Self-control test: How uneaten candy leads to success. Individual lesson on the topic: “Self-control of behavior” Self-control test

Ecology of health: With the help of these tests you can independently determine your physical fitness and create an exercise program...

How to create an individual training program

Using these tests, you can independently determine your physical fitness and create an exercise program.

When determining physical fitness, a calculator is used, and when drawing up an individual training program, an adder and dispenser are used.

Fitness calculator is intended for a comprehensive assessment of the functional capabilities of the cardiovascular system and physical fitness using the CONTREX-2 scoring system (control-express).

The CONTREX-2 system was developed by domestic scientists S.A. Dushanin, E.A. Pirogova and L.Ya. Ivashchenko (1984), they created several diagnostic systems for primary (CONTREX-3), current (CONTREX-2) and self-monitoring (CONTREX-1).

Indicators for determining the level of physical condition according to the CONTREX-2 system are given below.

CONTREX-2 includes 11 indicators and tests, which are assessed as follows:

1. Age. Each year of life gives 1 point. For example, at age 50, 50 points are awarded, etc.

2. Body weight. Normal weight is estimated at 30 points. For each kilogram in excess of the norm, calculated using the following formulas, 5 points are deducted:

men: 50 + (height – 150)x0.75 + (age – 21)/4

women: 50 + (height – 150)x0.32 + (age – 21)/5

For example, a 50-year-old man with a height of 180 cm has a body weight of 85 kg, and normal body weight will be:

50 + (180 – 150) x 0.75 + (50 – 21)/4 = 80 kg.

For exceeding the age norm by 5 kg, 5x5 = 25 points are deducted from the total points.

3. Blood pressure. Normal blood pressure is estimated at 30 points. For every 5 mm Hg. Art. systolic or diastolic pressure above the calculated values, determined by the formula below, 5 points are subtracted from the total amount:

men: ADsyst. = 109 + 0.5 x age + 0.1 x body weight;
ADdiast. = 74 + 0.1 x age + 0.15 x body weight;

women: ADsyst. = 102 + 0.7 x age + 0.15 x body weight;
ADdiast. = 78 + 0.17 x age + 0.1 x body weight.

For example, a 50-year-old man weighing 85 kg has a blood pressure of 150/90 mmHg. Art.

The age norm for systolic pressure is:

109 + 0.5 x 50 + 0.1 x 85 = 142.5 mmHg. Art.

Normal diastolic pressure:

74 + 0.1 x 50 + 0.15 x 85 = 92 mm Hg. Art.

For exceeding the norm of systolic pressure by 7 mm Hg. Art. 5 points are deducted from the total.

4. Pulse at rest. For each hit less than 90, one point is awarded. For example, a heart rate of 70 per minute gives 20 points. If the pulse is 90 or higher, no points are awarded.

5. Flexibility. Standing on a step with your knees straight, bend forward, touching the mark below or above the zero point (it is at the level of your feet) and maintaining the pose for at least 2 seconds. Each centimeter below the zero point is equal to or exceeds the age norm given for men and women in the table. 1, is estimated at 1 point; if the standard is not met, no points are awarded. The test is carried out three times in a row, and the best result is counted.

For example, a 50-year-old man, when bending over, touched a mark of 8 cm below the zero mark with his fingers. According to table. 1, the standard for a 50-year-old man is 6 cm. Therefore, 1 point is awarded for meeting the standard and 2 points for exceeding it. The total is 3 points.

Table 1. Motor test standards for assessing basic physical qualities

6. Speed. It is assessed by a “relay” test based on the speed at which the strongest hand squeezes a falling ruler. For each centimeter equal to the age norm or less, 2 points are awarded.

The test is performed in a standing position. The strongest hand with straightened fingers (palm edge down) is extended forward. The assistant takes a 50-centimeter ruler and sets it vertically (the number “zero” faces the floor). In this case, your hand is approximately 10 cm below the end of the ruler.

After the “attention” command, the assistant must release the ruler within 5 seconds. The examinee's task is to grab the ruler as quickly as possible with his thumb and forefinger. The distance in centimeters is measured from the bottom edge of the palm to the zero mark of the ruler.

The test is carried out three times in a row, the best result is counted.

For example, for a 50-year-old man, the test result was 17 cm, which is 4 cm better than the age standard. There are 2 points for meeting the norm and 4x2 = 8 points for exceeding it. The total amount is 10 points.

7. Dynamic force (Abalakov’s test). Estimated by the maximum height of a standing jump. For each centimeter equal to or exceeding the standard value given in table. 1, 2 points are awarded.

Running the test: the subject stands sideways to the wall next to a vertically mounted measuring scale (student's ruler 1 m long). Without lifting his heels from the floor, he touches the scale as high as possible with his more active hand raised up. Then he moves away from the wall at a distance of 15 to 30 cm, without taking a step, jumps up, pushing off with both legs. With his more active hand, he touches the measuring scale as high as possible. The difference between the values ​​of the first and second touch characterizes the height of the jump. Three attempts are given, the best one counts.

For example, a 50-year-old man has a result of 40 cm. This exceeds the age norm by 5 cm (see Table 1). For fulfilling the standard, 2 points are awarded, for exceeding - 5x2 = 10 points. The total is 10+2 = 12 points.

8. Speed ​​endurance. The maximum frequency of raising straight legs to an angle of 90° from a supine position is calculated in 20 seconds. For each lift equal to or exceeding the standard value, 3 points are awarded.

For example, for a 50-year-old man, the test result was 15 lifts, which exceeds the age norm by 4. For fulfilling the standard, 3 points are awarded, for exceeding 4x3 = 12 points. Total 15 points.

9. Speed-strength endurance. The maximum frequency of bending the arms in a lying position (women in a kneeling position) is measured in 30 seconds with 4 points awarded for each bending equal to or exceeding the standard.

For example, when testing a 50-year-old man, the frequency of bending his arms in support in 30 s was 18 times. This exceeds the age standard by 4 and gives 4x4 = 16 points, plus 4 points for meeting the standard value. The total is 20 points.

10. General endurance.

1) Persons who have not previously exercised or who have been practicing for no more than 6 weeks, can use the following indirect method.

Performing endurance exercises five times (running, swimming, cycling, rowing, skiing or skating) for 15 minutes at a heart rate of at least 170 per minute minus age in years (the maximum allowable heart rate is 185 minus age) - gives 30 points, 4 times a week – 25 points, 3 times a week – 20 points, 2 times – 10 points, 1 time – 5 points, not a single time and if the rules described above regarding heart rate and training aids are not followed – 0 points.

No points are awarded for performing morning exercises.

general endurance is assessed based on the result of a 10-minute run over the greatest possible distance. For fulfilling the standard given in table. 2, 30 points are awarded and for every 50 m of distance exceeding this value, 15 points. For every 50 m of distance less than the age standard, 5 is subtracted from 30 points. The minimum number of points scored for this test is 0. The test is recommended for individuals who independently engage in physical exercise.

3) For group classes the level of development of general endurance is assessed using races of 2000 m for men and 1700 m for women. The control is the standard time given in table. 1. For compliance with the regulatory requirement, 30 points are awarded and for every 10 seconds less than this value - 15 points. For every 10 seconds more than the age standard, 5 points are subtracted from 30 points. The minimum number of points for the test is 0.

For example, for a 50-year-old man, the result of a 10-minute run will be 1170 m, which is 103 m less than the age standard. Therefore, the sum of points for this test will be 30–10 = 20 points.

11. Pulse recovery.

1) For those who do not exercise after 5 minutes of rest in a sitting position, take your pulse for 1 minute, then do 20 deep squats for 40 seconds and sit down again. After 2 minutes, measure the pulse again for 10 seconds and multiply the result by 6. Compliance with the initial value (before the load) gives 30 points, exceeding the pulse by 10 beats - 20 points, by 15 - 10 points, by 20 - 5 points, more than 20 beats – 10 points should be subtracted from the total.

2) Those who exercise for more than 6 weeks Heart rate recovery is assessed 10 minutes after the end of a 10-minute run or a 2000 m run for men and 1700 m for women by comparing the post-run heart rate with the initial value. Their coincidence gives 30 points, exceeding up to 10 hits - 20 points, 15 - 10 points, 20 - 5 points, more than 20 hits - 10 points should be subtracted from the total amount.

For example, a 50-year-old man’s heart rate before running was 70 per minute, 10 minutes after a 10-minute run it was 72, which practically coincides with the initial heart rate and this provides 30 points.

results

After summing up the points obtained for all 11 indicators, the physical condition is assessed as:

– low– less than 50 points;
- below the average– 51–90 points;
- average– 91–160 points;
- above average– 160–250 points;
– high– more than 250 points. published

March 25, 2013

A person with external localization of self-control believes that the events that happen to him are the action of external forces - chance, other people, etc. and do not depend on him. A person with internal localization of self-control considers the events that happen to him to be the result of his own activity. Between these two poles many different positions are possible.

A high score on the above test corresponds to a high level of internal localization over any significant situations. Such people believe that most important events in their lives are the result of their own actions, that they can control them and, therefore, feel responsible for their life and destiny.

A low indicator corresponds to external localization. People of this type do not see the connection between their actions and events that are significant to them in their lives, do not consider themselves capable of controlling the development of these events, and believe that most of them are the result of chance or the actions of other people.

It is important for an entrepreneur to be closer to the pole of internal self-control. He must realize that external circumstances are only the conditions in which he acts. They may be better or worse, but if he cannot act effectively in them, then this is due to HIS qualities.

Instructions for taking the self-control test

To take the Self-Control Test, answer “yes” or “no” according to whether you agree or disagree with the statements below.

1.Read each statement and decide how well it describes you. Be honest with yourself. Remember that no one can do everything very well, it’s even bad to do everything very well.

• 5 – always;
• 4 – usually;
• 3 – sometimes;
• 2 – rare;
• 1 – never.

4. Some statements may be similar, but no two are exactly alike.

5.Please answer all questions.

Entrepreneurship Test Statements

1. Career advancement depends more on a successful combination of circumstances than on the characteristics and efforts of a person.

2. Most divorces occur because people did not want to adapt to each other.

3. Illness is a matter of chance: if you are destined to get sick, then nothing can be done.

4. People find themselves lonely because they themselves do not show interest and friendliness towards others.

5. Making my dreams come true often depends on luck.

6. It is useless to make efforts to win the sympathy of other people.

7. External circumstances - parents and wealth - influence family happiness no less than the relationship of spouses.

8. I often feel that I have little influence on what happens to me.

9. As a rule, management turns out to be more effective when it fully controls the actions of subordinates, rather than relying on their independence.

10. My grades in stakes often depended on random circumstances, such as the teacher's mood, rather than on my own efforts.

11. When I make plans, in general, I believe that I can implement them.

12. What many people think is luck or luck is actually the result of long, focused efforts.

13. I think that a healthy lifestyle can help your health more than doctors and medications.

14. If people are not suitable for each other, then no matter how hard they try to improve their family life, they still will not be able to.

15. The good things I do are usually appreciated by others.

16. Children grow up the way their parents raise them.

17. I think that chance or fate do not play an important role in my life.

18. I try not to plan too far ahead, because a lot depends on how circumstances turn out.

19. My grades at school depended most on my efforts and degree of preparedness.

20. In family conflicts, I more often feel guilty for myself than for the opposite party.

21. The life of most people depends on a combination of circumstances.

22. I prefer leadership in which I can independently determine what and how I do.

23. I think that my lifestyle is in no way the cause of my illnesses.

24. As a rule, it is an unfortunate combination of circumstances that prevents people from achieving success in their business.

25. In the end, the people who work in it themselves are responsible for the poor management of an organization.

26. I often feel that I cannot change anything in the existing relationships in the family.

27. If I want, I can win over almost anyone.

28. The younger generation is influenced by so many different circumstances that the efforts of parents to raise them often turn out to be useless.

29. What happens to me is the work of my own hands.

30. It can be difficult to understand why leaders act this way and not otherwise.

31. A person who could not succeed in his work most likely did not show enough effort.

32. Most often, I can get what I want from my family members.

33. For the troubles and failures that happened in my life, other people were more often to blame than myself.

34. A child can always be protected from a cold if you look after him and dress him correctly.

35. In difficult circumstances, I prefer to wait until the problems resolve themselves.

44. Most of the failures in my life resulted from inability, ignorance or laziness and depended little on luck or bad luck.

Self-control test result

To determine the result of the self-control test, you need to assign points according to the following scheme.

Points on the scale of subjective internal self-control are awarded

if the answer is “yes” to the following questions:
2, 4, 11, 12, 13, 15, 16, 17, 19, 20, 22, 25, 27, 29, 31, 32, 34, 36, 37, 39, 42, 44.

And if the answer is “no” to the following questions:
1, 3, 5, 6, 7, 8, 10, 14, 18, 21, 23, 24, 26, 28, 9, 30, 33, 35, 38, 40, 41, 43.

Each of these answers is assigned 1 point. The points are summed up. The maximum score is 44. The closer your score is to 44, the higher your level of internal self-control over any significant situations.

Individual lesson on the topic:

"Self-control of behavior."

Event theme: individual lesson on the topic"Self-control of behavior."

Target: Introduce the child to the concept of self-control, identify the characteristics of self-control in a given child, explain the importance of self-control of behavior.

Tasks:

1. Form the child’s correct attitude towards will and self-control.

2.Identify the child’s self-control.

3. Motivate the child to independently develop self-control.

Equipment: Leaves, pens.

Decor: Posters, drawings.

Progress of the lesson:

Preparatory stage.

Conducting the lesson:

Introduction.

Conversation: Characteristics of will.

Volitional personality traits.

Self-control test.

Conclusion.

3. Final stage.

Analysis

1. Introduction.

Directed ethical work, necessarily carried out by the teacher against the background of teaching mental self-regulation, should lay the foundations of morality in students.

Options for forming groups are possible, either only from children or teenagers, or together with their parents. In the latter case, the program is designed for younger children, but parents willingly participate in such activities. One of the advantages of the second option is the emergence of common interests in the family and overcoming its disunity.

Without special medical indications, children and adolescents should not perform exercises with reflexogenic zones of the emotional-volitional sphere (with the exception of the simplest exercises with anahata). The reason is that these exercises are incompatible with drinking alcohol during and after the course of exercise.

The emphasis in the work should not be on obtaining high results, but on broadening their horizons, on broadly informing students in order to help them choose a path in life when they grow up.

Enrich your activities with aesthetics and sports!

1. You can supplement them with choreography, music, photography, painting, tourism, hardening, ecology, literary studies, philosophy - depending on the teacher’s area of ​​competence.

2. It is possible that the use of exercises with reflexogenic zones of the emotional-volitional sphere and other similar techniques by specially trained doctors for the treatment of certain childhood neurological and mental diseases.

3. Children and adolescents most easily master exercises with figurative representations. It is usually more difficult for them to master concentration

4. An interesting positive effect is provided by the presence (but not participation on equal terms) of children in out-of-town classes of groups where their parents study. With an unobtrusive attitude towards them, children turn on an important learning mechanism - imitation.

The problem of WILL, voluntary volitional regulation of behavior and its influence on various human activities has long occupied the minds of scientists.

It is known that human behavior is determined by various physiological and psychological mechanisms. On the one hand, these are unconditional reflex and conditioned reflex mechanisms, and on the other, voluntary control, which is associated not only with physiological, but also with psychological mechanisms. The development and formation of the will and volitional qualities of the individual begins from early childhood. This process is facilitated by many things, many factors influence it - the child’s communication with peers, and the games in which he takes part. Great opportunities for volitional personal development are provided by educational activities.

At the initial stage of school education, educational activity occupies one of the central places in the life and personal development of children; it is the leading type of activity. The child’s psyche and the development of his volitional qualities are not only manifested in activity, but also formed in it. However, in the process of educational activity, not only the volitional sphere of the student is formed, but also the volitional development of the individual has a direct impact on the course of educational activity and on the performance of schoolchildren. The question of the influence of volitional development on the study and performance of schoolchildren is one of the pressing issues of modern educational psychology.

2.Characteristics of will.

In psychological science, will is defined as a property of the human psyche, which manifests itself in active self-determination and self-regulation of one’s activities and behavior in spite of external and internal obstacles, influences and influences. Thanks to the will, a person can, on his own initiative, based on a perceived need, perform actions in a pre-planned direction and with pre-programmed energy. A person can organize and direct his mental activity accordingly. With an effort of will, you can restrain the external manifestation of emotions or even show the opposite. Overcoming obstacles and difficulties is associated with the so-called. by volitional effort, i.e. a special state of neuropsychic tension that mobilizes a person’s physical, intellectual and moral strength.

The nature of the human will . Volitional actions are determined by external objective circumstances, in particular the conditions, lifestyle and activity of a person. These influences can be distant and indirect and, as a result, are not always realized, which sometimes creates the illusion of the absolute arbitrariness of human actions. Free will does not lie in an imaginary independence from the laws of nature and the laws of social development, but in the ability, based on knowledge of these laws, to use them for certain purposes. However, a person’s volitional activity, being objectively conditioned, is not understood as a fatal adherence to external circumstances, supposedly freeing a person from responsibility for his actions. It is possible to correctly understand and evaluate a person’s volitional action only if not only the goals, but also the motives of the action are known, since the same act, depending on this, can have different moral characteristics.

The human will is characterized by various qualities : purposefulness, determination, perseverance, endurance (self-control), discipline, courage, courage, etc. Will plays a crucial role in the structure of character, being, in a certain sense of the word, its “core”.

3.Volitional personality traits.

The manifestation of will in various specific situations and in various types of activity allows us to talk about the volitional qualities of a person.

The innate component is the ability determined by natural inclinations, and the acquired component is the human experience: his skills and knowledge associated with self-stimulation, the formed motive for achievement, the formed volitional attitude not to give in to difficulties, which becomes a habit with repeated successful overcoming of such difficulties. The manifestation of each volitional quality depends on both one and the other component, i.e. This is both the realization of the ability to exert volition and the ability to demonstrate it.

Patience is understood in psychology as a one-time long-term counteraction to unfavorable factors (mainly physiological conditions) that cause fatigue, hypoxia or feelings of hunger, thirst, and pain. The duration of volitional activity depends on the energy of the activity: the stronger the need and the greater the body’s energy resources, the longer a person can maintain volitional tension.

Tenacity and stubbornness . Psychologists understand perseverance as the desire to achieve “here and now,” i.e. momentary, desired or necessary, including success in activity, despite existing difficulties and failures.

Persistence, according to the definition of the famous scientist V.K. Kalina is an emotional-volitional quality in which emotional and volitional components at different stages of activity can be presented differently.

Independence and initiative . Independence is defined as the ability to carry out any activity without outside help. It manifests itself in independent decision-making, implementation of what is planned, self-control, and taking responsibility for the actions of others. Independence as a strong-willed trait is already inherent in preschoolers, however, the motives for its manifestation in children of different ages are different.

Initiative is manifested in such actions of schoolchildren or their groups that served as the beginning of a new movement or change in forms of activity. In moral terms, initiative is characterized by social courage and the absence of fear of taking responsibility for the action being performed.

Discipline and organization . Disciplined behavior presupposes adherence to routine, organization, and consistency. Disciplined behavior leads to the formation of discipline as a personality trait, which is based on the desire and ability to manage one’s behavior in accordance with assigned tasks.

Diligence - this is the desire to do some work, task well and conscientiously. On the one hand, diligence clearly shows a motivational and moral element: the student’s desire to do the work, the desire to show himself, the desire not to disgrace himself, to treat the assigned work honestly, etc.

Energy is defined as the ability, through volitional effort, to quickly raise activity to the required level, up to the highest.

Heroism and courage .

Integrity is a personality property that seems to be a reflection of a person’s ideological nature. A person who firmly (strictly) and consciously adheres to any principles is considered to be principled, i.e. views, ideas, beliefs that determine the norm of his behavior. The basis for such firmness of views and convictions can be confidence in one’s rightness, in the justice of one order or another.

A noticeable development of the will is observed in adolescence, when there is a significant increase in the conscious attitude towards reality, teaching, an increase in the motives of society, order (a sense of duty, responsibility).

To correct indiscipline, the teacher can take the following measures: :

1. Involving unruly students in various types of socially useful activities, taking into account their interests and values, giving the assigned task significance for the entire team, and not just for a particular student.

2. Giving undisciplined students the initiative in some socially useful matters.

3. Strengthening self-confidence in undisciplined students.

4. Using methods of persuasion, encouragement, public approval, tact, and trust.

5. Using public opinion of the class against malicious violators of discipline.

Development of student independence. The development of independence goes through a number of stages. At the first stage, independence is manifested only in the execution of what was planned only by the teacher or the teacher together with the students. At the second stage, independence is manifested not only in performance, but also in self-control. At the third stage, they are joined by the possibility of independent planning of activities. At the fourth stage, creative initiative appears, i.e. independence in setting a goal, choosing ways to achieve it, and taking responsibility for carrying out a task.

4. Self-control test.

Questionnaire to identify the severity of self-control in the emotional sphere, activity, behavior (social self-control) G.S. Nikiforov, V.K. Vasiliev, S.V. Firsova.

Instructions:

Now I will read to you a series of questions that you will need to answer. There can be no right or wrong answers here. People are different, and everyone can express their opinion. At the top of the sheet, write your grade, age, gender, first name, and the beginning of your last name. When answering each question, you will have to choose one of the three answers offered to you, the one that most closely matches your views and actions. If something is not clear to you, ask.

1. You don’t need to spend a lot of time thinking about your answers. Give the answer that comes to your mind first.

2. Try not to resort too often to intermediate answers like: “I don’t know”, “something in between”, while choosing the option that suits you most.

3. Be sure to answer the questions in a row, without missing anything.

4. Answer honestly and sincerely. Do not try to make a good impression with your answers (the answers can only be deciphered using a special key that only we know, and the answers to each question will not be considered at all, we are only interested in general indicators), they (your answers) must correspond to reality , this will greatly help us in our work. Thank you in advance for your help.

Test material:

1. I am considered a hot-tempered, uncontrollable person:

a) yes (0)

b) not sure (1)

c) no (2).

2. I give up my seat in public transport to elderly people and passengers with small children:

a) in any case (2)

b) sometimes (1)

c) only if they insist on it (0).

3. I tend to monitor the manifestation of my feelings:

a) always (2)

b) sometimes (1)

c) rarely (0).

4. If something in the received task remains unclear to me, I:

a) I always clarify all ambiguities before completing the task (2)

b) I do this sometimes (1)

c) I clarify any ambiguities along the way (0)

5. I check my actions while working:

a) constantly (2)

b) from case to case (1)

c) rarely (0)

6. Before putting forward any argument, I prefer to wait until I am convinced that I am right:

a) always (2)

b) usually (1)

c) only if appropriate (0)

7. I believe that each specific situation requires a certain style of clothing:

a) agree (2)

b) partly (1)

c) disagree (0)

8. I usually express my opinion after those older in age and position:

a) yes (2)

b) not always (1)

c) no (0)

9. I like work that requires conscientiousness and precise skills:

a) yes (2)

b) something in between (1)

c) no (0)

10. If I blush, I always feel it:

a) yes (2)

b) sometimes (1)

c) no (0)

11. While working, I try to check the correctness of its execution:

a) always (2)

b) from case to case (1)

c) only when you are sure that you made mistakes (0)

12. If I have doubts about whether I correctly understood the meaning of the official text I read, then I:

a) I re-read the unclear place in the text (2)

b) I do this sometimes (1)

c) I don’t give any importance to this, I move on to the next stage of work (0)

13. At the end of work, I put my workplace in order and prepare it for the next working day:

a) usually (2)

b) sometimes (1)

c) rarely (0)

14. I am a rather demanding person and always insist that everything is done as correctly as possible:

a) yes (2)

b) something in between (1)

c) no (0)

15. In my actions, I always try to carefully adhere to the rules of behavior accepted in society:

a) yes (2)

b) not sure (1)

c) no (0)

16. I am not rude even with those people who are very unpleasant to me:

a) true (2)

b) not always (1)

c) false (0)

17. If when reading the instructions I encounter any ambiguities, then I:

b) I do this sometimes (1)

c) trying to figure them out (2)

18. I often get angry with people too quickly:

a) yes (0)

b) sometimes (1)

c) no (2)

19. In public places I try not to speak loudly:

a) I always follow this rule (2)

b) sometimes I follow this rule (1)

c) I rarely follow this rule (0)

20. Errors in completed work should be corrected:

a) only in cases where someone points them out (0)

b) something in between (1)

c) I don’t wait for others to point them out (2)

21. When I am very worried about something, I stop monitoring my actions:

a) almost always (0)

b) sometimes (1)

c) rarely (2)

22. When I plan my activities, I allow time for checking the work done:

a) always (2)

b) sometimes (1)

c) rarely (0)

23. When completing a task, I am satisfied only when due attention is paid to all the details:

a) correct (2)

b) not sure (1)

c) incorrect (0)

24. When speaking in front of an audience, I try to watch my voice and gestures:

a) always (2)

b) sometimes (1)

c) rarely (0)

25. I don’t start work until I’m convinced that everything necessary for this is already in its usual place:

a) usually (2)

b) sometimes (1)

c) rarely (0)

26. When leaving home, I am not in the habit of checking whether I have turned off the light, gas, iron, iron and water:

a) agree (0)

b) not sure (1)

c) disagree (2)

27. In communication I:

a) I freely express my feelings (0)

b) something in between (1)

c) I don’t express my feelings (2)

28. If I unwittingly violated the rules of behavior while in society, then I soon forget about it:

a) yes (0)

b) something in between (1)

c) no (2)

29. Sometimes people tell me that my voice and mannerisms show excessive excitement:

a) yes (0)

b) not sure (1)

c) no (2)

30. I keep my room tidy, all things are always in their place:

a) yes (2)

b) something in between (1)

c) no (0)

31. I am a punctual person and am usually not late for anything:

a) true (2)

b) not always (1)

c) false (0)

32. On the spur of the moment, I rarely say things that I later regret:

a) correct (2)

b) not sure (1)

c) incorrect (0)

33. I am told that when I talk too enthusiastically about something, my speech becomes somewhat confusing:

a) true (0)

b) partly (1)

c) false (2)

34. I eat with such pleasure that I am not always neat like others:

a) correct (0)

b) not sure (1)

c) wrong (2)

35. When I'm upset, I make sure to hide my feelings:

a) correct (2)

b) something in between (1)

c) incorrect (0)

36. When talking I prefer:

a) express thoughts as they come to my mind (0)

b) something in between (1)

c) first formulate a better thought (2).

Interpretation:

About the severity of the tendency toself-control in the emotional sphere The answers to points indicate: 1,3,10,18,24,27,29,32,33,35.

About the severity of the tendency toself-control in activities : 4,5,9,11,12,13,14,17,20,22,23,25. At the same time, 4,12,25 are aimed at identifying the degree of severitypreliminary control , and 5, 11, 23 –current , i.e. self-control already included in the process D.

About the severity of the tendency tosocial self-control behavior : 2, 6, 7, 8, 15, 16, 19, 26, 28, 30, 31, 34, 36.

The degree of severity of the tendency to self-control (by type and general) is determined by the amount of points scored (in accordance with the scores for each answer - from 0 to 2).

Social self-control – this is a combination of emotional, communicative, behavioral and activity (self-control in activity) self-control.

Self-control in the emotional sphere - It is a person's ability to keep emotions under control and restrain negative actions when faced with resistance or hostility from others or when working under stressful conditions.Emotional self-control is considered as a component of a higher level construct in the hierarchy of personality constructs - adaptability (adaptability)

Self-control in activities - a penchant for organizational activities and achieving success in those professions that require objectivity, determination, and balance. Determines the severity of the volitional characteristics of the individual. This factor is one of the most important for predicting the success of activities. It is positively related to the frequency of being chosen as a leader and the degree of activity in solving group problems. High discipline, focus, strong will, ability to control one’s emotions and behavior, conscientiousness, tendency to observe etiquette. In order to meet such standards, an individual is required to make certain efforts, have clear principles, beliefs and take into account public opinion.

Self-control in behavior - if a person was able to change his behavior here and now, but this applies only to a specific situation, this is a situational change in his own behavior. If he has changed his behavior in general, fundamentally, and this change is long-lasting and concerns a large number of significant situations, then we are talking about self-control of behavior.

The behavior of an individual with a pronounced ability for self-control is characterized by the following features.

– The ability to maintain a calm state, smooth, restrained social relationships and a calm environment when solving any, even complex problems.

– The ability to effectively manage your emotions.

– Ability to effectively manage the emotions of others.

5. Conclusion.

Will in psychology is defined as a person’s ability to act towards achieving a consciously set goal, while overcoming external and internal obstacles. If necessary, a strong-willed person knows how to abandon an intended or ongoing action if it no longer meets the changed circumstances. Such a person also has the ability, if necessary, to refrain from one or another action.

Overcoming obstacles and difficulties is associated with the so-called. by force of will

The volitional sphere of personality is revealed in volitional qualities. All volitional qualities of a person are divided into two large classes: volitional qualities themselves (simple qualities) and moral-volitional qualities (complex). In turn, volitional qualities themselves are divided into two groups. The first group includes volitional qualities associated with the individual’s determination (patience, perseverance, perseverance), and the second group includes volitional qualities that characterize self-control (restraint, courage, determination, etc.).

The volitional qualities of an individual are formed in the process of a person’s entire life activity, including educational activities. In turn, the volitional qualities of schoolchildren influence their educational activities and academic performance.

Literature.

1. Stolyarenko L.D. Pedagogical psychology. - Rostov-on-Don: Phoenix, 2006. - 542 p.

2. Modern dictionary of pedagogy / Comp. Rapatsevich E.S. - Mn.: “Modern Word”, 2001. - 928 p.

3. Reader on psychology. / Ed. A.V. Petrovsky. - M.: Education, 1987. - 447 p.

Methodology of "transactional analysis of COMMUNICATION"

A transaction is a unit of an act of communication during which interlocutors, who are in one of the three states of “I,” exchange a pair of remarks. When addressing another person, we usually choose for ourselves and our interlocutor one of three possible states of our “I”: the state of Parent, Adult or Child.

Practical exercises and situations

From the following qualities and character traits, determine those that are inherent in you: easy to make acquaintances, polite, does not like people,

talkative, rude, lonely, strives to command, overly arrogant, easily adapts to circumstances and situations, ill-mannered, uncompromising, frank, reserved, decisive, optimistic, self-confident, balanced, selfish shy, calm, democratic in relationships, principled, impatient, confiding. Evaluate yourself objectively, trying in the future to get rid of undesirable character traits and affirm only those that are necessary for you.

From the following qualities and character traits, ask your friends to identify those that are typical for you: easy to make acquaintances, polite, does not like people, talkative, rude, lonely, strives to command, overly arrogant, easily adapts to circumstances and situations, ill-mannered, uncompromising, frank, reserved, decisive , optimistic, self-confident, balanced, selfish, shy, calm, democratic in relationships, principled, impatient, trusting. Compare their assessment with yours, try to get rid of undesirable traits.

Think: 3 what does your worldview credo consist of? What's stopping you from becoming the best? What would you like to change in your life and why: move to another job, change your social circle, family relationships? Where do you feel better and why: in your family, with friends, at work? Who do you spend your free time with most often: with family members, friends, alone? What do you accept in yourself and why: constant duality, inability to contact others, lack of demands and adherence to principles? What do you value about yourself and why? What do you value in friends and why? Or do you criticize your views and actions? Planning your work? Are you able to implement your plans?

A person, speaking the first phrase, sets the tone of the conversation by involuntarily choosing the appropriate state of “I” for himself and his interlocutor.

Transactional analysis of communication will give you the opportunity to master the intricacies of business communication: more accurately grasp the hidden meaning of what is said, become the initiator of communication, and avoid tactical and strategic mistakes in contact.

These three “I” accompany us throughout our lives. A mature person skillfully uses different forms of behavior to make them appropriate. Self-control and flexibility help him return to an “adult” state in time, and distinguishes a mature personality from a young person, even at an age.

Try to evaluate how these three “I”s combine in your behavior. To do this, rate the given statements on a scale from 0 to 10.

1. Sometimes I lack endurance.

2. If my desires interfere with me, then I know how to suppress them.

3. Parents, as older people, should arrange the family life of their children.

4. I sometimes exaggerate my role in certain events.

5. It is difficult to deceive me.

6. I would like to be a teacher.

7. Sometimes I want to play like a little kid.

8. I think that I correctly understand all the events that are happening.

9. Everyone must do his duty.

10. I often do things not as I should, but as I want.

11. When making a decision, I try to think through its consequences.

12. The younger generation should learn from the elders how they should live.

13. I, like many people, am vulnerable.

14. I will be able to see more in people than they say about themselves.

15. Children must unconditionally follow the instructions of their parents.

16. I am a passionate person.

17. My main criterion for assessing a person is objectivity.

18. My views are unshakable.

19. It happens that I do not concede in an argument only because I do not want to concede.

20. Rules are justified only as long as they are useful.

21. People must follow all rules regardless of the circumstances.

Calculate separately the sum of points for the rows of the table:

Place the corresponding symbols in descending order from largest to smallest. If you get the formula DOR.D.B., then this means that you have a developed sense of responsibility, are impulsive and spontaneous, and are not prone to teaching. You can only wish that you retain these qualities in the future. They will help in any matter related to communication, teamwork, and creativity.

It’s worse if B comes first. Categoricality and self-confidence are contraindicated, for example, for a teacher, an organizer, in a word, for anyone who mainly deals with people and not with machines.

Combination B.D.DOR. Time can make life difficult for the owner of such a characteristic. The “father” cuts the “truth” with childish spontaneity, without doubting anything and not caring about the consequences. But there is no particular reason for despondency here either. If you are not interested in organizational work, noisy companies, and you prefer to be alone with a book, drawing board or sketchbook, then everything is in order. If not, and you want to move your B to second or even third place, then this is quite possible. Communication training groups organized by professional psychologists in many cities will also help you.

D. at the head of the priority Formula is a completely acceptable option, say, for scientific work. Einstein, for example, once jokingly explained the reasons for his scientific successes by saying that he developed slowly and thought about many questions only when people usually stopped thinking about them. But childish spontaneity is good up to certain limits. If she begins to interfere with business, then it’s time to take control of your emotions.

DIAGNOSTICS OF THE LEVEL OF FORMATION AND MANIFESTATIONS OF PERSONALITY’S COMMUNICATIVE COMPETENCE

According to the above-developed idea of ​​a person’s communicative competence, we offer tests for diagnosing its various manifestations.

Diagnostics of the general level of communication skills

(according to V.F. Ryakhovsky)

Instructions. For each answer “yes” 2 points are awarded, “sometimes” - 1 point, “no” - 0 points.

Questionnaire

1. You are expecting a regular business meeting. Or does it take you out of your usual rut?

2. Do you put off visiting a doctor until you can no longer endure it?

3. Do you feel dissatisfied or embarrassed when asked to give a report or report on an occasion?

4. You have the opportunity to go on a business trip to a city where you have never been before. Or will you make every effort to avoid this trip?

5. Do you like to share your experiences with others?

6. Does a stranger’s request (show the way, tell the time, answer some question, etc.) irritate you?

7. Do you believe in the existence of the problem of “fathers and sons” and that it is difficult for people of different generations to understand each other?

8. Would you mind reminding a friend that he forgot to return the 10 hryvnia that you lent him a few months ago?

9. The cafe served you poor quality food. Or will you remain silent, only pushing your plate away with displeasure?

10. In a one-on-one situation with a stranger, you will not start the conversation yourself and you will not like it if she speaks first. Is it so?

11. You are horrified by any long line (in a store, library, cinema box office, etc.). Is it easier for you to give up your intention than to stand in the back and languish in anticipation?

12. Are you afraid to participate in resolving a conflict situation?

13. You have your own, purely individual criteria for evaluating works of literature, art, culture, and do not accept any “other people’s” thoughts on this matter. This is true?

14. Having heard somewhere in an informal situation (“on the sidelines”) a clearly erroneous point of view on a question well known to you, are you most likely to remain silent?

15. Do you feel dissatisfied when you ask your friends to help you understand some problem or educational topic?

16. Is it easier for you to formulate your point of view (opinion, assessment) in writing than in oral form?

Data Processing “Determine the total score you scored on the test.

Interpretation of results.

32-30 pain. You are uncommunicative, and this is your problem, since it is you who suffer from this in the first place. However, it’s not easy for loved ones either. You are difficult to rely on in a task that requires group effort. Try to be more sociable, control yourself.

29-25 pain. You are reserved, taciturn, prefer to be alone, and therefore you probably have few friends. A new job and the need for new contacts, if they do not lead you to panic, then throw you out of balance for a long time. You know this feature of your character and are often dissatisfied with yourself. However, do not limit yourself to just this, since it is up to you to change these character traits. Doesn’t it happen that when you become very passionate about something, you “unexpectedly” become relaxed and sociable? You just have to try.

24-19 points “You are sociable to a certain extent, you feel quite confident in familiar surroundings. New problems do not frighten you, however, you get along with new people cautiously, and are reluctant to participate in arguments and debates. Sometimes your statements contain too much sarcasm without any reason reasons All these shortcomings are in your control.

18-14 points. Your communication skills are normal. You are inquisitive, willingly listen to an interesting interlocutor, patient enough in communicating with others, and defend your position without unnecessary irascibility. You go to meet new people without any unpleasant experiences. At the same time, you do not like noisy companies, extravagant antics and verbosity - all this irritates you.

13-9 points. You are very sociable (at times, perhaps even too much), interested, talkative, and like to speak out on various issues, which sometimes irritates others. You willingly meet new people and do not refuse anyone’s requests, although you cannot always fulfill them. It happens that you lose your temper, but quickly move away. What you lack is perseverance, patience and courage when faced with serious problems. If you want, however, you can force yourself not to retreat.

8-4 points. Sociability flows out of you. You are always aware of everything. Love to take part in all discussions, although serious topics may cause you boredom. You are willing to express yourself, even if your understanding of the problem is more than superficial. Everywhere you feel at ease. You take on any task, although you are not always able to successfully complete it. For this reason, people treat you with some apprehension and doubt. Think about it.

With a point or less. Your communication skills are painful. You are talkative, verbose, interfere in matters that have nothing to do with you, and undertake to judge problems in which you are completely incompetent. Through the CA you are often the cause of all sorts of conflicts. You need to engage in self-education.

Diagnostics of the need for communication

(according to Yu.L. Orlov)

Instructions: Answer “yes” or no “to the following statements.

Questionnaire

1. I enjoy participating in various celebrations.

2. I can tone down my desires if they conflict with the wishes of the participants.

I am pleased to show commitment to someone.

I'm more focused on gaining influence than friendship.

I feel that I have more rights than responsibilities towards my friends.

When I learn about my friend's success, for some reason my mood worsens.

To be satisfied with myself, I must help someone with something.

My worries disappear when I am among my colleagues.

9. My comrades are a little boring to me.

10. When I do a bad job, the presence of people irritates me.

Pressed against the wall, I tell only that part of the truth that, in my opinion, does not harm my friends or acquaintances.

In a difficult situation, I think not so much about myself, but about a loved one.

Troubles with friends make me feel so bad that I might get sick.

I enjoy helping my friends, even if it causes me significant trouble.

Out of respect for my friend, I can agree with his opinion, even if he is wrong.

I like adventure stories better than love stories.

17. Scenes of violence in films are disgusting to me.

18. When I am alone, I feel more anxious and tense; I am never among people.

I believe that the main joy in life is communication.

I feel sorry for abandoned dogs and cats.

I prefer to have fewer friends, but closer ones.

I love being among friends.

I have been going through quarrels with loved ones for a long time.

I have more close people than many others.

I have a greater desire for achievement than for friendship.

I trust my own intuition and imagination in looking at people more than other people's judgments about them.

I give more importance to material well-being and prestige than to the joy of communicating with people I like.

I sympathize with people who don't have close friends.

As for me, people are often ungrateful.

I love stories about selfless friendship and love.

I can sacrifice everything for a friend.

As a child, I was part of one “close” company.

If I were a journalist, I would like to write about friendship.

Processing and interpretation of results. For each answer that matches the key, one point is awarded. Key:

Answers "yes" to statement 1, 2,7, 8, 11, 12,13, 14,17,18,19,20, 21,22,23,4,26,28, 30, 31, 32, 33.

The answers are “no” to statement 3,4,5,6,9,10,15,16,25,27,29.

The total score is determined. The higher the score, the greater the need for communication.

Diagnosis of emotional barriers in interpersonal communication

(according to V.V. Boyko)

Instructions. Read the following statements and answer them “yes” or “no”.

Questionnaire

Usually at the end of the working day, fatigue is noticeable on my face.

It happens that when I first meet, emotions prevent me from making a more favorable impact on my partners (I get lost, embarrassed, withdraw into myself, or, conversely, I talk a lot and behave unnaturally).

When communicating, I often lack emotionality and expressiveness.

Perhaps I am being overly strict by those around me.

In principle, I am against demonstrating politeness if you don’t want to.

I usually know how to hide outbursts of emotion from others.

Often, when communicating with others, I continue to think about my own.

It happens that I want to express emotional support to my friend (attention, sympathy, empathy), but he does not feel it, does not perceive it.

Often there is concern in my eyes or in my facial expression.

In business communications, I try to hide my sympathies for my partners.

All my unpleasant experiences are usually “painted” on my face.

If I get carried away in a conversation, then my facial expressions become overly eloquent and expressive.

Perhaps I am a little emotionally constrained.

I am usually in a state of nervous tension.

I generally feel uncomfortable shaking hands in a business setting.

Sometimes people close to me tell me: relax your facial muscles, don’t curl your lips, don’t wrinkle your face, and the like.

When talking, I gesticulate excessively.

In a new situation, it is difficult for me to be relaxed and natural.

Perhaps my face often expresses sums or concern, although my soul is calm.

It is difficult for me to make eye contact when communicating with someone I don’t know well.

If I want, I can always hide my dislike for a bad person.

I often find myself having fun for no reason.

It is very easy for me to depict, at my own request or at the request of others, different facial expressions: sadness, joy, fear, despair, etc.

I was told that my gaze was difficult to maintain.

Something prevents me from showing warmth and sympathy to a person, even if I feel these feelings for her.

Data processing. Summarize your self-assessment using the key provided (1 point for each match between your answer and the key below).

Inability to manage emotions and dose them (answers “yes” to questions 1, 11, 16 and “no” to questions 6.21).

Inappropriate expression of emotions (answers “yes” to question 7, 12, 17, 22 and “no” to question 2).

Inflexibility and inexpressiveness of emotions (answers “yes” to question 3,8,13,18 and “no” to question 23).

Dominance of negative emotions (answers “yes” to question 4, 9, 14, 19, 24).

Reluctance to get close to people on an emotional basis (answers “yes” to question 5,10, 15,20, 25).

Data interpretation. Calculate your total points. It can range from 0-25. The higher the score, the more obvious your emotional problems are in everyday interactions. However, if you scored very few points (0-2), then this indicates either your insincerity in your answers, or that you know yourself too little. If you scored no more than 5 points, then emotions, as a rule, do not interfere with your communication with others; 6-8 points - you have some emotional problems in everyday communication; 9-12 points - evidence that your “daily” emotions to a certain extent make it difficult to interact with people; 13 points or more - emotions are harmful to establishing contacts with them; perhaps you have some disorganizing reactions or states.

Pay attention to whether you have specific “interference” (these are those parameters for which you scored 3 or more points).

Diagnosis of typical behavior in conflict situations

(using Thomas test)

Instructions. To identify dominant styles of behavior in a conflict situation, you should fill out a questionnaire consisting of a set of alternative judgments (a and b). In each case, you should carefully read them and choose the one that best suits the way you usually act.

Questionnaire

1. a) sometimes I allow others to take responsibility for resolving an issue, which causes a dispute;

b) instead of discussing where our positions do not coincide, I try to pay attention to what we both agree on.

2. a) I try to find a compromise solution;

b) I try to resolve the situation taking into account the interests of the other person and my own.

3. a) as a rule, I persistently achieve my goals,

b) sometimes I sacrifice my own interests for the sake of the interests of another person.

4. a) I try to find a compromise solution;

b) I try not to hurt the feelings of another person, not to offend her.

5. a) when resolving a controversial situation, I always try to find support from another person;

6. a) I want to avoid troubles for myself;

7. a) I try to postpone the resolution of a controversial issue in order to resolve it finally in due time;

b) I consider it possible to give in on something in order to achieve my goal in another.

8. a) as a rule, I persistently achieve my goals,

b) first of all, I want to identify all controversial issues and interests that are affected.

9. a) I think that there is no need to always worry about disputes that arise;

b) I try to achieve my goal.

10. a) I firmly want to achieve my goal;

b) I'm trying to find a compromise solution.

11. a) first of all, I want to identify all controversial issues and affected interests;

b) I try to reassure the other and, above all, preserve our relationship.

12. a) I often avoid taking a position that could cause a dispute;

13. a) I offers something in between;

b) I insist that everything be done my way.

14. a) I tell the other person about my point of view and ask what he thinks about this;

b) I am trying to show the other the logic and advantage of my position.

15. a) I try to reassure the other and, above all, preserve our relationship;

b) I try to do everything to avoid unnecessary tension in relationships.

16. a) I try not to hurt the feelings of another person, not to offend her,

b) as a rule, I try to convince the other person of the advantages of my position.

17. a) I try to achieve my goal;

b) I try to do everything to avoid unnecessary tension in relationships.

18. a) if it is very important for another person, I will let her insist on her opinion;

b) I give the other person the opportunity to remain unconvinced in some way if she meets me halfway.

19. a) first of all, I want to identify all controversial issues and interests involved;

b) I try to postpone the resolution of a controversial issue in order to resolve it finally in due time.

20. a) I try to immediately overcome our differences;

b) I try to find the best combination of losses and achievements for both of us.

21. a) I try to be attentive to the interests and words of another;

b) I am always inclined to directly discuss the problem.

22. a) I try to find an average position between mine and the one occupied by another person;

b) I defend my position.

23. a) as a rule, I try to satisfy the desires of each of us;

b) sometimes I let others take responsibility for

resolving the issue that is causing the dispute.

24. a) if his position is very important for another, I try to meet him;

b) I try to persuade the other person to compromise.

25. a) I am trying to convince another that I am right;

b) I try to be attentive to the other’s arguments and take into account his position.

26. a) I offer, as a rule, a middle position;

b) I almost always try to satisfy the interests of each of them

27. a) as a rule, I try to avoid disputes;

b) if his position is very important for another, I try to meet him.

28. a) I try to achieve my goal;

b) after settling the situation, I usually try to find support from someone else.

29. a) I propose a middle position;

b) I think that you shouldn’t always worry about disputes.

30. a) I try not to hurt the feelings of another person, not to offend her,

b) I always try to take such a position in a dispute so that we

both succeeded.

Data processing and interpretation.

The methodology distinguishes five possible styles of individual behavior in a conflict situation, namely:

competition - when a person actively pursues his own goal and tries to satisfy his own interests at any cost, ignoring the goals and interests of another person;

cooperation - when partners strive to find a solution to a problem in which the goal will be achieved and everyone’s needs will be satisfied;

compromise - when partners try to find a satisfactory balance of their interests and needs;

avoidance - when a person refuses interaction, seeing the futility of his efforts or postponing interaction until better times;

adaptation - when a person tries to create conditions for his partner to satisfy his needs and achieve his goals.

Key to the questionnaire:

competitions - For, 66, 8a, 96,10a, 136, 146,166, 17a, 226,25a, 28a;

cooperation - 26.5, 86.11 a, 14a, 19a, 20a, 216.23a, 266,286,306;

compromise - second, 4a, 76,106,126, and for, 186, 206,22a, 246,26a, 29a;

avoidance - 1a, 56.7, 9a, 12a, 156, 176,196.21a, 236.27a, 296;

devices - 1 b, 36.46, alas, 11 b, 15a, 16a, 18a, 24a, 256,276,30a.

If the selected answer matches the key, the respondent receives one point. Then we find the sum of points for each of the possible behavior options in a conflict situation. The obtained quantitative indicators are compared with each other to identify the dominant tendencies of human behavior in a conflict situation.

Or are you being indoctrinated?

It’s easy to convince you, you easily accept suggestions, you’re quite optimistic - we think this test will help you find out all this:

1. After each new message about any new diet or rational lifestyle, you:

a) immediately review or even change your lifestyle and diet;

b) you think about what you might need from this;

c) you never pay attention to it (in your opinion, humanity has survived because you never thought about it).

2. If you have a rash on your face or you hurt your face while shaving, you:

a) do not leave the house until the face heals, so it seems to you that
if you come out looking like this, everyone will pay attention to you;

b) You try to hide it in some way, and if you meet someone you know, you immediately explain what happened to you;

c) You will not pay attention to this; the interest of outsiders does not bother you.

3. If you felt that someone was following you and was almost stepping on your heels, you:

a) speed up your pace;

b) You don’t care, but out of curiosity you look around and see who it is.

4. You need to make a decision, and you:

a) don’t talk to others because you are afraid to receive conflicting advice that will lead you astray;

b) looking for advice, but in the end doing it your own way;

c) listen only to yourself.

5. You feel a little sick, but don’t see a doctor:

a) there are a lot of sick people there who will talk about their ailments, and this annoys you;

b) you simply don’t have time for this. You are sure that it will go away on its own;

c) the doctor may tell you something unpleasant.

6. If at your new place of work (study) everyone suddenly begins to say that you are a very nice person, but at your previous place you had problems communicating with people, then you think that:

a) new colleagues (students) are right, in your old place they simply failed you;

b) they are less demanding;

c) they are calmer and have a philosophical attitude towards everything.

7. You go to the theater or cinema immediately as soon as you understand that the hero is for whom:

a) looks like you, he has the same problems and you are interested in how he will solve them;

b) the hero and circumstances are not at all similar to yours, so all this is interesting for you to compare with yourself;

c) You watch films and plays with equal pleasure, without comparing the characters to yourself.

8. If they say that your work has not improved recently, then:

a) it seriously traumatizes you, you begin to work even worse;

b) You yourself do not notice such a decline in your work, so you think that they want to confuse you;

c) You yourself are trying to determine the level of your work and conclude that although it is not perfect, you work with interest and are no worse than others.

9. If a taxi driver looks at you with poorly concealed annoyance, then you:

a) decide that he may be a person who is always dissatisfied with everything;

b) perhaps he was very tired;

c) decide that he just didn’t like you.

10. As soon as you remember your grandparents, with whom you do not live together, or your parents, then:

a) You see the arrangement of rooms and objects in their house;

c) First of all, you remember the smell in their house; you almost “feel” it.

If your answers comprised only group “a” and “b”, then it can be noted that you are a fairly calm, optimistic person, and not devoid of an appropriate level of self-criticism. You are able to react to changes, but first you carefully think about them and discuss them. You are subjected to suggestion primarily in relation to those things that interest you most.

If your answers contain most (or even all) “v”s, then you are probably too arrogant and often stubborn. You take many important things too lightly.

The child is asked to perform a series of sequential actions in a relaxed manner, but slowly and clearly.

Instructions: “Sit at that table (indicate which one), take a pencil, a sheet of paper, draw a person, then put the pencil back, and take the drawing with you and come back to me.”

You can repeat the instructions again, after which the child is asked to reproduce it and begin to act. Instructions are given only before completing the task; no hints or comments are allowed during the execution of the actions. Only those mistakes made by the child that he did not notice and did not correct are recorded.

Completion Rating:

No errors – 3

1 error – 2

2 or more errors – 1

Didn't complete the task at all - 0

This test allows us to identify the child’s ability to understand, accept and retain a task, which is one of the main indicators of the child’s readiness for systematic learning. At the same time, the “Human Figure” drawing can be analyzed as an additional indicator of the level of general mental development of the child.

16. Aggression Test “Child’s level of aggressiveness”

Study of a child's level of aggressiveness.

Each positive answer to each of the proposed statements is worth 1 point.

1. At times it seems that he has been possessed by an evil spirit. 2. He cannot remain silent when he is dissatisfied with something. 3. When someone does him harm, he always tries to repay the same. 4. Sometimes he feels like cursing for no reason. 5. It happens that he breaks toys with pleasure, breaks something, guts it. 6. Sometimes he insists on something so much that others lose patience. 7. He doesn't mind teasing animals. 8. It’s difficult to argue with him. 9. He gets very angry when he thinks that someone is making fun of him. 10. Sometimes he has a desire to do something bad, shocking others. 11. In response to ordinary orders, he strives to do the opposite. 12. Often grouchy beyond his age. 13. Perceives himself as independent and decisive. 14. Likes to be the first, to command, to subjugate others. 15. Failures cause him great irritation and a desire to find someone to blame. 16. Easily quarrels and gets into fights. 17. Tries to communicate with younger and physically weaker people. 18. He often has bouts of gloomy irritability. 19. Does not consider peers, does not yield, does not share. 20. I am confident that he will complete any task better than anyone else. A positive answer is scored 1 point. Indicators: High aggressiveness - 15-20 points. Average aggressiveness -7-14 points. Low aggressiveness -1-6 points. 17. Temperament

Studying a schoolchild's temperament by observation

Target: determination of the temperamental characteristics of a primary school student.

Observation plan

1. How to behave in a situation where you need to act quickly:

a) is easy to put into operation;

b) acts with passion;

c) acts calmly, without unnecessary words;

d) acts timidly, uncertainly.

2. How does he react to the teacher’s comments:

a) says that he will not do this again, but after a while he does the same thing again;

b) is indignant at being reprimanded;

c) listens and reacts calmly;

d) is silent, but offended.

3. As he speaks with comrades when discussing issues that concern him very much:

a) quickly, eagerly, but listens to the statements of others;

b) quickly, with passion, but does not listen to others;

c) slowly, calmly, but confidently;

d) with great anxiety and doubt.

4. How to behave in a situation when you have to take a test, but it is not finished; or the test is passed, but it turns out that a mistake was made:

a) reacts easily to the situation;

b) is in a hurry to finish the work, is indignant about mistakes;

c) decides calmly until the teacher takes his work, says little about mistakes;

d) submits the work without talking, but expresses uncertainty and doubt about the correctness of the decision.

5. How does one behave when solving a difficult problem if it doesn’t work out right away:

a) quits, then continues working again;

b) decides stubbornly and persistently, but from time to time sharply expresses indignation;

c) shows uncertainty and confusion.

6. How does he behave in a situation when he is in a hurry to go home, and the teacher or class leader invites him to stay at school to complete some task:

a) quickly agrees;

b) is indignant;

c) stays and doesn’t say a word;

d) shows uncertainty.

7. How to behave in an unfamiliar environment:

a) shows maximum activity, easily and quickly receives the necessary information for orientation, quickly makes decisions;

b) is active in one direction, because of this he does not receive sufficient information, but makes decisions quickly;

c) calmly observes what is happening around him and is in no hurry to make decisions;

d) timidly gets acquainted with the situation, makes decisions uncertainly.

To observe according to this plan, it is advisable to use the diagram (Table 1), marking with a “+” sign the corresponding reactions for each point of the plan.

Scheme for monitoring the temperament of a schoolchild.

The reactions of each point of the plan correspond to temperaments:

a) sanguine;

b) choleric;

c) phlegmatic;

d) melancholic.

Data processing. The number of "+" signs in the lines corresponding to the items is counted. The largest number of “+” signs in one of the items will indicate the approximate temperament of the subject. Since there are no “pure” temperaments, using this scheme it is possible to establish those features of other temperaments that are inherent to a certain extent in the subjects.