nature of monologue speech: logic, coherence, completeness. The nature of dialogical speech: the ability to maintain a conversation, ask and answer questions, the nature of formulating answers. Features of written speech: understanding the text, the nature of errors when writing, the ability to express thoughts in writing, the accuracy of the use of words and the nature of sentences. Difficulties in performing written work: when copying, writing from dictation, independent work. The relationship between oral and written speech. The presence of speech defects and their nature. Corrective work of a speech therapist.
2. Attitude to work and study: positive, indifferent, negative.
3. Interest, hard work, attitude towards teachers and educators. Discipline, attitude to rules and requirements, behavior in lessons, when preparing homework, during events, in a group, in free time, in in public places
4. . Level of formation of social norms. Motives for discipline or violation of discipline.
5. Having a sense of duty and responsibility.
6. Manifestation of strong-willed qualities. The presence of strong-willed character traits, purposefulness of actions and deeds, determination, the ability to overcome difficulties and demonstrate strong-willed effort. Disadvantages in the development of the will: easy suggestibility, control, pliability, self-will, impulsiveness, absent-mindedness, avoidance of difficulties, etc. The level of formation of motives and needs, the presence of defects in legal consciousness and value-normative orientations. The relationship between the incentive and meaning-forming functions of motives, the level of mediation of motives. Cultural behavior skills: politeness, attentiveness, sensitivity, responsiveness, neatness. The degree of stability of these skills. Interests in extracurricular activities, tasks for
7. labor activity
8. , club work, sports, games and other leisure activities. Diversity of interests, stability, selectivity, focus, awareness, forms of expression of interests. Assessment of student interests by teacher and educator. The means used by the teacher to maintain the interests and their development in a given child.
9. Character traits. The presence of moral character traits: kindness, sincerity, hard work, restraint, modesty, honesty, self-criticism, self-confidence, collectivism. The presence of difficult character traits: selfishness, isolation, secrecy, negativism, inflated claims, laziness, deceit, capriciousness, hot temper, aggressiveness, pugnacity, etc. The nature of emotions and higher feelings: stability of moods, tendency to affective outbursts, duration and inadequacy of experiences, reactions to success and failure. Level of development of higher feelings: camaraderie, honesty, duty, honor, patriotism, collectivism, etc. Level of self-esteem, presence of self-criticism, assessment of others, forecasting one’s own future., the ability to reckon with public opinion and obey it. Having close friends.
10. Belief system, interest in social events in our country. The desire to be useful to the team and society.
11. Presence of bad habits, registration with law enforcement agencies, social services, and prevention system agencies. Level of orientation in the surrounding world, level of independence of actions. Availability of sanitary and hygienic skills, level of their development and ability to apply them in practice.

VI. Conclusion

As a conclusion to the psychological and pedagogical characteristics, it is necessary to reflect the general opinion about the student and draw conclusions about the main personality traits that can be relied upon in further work with him. Determine what manifests apathy in personality development and the main drawback. Outline ways for further correctional and educational work with the student. Indicate the side of the defect that is most difficult to work on.

At the end of the specification, you must indicate the date of its compilation, as well as the specialists who participated in its compilation. For example, “the characteristics were compiled based on materials from the class teacher...” indicating the full name and position of the specialist. The characterization is certified by the signature of the head of the institution. If necessary, parents or legal representatives of the minor are familiarized with the characteristics against signature and date.

List of used literature:

1. Golovin S.Yu. Dictionary of a practicing psychologist. – Minsk, 2001.
2. Diagnostics educational activities and intellectual development of children / Ed. D.B.
3. Elkonina, L.A. Wenger. – M., 1981.
4. Luria A.R. Principles for selecting children for auxiliary schools. – M., 1973.
5. Mukhina V.S. Developmental psychology: phenomenology of development, childhood, adolescence. – M., 1999.
6. Nemov R.S. General fundamentals of psychology. – M., 2003.
7. Fundamentals of special psychology./Ed.

Kuznetsova L.V. – M., 2002. Semago N.Ya., Semago M.M. Guide to psychological diagnostics. – M., 2002.

The teacher needs to be able to focus the educational process on the individual psychological characteristics of each specific student. This presupposes not only the ability to identify individual traits and properties of a student’s personality, but also to see him as a holistic personality, acting as an active subject of his own life activity and all those social contacts in which he is included. Therefore, psychological and pedagogical characteristics are a means for the teacher to holistically perceive the student’s personality.

Stages of completing the task

1. Choose two students with different levels academic performance for studying and subsequent writing of psychological and pedagogical characteristics, establish personal contact with them.

2. Study the scheme of psychological and pedagogical characteristics and draw up a plan for collecting the necessary information, indicating the method of obtaining it (observation, conversation, experimental research). To collect information, it is recommended to use the observation patterns, conversation plans and experimental techniques given in this methodological manual.

3. During the internship, it is necessary to collect necessary materials to compile psychological and pedagogical characteristics of two students. At the next stage, it is necessary to analyze the data obtained during the study of students, summarize them and compile psychological and pedagogical characteristics.

SCHEME

PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS OF THE STUDENT

1.General information about the student. Last name, first name and patronymic of the student. Age. Physical development. State of health (including neuropsychic). Family composition and its socio-cultural level.

2. Educational activity and individual psychological characteristics of the student’s cognitive sphere. The prevailing level of academic performance (excellent, good, satisfactory, not doing well), aptitude for some subjects and difficulties in others. Psychological characteristics of educational activities.

Motives educational activities. The state of discipline and responsibility, the characteristics of experiencing success and failure, the attitude towards the teacher’s praise and blame related to educational activities.

Ability to learn: the ability to accept a learning task, the ability to identify and carry out learning activities and control actions, the ability to independently work with a textbook, draw up outline plans, the ability to adequately evaluate the results of educational activities. Attitude towards marks. Ability to organize independent learning activities: systematically prepare homework, find Additional information, prepare abstracts and reports, etc.

Activity in class. Features of cognitive activity. Peculiarities attention. The predominant type of attention in the lesson. Formation of voluntary attention, distribution, switching and stability of attention.

Peculiarities memory. The predominant type of memory of the student (visual, auditory, motor). Dominant methods of learning material (mechanical or meaningful), mastery of rational memorization techniques.

Peculiarities thinking. Formation of mental actions. The ability to analyze educational material, summarize what you read, and draw your own conclusions. Flexibility of mind.

Peculiarities speech. Ability to express thoughts verbally and writing(comprehensibility, logic, imagery, originality of speech, student’s vocabulary).

Characteristic abilities. Availability special abilities(to literature, music, drawing, mathematics, etc.). Level of development of general abilities: abilities to master knowledge, abilities, skills (ability to learn).

3. Psychological characteristics of communication and the student’s personality. Composition of the class, level of performance and discipline in it. Student's place in the system interpersonal relationships(presence or absence of friends, conflicts in communication with classmates). Development of communication skills. Manifestations of organizational abilities (initiative or passive, organizer or performer).

Character traits manifested in relation to the team and peers: positive (humanity, kindness, tolerance, sincerity, responsibility, justice, manifestations of friendship and camaraderie, etc.); negative traits(cruelty, envy, deceit, intolerance, indifference, callousness, rudeness, etc.).

Attitude to public assignments and joint activities with classmates, the quality of their implementation.

Relationships with parents: respect and love, recognition, their influence or indifference, alienation. Attitude towards teachers, their authority for the student.

Need-motivational student's sphere. The main motives of behavior and goals that the student strives for. The place of moral motives in the general hierarchical structure. Student's value orientations. The student’s interests, their focus (literature, music, sports, technology, politics, etc.), breadth, stability, connection with the interests of the class. Professional interests and intentions. Preferred types of work. Attitude to the process and result of work. Availability of labor skills.

Features of self-awareness. The content of the self-image, the differences between the real self and the ideal self. Features of self-esteem.

Emotional-volitional sphere. Predominant emotions. Features of emotional states (tendency to affective reactions). The ability to control your emotions. Development of higher feelings (moral, intellectual, aesthetic). Strong-willed traits: determination and independence. Activity and initiative. Stability of behavior or suggestibility, the tendency to succumb to the influence of others. Discipline and the degree of its consciousness. Endurance and self-control. Strength of will. Lack of will (stubbornness, indecisiveness, negativism, deceit, inability to complete a task, etc.).

4. General psychological and pedagogical conclusions. The main achievements and problems of the student’s personality and their possible causes (external and internal). Immediate and future educational tasks. Proposed ways to solve them.

Writing a pedagogical characteristic is an integral part of planning individual and group correctional work, summing up the results of all pedagogical work.

The purpose of writing a pedagogical characteristic for a child is documenting his psychological characteristics, acquired knowledge, stages of his development, for further use to select the optimal option for an individual educational route. Modern system education allows, based on detailed characteristics of students, to build the most optimal option for learning school curriculum and facilitating the collaboration of teachers, specialists and the child’s parents. The result of this work should be to help the child master the school curriculum.

The child development profile should be a document that structuredly reflects information about the child’s developmental characteristics, skills, character traits, and achievements. With its help, an idea is formed about the level of development of the child, the work carried out by the teacher, and further pedagogical or correctional work is built.

Drawing up a pedagogical profile requires a comprehensive study of the child. The main methods of the teacher, in addition to observation, are educational process, studying school grades, should also include conversations with the school doctor, parents, the use of psychological and pedagogical methods, and observation in extracurricular activities.

Plan (structure) for writing a pedagogical characteristic.

Young teachers often have difficulties with how to write a character reference for a child. When compiling a pedagogical characteristic, it is necessary to adhere to a certain structure in order to describe the characteristics of the child’s development as accurately as possible and not miss important characteristics. Proposed structure of characteristics of younger children school age contains the main points, without which the description would not be complete. The structure may change depending on the specifics of the situation of use and pedagogical needs; it is possible to add and expand some positions and the analytical part.

The structure of pedagogical characteristics for a child of primary school age:

Surname. Name. Surname.

Student's age.

Since what period has he been studying in this school, class, according to what program? During training - in SKK at what time the transfer was made.

The effectiveness of mastering the material of the program being studied. Analysis of the causes in case of academic failure: behavioral disorders, absenteeism, individual somatic weakness, the presence of a chronic disease, insufficient outlook. This part of the characteristics may contain the teacher’s conclusions. Possible formulations: assimilates the school curriculum material completely/partially/with difficulty/satisfactorily despite potential capabilities/, without difficulty, as evidenced by belonging to the good students….

In this paragraph, you need to indicate the features of mastering various subjects of the program. Recommendations from specialists regarding the transition to training in another program (specify what type). When recommending a special program, the reason why the child continues to study in the class is indicated.

Characteristics of a student’s educational and cognitive activity. Unlike the previous point. What is revealed here is not the result of assimilation, but the process of assimilation, the reasons why the result is achieved.

When describing educational and cognitive activity, one should take into account how the child accepts the learning task: accepts / does not accept / in accordance with his mood / well-being / does not fully understand the task / independently / with the help of the teacher. The ability to hold on to a task, to complete what has been started is analyzed, loses the goal, is distracted by secondary factors. During the task, it is taken into account whether the child needs help, the nature of the help: leading questions, repeated teaching help, organizing help. Planning to solve a problem. Ability to independently plan a solution: plans, needs help, cannot plan. Methods for solving educational problems: searching for the path of least resistance, refuses a solution in case of difficulties, tries to avoid difficulties, shift the solution to someone else, uses all means to achieve a result, uses rational methods of solving, is able to choose from the proposed answers.

The ability to evaluate one’s own actions, the ability to correct mistakes, and accept the teacher’s assessment.

Description of the features of acquiring knowledge and mastering skills. This paragraph describes the peculiarities of perception, difficulties in writing and mastering material by ear, in independent reading, reading comprehension, and mental arithmetic. The degree to which the child comprehends the material, the ability to act by analogy, apply knowledge in new conditions, and the ability to apply it in practice.

Characteristics of cognitive processes. Explanation of the above features:

— attention: arbitrariness, volume, stability, switchability;

- performance: high-low, stable-unstable during the lesson;

— characteristics of perception: its volume, completeness, speed and activity, the formation of sensory standards, spatial orientation, dominant indicators of information processing);

- characteristics of the predominant memory.

- the child’s type of thinking: activity, inactivity, ability to establish cause-and-effect relationships, ability to form and operate concepts.

Speech activity.

Characteristic emotional sphere student. The strength and degree of manifestation of emotions, the brightness of manifestations, irritability, aggressiveness, dysphoric disorders, the manifestation of feelings of euphoria, accentuations of character, balance or lability of mood, the presence of affects. Characteristics of the level of self-esteem. Development of volitional regulation, the ability for volitional efforts, criticality, the ability to control one’s own actions. Tendency to antisocial behavior. Character traits that contribute to or interfere with educational activities, interests, their stability.

The degree of acceptance of the role of the “student” (assimilation and acceptance completely - non-acceptance of the role of the student) Characteristics of educational motivation: formed, not formed, partially formed, Characteristics of the prevailing motives: achieving success, avoiding failures, gaming, educational, professional, asocial, personal, arising under influenced by momentary desires. Stability, activity and the degree of external manifestation of motivation. The ability to comply with requirements for students, compliance with behavioral standards, the ability to organize educational activities during and after lessons.

Features of communication. Development of communication skills, features of contacts with strangers. Characteristics of relationships in children's team. Motives of communication. Commitment to leadership, execution social roles. Age preferences in contacts. The ability to keep a distance when communicating with adults, a tendency to become familiar. Communication style, presence of demonstrativeness, affective outbursts, psychopathic manifestations. Forecast for the development of communication skills, prospects for being in a children's group, the possibility of carrying out behavior correction activities.

The completeness and practicality of the data provided can become a determining factor in the decision about the child’s further educational route. When drawing up characteristics, the teacher needs to build on the facts, characteristics of the child and indicators of educational activity, and not on subjective opinion.

The characteristics should be as objective as possible and reflect the actual state of affairs, then on its basis a decision will be made in the interests of the student, which is the main task of the education system.

If the psychological and pedagogical characteristics of the class are compiled correctly, then it can be very useful, for example, to a new class teacher when students move from the junior to the secondary level. With the help of this characteristic, any subject teacher or educational psychologist will be able to understand which students study in this class, understand their personal characteristics and, in accordance with this specific contingent of students, develop adequate methods of pedagogical interaction. How to correctly compile a psychological and pedagogical description of a class? Below are general recommendations and an example of such a characteristic.

An arbitrary form of compiling a pedagogical characteristic is unacceptable, since this is first and foremost a document.

The information provided in the characteristics of a school class should not be a chaotic or random accumulation of information. This document must be structured.

Information about the school staff is best presented in formal business style. But at the same time, the information should be understandable not only to the compiler himself, but also to those who will read this document in the future. It is prohibited to indicate students' first and last names in abbreviations.

When compiling the psychological and pedagogical characteristics of a class, it is necessary to take into account three important principles.

The principle of complexity

Both the class teacher and the educational psychologist, by virtue of their profession, have to compile a large number of characteristics. Therefore, you should not be surprised that sometimes these documents turn out to be faceless and formulaic. However, this should be avoided, since the psychological and pedagogical characteristics of the class should reflect useful information that any teacher can use after reading the document. The usefulness of template phrases is reduced to a minimum.

It should be noted that all information must be presented logically and consistently. All information in the document should give a clear idea of ​​the school team for which the characteristics were compiled.

The principle of humanism

The characteristics must contain adequate and unbiased information, because only objective information can be used for its intended purpose. Biased psychological and pedagogical characteristics of a student, class or former student preschool will not allow a new teacher who is not familiar with the student’s personality to build an effective pedagogical influence with him. And it’s good if the result of such interaction is only ineffective and not harmful to the development of the student’s personality.

A teacher, like a doctor, must be guided in his work important principle- do no harm.

Principle of objectivity

It must be taken into account that the psychological and pedagogical characteristics primary class will not be similar to the characteristics of a high school class. That is, the principle of objectivity applies here - each analyzed phenomenon must be explained based on the theoretical principles of developmental psychology.

If the characteristics are drawn up in accordance with this principle, then it will be a truly useful document that can guide class teachers and subject teachers in their work.

Plan for psychological and pedagogical characteristics of the class

Characteristics of a school class can be compiled following the proposed plan:

1. General information about the class: when the class was formed, which teacher was the first class teacher whether class teachers changed and how often.

2. General information about students: number of students, gender, age.

3. Leaders of the school team, class assets, their characteristics.

4. Level of education of students.

5. Microgroups in a team, characteristics of their formation, interaction of microgroups with other members of the school community.

6. Sociometric and status characteristics of the class.

7. Priorities and core values ​​adopted in the classroom.

8. Assessing the level of students’ communicative culture.

9. How are conflicts resolved in the classroom?

10. Teachers’ opinions about the class as a whole and about individual students.

And now specific example psychological and pedagogical characteristics of the class.

Sample psychological and pedagogical characteristics of a class

1. 8 "A" class high school No. 44 of the city of Chelyabinsk was formed in 2008. The first class teacher was Sergeeva Natalya Petrovna. In 2012, Anastasia Pavlovna Smirnova became the class teacher.

2. In class 8 "A" there are 25 students, 13 of them are boys and 12 are girls. 20 students turned 14 years old. 5 students aged 13 years.

3. Class leaders Oksana Savelyeva and Alexander Antonov. Class asset - Yakovleva Veronica, Stanko Marina, Efimova Antonina. Girls take an active part in the social life of the class and school, as well as in sports competitions.

4. The level of education of students is quite high. There are no children in the class who violate discipline.

5. The main “cells” of the class represent the group’s assets and leaders. They lead the rest of the kids and maintain a high level of cohesion in the class. These microgroups were formed in the junior school level.

6. A sociometric study was conducted in the class, based on the results of which leaders in the class were identified. “Star” - Savelyeva Oksana; preferred - Antonov Alexander, Stanko Marina, Efimova Antonina; isolated - Demarin Ivan.

7. In general, the class is focused on gaining new knowledge and good grades. The value orientations of schoolchildren are dominated by collective responsibility for the life of the class and friendship.

8. On high level communicative culture of the class.

9. Conflicts that arise are mainly resolved by collective discussion of the problem.

10. Teachers are satisfied with the behavior and performance of students in grade 8 "A".

The psychological and pedagogical characteristics of the class look like this. But this is only the “framework” of the document. Information must be submitted in more detailed form. Then the characteristic will be more informative.

TEST No. 1.

Methods proposed for use in compiling

psychological and pedagogical characteristics of the student’s personality.

1. Study of motivation for educational activities

Typically, the motivational sphere of personality is studied using complex techniques of the so-called projective type. Projective techniques are very labor-intensive and require highly qualified specialists who work with them.

At the same time, in psychological and pedagogical practice, methods are used that place fewer demands on the qualifications of the researcher to process them. Here is a similar technique, which includes 3 sections.

I. Studying attitudes towards academic subjects.

Of all the subjects you study at school, name your favorite...

1. Favorites

2. Unloved

II. Mark the reasons that characterize your attitude to the subject.

I love the subject because...

This subject is interesting.

I like the way the teacher teaches it.

Everyone needs to know the subject.

The subject is needed for future work.

The subject is easy to understand.

The subject makes you think.

The item is considered beneficial.

Requires observation and intelligence.

Requires patience.

The subject is interesting.

Classmates are interested in this subject.

Some facts are interesting.

Parents consider this subject important.

I have a good relationship with the teacher.

The teacher often praises.

The teacher explains interestingly.

Knowledge of the subject is necessary for admission to a university (school, college).

The subject helps to develop general culture.

Knowledge of a subject changes ideas about the world around us.

Just wondering.

Other reasons

I don't like the subject because...

This subject is not interesting.

He doesn't like the way his teacher teaches.

Everyone doesn't need to know the subject.

The subject is not needed for future work.

The subject is difficult to understand.

The subject does not make you think.

The item is not considered beneficial.

Does not require observation or intelligence.

Doesn't require patience.

The subject is uninteresting.

Classmates are not interested in this subject.

Only individual facts are interesting.

Parents do not consider this subject important.

I have a bad relationship with my teacher in this subject.

The teacher rarely praises.

The teacher explains in an uninteresting way.

Knowledge of the subject is not required for admission to a university (school, college).

The subject does not contribute to the development of general culture.

The object does not change ideas about the world around us.

It's just not interesting.

Other reasons

III . Why are you even studying? Mark those answers (no more than three) that suit you best or add your own option.

I'm studying because...

It's my duty.

I want to become literate.

I don't want to let the class down.

I want to be smart and quick-witted.

I want to achieve deep knowledge.

I want to learn how to work independently.

Everyone is learning, and so am I.

Parents force.

I like getting good grades.

I want the teacher to praise me.

I want my classmates to be friends with me.

This is necessary to broaden your horizons.

The class teacher forces you.

I just want to study.

TEST No. 2.

The questionnaire consists of 60 questions, of which 24 are on the introversion-extroversion scale, 24 are on the neuroticism scale, and 12 are on the lying scale.

Instructions:“You are asked a series of questions about the characteristics of your behavior. If you answer the question affirmatively (“agree”), then put a “+” sign in the appropriate cell; if negatively (“disagree”), then put a “–” sign. Answer questions quickly, without hesitation, as your first reaction is important. You need to answer every question. The results are recorded on a test form.

Questionnaire text

1. Do you like vanity and noise around you?

2. Do you often need friends who could support you?

3. Do you always find a quick answer when asked about something?

4. Does it happen that you are irritated by something?

5. Do your mood often change?

6. Is it true that you find it easier and more enjoyable with books than with guys?

7. Do different thoughts often prevent you from falling asleep?

8. Do you always do as you are told?

9. Do you like to make fun of someone?

10. Have you ever felt unhappy even though you weren’t supposed to? real reason?

11. Can you say about yourself that you are a cheerful, lively person?

12. Have you ever broken the rules of conduct at school?

13. Is it true that you are often irritated by something?

14. Do you like to do everything at a fast pace? (If, on the contrary, you are inclined to take your time, answer “no”).

15. You worry about all sorts of things. terrible events that almost happened, although everything ended well?

16. Can you be trusted with any secret?

17. Can you easily bring some life into a boring company?

18. Does it ever happen that your heart beats for no reason?

19. Do you usually take the first step in order to make friends with someone?

20. Have you ever told a lie?

21. Do you get upset easily when you and your work are criticized?

22. You often joke and tell stories. funny stories to my friends?

23. Do you often feel tired?

24. Do you always do your homework first, and everything else later?

25. Are you usually cheerful and happy with everything?

26. Are you touchy?

27. Do you really like to communicate with other guys?

28. Do you always fulfill your family’s requests for help with housework?

29. Do you ever get dizzy?

30. Does it happen that your actions and actions put other people in an awkward position?

31. Do you often feel that you are tired of everything?

32. Do you like to brag?

33. Do you often sit and remain silent when you find yourself in the company of strangers? 34. Do you sometimes worry so much that you can’t sit still?

35. Do you usually make decisions quickly?

36. Do you never make noise in class, even if there is no teacher?

37. Do you often have scary dreams?

38. Can you give free rein to your feelings and have fun with your friends?

39. Are you easily upset?

40. Have you ever spoken badly about someone?

41. Is it true that you usually speak and act quickly, without stopping, especially to think?

42. If you find yourself in a stupid situation, how long do you worry about it?

43. Do you really like funny games?

44. Do you always eat what is served to you?

45. Do you find it difficult to say “no” when asked for something?

46. ​​Do you like to visit often?

47. Are there times when you don’t want to live?

48. Have you ever been rude to your parents?

49. Do guys consider you a cheerful and lively person? .

50. Do you often get distracted when doing your homework?

51. Do you sit and watch more often than take an active part?

52. Do you usually find it difficult because of different thoughts?

53. Are you ever absolutely sure that you can cope with the task that you have to do?

54. Do you sometimes feel lonely?

55. Are you embarrassed to talk to strangers?

56. Do you often realize when it’s too late to fix something?

57. When one of the guys shouts at you, do you also shout back?

58. Does it happen that you sometimes feel happy or sad for no reason?

59. Do you think it is difficult to get real pleasure from lively company?

60. Do you often worry about doing something without thinking?

1. Extraversion - introversion determined by the sum of positive answers “+” to questions: 1, 3, 9, 11, 14, 17, 19, 22, 25, 27, 30, 35, 38, 41, 43, 46, 49, 53, 57 and negative answers “–” to questions: 6, 33, 51,55, 59 (the higher the score, the more pronounced the extraversion).

2. Neuroticism (emotional instability) – emotional stability is determined by the sum of positive answers “+” to questions: 2, 5, 7, 10, 13, 15, 18, 21, 23, 26, 29, 31, 34, 37, 39, 42, 45, 47, 50, 52, 54, 56, 58, 60 (the higher the score, the more pronounced emotional instability).

3. Social desirability scale(lie scale) is determined by the number of matches of signs when answering questions: with the “+” sign 8, 16, 24, 28, 36, 44 and with the “–” sign for questions: 4, 12, 20, 32, 40, 48 .

Rating table for the “Extraversion - Introversion” scale

Introversion

Extraversion

significant

moderate

moderate

significant

1–7

8–11

12–18

19–24

Score sheet for the Neuroticism scale

Emotional stability

Emotional instability

high

average

high

very high

to 10

11–14

15–18

19–24

On the social desirability scale (lie scale), an indicator of 4–5 points is considered critical, which indicates the tendency of the subject to focus on good impression About Me. This extends to other scales as well. The lie scale is a kind of indicator of demonstrativeness in the behavior of the subject. This kind of data that exceeds the lie scale above a critical level is taken into account during processing.

Sanguine quickly adapts to new conditions, quickly gets along with people, and is sociable. A sanguine person’s feelings arise and change easily. Facial expressions are rich, mobile, expressive. In the absence of serious ideas, goals, deep thoughts, creative activity Sanguine people develop superficiality and inconstancy.

Choleric characterized by increased excitability, great emotionality, impetuosity, and impulsiveness. The manifestation of choleric temperament largely depends on the orientation of the individual. In people with public interests, it manifests itself in initiative, energy, and integrity. Where there is no richness of spiritual life, choleric temperament often manifests itself negatively towards irritability and affectivity.

Phlegmatic person usually even-tempered, calm, rarely loses his temper, and not prone to emotions. Depending on the conditions, in some cases a phlegmatic person may develop positive traits: endurance, depth of thoughts, etc.; in others - lethargy and indifference to the environment, laziness, lack of will. The phlegmatic person slowly develops new forms of behavior, but they are stable.

Melancholic it is difficult to concentrate on anything, his reactions often do not correspond to the strength of the stimulus. Strong impacts cause a prolonged inhibitory reaction in him. Under normal conditions, a melancholic person is deep and meaningful. If unfavorable, he can turn into a withdrawn, fearful, anxious person.

TEST No. 3

Phillips School Anxiety Test

The test is designed to study the level and nature of anxiety associated with school in children of primary and secondary school age and includes 58 questions. The Phillips test evaluates 8 factors of school anxiety: general anxiety at school, experience of social stress, frustration of the need to achieve success, fear of self-expression, fear of knowledge testing situations, fear of not meeting the expectations of others, low physiological resistance to stress, problems and fears in relationships with teachers.

Questionnaire text

1. Is it difficult for you to stay on the same level with the whole class?

2. Do you get nervous when the teacher says he is going to test how much you know about the material?

3. Do you find it difficult to work in class the way the teacher wants you to?

4. Do you sometimes dream that the teacher is furious because you don’t know the lesson?

5. Has it ever happened that someone in your class hit or hit you?

6. Do you often want the teacher to take his time when explaining new material until you understand what he is saying?

7. Do you worry a lot when answering or completing a task?

8. Does it ever happen to you that you are afraid to speak up in class because you are afraid of making a stupid mistake?

9. Do your knees shake when you are called to answer?

10. Do your classmates often laugh at you when you play different games?

11. Does it happen that you are given a lower grade than you expected?

12. Are you worried about whether they will keep you for a second year?

13. Do you try to avoid games that involve choices because you usually don't get chosen?

14. Does it happen at times that you tremble all over when you are called to answer?

15. Do you often get the feeling that none of your classmates wants to do what you want?

16. Do you get very nervous before starting a task?

17. Is it difficult for you to get the grades that your parents expect from you?

18. Are you sometimes afraid that you will feel sick in class?

19. Will your classmates laugh at you if you make a mistake when answering?

20. Are you like your classmates?

21. After completing a task, do you worry about whether you did it well?

22. When you work in class, are you sure that you will remember everything well?

23. Do you sometimes dream that you are at school and cannot answer the teacher’s question?

24. Is it true that most guys treat you in a friendly manner?

25. Do you work more hard if you know that the results of your work will be compared in class with the results of your classmates?

26. Do you often wish you could worry less when asked?

27. Are you sometimes afraid to get into an argument?

28. Do you feel your heart start beating fast when the teacher says that he is going to test your readiness for the lesson?

29. When you get good grades, do any of your friends think that you want to curry favor?

30. Do you feel good with those of your classmates to whom the guys treat with special attention?

31. Does it happen that some guys in class say something that offends you?

32. Do you think those students who fail to cope with their studies lose their favor?

33. Does it seem like most of your classmates don't pay attention to you?

34. Are you often afraid of looking ridiculous?

35. Are you satisfied with the way your teachers treat you?

36. Does your mother help in organizing evenings, like other mothers of your classmates?

37. Have you ever worried about what others think of you?

38. Do you hope to study better in the future than before?

39. Do you think that you dress as well for school as your classmates?

40. When answering in class, do you often think about what others think about you at this time?

41. Do capable students have any special rights that other children in the class do not have?

42. Do some of your classmates get angry when you manage to be better than them?

43. Are you satisfied with the way your classmates treat you?

44. Do you feel good when you are left alone with the teacher?

45. Do your classmates sometimes make fun of your appearance and behavior?

46. ​​Do you think that you worry about your school affairs more than other guys?

47. If you can't answer when asked, do you feel like you're about to cry?

48. When you lie in bed in the evening, do you sometimes think with anxiety about what will happen at school tomorrow?

49. When working on a difficult task, do you sometimes feel that you have completely forgotten things that you knew well before?

50. Does your hand tremble slightly when you are working on a task?

51. Do you feel yourself getting nervous when the teacher says he is going to give the class an assignment?

52. Does testing your knowledge at school scare you?

53. When the teacher says that he is going to give the class a task, do you feel afraid that you will not be able to cope with it?

54. Have you sometimes dreamed that your classmates can do something that you cannot?

55. When the teacher explains the material, do you think that your classmates understand it better than you?

56. On the way to school, do you worry about what the teacher might give to the class? test work?

57. When you complete a task, do you usually feel that you are doing it poorly?

58. Does your hand tremble slightly when the teacher asks you to do a task on the board in front of the whole class?

Processing and interpretation of results

When processing the results, questions are identified whose answers do not coincide with the test key. For example, to the 58th question the child answered “Yes,” while in the key this question corresponds to “–,” that is, the answer is “No.” Answers that do not match the key are manifestations of anxiety. During processing the following is calculated:

1. The total number of mismatches for the entire test. If it is more than 50%, we can talk about increased anxiety in the child; if it is more than 75% of total number test questions - about high anxiety.

2. The number of discrepancies for each of the 8 anxiety factors identified in the test. The level of anxiety is determined in the same way as in the first case. The general internal emotional state of the student is analyzed, which is largely determined by the presence of certain anxiety syndromes (factors) and their number.

Factors

№№ questions and total points

1. General anxiety at school– the general emotional state of the child associated with various forms its inclusion in the life of the school.

2, 4, 7, 12, 16, 21, 23, 26, 28, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58

∑ = 22

2. Experiencing social stress– the emotional state of the child, against the background of which his social contacts develop (primarily with peers).

5, 10, 15, 20, 24, 30, 33, 36,39,42,44

∑ = 11

3. Frustration of the need to achieve success– an unfavorable mental background that does not allow the child to develop his needs for success, achieving high results, etc.

1, 3, 6, 11, 17, 19, 25, 29, 32, 35, 38, 41, 43

∑ = 13

4. Fear of self-expression– negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one’s capabilities

27, 31, 34, 37, 40, 45

∑ = 6

5. Fear of knowledge testing situation– negative attitude and anxiety in situations of testing (especially public) knowledge, achievements, capabilities

2, 7, 12, 16, 21, 26

∑ = 6

6. Fear of not meeting the expectations of others– focus on the importance of others in assessing one’s results, actions, and thoughts, anxiety about the assessments given by others, expectation of negative assessments

3, 8, 13, 17, 22

∑= 5

7. Low physiological resistance to stress– features of the psychophysiological organization that reduce the child’s adaptability to situations of a “stressful nature”, increasing the likelihood of an inadequate, destructive response to an alarming environmental factor.

9, 14, 18, 23, 28

∑ = 5

8. Problems and fears in relationships with teachers– a general negative emotional background of relationships with adults at school, which reduces the success of a child’s education.

2, 6, 11, 32, 35, 41, 44, 47

∑ = 8

Table for counting mismatches (Yes – “+”, No – “–”)

10 -

11 +

12 -

13 -

14 -

15 -

16 -

17 -

18 -

19 -

20 +

21 -

22 +

23 -

24 +

25 +

26 -

27 -

28 -

29 -

30 +

31 -

32 -

33 -

34 -

35 +

36 +

37 -

38 +

39 +

40 -

41 +

42 -

43 +

44 +

45 -

46 -

47 -

48 -

49 -

50 -

51 -

52 -

53 -

54 -

55 -

56 -

57 -

58 -

TEST No. 4.

Methodology for diagnosing character accentuations of Shmishek.

The technique is designed to identify character accentuations. It can be used starting from 11-12 years of age, both in group and individual examinations.

Adolescence is called “difficult”. During this period, the child’s most important functional structures of the brain complete their formation (electroencephalographic indicators in children of this age become similar to adults). Child for comparatively a short time becomes similar to adults in bodily organization. A powerful leap in development often occurs against the background of changes in behavior, which may manifest irritability, fatigue, negative reactions, and various types of psychopathy may arise.

Accentuation of character. (K. Leonhard) represents extreme variants of the norm, in which certain character traits are excessively strengthened, as a result of which selective vulnerability to a certain kind of psychogenic influence is revealed with good or even increased resistance to others.

Depending on the degree of expression, two degrees of character accentuation are distinguished: obvious and hidden (A. E. Lichko; A. Alexandrov, 1973).

Explicit accentuation refers to extreme variants of the norm. It is distinguished by the presence of fairly constant features of a certain type. In adolescence, character traits often become sharper, and under the influence of psychogenic factors that address the “place of least resistance,” temporary adaptation disorders and behavioral deviations may occur. As one grows up, character traits remain quite pronounced, but are compensated for and usually do not interfere with adaptation.

Hidden accentuation is the usual variants of the norm. Under normal conditions, traits of a certain type of character are weakly expressed or do not appear at all. Even with a detailed analysis of behavior, biography, and diverse contacts, it is difficult to get a clear idea of ​​a certain type of character. However, due to stressful situations and psychogenic traumas, they can sometimes be unexpectedly discovered in the “place of least resistance”.

The following technique allows us to identify ten types of accentuations:

hyperthymia,

getting stuck,

emotiveness,

pedantry,

anxiety,

cyclothymic,

demonstrativeness,

excitability,

dystimacy,

exaltation.

The questionnaire is made up of 88 questions, the answers to which are indicated on the registration form, respectively “+” if the answer is affirmative “YES”, and “–” if the answer is negative “NO”.

Questionnaire text

1. Is your mood mostly clear and unclouded?

2. Are you sensitive to insults and disappointments?

3. Do you cry easily?

4. After completing any work, do you have any doubts about the quality of its execution?

5. Were you as brave as your peers as a child?

6. Do you have mood swings: from very cheerful to very sad?

7. When in society, do you like to be the center of attention?

8. Are there days when you find yourself in an unhappy and irritable mood for no reason?

9. Are you a serious person?

10. Are you capable of admiration and admiration?

11. Are you entrepreneurial?

12. Do you quickly forget if you have offended someone?

13. Are you kind-hearted?

14. Having thrown the letter into the mailbox, did you check whether it went through or whether it got stuck in the crack?

15. Do you try to be one of the best at work out of ambition?

16. Were you afraid of thunderstorms or dogs as a child?

17. Do people consider you a bit pedantic?

18. Does your mood depend on external signs?

19. Do all your friends love you?

20. Are you sometimes prone to emotional outbursts? inner anxiety?

21. Are you in a somewhat depressed mood?

22. Have you ever cried while experiencing a severe nervous shock?

23. Is it difficult for you long time stay in one place?

24. Do you vigorously defend your interests when you have been treated unfairly?

25. Can you cut up a bird?

26. Does it irritate you if a curtain or tablecloth hangs unevenly on the table, do you try to immediately correct it?

27. As a child, were you afraid to be left at home alone?

28. Do you have causeless mood swings?

29. Are you one of the best in your personal qualities or studies?

30. Do you get angry easily?

31. Are you capable of being playful and cheerful?

32. Do you ever have states when you are filled with happiness?

33. Can you directly tell someone your opinion about them?

34. Can you entertain society and be the life of the party?

35. Does the sight of blood scare you?

36. Are you willing to take on a task that requires you to have a great sense of personal responsibility?

37. Do you stand up for people who have been wronged?

38. Does the need to go down into a dark cellar or enter an empty, unlit room bother you?

39. Do you prefer work; requiring slowness and perseverance, fast work and with simple results?

40. Are you a sociable person?

41. Did you like to recite poetry at school?

42. Does life seem difficult to you?

43. As a child, did you run away from home?

44. Have you ever been so upset because of some conflict or quarrel that after that you felt unable to go to work or study?

45. Can you say that even when you fail, you do not lose your sense of humor?

46. ​​Do you try to make peace if you have offended someone?

47. Will you take the first steps towards reconciliation?

48. Has it ever happened to you, after leaving home, to come back and check if anything had happened?

49. Have you ever worried that something might happen to you or your family?

50. Does your mood change depending on the weather?

51.Do you find it difficult to speak on stage or from a pulpit in front of a large audience?

52. If you are angry with someone, can you use your fists?

53. Do you like being in society?

54. Can you fall into despair under the influence of disappointment?

55. Do you love organized activities?

56. Do you persist in achieving a goal if there are many obstacles along the way?

57. Can a tragic film move you so much that tears come out?

58. Do you find it difficult to fall asleep because your head is filled with daytime worries and social problems?

59. Did you prompt or allow you to write off school years?

60. Does it bother you to walk alone in the dark through a cemetery?

61. Do you make sure that every thing in your house is in its place?

62. Does it happen to you that when you go to bed in a depressed mood, the next morning you get up in a depressed, gloomy mood?

63. Do you easily adapt to new situation?

64. Are you prone to headaches?

65. Do you laugh often?

66. Can you treat people whom you don’t care about in such a way that they don’t notice it?

67. Do you consider yourself an energetic, enterprising person?

68. Do you suffer from injustice?

69. Do you love nature?

70. When leaving home or going to bed, do you check whether the gas is turned off?

71. Are you timid?

72. Does your mood often change?

73. Do you take part in amateur performances or in a drama club?

74. Do you sometimes feel attracted to something tempting or unknown?

75. Are you pessimistic about the future?

76. Do you experience sudden mood swings from great joy to deep melancholy?

77. Do you manage to create a certain mood when communicating with people?

78. How long do you retain feelings of anger and frustration?

79. Do you experience the sorrows of other people for a long time?

80. During your school years, could you rewrite a page of your notebook because of a blot?

81. Can we say that you are more wary and distrustful of people than trusting?

82. Do you often have scary dreams?

83. Do you sometimes suddenly have the idea that you can throw yourself under the wheels of a speeding train, or if you are near a high window or balcony, you can jump out of it?

84. Do you become more cheerful when surrounded by cheerful people?

85. Can you distract yourself well enough from oppressive problems and not constantly think about them?

86. Do you commit sudden, impulsive actions?

87. In a conversation, are you more taciturn than talkative?

88. Could you, while participating in a theatrical performance, get so into the role, into the character, that you forget that you yourself are not like you really are?

Processing and interpretation of results

Hyperthymic type(answers “YES” to questions: 1, 11, 23, 34, 43, 45, 55, 67, 77).

Typically, hyperthymic adolescents are distinguished by great mobility, sociability, talkativeness, excessive independence, a tendency to mischief, and a lack of a sense of distance in relation to adults. From the first years of life, they make a lot of noise everywhere, love the company of peers, and strive to boss them around. The main feature of hyperthymic teenagers is almost always a very good mood, even elated. The good mood of hyperthymic teenagers is harmoniously combined with good health, high vitality, and often a blooming appearance. They always have a good appetite and healthy sleep. A great desire for independence can often be a consequence of conflicts, leading to escapes and absences. Outbursts of anger and irritation are typical, especially when they encounter strong opposition and fail.

Stuck type(answers “YES” to questions: 2, 15, 24, 33, 37, 56, 68, 78, 81 and “NO” to questions: 12, 46,59).

Stuck teenagers are especially sensitive to grievances and grief, worry about what happened for a long time, are distinguished by vindictiveness, and lack the ability to “easily move on” from grievances. Strongly developed ambition often leads to persistent defense of their interests, which they defend with particular vigor. Sometimes they come into conflict, defending the interests of others. They have great persistence in achieving their goals and often suffer from perceived injustice towards them. In this regard, wariness and mistrust towards people appear.

Emotive type(answers “YES” to questions: 3, 13, 46, 47, 57, 69, 79 and “NO” to question: 25).

The most strongly expressed trait of the emotive type is empathy for other people or animals. A teenager of this type may experience “close” tears, especially when watching a movie where someone is in danger; a scene of violence causes a strong shock that cannot be forgotten for a long time and can disturb sleep. These are soft-hearted people who easily forgive the shortcomings of others and often come to reconciliation in conflicts. They have a special relationship with nature, love to grow plants and care for animals. They say about such people: “Wouldn’t hurt a fly.”

The pedantic type is characterized by constant doubt about the correctness of the work performed and frequent self-examinations. Punctual, neat, pays special attention to cleanliness and order. The pedantic type reacts strongly to any manifestation of disruption of order, as a result of which conflicts may arise. When performing any actions, he is leisurely, assiduous, focused on high quality work and special care. Being too pedantic can sometimes lead to low self-esteem and lack of confidence that you will get the job done.

Anxious type(answers “YES” to questions: 16, 18, 27, 38, 49, 60, 71, 82, 83 and answer “NO” to question: 5).

Usually, timidity and timidity manifest themselves from childhood. Children of the anxious type are often afraid of the dark, animals, and are afraid to be alone. They avoid noisy and lively peers, do not like excessively noisy games, feel timid and self-conscious, and have a hard time taking tests, exams, and inspections. They are often embarrassed to answer in front of the class. Willingly submit to the care of elders; Notations from adults can cause remorse, guilt, tears, despair, in contrast to the protest characteristic of other teenage children. A sense of duty, responsibility, and high moral and ethical requirements are formed early. They try to disguise the feeling of their own inferiority in self-affirmation through those types of activities where they can better reveal their abilities. Touchiness, sensitivity, and shyness characteristic of childhood prevent them from making friends with whomever they want; a particularly weak link is the reaction to the attitude of others towards them. Intolerance to ridicule and suspicion are accompanied by the inability to stand up for oneself, to defend the truth in the face of unfair accusations.

Cyclothymic type(answers “YES” to questions: 6, 18, 28, 40, 50, 62,73, 84).

In adolescence, two variants of cycloid accentuation can be found: typical and labile cycloids.

Typical cycloids - usually in childhood they give the impression of being hyperthymic, but then during the pubertal leap a feeling of lethargy and loss of strength appears; what used to be easy now requires exorbitant effort. Previously noisy and lively people become lethargic homebodies, there is a decrease in appetite, as well as, on the one hand, insomnia and drowsiness, on the other. They usually respond to comments and reproaches with irritation, even rudeness and anger, in the depths of their souls, however, at the same time falling into despondency, deep depression, which can sometimes even result in suicide attempts. In typical cycloids, the phases of state change usually last 3 weeks. During their student years, they study unevenly; they often find it difficult to catch up on their omissions, giving rise to an aversion to studying.

Labile cycloids - their phases of mood changes are usually shorter than those of typical cycloids. “Bad” days are marked by more angst than lethargy. During the period of recovery, emancipatory aspirations and desires to have friends and join a company are expressed. Self-esteem is formed gradually, as the experience of experiencing “good” and “bad” phases accumulates. While there is no such experience, self-esteem is subject to mood.

Demonstrative type(answers “YES” to questions: 7, 19, 22, 29, 41, 44, 51, 63, 73, 85, 88 and answer “NO” to question: 5).

The main feature of this type is boundless egocentrism, an insatiable thirst for constant attention to one’s own person, admiration, sympathy, veneration, and surprise. The prospect of being unnoticed is especially burdensome. Deceit and fantasy are entirely aimed at embellishing one’s personality. Apparent emotionality actually turns into a lack of deep feelings with great expression of emotions, theatricality, and a tendency to show off and pose. Usually the praise of others in their presence causes a particularly unpleasant feeling; they cannot stand it. The desire for a company is usually associated with the need to feel like a leader, to occupy an exceptional position. Self-esteem is very far from objectivity.

Possessing a pathological ability to repress, they can completely forget what they do not want to know about. This unchains them in their lies. Usually they lie with an innocent face; what they say at the moment is true for them, since, apparently, internally they are not aware of their lies, or they are aware of it very shallowly, without conscientious experiences. They strive to achieve with their reactions what a person usually strives for.

Excitable type(answers “YES” to questions: 8, 20, 30, 42, 52, 64, 74, 86).

The excitable type is often characterized by disobedience in childhood and difficulty regulating one's behavior. It is possible that this is due to a lag in the development of the second signaling system, since according to K. Leonhard this type is easily diagnosed by a test for naming objects in a short period of time. Usually people can name more than 60 objects in 3 minutes. Persons with excitable accentuation are significantly behind in this test. There is often a reluctance to learn, already with primary classes. Only under tireless control, reluctantly obeying, do they complete school assignments. Everything bad just sticks to them. They are unable to occupy themselves and do not tolerate loneliness well. Lack of initiative does not allow them to take the place of leader. Studying is easy to neglect. No work becomes attractive; they work only when absolutely necessary. They are indifferent to the future, live entirely in the present, wanting to extract a lot of entertainment from it. The reaction of excitement is difficult to extinguish, can be dangerous for others, and can be domineering, choosing the weakest for communication.

Dysthymic type(answers “YES” to questions: 9, 21, 42, 75, 87 and “NO” to questions: 31, 53, 65).

They are distinguished by serious, even depressed mood, a pessimistic attitude towards the future; in conversation they are usually laconic, or silent, and have difficulty in developing a carefree and cheerful mood. Usually avoids society and noisy company. A distinctive feature is gloominess.

Exalted type(answers “YES” to questions: 6, 10, 32, 54, 76).

A striking feature of this type is a high ability to admire, admire, smile, a feeling of happiness, joy, pleasure. This feeling can often arise in them for a reason that does not cause much excitement in others. On the other hand, these individuals can easily fall into despair and become disappointed. These states can suddenly be replaced by great joy, a surge of delight.