To narrow the search results, you can refine the query by specifying the fields to search on. The list of fields is presented above. For example:
You can search across multiple fields at the same time:
logical operators
The default operator is AND.
Operator AND means that the document must match all the elements in the group:
research development
Operator OR means that the document must match one of the values in the group:
study OR development
Operator NOT excludes documents containing this element:
study NOT development
Search type
When writing a query, you can specify the way in which the phrase will be searched. Four methods are supported: search with morphology, without morphology, prefix search, phrase search.
By default, the search is based on morphology.
To search without morphology, it is enough to put the "dollar" sign before the words in the phrase:
$ study $ development
To search for a prefix, you need to put an asterisk after the query:
study *
To search for a phrase, you need to enclose the query in double quotes:
" research and development "
Search by synonyms
To include synonyms of a word in the search results, put a hash mark " #
" before a word or before an expression in brackets.
When applied to one word, up to three synonyms will be found for it.
When applied to a parenthesized expression, a synonym will be added to each word if one was found.
Not compatible with no-morphology, prefix, or phrase searches.
# study
grouping
Parentheses are used to group search phrases. This allows you to control the boolean logic of the request.
For example, you need to make a request: find documents whose author is Ivanov or Petrov, and the title contains the words research or development:
Approximate word search
For approximate search you need to put a tilde " ~ " at the end of a word in a phrase. For example:
bromine ~
The search will find words such as "bromine", "rum", "prom", etc.
You can optionally specify the maximum number of possible edits: 0, 1, or 2. For example:
bromine ~1
The default is 2 edits.
Proximity criterion
To search by proximity, you need to put a tilde " ~ " at the end of a phrase. For example, to find documents with the words research and development within 2 words, use the following query:
" research development "~2
Expression relevance
To change the relevance of individual expressions in the search, use the sign " ^
" at the end of an expression, and then indicate the level of relevance of this expression in relation to the others.
The higher the level, the more relevant the given expression.
For example, in given expression the word "research" is four times more relevant than the word "development":
study ^4 development
By default, the level is 1. Valid values are a positive real number.
Search within an interval
To specify the interval in which the value of some field should be, you should specify the boundary values in brackets, separated by the operator TO.
A lexicographic sort will be performed.
Such a query will return results with the author starting from Ivanov and ending with Petrov, but Ivanov and Petrov will not be included in the result.
To include a value in an interval, use square brackets. Use curly braces to escape a value.
35. Romanova E.S. Psychodiagnostics: Textbook. - St. Petersburg: Peter, 2005.
36. Guidelines for the use of the eight-color test M. Luscher. Comp. O.F. Dubrovskaya. - M., 2005.
37. Sobchik L.N. Modification (modified) eight-color test by M. Luscher. Practical guide. - SPb., 2001.
38. Sobchik L.N. Drawn apperception test (PAT). - St. Petersburg, 2002.
39. Stolyarenko L.D. Fundamentals of psychology. - Rostov-on-Don: Phoenix, 2002.
40. Khjell L., Ziegler D. Personality Theories. - St. Petersburg: Peter, 2003.
41. Shevandrin N.I. Psychodiagnostics, correction and personality development: Proc. for stud. higher textbook establishments. - 2nd ed. – M.: Humanit. ed. center VLADOS, 2001. 1998.
42. Shmelev A.G. Workshop on psychodiagnostics. Psychodiagnostics of motivation and self-regulation. - M., 1990.
43. Shmelev A.G. Fundamentals of psychodiagnostics. Textbook for students of pedagogical universities. – M.; Rostov-on-Don, 1996.
44. Shmelev A.G. Psychodiagnostics of personality traits. - St. Petersburg: Speech, 2002.
45. Encyclopedia of psychodiagnostics. In 4 volumes. Volume 1. Psychodiagnostics of children. Volume 2. Psychodiagnostics of adults. Volume 3. Psychodiagnostics of the family. Volume 4. Psychodiagnostics of personnel. Editor-compiler Raigorodsky D.Ya. - Samara: Publishing House "Bahrakh-M", 2009.
Additional literature on disciplines:
1. Eysenck H., Evans D. Check your child's abilities / Per. from English. OK. Klyukin. - M .: LLC "Firma" AST Publishing House "", 1998.
2. Ananiev B.G. Personality, subject of activity, individuality. – M.: Direct-Media, 2008.
3. Anufriev A.F., Kostromina S.N. How to overcome the difficulty in teaching children. Psychodiagnostic tables. Psychodiagnostic methods. corrective exercises. - M .: Publishing house "Os-89", 1999.
4. Batarshev A.V. Psychodiagnostics of borderline personality and behavior disorders. - M .: Institute of Psychotherapy, 2004.
5. Wenger L.A. Development cognitive abilities in the process of preschool education. - M, 1986.
6. Wenger A.L. What are you complaining about? Identification and correction of unfavorable options for the development of the personality of children and adolescents. – M.; Riga: PC Experiment, 2000.
7. Druzhinin V.N. Experimental psychology: a textbook for universities. 2nd ed. - St. Petersburg, 2006.
8. Dontsov D.A., Denisov A.A., Senkevich L.V. Social Psychology. Educational methodical manual. FGBOU VPO GKA named after Maimonides. - M .: Publishing House Man, 2010.
9. Dontsov D.A., Senkevich L.V., Turchan O.V. General psychology. Proc. - method. manual on discipline "General psychology". Specialty 030301.65 "Psychology". FGBOU VPO GKA named after Maimonides. - M .: Publishing House Man, 2012.
10. Ezhova N.N. Reference book of a practical psychologist / N.N. Yezhov. - Rostov-on-Don: Phoenix, 2009.
11. Eliseev O.P. Workshop on the psychology of personality. - St. Petersburg: Peter, 2007.
12. Ivanov N.Ya., Lichko A.E. Pathocharacterological diagnostic questionnaire for adolescents. Toolkit. - M., 1994.
13. Istratova O.N. Reference book of the primary school psychologist / O.N. Istratova, T.V. Exacusto. – Ed. 7th. - Rostov-on-Don: Phoenix, 2011.
14. Istratova O.N., Exakusto T.V. Reference book of a secondary school psychologist / O.N. Istratova, T.V. Exacusto. – Ed. 7th. - Rostov-on-Don: Phoenix, 2012.
15. Martsinkovskaya T.D. Diagnosis of the mental development of children. - M., 1997.
16. Klimov E.A. Psychology of professional self-determination. – M.: Academy, 2007.
17. Crisis psychology. Reference book of practical psychologist. Compiled by S.L. Solovyov. – M.: AST; St. Petersburg: Sova, 2008.
18. Krylov A.A., Yuriev A.I. Workshop on experimental and applied psychology: Textbook / Ed. A.A. Krylov. SPb., 1997.
19. Methods of psychological diagnostics. Issue. 1. Ed. V.N. Druzhinina and T.V. Galkina. – M.: IP RAN, 1993.
20. Methods of psychological diagnostics. Issue. 2. Ed. A.N. Voronin. – M.: IP RAN, 1994.
21. Desk book practical psychologist / Comp. S.T. Posokhova, S.L. Solovyov. – M.: AST: GUARDIAN; St. Petersburg: Sova, 2008.
22. Piriev G.D. Experimental psychology. – Sofia, 1968.
23. Pedagogical psychology: Methods and tests / Authors-compilers: M.V. Demidenko, A.I. Klyuev. - Samara: Bahrakh-M, 2004.
24. Psychological correction mental development students / Ed. K.M. Gurevich, I.V. Dubrovina. - M, 1990.
25. Psychodiagnostics and career guidance in educational institutions / Ed. - comp. L.D. Stolyarenko. - Rostov-on-Don: Phoenix, 2005.
26. Workshop on General, Experimental and Applied Psychology: Proc. allowance. / V.D. Dalin, V.K. Gaida, V. K. Gerbachevsky and others; Under the general editorship. A.A. Krylova, S. A. Manicheva. - St. Petersburg: Peter, 2000.
27. Workshop on developmental psychology. Tutorial. Edited by L.A. Golovey, E.F. Rybalko. - St. Petersburg: Speech, 2006.
28. Working book of a practical psychologist / N.N. Yezhov. - Rostov-on-Don: Phoenix, 2008.
29. Rean A.A., Kolominsky Ya.L. Social pedagogical psychology. - St. Petersburg, 1999.
30. Rogov E.I. Handbook of a Practical Psychologist in Education: Textbook. – M.: VLADOS, 1996.
31. Romanova E.S., Grebennikov L.R. Mechanisms of psychological protection. Genesis. Functioning. Diagnostics. - Mytishchi: Talent, 1996.
32. Romanova E.S. 99 popular professions. Psychological analysis and professionalism. - St. Petersburg: Peter, 2008.
33. Rubinshtein S.Ya. Experimental methods of pathopsychology. Appendix. - M .: Publishing house of EKSMO-Press, 1999.
34. Silver R. Drawing tests. How to find out the most important thing about your child / Rowley Silver. - St. Petersburg: PRIME-EUROZNAK, 2009.
35. Sobchik L.N. Methods of psychological diagnostics. A standardized multifactorial method for the study of personality. Issue. 1. - M., 1990.
36. Sobchik L.N. Methods of psychological diagnostics. Diagnosis of interpersonal relationships. Issue. 3. - M., 1990.
37. Stepanov S.S. Diagnosis of intelligence by the method of drawing test. - M., 1994.
38. Tarabrina I.V. Workshop on the psychology of post-traumatic stress. - St. Petersburg: Peter, 2001.
39. Fantalova E.B. Diagnostics and psychotherapy internal conflict. - Samara: Publishing house "BAHRAKH-M", 2001.
40. Khersonsky B.G. Method of pictograms in psychodiagnostics. – M.: Medicine, 2003.
41. Shirokova G.A. Workshop for a child psychologist / G.A. Shirokova, E.G. Zhadko. – Ed. 7th. – Rostov-on-Don: Phoenix, 2010.
42. Shapar V.B. Working book of a practical psychologist / V. Shapar, A. Timchenko, V. Shvydchenko. – M.: AST; Kharkov: Torsing, 2007.
43. Shmelev A.G. General psychodiagnostics. Tutorial. - M., 1988.
44. Shmeleva I.A. Ethical principles of the work of a psychologist // Introduction to the profession. Psychology: Textbook. - St. Petersburg: Peter, 2007.
45. Experimental psychology. Workshop. Under total ed. E.S. Romanova. - St. Petersburg: Peter, 2007.
Methodical instructions for practical exercises
The structure of the practical lesson:
1. Checking readiness for work;
2. Implementation of 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 high results were obtained;
Indicators for which low values were obtained and which require correction.
6) Conclusions:
The level of formation of the studied mental formations in accordance with the 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
Topic. 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.
Test questions:
1. Define the concept of "temperament";
2. Describe the properties 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:
Working process:
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.
Working process:
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.
Working process:
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.
Working process:
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 individual features personality. Part 1. Psychodiagnostics of temperament: Proc. allowance / O. Yu. Moiseeva. - Vladivostok: Mor. state un-t, 2002. - 52 p.
2. Rakovich, N. K. Workshop on psychodiagnostics of personality: Didactic materials/ Rev. 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
Topic. 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.
Test 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.
Working process:
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.
Working process:
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
Topic. 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.
Test 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.
Working process:
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
Topic. 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.
Test 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.
Working process:
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) Conducting personality diagnostics using the projective technique "Frustration Test" by S. Rosenzweig; processing and interpretation of results;
3) Carrying out diagnostics using the projective technique "Thematic 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
Topic. Diagnostics of consciousness and self-consciousness
Duration- 6 o'clock
Purpose of the lesson: familiarity with the methods of diagnosing consciousness and self-awareness; diagnostics of consciousness and self-awareness of a student.
Test 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 by 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.
Working process:
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 self-awareness of the individual using the technique of "Technique of Repertory Grids by J. Kelly".
Equipment: repertory lattice matrix
Working process:
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.
Working process:
1) Study of the features of the procedure, processing and interpretation of the results when using the "Personal Differential" methodology;
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 personality psychodiagnostics: Interpretation guide / R. S. Pantileev // Cube - electronic 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. A new method of 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
Topic. 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.
Test 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: the text of the questionnaire (form A, B), answer sheet, keys, interpretation of the received data.
Working process:
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 methodology value orientations M. Rokeach.
Equipment: stimulus material (set of 18 cards), answer sheet.
Working process:
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).
Working process:
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
Topic. Diagnosis of general intellectual abilities
Duration- 6 o'clock
Purpose of the lesson: familiarity with the main methods of diagnosing general intellectual abilities; diagnostics of the general intellectual abilities of the student.
Test 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 data obtained.
Working process:
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.
Working process:
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.
Working process:
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 of the general coefficient of 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
Topic. Diagnostics of creativity
Duration- 6 o'clock
Purpose of the lesson: familiarity with the main methods of diagnosing creativity; diagnostics of student creativity.
Test 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. Gilford Creativity Measurement Test method, stimulus material for the E. P. Torrance Creativity Test method, stimulus material for the Coppernick Test method, pencil, eraser.
Working process:
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
Topic. 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.
Test 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.
Working process:
1) Acquaintance with the methods of diagnosing the stylistic sphere of a personality (“Test of object sorting 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
Topic. Psychological testing in education
Duration- 4 hours
Purpose of the lesson: familiarity with the main diagnostic methods used in the field of education.
Working process:
1) Acquaintance with the methods for diagnosing the level of development and learning difficulties at school (mental development test (ShTUR, ASTUR), a method for assessing the level of social development of maladjusted adolescents by 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 preschool children 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
Topic. 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.
Test 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.
Working process:
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.
Working process:
1) Compilation of a list of significant persons representing the immediate environment, as well as a list of concepts that have
transcript
1 NOUVPO University for the Humanities FACULTY OF SOCIAL PSYCHOLOGY EDUCATIONAL AND METHODOLOGICAL COMPLEX OF THE DISCIPLINE "PRACTICE 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 ACCEPTED: 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" was compiled in accordance with the requirements of the Federal State Educational Standard of Higher Professional Education for 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 study 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 students' preparation To successfully study the discipline, students must have the following general cultural competencies: the ability and readiness to: use the basic methods of 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 the norm and with mental deviations 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 a 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 holding 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 of 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; carry out 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. five
6 4. Training materials and methodological developments To implement technologies and teaching methods, the following are used: laboratory tasks, game situations in professional activity and scenarios of role-playing games, topics of essays, 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 Curriculum and thematic lesson plan (full-time education) p / p 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 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:
8 Curriculum and thematic lesson plan (for part-time students) p / n Section, topic of the discipline Total hours 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 The content of the topic in didactic units Section 1. Psychodiagnostic tools 1 Topic 1. Psychodiagnostics Diagnostics of sensory-perceptual properties: cognitive processes, diagnostics of perception of form, space, movement, color, time, auditory perception, perception text, 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 objective, symbolic, symbolic 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. Diagnostics of intelligence, mental development and learning. Diagnosis of common 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. Diagnosis of the properties of the 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 testing methods: methods of objective and subjective assessment. Questionnaire SAN. D. Taylor Personal Anxiety Scale. Ch. Spielberger's scale for assessing the level of reactive and personal anxiety. Differential diagnosis of 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 of personality constructs by 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 of 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 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 studying the 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 The concept of 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 Topic 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 the current state of 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 multilateral research of personality. 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 features of diagnosing the functional state of a 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? fourteen
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 "Feedback Techniques"; 3) in 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. Diagnostics of 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 Completion of a report on practical classes Preparation for tests Test in test form Creative and problem-oriented work 5 Creative project implementation Creative project 1. Guidelines on writing reports Reports are made on sheets of A-4 format on one side in text Word editor. 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). The work must be submitted in electronic form 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 part-time students. 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 survey, students draw up protocols in accordance with standard requirements: 1. Each protocol is drawn up on a separate sheet of A-4 paper and contains information that allows you to check the correctness of 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, expresses the student's own position on the topic under study. 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 title page and a list of used literature. 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 the creation of 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. Determination of 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 methodology 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 features 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 affecting results psychological testing Key words: test conditions, respondent orientation, tester characteristics 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 practical training to run 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 in application 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 of individual personality traits using the 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 areas 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. Socio-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. Examples of tasks for 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. Establish the 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 exact 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 Rating "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 personal 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, study guides References 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. Purpose and objectives of the discipline Place of the discipline in the structure of the main professional educational program Discipline "Diagnostics 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 Bachelor Degree 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" 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 necessary knowledge in the field of application of psychodiagnostic
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 Administration" 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 of the 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. The purpose of the 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 minutes of the meeting of the department Date of introduction Signature Date of the introduction of changes into effect 3 1.2.
Explanatory note 1. Aims 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 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 OPOP "Psychology" practices 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
VOLGA HUMANITARIAN INSTITUTE (branch) of the State Educational Institution of Higher Professional Education "VOLGOGRAD STATE UNIVERSITY" FACULTY OF NATURAL SCIENCES Department
Aims and objectives of the discipline Psychodiagnostics is both a research area and the basic activity of a practical psychologist. In various areas of life and activities
SUMMARY of the work program in the discipline PSYCHOLOGY The main educational program of higher education of the undergraduate program in the direction of training 44.03.01 - "Pedagogical 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 "Slavic-on-Kuban State pedagogical institute» «I approve»
2 1. General information about the discipline 1.1. Name of discipline: General psychology 1.2. The labor intensity of the discipline is 108 hours (3 TU), of which according to the curriculum of full-time education: lectures 16 hours. laboratory classes
1. CHARACTERISTICS OF THE DISCIPLINE OF THE FSES HPE In accordance with the Federal State educational standard 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
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 for the entrance exam to the master's program at TTI SFedU direction 030300 "Psychology" Master Program: "Psychology of work and engineering psychology" Taganrog, 2011 Area 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 University for the Humanities" (MGGU)
Department of Education of the City of Moscow Annex 7 Samara Branch of the 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
