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1 NOUVPO University for the Humanities FACULTY OF SOCIAL PSYCHOLOGY EDUCATIONAL AND METHODOLOGICAL COMPLEX OF THE DISCIPLINE "WORKSHOP ON PSYCHODIAGNOSTICS" areas of training profile qualification (degree) forms of education Psychology Social psychology bachelor full-time, part-time Developer Fedorova E. V., Ph.D. psychol. Sciences, Associate Professor Ekaterinburg 2012
2 APPROVED: Vice-Rector for Academic Affairs I.K. Koshcheeva September 14, 2012 AGREED: Dean of the Faculty of Social Psychology E.B. Perelygina September 12, 2012 APPROVED: by the Academic Council of the Faculty of Social Psychology Minutes of meeting 1 dated September 10, 2012 NOUVPO Humanitarian University Fedorova E. V.,
3 The educational and methodological complex of the discipline "Practical work on psychodiagnostics" is compiled in accordance with the requirements of the Federal State Educational Standard for Higher vocational education to the development of the main educational programs of the bachelor's degree in the direction of "Psychology". The discipline refers to the basic part of the professional cycle of the working curriculum. Form of education Academic semester Labor intensity of the discipline Classroom work: (including interactive classes _20_ (hours)) 1: Lectures Practical classes Independent work: current, creative, problem-oriented Type of final control Differentiated full-time credit VI, VII 4 ZET 144 hours, including: 64 hours. 24 hours 40 hours 80 hour VI, VII semesters Form of education Academic semester Labor intensity of the discipline Classroom work: (including interactive classes 10_ (hours)): Lectures Seminars Independent work: current, creative Type of final control Differentiated credit correspondence VI, VII 4 ZET 144 hours. , including: 26 hours. 6 o'clock 20 o'clock 118 hours VII, VIII semesters 1 Classes in an interactive form are calculated in accordance with the requirements of the Federal State Educational Standard and make up at least 20% for bachelor's programs and at least 30% for master's programs. 3
4 I. GENERAL CHARACTERISTICS OF THE DISCIPLINE 1. Requirements for the level of training of students To successfully study the discipline, students must have the following general cultural competencies: the ability and readiness to: mathematical analysis and modeling, standard statistical packages for data processing (OK-5); carrying out bibliographic and information retrieval work with the subsequent use of data in solving professional problems and preparing scientific articles, reports, conclusions, etc. (OK-9); professionally profiled use of modern information technologies and Internet systems (OK-12). professional competencies: possession of basic professional competencies implemented in the course of mastering the disciplines "Introduction to Psychology", "General Psychology", "Mathematical Methods in Psychology", "General Psychological Workshop", " experimental psychology"," Psychodiagnostics "; 2. Requirements for the results of mastering the discipline In the course of studying the discipline, students master the following competencies: general cultural: ability and readiness for: understanding the importance of humanistic values for the preservation and development of modern civilization; improvement and development of society on the principles of humanism, freedom and democracy (OK-1); knowledge of the culture of scientific thinking, generalization, analysis and synthesis of facts and theoretical positions (OK-3); the use of a system of categories and methods necessary for solving typical problems in various areas of professional practice (OK-4); perception of the personality of another, empathy, establishing trusting contact and dialogue, persuading and supporting people (GC-7). professional: ability and readiness for: selection and application of psychodiagnostic methods adequate to the goals, situation and contingent of respondents with subsequent mathematical and statistical processing of data and their interpretation (PC-2); psychological diagnostics of the level of development of the cognitive and motivational-volitional sphere, self-awareness, psychomotor skills, abilities, character, temperament, functional states, personality traits and accentuations in normal and under mental disorders in order to harmonize the mental functioning of a person (PC-6); predicting changes and dynamics in the level of development and functioning of the cognitive and motivational-volitional sphere, self-awareness, psychomotor skills, character abilities, temperament, functional states, personality traits and accentuations in the norm and in mental disorders (PC-7); assisting the activities of a master or specialist psychologist in the implementation of psychological intervention and influence in order to optimize the mental functioning of an individual, group, community in various spheres of life (PC-8); understanding and setting professional tasks in the field of research and practical activities (PC-10);
5 participation in psychological research based on the application of general professional knowledge and skills in various scientific and scientific-practical areas of psychology (PC-11); preparation of conditions for laboratory and practical classes, participation in their conduct (PC-17). As a result of the development of competencies, students: know the place, role and significance of psychological diagnostics in the system of psychological knowledge and psychological methods; the ratio of psychodiagnostics and related types diagnostic activities; the history of the emergence and development of psychodiagnostics as the most important branch of psychology; basic theoretical, methodological and ethical principles of designing and conducting psychodiagnostic research and examination; specifics, structure and models of building a psychodiagnostic process; classification of psychodiagnostic methods and modern approaches to their use; principles of construction and design specifics of means of psychodiagnostic measurement (psychometrics); the main psychometric characteristics of psychological tests that are responsible for their quality - representativeness, reliability, validity, reliability; principles of construction and constructive specificity of expert methods of psychodiagnostics and qualitative (clinical) approach; classification of psychodiagnostic tasks and types of psychological diagnosis, rules for formulating tasks and choosing adequate methods for solving them, features of interpreting the results obtained and building a psychodiagnostic conclusion. are able to design a psychodiagnostic process in accordance with the goals of diagnostics; effectively solve psychodiagnostic problems; select methodological tools that are adequate to the tasks and satisfy psychometric requirements; conduct methodological procedures in accordance with ethical and methodological rules; describe the results and form a psychodiagnostic conclusion that meets the goals and objectives of diagnostics. possess the skills of self-regulation in the process of performing psychodiagnostic procedures in accordance with ethical and methodological principles; skills of interpretive work with various kinds of data (anamnestic, phenomenological, psychometric) obtained in the course of psychodiagnostic activity. 3. Teaching technologies The following are used in teaching educational technologies: role-playing games, work in small groups; project training. 5
6 4. Training materials and methodological developments For the implementation of technologies and teaching methods, the following are used: laboratory tasks, game situations in professional activities and scenarios of role-playing games, essay topics, test tasks. 5. Control and measuring materials The following are used as evaluative means of current control: reports on practical exercises, abstracts, tests, creative projects. 6
7 II. DISTRIBUTION OF WORK OUTPUT BY SECTIONS, THEMES OF THE DISCIPLINE AND TYPES OF EDUCATIONAL WORK Educational and thematic plan of classes (full-time education) p / n Section, topic of the discipline Total hours Classroom work (in academic hours) Independent work (in academic (academic) Lectures Practical hours) Section 1. Psychodiagnostic tools 1 Topic 1. Psychodiagnostics of cognitive processes 2 Topic 2. Psychodiagnostics of abilities 3 Topic 3. Psychodiagnostics of personality traits and personality types 4 Topic 4. Psychodiagnostics of mental states 5 Topic 5. Psychodiagnostics of consciousness, self-awareness and self-regulation 6 Topic 6. Psychodiagnostics motivational sphere 7 Topic 7. Psychodiagnostics interpersonal relationships 8 Topic 8. Biographical methods Section 2. Psychodiagnostic programs 9 Topic 9. Psychological portrait Topic Specialized psychodiagnostic programs TOTAL:
8 Educational and thematic lesson plan (students for full-time training) p / n Section, topic of the discipline Total hours Classroom work (in academic hours) Independent work (in academic (academic) hours) Section 1. Psychodiagnostic tools 1 Topic 1. Psychodiagnostics of cognitive processes 2 Topic 2 Psychodiagnostics of abilities 3 Topic 3. Psychodiagnostics of personality traits and personality types 4 Topic 4. Psychodiagnostics of mental states 5 Topic 5. Psychodiagnostics of consciousness, self-awareness and self-regulation 6 Topic 6. Psychodiagnostics of the motivational sphere 7 Topic 7. Psychodiagnostics of interpersonal relationships 8 Topic 8. Biographical methods Section 2. Psychodiagnostic programs 9 Topic 9. Psychological portrait Topic Specialized psychodiagnostic programs TOTAL:
9 III. STRUCTURE AND CONTENT OF THE DISCIPLINE n / n Section, topic of the discipline Content of the topic in didactic units Section 1. Psychodiagnostic tools 1 Topic 1. Psychodiagnostics Diagnostics of sensory-perceptual properties: cognitive processes, diagnostics of the perception of form, space, movement, color, time, auditory perception, text perception, visual performance, diagnostics of orientation in space. psychomotor tests. Diagnostics of attention: diagnostics of stability, concentration, distribution, switching, selectivity of attention. Memory diagnostics: diagnostics of involuntary memorization, short-term and operative memory, figurative and semantic memory, verbal-logical memory, long-term memory. Diagnostics of thinking: diagnostics of types, properties and operations of thinking, diagnostics of subject, symbolic, sign and figurative thinking, diagnostics of criticality 2 Topic 2. Psychodiagnostics of thinking abilities. Methodological problems of determining the content and assessing abilities. The nature of intelligence. Approaches to the definition of intelligence. Influence of heredity on general abilities. Personality traits and intelligence. Gender differences in the structure of abilities. Age-related changes in intelligence. intelligence diagnostics, mental development and learning. Diagnosis of general and special abilities. Classification of abilities. Diagnostics of creativity. achievement diagnostics. Criteria-oriented testing. Diagnostics of cognitive styles. Approaches to the definition of intelligence. Models of intelligence by Ch. Spearman, L. Thurstone, J. Gilford, G. Eysenck, R. Cattell, R. Sternberg. General ability tests. Diagnosis of "free" and "bound" intelligence. IQ test G. Eysenck. D. Wexler's test, R. Amthauer's intelligence structure test. Progressive matrices by J. Raven, culture-free intelligence test by R. Cattell. Test batteries: a battery of general abilities of the Bolshoi Theater. Diagnostics of mental development. STUR test. Test F. Goodenough. The concept of creativity. Tests by J Guilford and E. Torrens. Special Ability Tests. Bennet test. Battery of differential abilities DAT. Achievement tests. Diagnostic tests
10 3 Topic 3. Psychodiagnostics of personality traits and personality types 4 Topic 4. Psychodiagnostics of mental states 5 Topic 5. Psychodiagnostics of consciousness, self-awareness and self-regulation of cognitive styles: Witkin's method, Stroop's test. Personality traits and personality types. The concept of personality traits: temperament, character, situational-reflexive traits, personality constructs. Property Diagnostics nervous system and temperament. Instrumental methods for diagnosing the properties of the nervous system, tappingtest. Questionnaire by Y. Strelyau, OST test by V. M. Rusalov. Character diagnostics: test questionnaire 16 PF R. Kettell, "Big Five", test.neo PI-R. Personality types: typologies of Kretschmer, Sheldon, G. Eysenck, K. Leonhard, A. E. Lichko, MMPI, L. N. Sobchik, Myers-Briggs personality typology. G. Eysenck's tests (EPI, EPQ, PEN). Clinical typological questionnaires MMPI test (MMIL, SMIL versions). Method SPI J. Gouha, FPI J. Farenberg. G. Shmishek's test, PDO (A. E. Lichko). ITO technique LN Sobchik. Questionnaire of Keirsey. Psychodiagnostics of functional states. Types of functional states. States of activation and levels of wakefulness. Concepts of performance and fatigue. Tension. Stress. Physiological testing methods. Psychological methods testing: methods of objective and subjective evaluation. Questionnaire SAN. D. Taylor Personal Anxiety Scale. Ch. Spielberger's scale for assessing the level of reactive and personal anxiety. Differential Diagnosis depressive states. Depression scale. Beck Depression Inventory. Determination of stress resistance and social adaptation. Diagnosis of the level of social frustration. Diagnosis of the level of emotional "burnout". Assessment of the emotional state. Luscher method. Diagnostics of individual consciousness and self-consciousness. The concept of self-concept. Presentation strategies. Standardized self-reports. Adjective checklists. Q sort. psychosemantic methods. Semantic differential of Ch. Osgood. ideographic techniques. Test personal constructs J. Kelly. Non-standardized self-reports. M. Kuhn and T. McPartland test. Self diagnosis. Test MIS S. 10
11 6 Topic 6. Psychodiagnostics of the motivational sphere 7 Topic 7. Psychodiagnostics of interpersonal relationships 8 Topic 8. Pantileev's biographical methods. Projective Techniques: Drawing of a Man K. Mahover. Self-Esteem Research. Direct and indirect methods. Dembo-Rubinstein technique. KISS methodology. Diagnostics of value orientations. Rokeach's CO, S. Schwartz's questionnaire. Measurement of the locus of subjective control. Rotter scale. Methodology USK E. F. Bazhina et al. Diagnosis of self-regulation. Diagnostics of the ability to predict. Questionnaire volitional self-control. Motive and motivation. Motives and needs. Theories of motivation. Conscious and unconscious motivation. Classification of motives. Motivation indicators. Personal questionnaires for measuring motives. "List of Personal Preferences" by A. Edwards. Methods of motivational induction by J. Nyuten Measurement of achievement motivation. Questionnaires for measuring the need for achievement A. Mehrabian. Possibilities of projective methods for identifying motivation. G. Murray's TAT, S. Rosenzweig's frustration test, D. McClelland's and J. Atkinson's test. TUV. Systematics of methods for diagnosing interpersonal relationships. Diagnosis of interpersonal relationships based on subjective preferences. General characteristics of methods of indirect assessment of interpersonal relationships. Methods of observation and expert evaluation of the nature of interpersonal relationships. Situational tests, group discussion without a leader, F. Gorbov's homeostat, "prisoner's dilemma". Research methods of subjective reflection of interpersonal relations. Methods T. Leary, DMO L. N. Sobchik, FIRO-V W. Schutz, OMO A. Rukavishnikov. Relationship color test. Thomas, Belbin tests. Sociometry. Biographical methods of study life path. Stages of biographical research. Biographical interviews and biographical questionnaires. Autobiography, autobiographical memoirs. Interpretation of biographical and autobiographical data. P. Rzhichan's technique. Biographical profile of N. Loginova. Causometry by E.A. Golovakha and A.A. Kronika. Diagnostic technique life situations L. F., Burlachuk and E. Yu. Korzhova. Biographical questionnaire BIV. Section 2. Psychodiagnostic programs 9 Topic 9. Psychological concept psychological portrait. Choice 11
12 portrait 10 Topic 10. Specialized psychodiagnostic programs of the theoretical scheme. Personality theories as a basis for building a portrait. Stages of building a portrait. Survey situation. The social situation of the subject. Portrait style. Connection of porter's writing style with practical problems of diagnostics. The structure of the diagnostic report. Diagnosis of personal difficulties. Diagnosis of family (child-parent and marital) relations. Diagnostics in education. Career guidance diagnostics. Personnel psychodiagnostics. 12
13 IV. CONTENT OF PRACTICAL LESSONS Section I. Psychodiagnostic tools Theme 1. Psychodiagnostics of abilities Tasks: During the lesson, students will: 1) get acquainted with the methods of diagnosing abilities; 2) master the skills of using methods for diagnosing general abilities. Questions: 1. Define ability. 2. What is the difference between the concepts of mental development, intelligence and learning ability? 3. What are the types of abilities? 4. What is intelligence? 5. List the main models of the structure of intelligence. Recommendations: During the classes, students acquire the skills to use the methods: 1) V. Buzin's CAT; 2) culturally free intelligence test by R. Cattell; 3) progressive matrices Ravenna; 4) G. Eysenck's IQ diagnostic test (computer version of the test). During the classes, the training system "PRAKTIKA" is used. Literature Main: 1. Anastasi A., Urbina S. Psychological testing. SPb., S Burlachuk L. Psychodiagnostics. SPb., S General psychodiagnostics / Ed. A. A. Bodaleva, V. V. Stolin. SPb., S Additional: 4. Buzin VN Brief selection test. M., Psychological diagnostics / Ed. K. M. Gurevich, E. M. Borisova. M.; Voronezh, S. Web resources: Availability of literature: 1 5 in the library of the Faculty of Social Psychology of the State University. Topic 2. Psychodiagnostics of personality traits and personality types Tasks: During the lesson, students will: 1) get acquainted with the methods of diagnosing personality traits and personality types; 2) master the skills of using methods for diagnosing personality traits and types. Questions: 1. What is a personality trait? 2. What is a personality type? 3. What is the difference between trait and type theories? 4. What are the Big Five factors?
14 5. What are the features of clinical questionnaires? 6. List the advantages and disadvantages of standardized personality questionnaires. 7. What is state of the art personality questionnaires? Recommendations: In the course of the classes, students acquire the skills to use the following methods: 1) tapping test by E. P. Ilyin; 2) questionnaire "Temperament-Formal Characteristics of Behavior" (FCB-TI), J. Strelyau et al. 3) 16-factor Cattell personality questionnaire (16PF form A) modified by A. G. Shmelev et al.; 4) NEO PI by R. McCrae and P. Costa, modified by A. B. Khromov; 5) MMPI in the modification of SMIL L. N. Sobchik; 6) ITO L. N. Sobchik. Literature Main: 1. Anastasi A., Urbina S. Psychological testing. SPb., S Burlachuk L. Psychodiagnostics. SPb., S, General psychodiagnostics / Ed. A. A. Bodaleva, V. V. Stolin. SPb., S Additional: 4. Berezin FB, Miroshnikov MP, Sokolova ED Methodology of multifaceted personality research. M., Ilyin E.P. Differential psychophysiology. SPb., 2001. Melnikov VD, Yampolsky LT Introduction to experimental personality psychology. M., S Workshop on psychodiagnostics. Psychodiagnostic materials / Ed. A. A. Bodalev, I. M. Karlinskaya, S. R. Pantileeva, V. V. Stolin. M., S. Sobchik L. N. Standardized multifactorial method for studying the personality of SMIL. SPb., S Shmelev AG Psychodiagnostics of personality traits. M., S Web resources: Availability of literature: 1-9 in the library of the Faculty of Social Psychology of the State University. Topic 3. Psychodiagnostics of mental states Tasks: During the lesson, students will: 1) get acquainted with the methods of diagnosing mental states; 2) master the skills of using methods for diagnosing a mental state. Questions: 1. Define a mental state. 2. What is the difference between "continuous" and "discrete" approaches in describing states? 3. List the diagnostic features functional state person. 4. List the features of diagnosing the emotional state of a person. 5. What is the role of the diagnosis of mental states in the practical work of a psychologist? 14
15 Recommendations: In the course of classes, students acquire the skills to use the methods: 1) SAN V. A. Doskin and others; 2) M. Luscher's color test modified by L. N. Sobchik; 3) diagnosis of situational and personal anxiety Spielberger-Khanin; 4) the Beck Depressiveness Questionnaire modified by N. Tarabrina. During the classes, the training system "PRAKTIKA" is used. Literature Main: 1. Workshop on psychodiagnostics. Concrete psychodiagnostic methods / Ed. A. I. Zelichenko et al. M., S Additional: 2. Sobchik L.N. Psychology of individuality. Theory and practice of psychodiagnostics. SPb., S Tarabrina N. V. Workshop on the psychology of post-traumatic stress. SPb., S Web-resources: Availability of literature: 1-3 in the library of the Faculty of Social Psychology of the State University. Topic 4. Psychodiagnostics of consciousness, self-awareness and self-regulation Tasks: During the lesson, students will: 1) get acquainted with the methods of diagnosing consciousness, self-awareness and self-regulation; 2) master the skills of using methods for diagnosing consciousness, self-awareness and self-regulation. Questions: 1. What is self-consciousness? 2. List the elements of the structure of self-consciousness. 3. What is the impact of the self-feed strategy on the results of self-awareness diagnostics? 4. Describe the value orientations of the individual. 5. Compare with each other different methods of researching self-consciousness. 6. What is self-regulation? 7. What role does personal self-regulation play in predicting a person's social activity? 8. What is the complexity of studying the sphere of human self-regulation? 9. List the methods for studying human regulatory activity. Recommendations: During the classes, students acquire the skills to use the following methods: 1) MIS S. Pantileev; 2) E.F. Bazhin USC and others. 3) M. Rokeach's CO. During the classes, the training system "TESTMAKE" is used. Literature Main: 1. General psychodiagnostics / Ed. A. A. Bodaleva, V. V. Stolin. SPb., S
16 2. Workshop on psychodiagnostics. Psychodiagnostics of motivation and self-regulation / Ed. AI Zelichenko et al. M., Leontiev D. A. Methods of studying value orientations. M., Pantileev S. R. Methodology for the study of self-attitude. M., Availability of literature: 1-5 in the library of the Faculty of Social Psychology of the State University. Topic 5. Psychodiagnostics of the motivational sphere Tasks: During the lesson, students will: 1) get acquainted with the methods of diagnosing motivation; 2) master the skills of using methods for diagnosing motivation. Questions: 1. What is a motive, motivation? 2. How do motives and needs relate to each other? 3. What are the indicators of motivation? 4. List the difficulties in diagnosing the motivational sphere of a person. 5. Advantages and disadvantages of methods for diagnosing motivation. Recommendations: During the classes, students acquire the skills to use the methods: 1) TUV A.G. Shmelev; 2) method of motivational induction by J. Nutten; 3) S. Rosenzweig test; 4) "Drawing of a non-existent animal" M. Z. Dukarevich. Literature Main: 1. General psychodiagnostics / Ed. A. A. Bodaleva, V. V. Stolin. SPb., S Additional: 2. Dukarevich MZ Drawing of a non-existent animal (RNZh) // Workshop on psychodiagnostics: Psychodiagnostics of motivation and self-regulation. M.: Publishing House of Moscow State University, C Workshop on Psychodiagnostics. Psychodiagnostic materials / Ed. A. A. Bodalev, I. M. Karlinskaya, S. R. Pantileeva, V. V. Stolin. M., S Workshop on psychodiagnostics. Psychodiagnostics of motivation and self-regulation / Ed. A.I. Zelichenko and others. M., S. Regush L.A. Psychology of forecasting: progress in knowing the future. SPb., Web resources: Availability of literature: 1-5 in the library of the Faculty of Social Psychology of the State University. Tasks: Topic 6. Psychodiagnostics of interpersonal relationships 16
17 During the lesson, students will: 1) get acquainted with the methods of diagnosing interpersonal relationships; 2) master the skills of using methods for diagnosing interpersonal relationships. Questions: 1. What is an interpersonal relationship? 2. Compare different methods for diagnosing interpersonal relationships. 3. What is the meaning of the "reflexive imitation" technique? 4. What are the advantages of joint performance of tasks in the diagnosis of interpersonal relationships? Recommendations: In the course of the classes, students acquire the skills to use the methods: 1) DME L. N. Sobchik; 2) OMO A. Rukavishnikov; 3) TsTO A. M. Etkind. Literature Main: 1. General psychodiagnostics / Ed. A. A. Bodaleva, V. V. Stolin. SPb., Ch. 7. Additional: 2. Rukavishnikov A. A. Questionnaire of interpersonal relations. Yaroslavl, Sobchik L.N. Psychology of individuality. Theory and practice of psychodiagnostics. SPb., Web resources: Availability of literature: 1-3 in the library of the Faculty of Social Psychology of the State University. Topic 7. Biographical methods Tasks: During the lesson, students will: 1) get acquainted with biographical methods of personality research; 2) master the skills of using biographical methods. Questions: 1. What is a life path? 2. Compare the concepts of biography and autobiography. 3. What is a biographical background and what are its functions in the process of psychodiagnostic examination? 4. Compare the various methods for obtaining biographical information. 5. List the main difficulties encountered during the collection of biographical data. Recommendations: During the classes, students acquire the skills to use the following methods: 1) P. Rzhichan's method; 2) "Psychological Autobiography" by L. F. Burlachuk, E. Yu. Korzhova; 3) causometry by E. A. Golovakha, A. A. Kronika; 4) biographical questionnaire BIV; 17
18 5) biographical profile of N. Loginova. Literature Main: 1. Anastasi A., Urbina S. Psychological testing. SPb., S Burlachuk L. Psychodiagnostics. SPb., S Additional: 3. Kronik AA, Kronik EA Psychology of human relations. Dubna; M., S Workshop on General, Experimental and Applied Psychology / Ed. A. A. Krylova, S. A. Manicheva. SPb., Chiker VA Psychological diagnostics of organization and personnel. SPb., S. Web resources: 6. Burlachuk LF, Korzhova E. Yu. Psychology of life situations. M., S // Availability of literature: 1 5 in the library of the Faculty of Social Psychology of the State University. Section II. Psychodiagnostic programs Theme 8. Psychological portrait Tasks: During the lesson, students: 1) get acquainted with the structure of a psychodiagnostic examination; 2) students acquire the skills of drawing up a psychological portrait of a person. Questions: 1. What is a psychological diagnosis? 2. What elements does a diagnostic conclusion consist of? 3. What are the features of providing diagnostic information in the client's situation and expertise? 4. How does the personality of the client affect the style of the conclusion? 5. How does the individual characteristics of the psychodiagnostic influence the style of the conclusion? 6. Compare different styles of conclusions: for a psychologist, for a non-psychologist, for a client. 7. What are the main stages of drawing up a psychological portrait of a person? Recommendations: During the classes, students: 1) present their interpretations of the results of various methods studied during the workshop; 2) participate in the role-playing game "Technicians feedback»; 3) in a dialogue with the teacher, they defend their independent work on compiling a portrait of the “general subject”, carried out using the methods studied during the workshop. Literature Main: 1. Burlachuk L. Psychodiagnostics. SPb., S Additional: 18
19 2. Potemkina OF The method of drawing up a psychological portrait and self-portrait. M., Workshop on psychodiagnostics. Concrete psychodiagnostic methods / Ed. A. I. Zelichenko and others. M., S Romanova E. S. Psychodiagnostics. SPb., S Shvantsara J. et al. Diagnosis mental development. Prague, S. Witzlak G. Fundamentals of Psychodiagnostics // Psychodiagnostics: Theory and Practice / Ed. N. F. Talyzina. M., S. Web resources: 7. Anufriev A.F. Psychological diagnosis. M., Ch 2, 3. // Availability of literature: 1-3 in the library of the Faculty of Social Psychology of the State University; 4, 5, 6 photocopies in the method room of the Faculty of Social Psychology of the State University. p/p Current work V. FORMS OF ORGANIZATION AND CONTROL OF STUDENTS' INDEPENDENT WORK Forms of organization Forms of control 1 Mastering the material of practical classes Answers to questions for practical classes 2 Completing a report on practical classes Report on the study 3 Studying topics allocated for independent work Abstract * development 4 Preparation for tests Test in a test form Creative and problem-oriented work 5 Implementation of a creative project creative project 1. Guidelines for writing reports Reports are made on sheets of A-4 format on one side in a text editor Word. When writing reports, the basic requirements for the design of scientific texts must be observed (see: Fedorova E.V. Methodological recommendations for the design of term papers and theses, 2001). Work must be submitted in in electronic format and must contain appendices, in which the protocols of the studies carried out are presented. The report is compiled on the basis of the conducted psychodiagnostic examination. Students independently plan the sequence of presentation of methods from the mandatory list, organize and conduct a psychodiagnostic examination of the "general" subject in order to build a holistic psychological portrait of the individual. List of survey methods (for full-time education): psychological conversation (biographical method of studying the life path); R. Cattell questionnaire (16PF); MMPI test (SMIL); For students absentee form learning. 19
20 short selection test (KOT); methodology for the study of self-attitude (MIS); questionnaire of the level of subjective control (USK); methodology for studying value orientations (TA); humorous phrases test (TUF); method of diagnostics of interpersonal relations (DIR); questionnaire of interpersonal relations (OMO); S. Rosenzweig's technique; test "Drawing of a non-existent animal" (RNZh). List of survey methods (for part-time education): psychological conversation (biographical method of studying the life path); R. Cattell questionnaire (16PF); short selection test (CAT); methodology for the study of self-attitude (MIS); questionnaire of the level of subjective control (USK); methodology for studying value orientations (TA); humorous phrases test (TUF); questionnaire of interpersonal relations (OMO); test "Drawing of a non-existent animal" (RNZh). The report "Psychological portrait" consists of the following sections: 1. Title page. 2. Content. 3. Introduction: goals and objectives of psychodiagnostic examination. 4. Brief rationale for the use of techniques. 5. Factual description. 6. Summary table of results. 7. Survey results. 8. Psychodiagnostic conclusion: portrait. 9. List of references. 10. Appendix: examination protocols. 2. Guidelines for the preparation of protocols During the examination, students draw up protocols in accordance with standard requirements: 1. Each protocol is drawn up on separate sheet paper format A-4 and contains information that allows you to check the correctness of the calculations and interpretation of indicators. 2. Each protocol contains the following information: 1) the name of the technique; 2) the name of the psychodiagnostic; 3) the initials or pseudonym of the subject; 4) gender of the subject; 5) the age of the subject; 6) the education of the subject; 7) the profession and position of the subject; 8) the date of the examination; 9) time of examination; 10) test number (in case of retest). 3. In the case of using standard forms, adherence to accepted standards is required. 4. The working part of the protocol contains answers, including figures. 3. Guidelines for writing essays 20
21 Students conduct an abstract literature review in order to obtain and systematize knowledge on an independently studied topic. When working on an abstract, literary sources recommended for the study of the discipline, research, monographs, dictionaries, encyclopedias, periodicals, Internet resources are used. The abstract analyzes existing opinions , provisions, concepts, the student's own position on the topic under study is expressed. Requirements for the completion of the abstract The abstract should clearly state the goals and objectives of the abstract, the scientific and applied relevance of the topic under study. The main definitions are given, the personalities and concepts of various authors are indicated. The work should have conclusions and conclusions. The work must be submitted in electronic form, the volume of pages of printed text, have a title page and a list of references used. It is obligatory to have references to quotations and excerpts from the texts of the sources used. The completeness of the disclosure of the topic is evaluated. The work should reflect the author's ability to systematize knowledge. The design of the work is also evaluated. 4. Guidelines for creating a psychodiagnostic program The program is compiled in accordance with the following algorithm: 1. Setting the goals of psychodiagnostics, based on the demands of theory or practice in accordance with certain professional tasks. 2. Determination of the situation of psychodiagnostics: the situation of the client or the situation of the examination. 3. Determining the type of task: informing or transforming, in the case of a transforming task, collecting knowledge about the state of the object of transformative influence and knowledge about the means of influence that are adequate for this object. 4. Determining the addressee: 1) the data is used by an allied specialist to make a non-psychological diagnosis or formulate an administrative decision; 2) the data is used by a psychodiagnostic to make a psychological diagnosis, and the subsequent impact is carried out by a specialist of a different profile; 3) the data is used by a psychodiagnostic for making a psychological diagnosis and further psychological work; 4) diagnostic data are used by the subject himself. 5. Planning for results. 6. Formation of a battery of diagnostic techniques in accordance with the following principles: the focus of the technique on the diagnosis of features in the knowledge of which the psychodiagnostician is interested; validity and reliability of the methodology; the presence of norms; the suitability of the technique for working with the contingent with which the psychodiagnostic is going to work and in those examination situations in which it is planned to be carried out; the complexity of the methodology in terms of the costs required for preparation for its implementation, processing and interpretation of the results; the level of qualification of the psychodiagnostic and support staff; establishing the ratio of standardized measuring psychodiagnostic methods and expert methods; taking into account the consistent effect of applying the techniques. 7. Description of methods. 21
22 The work must be submitted in electronic form, contain a title page and a list of references. VI. CONTENT OF VARIOUS TYPES OF CONTROL BY DISCIPLINE 1. Topics of reports on practical exercises 1. Psychological portrait. 2. Approximate topics of abstracts 1. Problems of deontology in the work of a practical psychologist. 2. Professional and personal qualities of a practical child psychologist. 3. Psychodiagnostics and psychological counseling. 4. Psychodiagnostics in clinical and advisory work. 5. Diagnosis of educational and educational difficulties in pedagogical - psychological counseling. 6. Psychological diagnostics in forensic science. 7. Psychodiagnostics and work with personnel. 8. Analysis of diagnostic data and their synthesis. 9. The use of projective techniques in working with children. 10. Methods for diagnosing motivation. 11. Methods of diagnostics of intelligence. 12. Methods for diagnosing the emotional sphere and regulatory activity. 13. Diagnosis and correction of personal anxiety. 14. Psychodiagnostics of aggression 15. Diagnostics of mental development and general abilities. 16. Diagnostics of professional suitability. 17. Diagnosis of psychological compatibility of spouses. 18. Diagnosis of child-parent relationships. 19. Diagnostics of psychological readiness for school. 20. Diagnosis of learning ability of schoolchildren. 21. Differential diagnosis of the causes of school failure. 22. Psychological characteristics of difficult children and their diagnosis 23. Psychological characteristics of children of primary school age (adolescence, youth) and their diagnosis. 3. Sample questions for preparing for differentiated tests 1. Psychodiagnostics as a research method. The ratio of practical psychodiagnostics to theoretical. 2. The use of psychodiagnostics in professional activities. 3. The use of psychodiagnostics in education. 4. The use of psychodiagnostics in clinical psychology. 5. The use of psychodiagnostics in psychological counseling. 6. Classifications of psychodiagnostic tasks. Basis for classifications. 7. Variables influencing the results of psychological testing: testing conditions, respondent orientation, characteristics of the tester and situational variables. 8. Personality factors of the test person in the survey: test anxiety, attitude of the test person to testing, test sophistication. 9. Influence of practical training on performance of tests. 10. Methods for diagnosing the cognitive sphere. 22
23 11. Phenomenological theories. Personal construct theory developed by George Kelly. 12. Person-centered theory of Carl Rogers. Advantages and disadvantages. 13. Theories of individual personality differences. Theories of personality traits. The concept of "feature". 14. Factor analysis applied to personality. 15. Lexical hypothesis and personality theory developed by Cattell. 16. Five-factor model of Costa and McCray. 17. Three-factor Eysenck model. 18. Criticism of the theory of traits. 19. Theories of individual differences in abilities. Spearman's two-factor theory of intellectual organization. The concept of "general factor". 20. Thurstone's multifactor theory of abilities. The concept of "primary intellectual abilities". 21. Hierarchical models of abilities. 22. Psychological diagnostics individual characteristics personality by methods of standardized self-reports. 23. Hierarchical multidimensional definition of a feature. Three classes of traits: constitutional, individual, personal. 24. Psychodiagnostics of constitutional dispositions (temperament). Test questionnaire Strelyau. 25. Measurement of socially determined dispositions (character). Cattell's Sixteen Factor Personality Inventory (16-PF). 26. Typological methods: MMPI method of multifaceted personality research. 27. Characterological questionnaire of M. Shmishek. 28. Possible distortions and falsification when using questionnaires such as standardized self-reports. 29. Projective methods for studying personality. Projection concept. 30. Drawing projective techniques: test "RNZh". 31. Test of thematic apperception. 32. Test by S. Rosenzweig. 33. Verbal projective techniques. 34. Evaluation of projective methods rapport and applicability, simulation, norms, reliability, validity 35.. Projective methods in various fields of practice. 36. Psychological diagnostics of abilities. Factor analysis of abilities. 37. Batteries of tests for individual abilities. 38. The nature of the intellect. Motivation and intelligence. The concept of intelligence quotient. 39. Amthauer's test and Raven's matrix 40. Applications of ability tests. Factors affecting the performance of aptitude tests. 41. Psychodiagnostics of personality motivation. Motive and motivation. Motives and needs. 42. Personal questionnaires for measuring motives. "List of Personal Preferences" by A. Edwards. 43. Possibilities of projective methods for identifying motivation. 44. Measurement of achievement motivation. A questionnaire to measure the need for achievement. 45. Methods for diagnosing the emotional sphere. 46. Methods for diagnosing functional states. 23
24 47. Social psychological diagnostics. DMO methodology (diagnostics of interpersonal relations). 48. Diagnosis of socio-psychological adaptation. 49. Methods for diagnosing anxiety. 50. Methods for diagnosing stress. 51. Methods for diagnosing aggression. 52. Drawing up a psychological portrait (self-portrait). 4. Sample tasks control tests 1. Choose the number of the correct answer. The reliability of the test is: 1) the ability of the test to protect information from motivational distortions; 2) the validity of the methodology; 3) the ability to differentiate the subjects according to the levels of development of the property being assessed; 4) absence of error of representativeness in the course of adaptation of the test. 2. Complete. Differential psychometrics is 3. Install correct sequence: Stage number Stages of diagnosis Etiological Symptomatic Syndromic 4. Establish correspondence. Name of the standard scale Standard scale parameters T-scale M = 5, σ = 2 Wall scale M = 50, σ = 10 IQ scale M = 5.5, σ = 2 Stanine scale M = 100, σ = 15 VII. FINAL CONTROL ON DISCIPLINE Conditions for admission to the exam Full-time/correspondence students are allowed to pass a differentiated test, subject to the following requirements: active work in practical classes; full scope of independent work. The form and content of the differentiated test The differentiated test is carried out on tickets in oral form and contains the material of the lecture course and practical exercises. The ticket contains two questions of a theoretical nature. During the test, the student is asked additional (clarifying) questions. Evaluation criteria: Rating "excellent": the answer is correct, contains precise definitions, exhaustive in volume, while there are links to primary sources, authors, researchers, the answer is illustrated with examples, evidence. The statement is clear, coherent, logical, special terminology is actively and adequately used. The examiner expresses his opinion on the topic, argues his point of view. 24
25 Grade "good": the answer is generally correct, without references to primary sources, inaccuracies are allowed, which the respondent corrects when pointed out by the examiner; the topic is disclosed almost completely: the main provisions are covered; The answer contains examples own opinion examinee; the statement is coherent, consistent, with the use of special terms. Rating "satisfactory": the answer is short, the topic is not fully covered, there are distortions, inaccuracies in the transfer of the main content; there are no examples in the answer. The statement is inconsistent, there are errors in the use of special terms. Rating "unsatisfactory": the answer contains general arguments, few specific facts, the topic is not disclosed; the examinee does not know the special terminology. VIII. EDUCATIONAL-METHODOLOGICAL AND INFORMATION SUPPORT OF THE DISCIPLINE 1. Literature Textbooks, teaching aids Main literature 1. Anastazi A., Urbina S. Psychological testing. SPb., Burlachuk L. Psychodiagnostics. SPb., 2002, Ed. G.U.Soldatova, L.A.Shaigerova Psychodiagnostics of personality tolerance. M., Meaning, General psychodiagnostics / Ed. A. A. Bodaleva, V. V. Stolin. M., 1987; SPb., Noss I.N. Guide to psychodiagnostics. M., Publishing house of the Institute of Psychotherapy, ed. G.U. Soldatova, L.A. Shaigerova. Psychodiagnostics of personality tolerance. M, Meaning Further reading 1. Anufriev AF Psychological diagnosis. M., Bazhin E. F., Golynkina E. A., Etkind A. M. Questionnaire for the level of subjective control (SCC). M., Berezin F. B., Miroshnikov M. P., Sokolova E. D. Methods of a multilateral study of personality. M., Buzin V. N. Brief selection test. M., Burlachuk L. F., Korzhova E. Yu. Psychology of life situations. M., S Witzlak G. Fundamentals of psychodiagnostics // Psychodiagnostics: Theory and practice / Ed. N. F. Talyzina. M., Ilyin E.P. Differential psychophysiology. SPb., Kronik A. A., Kronik E. A. Psychology of human relations. Dubna; M., Leontiev D. A. Methods of studying value orientations. M., Melnikov V. D., Yampolsky L. T. Introduction to experimental psychology of personality. M., Pantileev S. R. Methodology for the study of self-attitude. M., Potemkina O. F. Method of drawing up a psychological portrait and self-portrait. M.,
26 13. Workshop on psychodiagnostics. Psychodiagnostic materials / Ed. A. A. Bodaleva and others. M., Workshop on psychodiagnostics. Concrete psychodiagnostic methods / Ed. AI Zelichenko and others M., Workshop on psychodiagnostics. Psychodiagnostics of motivation and self-regulation / Ed. A. I. Zelichenko and others. M., Psychological diagnostics / Ed. K. M. Gurevich, E. M. Borisova. M.; Voronezh, Workshop on General, Experimental and Applied Psychology / Ed. A. A. Krylova, S. A. Manicheva. St. Petersburg, Regush L.A. Psychology of forecasting: progress in knowing the future. SPb., Romanova E. S. Psychodiagnostics. SPb., Sobchik LN A standardized multifactorial method for studying the personality of SMIL. SPb., Sobchik L.N. Psychology of individuality. Theory and practice of psychodiagnostics. SPb., Tarabrina N.V. Workshop on the psychology of post-traumatic stress. SPb., Chiker VA Psychological diagnostics of organization and personnel. SPb., Shmelev A.G. Psychodiagnostics of personality traits. M., Shvantsara J. et al. Diagnostics of mental development. Prague, Dictionaries 26. Burlachuk L. F., Morozov S. M. Dictionary-reference book on psychodiagnostics. St. Petersburg, Software 1. Windows 2000/XP. 2. Excel 2000/XP. 3.SPSS. 4. PRACTICE. 5. TESTMAKE. 6 STADIA. 7. Maintest 3 1. URL: 2. URL: 3. URL: 4. URL: 5. URL: 3. Internet resources IX. MATERIAL AND TECHNICAL SUPPORT OF THE DISCIPLINE 1. Demonstration / illustrative materials 1. Educational material in electronic form. 2. Handouts in printed form. 3. Multimedia presentations. 2. Technical means 1. Specialized laboratory. 2. Personal computers. 26
27 27
NOUVPO HUMANITARIAN UNIVERSITY FACULTY OF SOCIAL PSYCHOLOGY Work program of the discipline WORKSHOP ON PSYCHODIAGNOSTICS Level higher education Direction of training Program Form of study bachelor's degree
NOUVPO HUMANITARIAN UNIVERSITY FACULTY OF SOCIAL PSYCHOLOGY
Omsk 2013 2 1. Aims and objectives of the discipline
Discipline "Diagnosis of the development of the student's personality" 1. The purpose and objectives of the discipline The place of discipline in the structure of the main professional educational program Discipline "Diagnosis of personality development
1. Passport of the fund of assessment tools for the discipline Controlled didactic units Controlled competencies Evaluation tools Intelligence diagnostics. Wexler's new battery. PC-2 selection ability
The work program of the discipline "WORKSHOP ON PSYCHODIAGNOSTICS" Higher education level Undergraduate Direction of training 37.03.01 Psychology Qualification Bachelor Profile of training Social psychology
PRIVATE EDUCATIONAL INSTITUTION OF HIGHER EDUCATION "EASTERN EUROPEAN INSTITUTE OF PSYCHOANALYSIS" work program Disciplines Applied Psychodiagnostics and Psychological Expertise Direction
Workshop on personality psychology / O. P. Eliseev. 2nd ed., rev. and reworked. St. Petersburg: Piter, 2003. 512 p.: ill. (Series "Workshop on psychology"). ISBN 5-94723-288-X The proposed book is the 2nd, revised
Committee for General and Vocational Education Leningrad region Autonomous educational institution of higher professional education "Leningradsky State University named after A.S. Pushkin"
Information on the discipline "Differential psychodiagnostics" 1) The content of the discipline Topic 1. Differential psychodiagnostics as a science and practice. Scientific psychodiagnostics and psychodiagnostics
Autonomous non-profit educational organization higher professional education "INSTITUTE OF ECONOMICS AND MANAGEMENT IN MEDICINE AND SOCIAL SPHERE" FUND OF EVALUATION FACILITIES FOR ACADEMIC DISCIPLINE
Autonomous non-profit educational organization of higher professional education "International Slavic Institute" ABSTRACT OF THE DISCIPLINE "Psychodiagnostics" DIRECTION: 030300.62 Psychology
Table of Contents Preface .................................................................. ............ 8 Section I. Personality as a subject of psychological knowledge ......... 11 Chapter 1. Philosophical-anthropological and psychological
Educational Institution "Gomel State University named after Francysk Skaryna" APPROVED by the Vice-Rector for academic work EE "GSU them. F. Skorina "I.V. Semchenko (signature) (date of approval) Registration
BELARUSIAN STATE UNIVERSITY APPROVED by Rector of BSU S.V. Ablameiko (I.O. Surname) (signature) 05/30/2014 (date of approval) Registration UD-2014-1782 / r. Psychological diagnostics of personality
1. The goals of mastering the discipline
The Ministry of Education and Science of the Russian Federation
Federal State Educational state-financed organization higher education "Novosibirsk State Agrarian University" Faculty: "State and municipal government» Department:
1. Fund of assessment tools for conducting intermediate certification of students in the discipline (module): General information 1. Department of Psychology 2. Direction of beauty training 43.03.01 "Service", profile Service
State Budgetary Educational Institution of Higher Professional Education "Smolensk State medical University» Ministry of Health Russian Federation(GBOU VPO
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION
FEDERAL STATE AUTONOMOUS EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION "BELGOROD STATE NATIONAL RESEARCH UNIVERSITY" (N AND U "B e l G U") I APPROVE
Annex 4 MINISTRY OF HEALTH AND SOCIAL DEVELOPMENT OF THE RUSSIAN FEDERATION State Budgetary Educational Institution of Higher Professional Education "NORTH STATE
Abstract working curriculum discipline B.3. B.01. "Introduction to the profession" 030300 Psychology 1. The purpose of studying the discipline. Target academic discipline is to form students' knowledge about the subject
Autonomous non-profit educational organization of higher professional education "International Slavic Institute" ABSTRACT OF THE DISCIPLINE "Practical work on psychodiagnostics" DIRECTION: 030300.62
1. The goals of mastering the discipline
2 p / p SECTION 1. ORGANIZATIONAL AND METHODOLOGICAL Information on the changes 1.1. Sheet of registration of changes in the protocol of the meeting of the department Date of introduction Signature Date of introduction of changes into effect 3 1.2.
Explanatory note 1. Goals and objectives of the discipline The purpose of the discipline Formation of a holistic understanding of the basics, the procedure of the psychodiagnostic process, diagnostic tools and features among bachelors
Fund of assessment tools for conducting intermediate certification of students in the discipline (module): General information 1. Department of psychology 2. Direction of training 44.03.02 Psychological and pedagogical education,
APPROVED Minutes of the meeting of the department from the head of the department E.F. Nester Educational teaching materials for conducting laboratory classes in the discipline "Psychodiagnostics" for students of the correspondence form of obtaining
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Education "Altai State Humanitarian and Pedagogical University
Educational Institution "Gomel State University named after Francysk Skaryna" F. Skorina "I.V. Semchenko (signature) (date of approval) Registration
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Professional Education "Transbaikal State University"
Annotation to the work programs of the practices of the OPOP "Psychology" in the direction of preparation 37.03.01 "Psychology". B.3.17 Practice in children's preschool institutions and the family of the child (internship) development
VOLZHSK HUMANITARIAN INSTITUTE (branch) of the state educational institution higher professional education "VOLGOGRAD STATE UNIVERSITY" FACULTY OF NATURAL SCIENCES Department
Aims and objectives of the discipline Psychodiagnostics is both a research area and basic view activities of a practical psychologist. In various areas of life and activities
ANNOTATION of the work program in the discipline PSYCHOLOGY The main educational program of higher education of the bachelor's program in the direction of preparation 44.03.01 - " Teacher Education» Qualification
M f g /< Ъ, Ф Х //^ъ/ f/s. о IVt - ^ S CJWСЛЧА Образовательная программа высшего образов 37.03.01 (Психология) (уровень бакалавриата,) Профили подготовки - без профиля УТВЕРЖДАЮ проректор по учебной работе
Ministry of Education and Science of the Russian Federation State Educational Institution of Higher Professional Education "Slavyansky-on-Kuban State Pedagogical Institute" "I approve"
2 1. general information about discipline 1.1. Name of discipline: General psychology 1.2. The complexity of the discipline 108 hours (3 LU) of which curriculum full-time education: lectures 16 hours. laboratory classes
1. CHARACTERISTICS OF THE DISCIPLINE IN FSES HPE In accordance with the Federal State Educational Standard of Higher Professional Education in the direction of training 030300 Psychology (qualification
APPROVED by the Admissions Committee of the State Educational Institution of Higher Professional Education "Astrakhan State University" on January 10, 2011, protocol 1 ENTRANCE TEST PROGRAM IN PSYCHOLOGY, for applicants in the direction of preparation
Aims and objectives of the discipline various types
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION KAZAN (VOLGA) FEDERAL UNIVERSITY FACULTY OF PSYCHOLOGY I APPROVE "" 20 Work program of the discipline (module) GENERAL PSYCHOLOGY Direction
PROGRAM of the entrance exam to the master's program TTI SFedU direction 030300 "Psychology" master's program: "Psychology of work and engineering psychology" Taganrog, 2011 Field of professional activity
PROGRAM OF TRAINING PRACTICE PRACTICE FOR OBTAINING PRIMARY PROFESSIONAL SKILLS AND SKILLS 1. Objectives educational practice The objectives of the training practice are: acquisition of primary skills by immersion
Federal State Budgetary Educational Institution of Higher Professional Education "Lipetsk State Technical University» HUMANITARIAN -_SOCIAL FACULTY (name
Appendix 3. Annotations of work programs of practices of the main educational program of higher professional education Direction of training 37.03.01 "Psychology" Training profile "Psychology of development"
Price list for products for psychological testing p/n Name of the test Purpose of the test Composition of the test kit Cost of the test in rubles (incl. VAT)
MINISTRY OF HEALTH OF THE RUSSIAN FEDERATION State Budgetary Educational Institution of Higher Professional Education "NORTHERN STATE MEDICAL UNIVERSITY"
PRIVATE EDUCATIONAL INSTITUTION OF HIGHER EDUCATION "EASTERN EUROPEAN INSTITUTE OF PSYCHOANALYSIS"
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION State Educational Institution of Higher Professional Education "Murmansk State Humanities University» (MGGU) WORKING PROGRAM OF THE DISCIPLINE
Department of Education of the City of Moscow Annex 7 Samara branch State Budgetary Educational Institution of Higher Professional Education of the City of Moscow "Moscow City Pedagogical
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER EDUCATION "VORONEZH STATE UNIVERSITY" BORISOGLEB BRANCH (BF FGBOU VO "VSU") APPROVED Head
Educational Institution "Gomel State University named after Francysk Skaryna" F. Skorina "I.V. Semchenko (signature) (date of approval) Registration
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Proshchitskaya E.N. Choose a profession: Teaching. allowance for Art. class avg. school M.: Enlightenment, 1991. P.144.
Psychodiagnostic methods in a comprehensive longitudinal study of students / Ed. ed. A.A. Bodalev. L.: Publishing house Leningrad. un-ta, 1976. S.248.
Psychological diagnostics of individual psychological properties of the personality of a future teacher: Methodological recommendations for teachers carrying out professional orientation in teaching professions / Comp. N.V. Ilchukova, E.A. Ilchukova, D.T. Kropotkin. Syktyvkar: Komi State. ped. in-tut, 1992. P.41.
Psychological service in pedagogical institute/ P.V. Lushin, N.A. Golovan, T.I. Pashukova, T.F. Tsygulskaya, N.N. Drobotun; Ed. P.V. Lushin. Kirovograd: KSPI, 1993.S.155.
Psychology of cognitive processes: Educational and methodological manual for students of the faculty of medical psychology / Comp.: V.A. Madorsky, N.I. Melchenko, R.F. Ikhsanov, L.I. Bridge. Samara: SMI, 1992. P.78.
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Rusalov V.M. Subject and communicative aspects of human temperament // Psychological journal. 1989. Vol. 10 No. 1. S.10-21.
Sobchik L.N. Diagnosis of interpersonal relationships. Modified version of interpersonal diagnostics T. Leary: Methodological guide. M.: IKA "Moscow", 1990. P.48.
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Workshop on psychodiagnostics
Introduction
1. What is test standardization?
2. Name the types of projective tests in psychodiagnostics
3. What are the ways to determine the reliability of the test
4. What is the contribution of A. Binet to psychodiagnostics?
5. Forms of psychodiagnostic work
Conclusion
Bibliography
Introduction
The comfort of the sphere of human life is determined by the quality of the surrounding goods, works and services. Quality has become decisive for consumers in all countries of the world. It is quality that is the main factor in the sale of goods at a bargain price. However, consumer requirements for product quality are constantly changing depending on the purchasing power of the population, the level of competition, climatic conditions, cultural traditions and many other factors. Therefore, to ensure a successful business, it is necessary to manage the quality of products and services, be able to quantify and analyze their indicators, and predict the processes that affect them.
Standardization, metrology and certification are tools for ensuring the quality of products, works and services. Knowledge of the basics of these three areas of activity and the ability to apply this knowledge in practical life allow you to have reliable, reasonable and objective information, as well as provide an opportunity to improve the quality of goods, works and services within the framework of modern technologies and the level of scientific potential of the human mind.
The purpose of this work is the formation of fundamental knowledge, skills and abilities that reflect the dynamics of modern transformations in these areas of activity.
The work consists of an introduction, the main part and a list of references.
1. What is test standardization?
Of particular importance is the choice of the criterion for evaluating the results obtained. Without comparison with a reference point, the results of psychological tests mean nothing.
1. They are compared with performance standards in a standardization sample (a representative sample of the type for which this technique is intended, for example, children of a certain age, students of higher educational institutions similar profile, representatives of a particular profession, etc.). These standards are established empirically.
2. Then the results of each subject are compared with the norm and qualified as medium, high or low. This allows you to determine the position of a particular subject in relation to the normative or standardization sample. To do this, raw scores (i.e., the number of correct answers) are converted using special tables into standard indicators that are comparable with each other and with the norm. In this case, a statistical norm is used (a level that characterizes a statistically average person).
Standardization of psychodiagnostic methods involves:
1 A single standard procedure for its implementation and processing of results.
2 Transfer of "raw" test results to a standard scale of test data (which allows comparing the results of different subjects in different tests).
The representativeness of test norms is the legitimacy of using test norms in a large group of people. So, if test norms were calculated on a sample of schoolchildren, then these norms cannot be automatically transferred to students - it is necessary to re-standardize the test, check it on students and calculate test norms for students.
In addition to statistical test norms, criterion norms are often used, that is, whether a person has reached the critical required level of development of a professionally important psychological quality.
The reliability of the test is the ability of the test to protect information from motivational (conscious and unconscious) distortions and the social desirability of answers (this is achieved through the introduction of a lie test scale into the test). standardization of psychodiagnostic projective test
2. Name the types of projective tests in psychodiagnostics
Projective technique -- a group of techniques designed to diagnose personality. They are characterized by a global approach to assessing the personality, rather than identifying its individual features. Most essential feature is the use of indefinite stimuli in them, which the subject himself must supplement, interpret, develop, etc. In this case, the mental properties of the subject are projected (transferred) onto the task material, which makes it possible to reveal his hidden personality traits.
The purpose of projective techniques is relatively masked, which reduces the ability of the subject to give answers that allow him to make the desired impression of himself.
These methods are mostly individual in nature and for the most part are subject or blank.
Types of projective techniques
1. Constitutive (structuring methods)
The subject must give meaning to some amorphous material
Rorschach test. It is believed that in the process of interpreting images, giving them meaning, the subject projects his inner attitudes, aspirations and expectations onto the test material. Constructive techniques
Decorated details are offered (figures of people and animals, models of their dwellings, etc.), from which you need to create a meaningful whole and explain it.
2. Interpretive techniques
An interpretation of an event or situation. The subject is offered table-pictures, which depict relatively vague situations that allow ambiguous interpretation. During the examination, the subjects are short story, in which it is necessary to indicate what led to the depicted situation, what is happening at the present time, what they think about, what they feel characters how this situation ends. It is assumed that the subject identifies himself with the "hero" of the story, which makes it possible to reveal inner peace subject, his feelings, interests and motives. Thematic Apperception Test (TAT)
3. Cathartic techniques
Implementation of gaming activities in specially organized conditions in order to achieve gaming catharsis
Psychodrama in the form of an impromptu theatrical performance allows the subject not only to react affectively and thereby achieve a therapeutic effect, but also gives the researcher the opportunity to detect conflicts, problems, and other personally saturated products that are brought outside.
4. Refractive techniques
Involuntary changes in the generally accepted means of communication (speech, handwriting). Graphology
5. Expressive techniques
Drawing for free or given topic"House - tree - man". Projective drawing of a person. According to the drawing, conclusions are drawn about the affective sphere of the personality, the level of psychosexual development and other features.
6. Impressive techniques
Preference for some stimuli (as the most desirable) over others
Luscher test. Psychological interpretation comes from symbolic meaning colors. Virtually any objects of animate and inanimate nature can act as incentives.
7. Additive methods
Completion of a sentence, story, or story that has begun.
For example, a series of unfinished sentences is proposed such as: "The future seems to me ...", "I think that a real friend ...", etc. These techniques are designed to diagnose a variety of personality variables.
3. What are the ways to determine the reliability of the test
Test reliability is one of the criteria for test quality, referring to the accuracy of psychological measurements. The greater the Reliability of a test, the relatively freer it is from measurement errors. The reliability of the test is considered in one approach: as the stability of the results during repeated testing; at the other, as a manifestation of the degree of equivalence of two identical in form and purpose (parallel) tests.
Reliability characterizes tests of properties, but not states. Properties:
1. Reproducibility of the study results.
2. Measurement accuracy.
3. Stability of results.
The degree of reliability of the methods depends on many factors. Among the negative factors, the following are most often cited:
1. instability of the diagnosed property;
2. imperfection of diagnostic methods (instructions are carelessly drawn up, tasks are heterogeneous in nature, instructions for presenting the method to subjects are not clearly formulated, etc.);
3. changing survey situation ( different time days when experiments are carried out, different illumination of the room, the presence or absence of extraneous noise, etc.);
4. differences in the behavior of the experimenter (from experience to experience he presents instructions differently, stimulates the completion of tasks in different ways, etc.);
5. fluctuations in the functional state of the subject (in one experiment, good health is noted, in another - fatigue, etc.);
6. Elements of subjectivity in the methods of evaluating and interpreting the results (when the subjects' answers are recorded, the answers are evaluated according to the degree of completeness, originality, etc.).
A method is said to be highly reliable when the method accurately measures the property it is intended to measure. The following are the criteria for accuracy:
There are various methods for assessing reliability:
Retest method - repeated testing of a sample of subjects with the same test after a certain time interval under the same conditions. The time interval depends on age (for example, in young children, changes can occur within one month), as well as events that occur with the subject in life.
Possible deception on the part of the subject, his sophistication, events that occurred in the interval between testing, do not have a special effect (as in the retest method) on the degree of reliability of the test. If the training factor is reduced when testing with parallel forms, then the effect of transferring the principle of tasks often takes place. The transfer effect should be taken into account when constructing parallel forms.
Requirements for building parallel forms:
1. Parallel forms must be independently built tests, but meet the same requirements;
3. The equivalence of parallel forms must be checked by the retest method.
The definition of constancy, i.e. relative independence of the results from the personality of the experimenter. Since the technique is being developed for further use by other psychodiagnostics, it is necessary to determine to what extent its results are influenced by the personality of the experimenter. The constancy coefficient is determined by correlating the results of two experiments conducted on the same sample, but by different experimenters. The correlation coefficient should not be lower than 0.80.
4. What is the contribution of A. Binet to psychodiagnostics?
Alfred Binet, one of the founders of experimental psychology, believed that the focus of this science should be higher mental processes. At an early stage in the study of the intellect, Binet tried to understand the relationship between the intellect and those "variables" that were considered in palmistry and phrenology.
According to Binet, to the basic concepts individual psychology there is a norm and a deviation from the norm, but the establishment of norms is only the beginning. In addition, the scientist wanted to understand what relationships exist between various mental processes in order to predict the degree of development of one process, based on knowledge of another. Binet thought that intelligence tests should also provide information about both qualitative and quantitative differences, since, for example, a child not only has a smaller, but a different memory than an adult.
In 1905, A. Binet, together with Theodor Simon, created the first scale designed to measure the intelligence of children and consisting of 30 tasks, arranged depending on the increase in difficulty. The number of points received by the child depended on the number of solved tasks. Binet argued that the scale is a "rough" way of differentiating (for example, a typical 5-year-old child won't get past task 14).
With the studies of A. Binet and his closest colleagues, the "purification" of the previously established series of tests from those that measured individual differences not directly related to intelligence began. Thus, theoretically and empirically, the contours of mental education, now called intellect, were outlined.
As an example, we give the tasks of the Binet--Simon test (1911) for children
1. Distinguish between right and left sides.
2. Describe the proposed picture.
3. Run a few errands.
4. Name the total value of several coins.
5. Name the four primary colors shown.
1. Comparison of two objects from memory. Establishing similarities between them.
2. Count down from 20 to 1.
3. Detection of gaps in images of people (4 tasks).
4. Name the day, day, month, year.
5. Repeat a series of five single-digit numbers.
The ingenious solution to the problem of diagnosing the intellectual level, given by A. Binet, consisted in the proposal to subject children to such tests (tests), which are known at what age normal children solve them correctly.
However, this difference for different age groups is of unequal importance, since the development of intelligence is uneven. One year of advance or lag in intellectual development for a 4-year-old child is much more important than for a 12-year-old. In this regard, William Louis Stern (1912) proposed to determine not the absolute measure of intelligence - the difference, but relative.
This is how the famous intelligence quotient (Intelligence Quotient), abbreviated as IQ, appeared, the formula of which is as follows:
IQ = mental age / chronological age * 100
Subsequently, the intelligence coefficient will be expressed in units of standard deviation, which shows in what relation the result of this subject is to the average value of the distribution of results for his age.
Binet--Simon tests very quickly became widespread throughout the world: numerous translations and adaptations are published, including in Russian. To a large extent, testing of intelligence in the first decades of the 20th century. associated with the development of Binet--Simon tests.
5. Forms of psychodiagnostic work
For psychodiagnostic examination, psychodiagnostic methods are used, i.e. research methods of psychological science. A feature of psychodiagnostic methods is their measuring and research orientation, which provides a quantitative and (or) qualitative assessment of the phenomenon being studied. The main requirements for psychodiagnostic methods are:
a) standardization of tools, which is based on the concept of norm;
b) reliability and validity of the instrument;
c) strict regulation of the examination procedure. Psychodiagnostic methods are specified in three main diagnostic approaches, which practically cover the whole variety of diagnostic methods:
1. An "objective" approach - diagnostics is carried out on the basis of success (efficiency) and the method (features) of performing an activity. These are predominantly personality tests and intelligence tests, as well as special ability tests and achievement tests.
2. "Subjective" approach - diagnostics is carried out on the basis of data that the subject reports about himself, self-descriptions of personality traits, behavior in specific situations. These are various questionnaires.
3. "Projective" approach - diagnostics is carried out on the basis of an analysis of the features of interaction with neutral, as if impersonal material, which, due to its certain uncertainty, becomes an object of projection. These are various projective methods of personality research.
Psychodiagnostic examination can be carried out in individual and group form. The choice of the form of psychodiagnostic examination depends on the purpose and methods used by the practical psychologist.
An individual examination involves the work of a practical psychologist with a person for a certain period of time. In a group examination, each person receives an answer sheet and stimulus material. The placement of people in a room during a group psychodiagnostic examination should provide the necessary conditions for concentrated work.
The psychodiagnostic examination procedure involves the implementation of three stages:
a) data collection in accordance with the objectives of the study;
b) processing and interpretation of the received data;
c) diagnosis or prognosis.
Conclusion
Metrology, standardization, certification are the main tools for ensuring the quality of products, works and services.
Standardization is an activity that is aimed at defining and developing requirements, norms and rules that guarantee the consumer's right to purchase goods at a price that suits him, of proper quality, as well as the right to well-being and safety at work.
The single task of standardization is to protect the interests of consumers in matters of quality of services and products.
In this work, separate questions on this subject are considered, namely:
The essence of standardization and its types
Methods for determining the reliability of a test
A. Binet's contribution to psychodiagnostics
Forms of psychodiagnostic work.
Bibliography
1. Druzhinin V.N. Experimental psychology - M.: Peter, 2000
2. Psychodiagnostics. Burlachuk L.F. St. Petersburg: Peter, 2006
3. Nikandrov V.V. Experimental psychology. Tutorial.- St. Petersburg: Speech Publishing House, 2003
4. Workshop on General, Experimental and Applied Psychology / Ed. A.A. Krylova, S.A. Manycheva - "Peter", 2003
5. Abramova G.S. Practical psychology. Ed. 3
6. Yekaterinburg: "Business book", 1998.
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The concept of psychodiagnostics, methods for assessing, measuring, classifying the psychological and psychophysiological characteristics of people. Development of a psychodiagnostic technique. Professional training specialists in the field of psychological diagnostics.
Methodical instructions for practical exercises
The structure of the practical lesson:
1. Checking readiness for work;
2. Execution practical work(drawing up a rubricator of the methodology, keeping a protocol);
3. Making a report on practical work.
Report design(class protocol) for the implementation of practical work is carried out in writing (on A4 paper) and includes:
1) The name of the practical work and the date of its completion;
2) The purpose of the work;
3) The list of methods used and the conditions for conducting the survey;
4) Information about the subject (last name, first name, patronymic (or initials), age, gender, social status);
The results of observing the behavior of the subject during the conversation and psychodiagnostics (emotional and somatic state, level of motivation and interest in the examination, in its results);
Description of the survey results:
Achievements of the subject during the performance of test tasks
(in the context of the purpose of the study!);
Indicators for which less than high results;
Indicators for which low values were obtained and which require correction.
6) Conclusions:
The level of formation of the studied mental formations in accordance with the goal of the survey.
Recommendations can be addressed either to the subject himself, or to the customer of the survey, or to a psychologist who will continue to provide psychological support to the subject, determining for him the methods and forms of psychological assistance.
1) The name of the technique;
2) Abbreviated name of the technique;
4) The purpose of the study;
5) Form of conducting (individual / group, availability of a computer version of the test);
6) Subjects (age);
7) The structure of the methodology;
8) Time of holding;
9) Standardization information (publisher);
10) Year of publication.
The report is given to the teacher for verification after the lesson, or before the next one, and is stored at the department until the end of the entire course, for which each student has a folder.
Depending on the content of the lesson, students prepare stimulus material for the methods, master the procedure for conducting psychodiagnostic methods, process data, draw up conclusions based on the results of the study.
Practice #1
Subject. Temperament Diagnostics
Duration- 4 hours
Purpose of the lesson: familiarity with the methods of diagnosing individual-typological personality traits; diagnostics of individual typological characteristics of students.
1. Define the concept of "temperament";
2. Describe the properties of the nervous system;
3. Name the methods of diagnosing individual-typological personality traits known to you.
Task number 1. Carry out a diagnosis of the student's temperament using the method "Test Questionnaire by Ya. Strelyau".
Equipment:
Progress:
1) Acquaintance with the instructions for the questionnaire Y. Strelyau;
3) Processing of results:
Comparison of raw scores with diagnostic statistical limits;
Interpretation of results.
Task number 2. To diagnose the structure of the student's temperament using the technique "Questionnaire for the structure of temperament by V.M. Rusalov (OST)".
Equipment: questionnaire text, answer sheet, keys.
Progress:
1) Acquaintance with the instructions for the questionnaire of the structure of temperament V.M. Rusalova (OST);
2) Independent work with the text of the questionnaire;
3) Processing of results:
Interpretation of results.
Task number 3. Carrying out diagnostics of the formal-dynamic properties of the student's individuality with the help of a questionnaire by V.M. Rusalova (OFDSI).
Equipment: questionnaire text, answer sheet, keys.
Progress:
1) Acquaintance with the instructions for the questionnaire of the formal-dynamic properties of individuality V.M. Rusalova (OFDSI);
2) Independent work with the text of the questionnaire;
3) Processing of results:
Recoding responses according to the key;
Calculation of the number of raw points using the key for each scale and entering them into the answer sheet;
Interpretation of results.
Task number 4. To diagnose the student's temperament using the G. Eysenck EPI questionnaire (form A, adapted by G.I. Shmelev).
Equipment: questionnaire text, answer sheet, keys, graphic display of the results.
Progress:
1) Acquaintance with the instructions for the test-questionnaire G. Eysenck EPI (form A, adapted by G. I. Shmelev);
2) Independent work with the text of the questionnaire;
3) Processing of results:
Calculation of the number of raw points using the key for each scale and entering them into the answer sheet;
Graphic display of the obtained results;
Interpretation of results.
1. Moiseeva, O. Yu. Psychodiagnostics of individual personality traits. Part 1. Psychodiagnostics of temperament: Proc. allowance / O. Yu. Moiseeva. - Vladivostok: Mor. state un-t, 2002. - 52 p.
2. Rakovich, N. K. Workshop on personality psychodiagnostics: Didactic materials / Ed. ed. N.K. Rakovich. - Minsk: BSPU im. M. Tanka, 2002. - 248 p.
3. Rusalov, V.I. Questionnaire for the structure of temperament / V.I. Rusalov. - M., 1992.
4. Rusalov, V. M. Questionnaire of formal dynamic properties of human individuality (OFDSI) / V. M. Rusalov. - M. : IP RAN, 2004. - 136 p.
5. Strelyau, Ya. Methods for diagnosing temperament (formally dynamic characteristics of behavior): Educational and methodological manual / Strelyau Ya., Mitina O., Zavadsky B., Babaeva Yu., Menchuk T. - M .: Meaning, 2009. - 104 p.
6. Temperament and character: Psychological diagnostics. - M. : Publishing house VLADOS PRESS, 2001. - 336 p.
7. Shashok, VN General psychodiagnostics: Diagnosis of characterological and personal characteristics: Practicum / Comp. V. N. Shashok, N. V. Smirnova. - Mn. : BSPU im. M. Tanka, 2003.-40s.
Practice #2
Subject. Approaches to the study of personality traits based on the identification of traits and types
Duration– 4 hours
Purpose of the lesson: familiarity with the methods of diagnosing personality traits; diagnosis of personality traits of a student.
Control questions:
1. Describe the main approaches to the concept of "personality properties";
2. Give an idea of the main strategies for compiling personality questionnaires;
3. Give examples of methods known to you for diagnosing personality traits and types;
4. What are the main disadvantages of personality questionnaires?
5. How do personality trait questionnaires differ from typological questionnaires?
Task number 1. Conduct a diagnosis of student personality traits using Cattell's 16 PF methodology (form C).
Equipment: text of the questionnaire 16 PF Cattell (form C), answer sheet, keys, tables for converting raw scores into walls, interpretation of the results, graphical display of the results.
Progress:
1) Acquaintance with the instructions for the questionnaire 16 PF Cattell (form C);
2) Independent work with the text of the questionnaire;
3) Processing of results:
Calculation of the number of raw points using the key and entering them into the answer sheet;
Determining the reliability of the results obtained on the Md scale;
Graphic image of one's own personality profile;
Interpretation of results; identification of primary and secondary factors.
Task number 2. To carry out diagnostics of individual-typological properties (leading tendencies) of a personality using the technique of L. N. Sobchik (ITO).
Equipment: the text of the questionnaire L.N. Sobchik (ITO), answer sheet, key for calculating results, scales for measuring individual typological tendencies.
Progress:
1) Acquaintance with the instructions for the method of L.N. Sobchik (ITO);
2) Independent work with the text of the questionnaire;
3) Processing of results:
Graphic representation of individual typological tendencies of the personality;
Interpretation of results.
Tasks based on the results of practical work:
3. Independently conduct a diagnosis of personality research using a standardized methodology for personality research (SMIL) L.N. Sobchik; draw up a rubricator and a protocol for the methodology.
1. Bazhin, E. F. Questionnaire for the level of subjective control (USK) / E. F. Bazhin, E. A. Golynina, A. M. Etkind. - M., 1993.
2. Kapustin, A. N. R. Cattell's multifactorial personality technique / A. N. Kapustin. - St. Petersburg. : Speech, 2001. - 112 p.
3. Workshop on psychodiagnostics: Textbook / N. S. Glukhanyuk. - 3rd ed., Rev. – Publishing house MPSI; Voronezh: NPO Modek Publishing House, 2006. - 2008 p.
4. Rukavishnikov, A. A. R. Cattell's Personality Factor Questionnaire: Guidelines for Use / A. A. Rukavishnikov, M. V. Sokolova. - St. Petersburg. : Publishing house "Rech", 2005. - 624 p.
5. Sobchik, LN Psychology of individuality. Theory and practice of psychodiagnostics / LN Sobchik. - St. Petersburg. : Publishing house "Rech", 2005. - 624 p.
6. Sobchik, L. N. Smil A standardized multifactorial method for studying personality [Text] / A. N. Sobchak. - St. Petersburg. : Speech, 2007. - 224 p.
7. Shashok, VN General psychodiagnostics: Diagnosis of characterological and personal characteristics: Practicum / Comp. V. N. Shashok, N. V. Smirnova. - Mn. : BSPU im. M. Tanka, 2003. - 40 p.
Practice #3
Subject. The study of personality traits by diagnosing a picture
Duration- 2 hours
Purpose of the lesson: acquaintance and practical work of students with drawing projective methods.
Control questions:
1. What are the main advantages and disadvantages of graphic projective techniques?
2. Expand the basic principles of interpretation of drawing projective techniques;
3. Name the drawing projective techniques known to you.
Equipment: white sheets of A4 paper, pencil, eraser, charts for data processing.
Progress:
1) Acquaintance with graphic projective techniques:
Test "Free drawing";
Test "Picture of the World";
Test "Self-portrait";
Test "House-tree-man";
Test "Family Drawing";
Test "Non-existent animal";
Test "Tree" (K. Koch);
Test "Man in the rain";
2) Implementation of two (three) graphic projective techniques (optional);
3) Processing and interpretation of the results using schemes for data processing, using the recommended literature sources (5).
Tasks based on the results of practical work:
1. Draw up a protocol for the drawing techniques carried out at the practical lesson;
2. Independently carry out personality diagnostics using 2 (3) graphic projective methods with members of your family or acquaintances;
3. Process and interpret the results of self-conducted drawing techniques, using data processing schemes and recommended literature sources; draw up a protocol for the methods carried out.
1. Bellak, L. Projective psychology / L. Bellak. – Publishing House of the Institute of Psychotherapy, 2010.
2. Book, J. Test "House-Tree-Man" (DPM) / J. Book // Projective Psychology. - M. : April, PRESS, EKSMO-Press, 2000. - S. 260-344.
3. Wenger, A. L. Psychological drawing tests: an illustrated guide / A. L. Wenger. - M. : VLADOS-PRESS, 2005.
4. Dukarevich, M. Z. Drawing of a non-existent animal (RNZH) / M. Z. Dukarevich, P. V. Yanshin // Workshop on psychodiagnostics. Psychodiagnostics of motivation and self-regulation. - M. : MSU Publishing House, 1990. - S. 54-73.
5. Romanova, E. S. Graphic methods in practical psychology: textbook / E. S. Romanova. - M. : Aspect Press, 2011. - 400 p.
6. Semenova, ZF Psychological drawing tests. Methodology "House-Tree-Man" / Z. F. Semenova, S. V. Semenova. – M.: AST; SPb. : Owl, 2007. - 190 p.
Practice #4
Subject. Projective methods of personality diagnostics
Duration- 8 ocloc'k
Purpose of the lesson: acquaintance and practical work of students with projective methods of personality diagnostics.
Control questions:
1. Define the concept of "projection";
2. Describe the main problems in the development of projective methods;
3. Open the problem of stimulus in projective methods;
4. What is the classification of projective methods?
5. What projective techniques do you know? Describe them.
Equipment: stimulus material for the Frustration Test method by S. Rosenzweig, stimulus material for the Thematic Apperceptive Test (TAT) method, stimulus material for the M. Luscher Eight-Color Test method, stimulus material for the L. Szondi Test method.
Progress:
1) Acquaintance with projective methods of personality diagnostics (“Frustration Test” by S. Rosenzweig, “Thematic Apperception Test” (TAT), “Child Apperception Test” (CAT) by L. Bellak, “M. Luscher’s Eight-Color Test”, “Ink Spot Method G. Rorschach”, “Test L. Szondi”);
2) Carrying out personality diagnostics using the projective technique "Frustration Test" by S. Rosenzweig; processing and interpretation of results;
3) Carrying out diagnostics using the projective technique "Thematic Apperceptive Test" (TAT); processing and interpretation of results;
4) Carrying out diagnostics using the projective technique "M. Luscher's eight-color test"; processing and interpretation of results;
5) Carrying out diagnostics using the projective technique "Test L. Szondi"; processing and interpretation of results.
Tasks based on the results of practical work:
5. Independently familiarize yourself with the methodology “Children's Apperception Test (CAT) by L. Bellak; compose a rubricator for the methodology;
6. Independently familiarize yourself with the methodology "Frustration test of S. Rosenzweig" (children's version); compose a rubricator for the methodology.
1. Bellak, L. Children's apperception test (animal figures). Methodical guide / Bellak L., Bellak S.S. - St. Petersburg. : IMATON, 2001.
2. Dubovskaya, O. F. Luscher's eight-color test / O. F. Dubovskaya. - M. : Kogito-Centre, 2003.
3. Leontiev, D. A. Thematic apperceptive test / D. A. Leontiev. – M. : Meaning, 1998.
4. Sobchik, L. N. MTSV - a method of color choices. Modified Luscher's eight-color test / L.N. Sobchik. - St. Petersburg. : Speech, 2002.
5. Yasyukova, L. A. Frustration test by S. Rosenzweig. Methodological guidance / L. A. Yasyukova. - St. Petersburg. : IMATON, 2001.
Practice #5
Subject. Diagnostics of consciousness and self-consciousness
Duration- 6 hours
Purpose of the lesson: familiarity with the methods of diagnosing consciousness and self-awareness; diagnostics of consciousness and self-awareness of a student.
Control questions:
1. Define the concepts of "consciousness", "self-consciousness", "self-esteem";
2. Describe the level structure of self-consciousness;
3. What methods of diagnosing consciousness and self-awareness do you know? Briefly describe them.
Task number 1. To diagnose self-attitude as a component of self-consciousness among students using a test-questionnaire V.V. Stolin and S.R. Panteleev (MIS).
Equipment: the text of the questionnaire by V.V. Stolin and S.R. Panteleev, answer sheet, keys, table for converting raw scores into standard ones, graphical display of the results, interpretation of the data obtained.
Progress:
1) Acquaintance with the instructions for the method of V.V. Stolin and S.R. Panteleev (MIS);
2) Independent work with the text of the questionnaire;
3) Processing of results:
Counting the number of points for each scale using a key and entering them into the answer sheet;
Converting raw scores to accumulated frequencies;
Graphic representation of the severity of self-relationship levels;
Interpretation of results.
Task number 2. To diagnose the features of a person's self-consciousness using the technique of "J. Kelly's Repertory Grid Techniques".
Equipment: repertory lattice matrix
Progress:
1) Studying the features of the procedure, processing and interpretation of the results when using the technique of repertory grids
2) Filling the repertory grid:
Formation of the list of elements;
Identification of constructs;
Filling the lattice;
Processing and analysis of the resulting lattice.
Task number 3. To diagnose the features of self-awareness of the individual using the technique "Personal differential".
Equipment: form-questionnaire of personal differential.
Progress:
1) The study of the features of the procedure, processing and interpretation of the results when using the methodology "Personal differential";
2) Independent work with the form-questionnaire of the personal differential;
3) Processing and analysis of the obtained results.
Tasks based on the results of practical work:
4. Independently diagnose the level of subjective control of the personality using the test-questionnaire J. Rotter (USK); draw up a rubricator and a protocol for the methodology.
5. Independently diagnose the level of self-actualization of the personality using the methodology “Diagnostics of self-actualization of the personality (SAMOAL)” (A.V. Lazukin, adaptation by N.F. Kalina); draw up a rubricator and a protocol for the methodology.
1. Diagnostics of personality self-actualization (A. V. Lazukin in the adaptation of N. F. Kalina) / Fetiskin N. P., Kozlov V. V., Manuilov G. M. Socio-psychological diagnostics of the development of personality and small groups. - M., 2002. - C. 426-433.
2. Pantileev, R. S. Workshop on the Psychodiagnostics of Personality: A Guide to Interpretation / R. S. Pantileev // Cube - digital library[Electronic resource]. – Access mode: http://www.koob.ru/books/psychodiagnostic_systems/praktikum_po_psihodiagnostike_pantileev.zip. – Date of access: 02/10/2012.
3. Pokhilko, V. I. Psychodiagnostics of individual consciousness / V. I. Pokhilko // General psychodiagnostics; ed. A. A. Bodaleva, V. V. Stolin. - M. : MGU, 1987.
4. Rakovich, N. K. Workshop on personality psychodiagnostics: Didactic materials / Ed. ed. N. K. Rakovich. - Mn. : BSPU im. M. Tanka, 2002. - 248 p.
5. Solomin, I. L. Workshop on psychodiagnostics. Psychosemantic methods: teaching aid/ I. L. Solomin. - St. Petersburg. : St. Petersburg state. University of Communications, 2013. - 96 p.
6. Francella, F. New method personality research: a guide to repertoire personal methods / F. Francella, D. Bannister. - M. : Progress, 1987. - 236 p.
7. Shashok, VN General psychodiagnostics: Diagnosis of characterological and personal characteristics: Practicum / Comp. V. N. Shashok, N. V. Smirnova. - Mn. : BSPU im. M. Tanka, 2003. - 40 p.
Practice #6
Subject. Psychodiagnostics of motivation and emotional states
Duration- 4 hours
The purpose of the lesson: acquaintance with the main methods of diagnosing the motivational and emotional sphere of the personality; diagnosis of achievement motivation and emotional states of students.
Control questions:
1. Define the concept of "motivation";
2. What types of motives do you know?
3. List the methods of diagnosing the motivational sphere of a personality that you know;
4. Define the concepts of "emotions", "emotional orientation";
5. List the methods of diagnosing the emotional sphere of a person known to you.
Task No. 1. Diagnose the motivation for achieving and avoiding failures using A. Mekhrabian's test-questionnaire.
Equipment: questionnaire text (form A, B), answer sheet, keys, interpretation of the received data.
Progress:
1) Acquaintance with the instructions for the test-questionnaire A. Mehrabian;
2) Independent work with the text of the questionnaire;
3) Processing of results:
Converting data for each of the judgments of the questionnaire into points using a key;
Calculation of total scores;
Interpretation of results.
Task number 2. Diagnose the motivational sphere of the personality using the method of value orientations of M. Rokeach.
Equipment: stimulus material (set of 18 cards), answer sheet.
Progress:
1) Acquaintance with the instructions for the method of value orientations by M. Rokeach;
2) Independent work with the methodology;
3) Filling in the form for answers;
4) Processing of results;
5) Interpretation of results.
Task number 3. Diagnose the emotional orientation of the individual using the technique "Emotional orientation (B. I. Dodonov)".
Equipment: questionnaire text, answer sheet (key).
Progress:
1) Acquaintance with the instructions for the method of B. I. Dodonov "Emotional Orientation";
2) Independent work with the text of the questionnaire and registration of answers;
3) Ranging the list of experiences in descending order;
4) Processing and interpretation of the results.
Tasks based on the results of practical work:
3. Independently conduct a diagnosis of the emotional sphere of the personality using two methods to choose from; draw up a rubricator and a protocol for the methods.
1. Methods for diagnosing the emotional sphere: psychological workshop / comp. O.V. Barkanova [series: Library of Actual Psychology]. - Issue. 2. - Krasnoyarsk: Litera-print, 2009. - 237 p.
2. Workshop on psychodiagnostics: Textbook / N. S. Glukhanyuk. - 3rd ed., Rev. – Publishing house MPSI; Voronezh: NPO Modek Publishing House, 2006. - 2008 p.
3. Prokhorov, A. O. Workshop on the psychology of states: Textbook / Ed. prof. A. O. Prokhorova. - St. Petersburg: Speech, 2004. - 480 p., ill.
Practice #7
Subject. Diagnosis of general intellectual abilities
Duration- 6 hours
Purpose of the lesson: familiarity with the main methods of diagnosing general intellectual abilities; diagnostics of the general intellectual abilities of the student.
Control questions:
1. Define the concept of "intelligence". Briefly describe the main approaches to the definition of intelligence;
2. Describe the main properties of intelligence;
3. Name the existing methods for diagnosing intelligence.
Task number 1. to diagnose the student's general intellectual abilities using an adapted version of the R. Amthauer Intelligence Structure Test (TUT).
Equipment: experimental series of tasks, answer sheet, keys, table for converting raw scores into standard ones, graphical display of results, interpretation of the received data.
Progress:
1) Acquaintance with the instructions for the R.Amthauer Intelligence Structure Test (TUT);
2) Independent work with the text of the test;
3) Processing of results:
Using normative tables, convert raw scores into standard ones;
Graphically present an individual profile of the structure of intelligence;
Interpret the results.
Task number 2. To diagnose the student's intellect using the method "Progressive matrices of Raven (PMR)".
Equipment: stimulus material (tables of 5 series of 12 pieces), answer sheet, key.
Progress:
1) Acquaintance with the instructions for the Raven test (PMR);
3) Processing of results:
Counting the number of points for all tables and for individual series;
Comparison of indicators for individual series with average indicators;
Determination of the level of development of intelligence;
Interpretation of results, qualitative analysis test results.
Task number 3. Conduct a diagnosis of intelligence using the "Cultural-Free Intelligence Test" by R. Cattell.
Equipment: test book, answer sheet, key, normative tables.
Progress:
1) Acquaintance with the instructions for the culturally free intelligence test by R. Cattell;
2) Independent work with the test;
3) Processing of results:
Counting the number of points using special keys;
Translation of "raw" scores into scale IQ scores using normative tables;
calculation overall coefficient intelligence (IQ);
Interpretation of results.
Tasks based on the results of practical work:
4. Independently diagnose intelligence using the "Social Intelligence" method by J. Gilford; draw up a rubricator and a protocol for the methodology.
1. Akimova, M. K. Psychological correction of the mental development of schoolchildren / M. K. Akimova, V. T. Kozlova. - M., 2000.
2. Denisov, A.F., Dorofeev E.D. Culturally free intelligence test by R. Cattell (Guidelines for use). - St. Petersburg. : IMATON, 1996. - 17 p.
3. Noss, I. N. Psychodiagnostics: a textbook for bachelors: (a textbook for students of higher educational institutions of psychol. special.) / Noss I. N. - M .: Yurait, 2011.
4. Workshop on psychodiagnostics: Textbook / N. S. Glukhanyuk. - 3rd ed., Rev. – Publishing house MPSI; Voronezh: NPO Modek Publishing House, 2006. - 2008 p.
5. Progressive matrices Ravenna: guidelines / comp. and the general edition of O. E. Mukhordova, T. V. Schreiber. - Izhevsk: Publishing house " Udmurt University", 2011. - 70 p.
6. Test of mental abilities: Guide / Ed. V. I. Chirkova. - Yaroslavl, 1993.
7. Shanina, G. E. Psychological diagnostics: studies.-pract. allowance for students. specialist. "Psychology" of all forms of education / Shanina G. E. - M .: (b.i.), 2010.
8. Yasyukova, L. A. Amthauer intelligence structure test / L. A. Yasyukova. - St. Petersburg, 2002.
Practice #8
Subject. Diagnostics of creativity
Duration- 6 hours
Purpose of the lesson: familiarity with the main methods of diagnosing creativity; diagnostics of student creativity.
Control questions:
1. Give general idea about the problem of creativity and its measurement in psychology;
2. How do creativity and intelligence test scores compare?
3. What are the advantages and disadvantages of creativity tests?
4. Give examples of methods for studying creativity.
Equipment: stimulus material for the J. Guilford Creativity Measurement Test method, stimulus material for the E.P. Torrance Creativity Test method, stimulus material for the Coppernick Test method, pencil, eraser.
Progress:
1) Acquaintance with the instructions for the methods (“J. Gilford Creativity Measurement Test”, “EP Torrance Creativity Test”, “Copper Test”);
2) Carrying out diagnostics of creativity (students, working in pairs, play the role of a test subject and an experimenter);
3) Processing and interpretation of the results.
Tasks based on the results of practical work:
1. Bogoyavlenskaya, D. B. Problems of diagnostics of creativity / D. B. Bogoyavlenskaya // Psychological diagnostics. –2004.- No. 3.- p.3-19.
2. Noss, I. N. Psychodiagnostics: a textbook for bachelors: (textbook for students of higher educational institutions of psychological specialization) / Noss I. N. - M .: Yurait, 2011.
3. Tunik, E. Psychodiagnostics of creative thinking. Creative tests / E. Tunik // School psychologist. - 2001.- No. 45. (special insert).
4. Tunick E. Johnson Creativity Questionnaire / E. Tunick. - 2000.- No. 47.- S. 8-9.
5. Shanina, G. E. Psychological diagnostics: studies.-pract. allowance for students. specialist. "Psychology" of all forms of education / Shanina G. E. - M .: (b.i.), 2010.
Practice #9
Subject. Diagnostics of the stylistic sphere of personality
Duration- 4 hours
Purpose of the lesson: acquaintance with the methods of diagnosing the stylistic sphere of personality; diagnostics of the stylistic sphere of the student's personality.
Control questions:
1. Define the concept of "style" in psychology;
2. Define the concept of "cognitive style";
3. Describe the concept of an individual style of activity in psychology;
4. What methods of diagnosing the stylistic sphere of personality do you know? Briefly describe them.
Progress:
1) Acquaintance with the methods of diagnosing the stylistic sphere of personality (“Object sorting test according to R. Gardner”, Questionnaire “Thinking styles” (A. A. Alekseev), “Melbourne decision-making questionnaire (T. V. Kornilova)”);
2) Carrying out diagnostics of cognitive style using the technique "Test of object sorting according to R. Gardner"; processing and interpretation of results;
3) Carrying out the diagnosis of the style of thinking using the methodology "Thinking Styles" (A. A. Alekseev); processing and interpretation of results;
4) Carrying out diagnostics of the decision-making style using the methodology "Melbourne decision-making questionnaire" by T. V. Kornilova; processing and interpretation of test results;
Tasks based on the results of practical work:
1. Alekseev, A. A. Understand me correctly or a book about how to find your own style of thinking, effectively use intellectual resources and gain mutual understanding with people / A. A. Alekseev, L. A. Gromova. - St. Petersburg, School of Economics, 1993. - S. 29-41, 316-328.
2. Egorov, E. I. Personality of the teacher: theory and practice / E. I. Egorov. - Rostov-on-Don: Phoenix, 1996. - C. 159-170.
3. Kornilova, T. V. Melbourne decision-making questionnaire: Russian-language adaptation / T. V. Kornilova // Psychological research, 2013, 6(31), 4. http://psystudy.ru
4. Kholodnaya, M. A. Cognitive styles: on the nature of the individual mind / M. A. Kholodnaya. - M. : PER SE, 2002
Practice #10
Subject. Psychological testing in education
Duration- 4 hours
Purpose of the lesson: familiarity with the main diagnostic methods used in the field of education.
Progress:
1) Acquaintance with methods for diagnosing the level of development and learning difficulties at school (mental development test (ShTUR, ASTUR), methods for assessing the level social development maladjusted adolescents S. A. Belicheva);
2) Acquaintance with the methods of diagnosing the interests and inclinations of schoolchildren in various fields of activity (“Map of Interests” by A. E. Golomshtok, J. Holland’s questionnaire, differential diagnostic questionnaire (DDO) by E. A. Klimova, questionnaire “Definition of professional inclinations” L Yovaishi, questionnaire "Communicative and organizational skills" (KOS) B. A. Fedorshina).
Tasks based on the results of practical work:
1. Independently conduct a choice of two methods for diagnosing the level of development and learning difficulties at school; draw up a rubricator and a protocol for methods;
2. Independently conduct a choice of two methods for diagnosing the interests and inclinations of schoolchildren in various fields of activity; draw up a rubricator and a protocol for the methods.
1. Andrushchenko T. Yu. Diagnostic tests in psychological counseling / T. Yu. Andrushchenko. - M .: Academy, 2004.
2. Vorobyov A. N. Questionnaire of professional preferences: Adaptation of the test of J. Holland "Self-directed search": Guide / Vorobyov A. N., Senin I. G., Chirkov V. I. - Yaroslavl, 1993.
3. Gurevich, K. M. Test ASTUR / Gurevich K. M. Akim M. K., Borisova E. M., Loginova G. P., Raevsky A. M., Ferens N. A // psychological science and education. 1996. No. 1.
4. Psychological examination of children of preschool and primary school age: Tests and teaching materials / Ed. comp. G. V. Burmenskaya. - M .: UMK "Psychology", 2003.
5 Yasyukova, L. A. Methods for determining readiness for school. Forecast and prevention of learning problems in the beginning. school. Methodological guide / Yasyukova L. A. - St. Petersburg. : IMATON, 1999.
Practice #11
Subject. Diagnosis of interpersonal relationships
Duration- 4 hours
Purpose of the lesson: familiarity with the main methods of diagnosing interpersonal relationships in adolescence and youth; diagnostics of interpersonal relations of the student.
Control questions:
1. Define the concept of "interpersonal relationships." Describe the main components of interpersonal relationships;
2. Name the methods of diagnostics of interpersonal relations known to you;
3. Name the projective methods of diagnosing interpersonal relationships known to you.
Task number 1. To diagnose the type of interpersonal relationships using the technique of T. Leary (DME).
Equipment: questionnaire text, answer sheet, keys, graphical display of the results, interpretation of the results.
Progress:
1) Acquaintance with the instructions for the test T. Leary (DMO);
2) Carrying out the T. Leary test (DMO);
3) Scoring using the key to the questionnaire;
4) Construction of a circular psychodiagram;
5) Interpretation of results.
Task number 2. To diagnose the emotional attitude of a person to significant persons and situations using the “Color Test of Relationships (CRT) by A. M. Etkind”.
Equipment: 8-color stimulus material from M. Luscher's eight-color test.
Progress:
1) Compilation of a list of significant persons representing the immediate environment, as well as a list of concepts that have
E. Wagner's "Hand-test" method for in-depth study of personality, revealing a tendency to open aggressive behavior and style of social relationships. Questionnaire for the style of overcoming conflicts by K. Thomas (adapted by N.V. Grishina) for diagnosing predisposition to five main styles of behavior in a conflict situation. Using a questionnaire to form a workable team. Literature Grishina N.V. On the issue of predisposition to conflict behavior // Mental states (Experimental and applied psychology). Issue. 10. L.: Publishing House of Leningrad State University, 1981. P. 91. Enikolopov S.N. Questionnaire Bass-Darky // Workshop on psychodiagnostics. Psychodiagnostics of motivation and self-regulation. M.: Publishing House of Moscow State University, 1990. S. 6-11. Kurbatova T.N., Mulyar O.I. Projective methodology for the study of personality "Hand-test". Methodological guide. SPb.: IMATON, 2001. Practical lesson No. 19. Psychodiagnostics of self-consciousness and the value-semantic sphere of the personality Methodology for the study of self-attitude (MIS) S.R. Panteleeva and V.V. Stolin. Methodology "Placing yourself on the scale" T. Dembo - S. Rubinshtein and its modifications for studying the features of self-esteem and self-attitude. M. Rosenberg's self-esteem scale. Self-attitude test of twenty statements (Who am I?) by M. Kuhn and T. McPartland for the study of self-attitude. The test of meaningful life orientations by D.A. Leontiev as an adaptation of the “Purpose in Life” test by J. Crumbo and L. Maholic, compiled on the basis of the theory of striving for the meaning of life and logotherapy by V. Frankl. Method of limiting meanings (MPS) D.A. Leontiev - a dialogue technique for determining the meaning of human life. M. Rokeach's “Value Orientations” Methodology for Revealing the Hierarchy of Terminal and Instrumental Values in Human Life. 181 Literature Kuhn M., McPartland T. Empirical Research attitudes of the personality towards oneself // Modern foreign social Psychology. Texts. M.: Publishing House of Moscow State University, 1984. S. 180-187. Leontiev D.A. Methodology of ultimate meanings (MPS): Methodological guide. M.: Meaning, 1999. Leontiev D.A. Methodology for the study of value orientations. M.: Meaning, 1992. Leontiev D.A. Test of meaningful life orientations. M.: Meaning, 2000. Panteleev S.R. Methodology for the study of self-attitude. M.: Meaning, 1993. Workshop on developmental psychology / Ed. L.A. Golovey, E.F. Rybalko. SPb.: Rech, 2002. Practical lesson No. 20. Measuring responsibility and regulatory activity Questionnaire for the level of subjective control (USK) E.F. Bazhina, E.A. Golynkina, A.M. Etkind for diagnosis basic settings individuals to attribute the reasons for their successes or failures to themselves or to external circumstances. Evaluation of attitudes in the field of industrial, interpersonal, family relations, health and illness. Volitional Self-Control Questionnaire (VSC) A.G. Zverkova and E.V. Eidman to assess the individual level of development volitional regulation , self-possession in stressful situations and perseverance in achieving the goal. Diagnosis of risk appetite. Risk appetite questionnaire A.G. Shmelev for predicting the behavior of a person in a situation of uncertainty that encourages choosing cautious or risky strategies. "Activity threshold" T.L. Romanova to assess the desire for activity, decisiveness in actions or passivity. References Bazhin E.F., Golynkina E.A., Etkind A.M. A method for studying the level of subjective control. Psikhol. magazine. 1984. V. 5. No. 3. S. 152-162. Bazhin E.F., Golynkina E.A., Etkind A.M. Questionnaire of the level of subjective control. M.: Meaning, 1993. - 16 p. (Also: Practicum on psychodiagnostics 182. Psychodiagnostic materials. M.: Publishing House of Moscow State University, 1988. S. 131-134.) Zverkov A.G., Eidman E.V. Diagnostics of volitional self-control (VSK questionnaire) // Workshop on psychodiagnostics. Psychodiagnostics of motivation and self-regulation. M.: Publishing House of Moscow State University, 1990. S. 116-124. Ksenofontova E.G. The study of the localization of personality control - a new version of the methodology "Level of subjective control" // Psikhol. magazine. 1999. V. 20. No. 3. S. 103-114. Pochebut L.G. Psychological readiness for risk // Workshop on the psychology of management and professional activity / Ed. S.G. Nikiforova, M.A. Dmitrieva, V.M. Snetkova. St. Petersburg: Rech, 2001, pp. 209-216. Romanova T.L. Methodology "Threshold of activity" (PA) // Workshop on psychodiagnostics. Psychodiagnostics of motivation and self-regulation. M.: Publishing House of Moscow State University, 1990. S. 139-143. Practical lesson No. 21. Method "Choice of color" by M. Luscher Method "Choice of color" by M. Luscher for assessing the psycho-emotional state and the level of neuropsychic stability; to identify actual intra- and interpersonal conflicts, their sources, suppressed and / or unsatisfied needs, features of perception and understanding of the life situation. Literature Dubovskaya O.F. Luscher's eight-color test. M.: Kogito-center, 2003. Sobchik L.N. MCV is a method of color selections. Modified eight-color Luscher test. St. Petersburg: Rech, 2002. Timofeev V., Filimonenko Yu. M. Luscher color test (standardized version). Methodological guide. St. Petersburg: IMATON, 2001. Interpretation tables. M. Luscher test. Methodical application. SPb.: IMATON, 2001. 183 Practical lesson No. 22. Diagnosis of anxiety and maladjustment Scale "Manifestations of Anxiety" (MAS) J. Taylor adapted by T.A. Nemchina. Scale of reactive and personal anxiety Ch.D. Spielberger with colleagues in the adaptation of Yu. L. Khanina. Methodology "Level of neuroticism and psychopathization" (UNP). The Jenkins questionnaire to identify the type of behavioral activity (behavioral risk factor for coronary heart disease). Literature Berezovskaya R.A. Professional health of a manager // Workshop on the psychology of management and professional activity / Ed. S.G. Nikiforova, M.A. Dmitrieva, V.M. Snetkova. St. Petersburg: Rech, 2001. S. 267-275. (Jekins Questionnaire) Dermanova I.B. Methods for diagnosing the emotional and moral development of the personality of development // Workshop on age psychology / Ed. L.A. Golovei, E.F. Rybalko. St. Petersburg: Rech, 2002, pp. 255-242. Berezovskaya R.A. Professional health of a manager // Workshop on the psychology of management and professional activity / Ed. S.G. Nikiforova, M.A. Dmitrieva, V.M. Snetkova. St. Petersburg: Rech, 2001. S. 267-275. (Jekins Questionnaire) Methodology for determining the level of neuroticism and psychopathization. Guidelines. M., 1985. Practical lesson No. 23. Diagnostics of the functional states of the “Landolt Ring” for the study of working capacity and its components: productivity, speed, accuracy (error-free), endurance and reliability. Test of differentiated self-assessment of the functional state “Health. Activity. Mood" (SAN). 184 Literature Doskin V.A., Lavrentiev N.A., Miroshnikov M.P., Sharay V.B. Test of differentiated self-assessment of the functional state // Vopr. psychology. 1973. No. 6. S. 141-146. Workshop on the psychology of states / Ed. A.O. Prokhorov. St. Petersburg: Speech, 2004. Sysoev V.N. E. Landolt's test. Performance diagnostics. Methodological guide. SPb.: IMATON, 2000. Practical lesson No. 24. Diagnostics of motivation "Psychosemantic diagnostics of hidden motivation" I.L. Solomin to obtain information about the content and severity of human needs, motives and attitudes. “Questionnaire for measuring the affiliative tendency and sensitivity to rejection” by A. Mehrabian to measure two motives: the desire for acceptance and the fear of being rejected. D.P. scale Marlow - D.A. Crown to assess approval motivation. Literature Magomed-Eminov M.Sh. Test questionnaire for measuring affiliation motivation // Workshop on psychodiagnostics. Psychodiagnostic materials. M.: Publishing House of Moscow State University, 1988. S. 94-98. Pochebut L.G. The study of affiliation // Workshop on the psychology of management and professional activity / Ed. S.G. Nikiforova, M.A. Dmitrieva, V.M. Snetkova. St. Petersburg: Rech, 2001. S. 184-189. Rubinshtein S.Ya. Experimental methods of pathopsychology and experience of their application in the clinic: Prakt. management. M.: April-press, 2004. Solomin I.L. Psychosemantic diagnostics of latent motivation. St. Petersburg: IMATON, 2001. Khanin Yu.L. Marlow-Crown scale for the study of approval motivation. methodical writing. Leningrad: NII physical education, 1976. 185 Practical lesson No. 25. Psychological assessment of an employee in an organization Assessment center as a method integrated assessment personnel. Eight diagnostic scales for measuring career orientations V.A. Chicker. Leadership style measurement scale F.E. Fiedler: self-esteem, self-criticism, social attitudes, effectiveness of communication and management. Blake-Mouton questionnaire for assessing the style of a manager's activity. Literature Manichev S.A. Technology for assessing managerial personnel // Workshop on the psychology of management and professional activity / Ed. S.G. Nikiforova, M.A. Dmitrieva, V.M. Snetkova. St. Petersburg: Rech, 2001, pp. 219-245. (Assessment Center) Chiker V.A. Professional career // Workshop on the psychology of management and professional activity / Ed. S.G. Nikiforova, M.A. Dmitrieva, V.M. Snetkova. St. Petersburg: Rech, 2001, pp. 330-342. (Eight diagnostic scales for measuring career orientations) Snetkov V.M. Style and role orientation of the manager's activity // Workshop on the psychology of management and professional activity / Ed. S.G. Nikiforova, M.A. Dmitrieva, V.M. Snetkova. St. Petersburg: Rech, 2001, pp. 372-379. (Blake-Mouton questionnaire for assessing the style of a manager's activity) Practical lesson No. 26. Socio-psychological diagnostics of an individual and a group Methodology "Value-oriented unity of a group" (COE) V.S. Ivashkin and V.V. Onufriev, its variants. Methodology "Q-sort" (Q-sort) by V.Stefanson to assess the six main tendencies of human behavior in a group: dependence - independence, sociability - lack of sociability, acceptance of competition - avoidance of competition; the degree of discrepancy between the ideal and real "I" of a person. G. Moreno sociometry and its varieties. Referentometry. 186 Literature Paniotto V.I. Sociometric survey // Methods of collecting information in sociological research. Book 1. Sociological survey // Responsible. ed. V.G. Andreenkov, O.M. Maslova. M.: Nauka, 1990. S. 207-222. Workshop on developmental psychology / Ed. L.A. Golovey, E.F. Rybalko. St. Petersburg: Speech, 2002. Shevandrin N.I. Fundamentals of psychological diagnostics: At 3 o'clock. M.: VLADOS, 2003. Part 2. Fetiskin N.P., Kozlov V.V., Manuilov G.M. Socio-psychological diagnostics of the development of personality and small groups. M., 2002. Practice No. 27. Diagnosis of interpersonal relationships and communication features J. Gilford and M. Sullivan's test to measure the level of development of social intelligence in general and particular abilities to know people's behavior (the ability to foresee the consequences of behavior, the ability to adequately reflect verbal and non-verbal expression, the ability to understand the internal motives of the behavior of other people and the logic of the development of complex situations of interpersonal interaction). Color Relationship Test (CRT) A.M. Etkind to study the emotional attitude of a person to significant persons and situations at the non-verbal level of subjective reflection. Literature Mikhailov (Aleshina) E.S. J. Gilford and M. Sullivan test. Diagnostics of social intelligence. Methodological guide. St. Petersburg: IMATON, 2001. Etkind A.M. Color test of relationships // General psychodiagnostics / Ed. A.A. Bodaleva, V.V. Stolin. M.: Publishing House of Moscow State University, 1987. S. 221-227. (Also: Workshop on psychodiagnostics. Psychodiagnostic materials. M.: Publishing House of Moscow State University, 1988. P. 119-122.) Etkind A.M., Bazhin E.F. Relationship color test. SPb.: IMATON, 2000. 187 Practical lesson No. 28. Diagnosis of parent-child relationships "Parents through the eyes of a teenager" (ADOR). Measurement of parental attitudes and reactions (PARI) to identify the nature of parental care, democracy in relations with the child, authoritarian control and features of marital relations. Test questionnaire of parental attitude A.Ya. Varga and V.V. Stolin. Literature. Arkhireeva T.V. Measurement of parental attitudes and reactions (PARI questionnaire) // Workshop on developmental psychology / Ed. L.A. Golovei, E.F. Rybalko. St. Petersburg: Rech, 2002, pp. 652-660. Varga A.Ya., Stolin V.V. Test questionnaire of parental attitude // Workshop on psychodiagnostics. Psychodiagnostic materials. M.: Publishing House of Moscow State University, 1988. S. 107-113. Wasserman L.I., Gorkovaya I.A., Romitsyna E.E. Parents through the eyes of a teenager: psychological diagnostics in medical and pedagogical practice. SPb.: Rech, 2004. Practical lesson No. 29. Diagnosis of readiness for school Methods for determining readiness for school L.A. Yasyukova to assess the speed of information processing, voluntary attention, short-term auditory and visual memory, type of representational system, speech development, visual, conceptual and abstract thinking, energy and adaptive capabilities, personal learning potential (self-esteem, emotional attitudes towards school, family situation, etc. .). Literature Gutkina N.I. Psychological readiness for school. St. Petersburg: Peter, 2004. Yasyukova L.A. Methodology for determining readiness for school. Prediction and prevention of learning problems in primary school. Methodological guide. SPb.: IMATON, 1999. 188 Practical lesson No. 30. Diagnostics of cognitive processes and level of development in primary school age Diagnostic tests T.Yu. Andrushchenko to identify various aspects of the social situation of the development of school-age children, features of involvement junior schoolchildren V learning activities, the formation of personality neoplasms. Diagnostics of the psychological readiness of junior schoolchildren for the transition to secondary school in order to prevent difficulties in subsequent learning. "Forecast and prevention of learning problems in grades 3-6" L.A. Yasyukova for psychological support of students in grades 3-6 and the problem of adaptation during the transition to the fifth grade. Evaluation of the development of all qualities necessary for successful learning V high school(the ability to quickly read and understand what is read, independent thinking, understanding patterns and the ability to distinguish categories, spatial thinking, attentiveness, arbitrariness of memorization, self-control and other individual characteristics). Literature Andrushchenko T.Yu. Diagnostic tests in psychological counseling. M.: Academy, 2004. Psychological examination of children of preschool-primary school age: Tests and teaching materials / Ed.-sost. G.V. Burmenskaya. M.: UMK "Psychology", 2003. Yasyukova L.A. Forecast and prevention of learning problems in grades 3-6. St. Petersburg: IMATON, 2001. Yasyukova L.A. Forecast and prevention of learning problems in grades 3-6. Methodological guide. St. Petersburg: IMATON, 2001. Yasyukova L.A. Forecast and prevention of problems of teaching senior pupils. Methodological guide. St. Petersburg: IMATON, 2005. 189 9. Test tasks testing knowledge on the course "Psychodiagnostics" Choose one answer from the options in each question and mark it with a circle in the answer sheet. 1. A psychological test is ... a) a tool; b) task; c) condition; d) approach. 2. Appointment psychological test: a) measurement of differences between people or between the reactions of the same person in different conditions; b) identifying patterns human behavior; c) collection of information about the reasons for the existence of these human characteristics (anamnesis); d) identification of specific features (weaknesses) of a person for targeted corrective action. 3. The main purpose of the test is: a) preliminary acquaintance with the personality of the subject; b) finding a correlation between certain indicators; c) diagnosis of certain psychological characteristics of the subject; d) the formation of certain qualities of the subject. 4. In the psychodiagnostic examination, the following principle is implemented: a) special impact (stimulus) → fixed reaction (S→R); b) stimulus → reaction → analysis-interpretation (S→ R→ I); c) reaction → interpretation → correction (R → I → K); d) reaction → interpretation → stimulus (R → I → S). 5. The main advantage of the method of psychodiagnostics: a) the method is easier to use than the others; b) greater accuracy than other methods; c) requires less costs during implementation; d) collection of information in a shorter time. 190
