Methods and methods of psychodiagnostics of emotional disorders in children. Emotion disorders, diagnostic methods Methods for diagnosing the emotional state of a person

16.01.2021

The concept of emotions and feelings. The emotional sphere reflects not the properties of the stimulus, but their relationship to the needs of the individual. Emotional reflection is a reflection of the conformity of reality to the tasks of survival. The emotional sphere includes 2 levels:

Actually emotions, they are also in animals;
Higher feelings or feelings of personality.

At the level of personality, emotions become the object of self-management and self-control of a person. Emotions of the individual are relatively free in relation to the situation. Emotions are mental processes most closely related to the overall functioning of the body. Moreover, disturbances in the functioning of the body themselves can become a source of negative emotions. Human emotions are characterized by a pronounced intensity of experience. Emotions change over time and they change in response to changing situations. Emotions are the most pronounced subjective character. "Negative" emotions play a more important role than positive and negative emotions in a person arise from birth, and positive emotions arise later. Personal feelings are the highest feelings. If emotion is a direct reaction to a situation, then feeling is a non-situational relation. Emotions are more connected with the unconscious, and feelings are maximally represented in our consciousness. Emotions are longer states and are reactions to events. It is customary to refer to the most significant: affects, emotions, mood, stress. Feelings reflect a stable attitude towards any objects. Emotion as an experience of a person's subjective attitude to objects and phenomena of the surrounding and internal reality. One of the properties of emotions is their most pronounced subjective character. Emotion - reflects not an objective phenomenon, but a subjective attitude towards this phenomenon. A person, as a rule, is not able to either evoke the desired emotion in himself at first desire, or stop it. In different cultures, some emotions are reinforced and encouraged, while others are suppressed. Positive emotions require more precise means of expression than negative ones. The connection of emotions with the needs of the individual. Emotions of a person, first of all, are connected with his needs. They reflect the state, process and result of meeting the need. By emotions, one can judge what a person is worried about at a given moment in time, i.e. about what needs and interests are relevant to him. According to Dodonov, emotions are the values of the individual. Each person has a certain level of need for emotional experiences. Yerkes and Dodson studied the relationship between activity productivity and activity motivation (activation). This relationship is expressed by an inverted U (inverse) curve. As emotional arousal increases, productivity grows very quickly at first, then growth slows down, and starting from some critical level, the increase in emotional arousal leads to a drop in productivity. The more complex and difficult the activity, the earlier such a decline begins. Therefore, neuropsychologically, emotions are hedonic states of arousal in response to information about the properties of the situation or the characteristics of one's own behavior, as a means of evaluating them in terms of satisfying needs. In this sense, the basic human need is the need to optimize life:

at the level of the organism;
on a psychological level.

The basic need manifests itself in 4 emotional tendencies:

The desire to save resources, i.e., to meet the needs in the shortest way with the least waste of energy, time and money;
A tendency to dynamize one's life (to change, to activity, etc.);
A tendency towards value ascent. A person is pleased with diversity, but variety is preferred in an improving and uplifting direction;
The trend of consolidation, stabilization.

Basic theories and functions of emotions. Theories:

1. The oldest theory is James-Lange. According to this theory, emotions arise in response to changes in the body. Emotions appeared under the influence of organic influences (bodily), which, reflected in the nervous system, give rise to experiences. James and, independently of him, Lange proposed a "peripheral" theory of emotions, according to which emotion is a secondary phenomenon - awareness of signals coming to the brain about changes in muscles, blood vessels and internal organs at the moment of implementation of a behavioral act caused by an emotional stimulus. In other words, an emotiogenic signal, acting on the brain, turns on a certain behavior, and the reverse somatosensory and viscerosensory afferentation causes an emotion. In addition to the James-Lange theory in modern physiology and neuropsychology, salivation and the work of the thalamus (Kennon) are considered to be an intermediate factor causing the manifestation of emotions.

2. There is an "informational" theory of emotions. Emotion is the reaction of the body in response to a lack of information about the situation. The main factors in the emergence of emotions are: the uncertainty of the situation; in varying degrees of probability of its development; background level of available information about the situation. When information is sufficient, when the situation is defined and has clearly calculated options for its development, a whole range of positive emotions arises. When there is not enough information about the situation, when the situation is unpredictable with sufficient certainty, negative emotions arise as a response.

3. In modern theories of emotions, they are interpreted as the result of the correspondence of mental actions. Emotions are explained as a result of comparing the image of the expected situation and the image of the existing situation.

Emotion functions:

Regulatory function - the word can heal;
Reflective function - which is expressed in a generalized assessment of events. Determines the usefulness and harmfulness of the influencing factors on the body and reacts before the harmful effect itself is determined;
Signaling function - emerging experiences signal to a person what obstacles he meets on his way;
Stimulating function;
Reinforcing function;
Switching function - in the competition of motives, as a result of which the dominant need is determined;
Adaptive - adaptation to the environment;
Communicative - facial expressions allow a person to convey their experiences to other people, to inform them about their attitude to objects.

Classification of emotions and feelings. Classification of emotions.

In a variety of emotional manifestations, four initial emotions are distinguished: joy (pleasure), fear, anger, surprise.

Most of the emotions are mixed. According to Izard: joy, positive emotional state; astonishment; guilt; anger, a negative emotional state proceeding in the form of affect; disgust caused by objects (objects, people ...); contempt; fear; shame; interest; grief. According to Schneider:

Emotional states: pleasant (joy, surprise); unpleasant (sadness, fear);
Emotions directed at oneself: pleasant (pride, stubbornness); unpleasant (embarrassment, guilt);
Emotions directed at others: pleasant (love); unpleasant (hatred, disgust).

Emotional states:

mood (this is a protracted, but relatively weakly expressed, holistic emotional state);
affect (this is the emotional peak of experiences; this is a short-term, rapidly flowing emotional state, entirely “capturing, flooding, filling” the psyche);
stress (this is an emotional state that occurs in complex, unexpected, especially responsible and significant situations, experienced as stress);
frustration (this is an experience of anxiety, hopelessness, despair that occurs in situations that threaten the achievement of the goal);
passion and passion (this is a steady, intense desire for some object with strong emotional stress).

Classification of feelings. Higher senses include:

1). intellectual: love of truth; a sense of the problematic world; love for reason, for the logical ordering of the world; passion for philosophizing; feeling of search excitement; a sense of intellectual confidence; a sense of good form, harmony, perfection of thought; feeling of lack of knowledge; a sense of drama in the search for truth; feeling of infinity of knowledge; a sense of newfound wisdom; passion for understanding the mysterious; love for the state of "I" of thought; a sense of intellectual affinity; passion for self-knowledge; a feeling of excess of one's intellectual potentialities;

2). aesthetic feelings: sense of beauty; sense of space; feeling tragic; sense of irony;

3). Moral or moral feelings.

The most famous Dodonov's classification of feelings. He distinguishes 10 classes of feelings:

Altruistic- these are feelings that develop on the basis of the need for help, support, patronage of others. This includes: the desire to bring other people happiness, joy; a feeling of concern for the fate of another; empathy for good luck and joy for another; a sense of security or tenderness; a sense of devotion; feeling of participation, pity.
Communicative Feelings arise on the basis of the need for communication: the desire to communicate, share thoughts and experiences; feeling of sympathy, location; feeling of respect, gratitude, adoration; desire to earn the approval of people.
Gloric Feelings associated with the need for self-affirmation, the need for fame: the desire to win recognition, honor; a feeling of wounded pride and a desire to take revenge; a sense of pride, superiority; a sense of satisfaction from having grown in one's own eyes, etc.
Praxic Feelings caused by activity, its success, overcoming difficulties in it: the desire to succeed; feeling of tension; feeling of being caught up in work; a feeling of admiring one's work; feeling of pleasant fatigue after work; feeling of satisfaction from the fact that time was not spent in vain.
Punic feelings arise from the need to overcome dangers and interest in wrestling: thirst for thrills; intoxication with danger, risk; feeling of sports excitement; feeling of sports anger; a feeling of intense tension and the utmost mobilization of one's capabilities.
romantic feelings. They include the desire for the mysterious. They are experienced as the expectation of a miracle; gave an enticing feeling. This is the feeling of a transformed perception of reality. This includes a sense of special significance of what is happening, etc.
Gnostic Feelings. They stem from the need for cognitive harmony. They are experienced when we want to understand something. It is a feeling of clarity or vagueness of thought; guesswork; the joy of discovering the truth.
aesthetic feelings: feeling of enjoyment of beauty; a sense of grace, grace, sublime; a feeling of light sadness, thoughtfulness. This is a poetic contemplative state. This is a feeling of dear, dear, close. Feeling the sweetness of memories. A bittersweet feeling of loneliness.
hedonistic feelings. They grow out of a need for mental and physical comfort. It is a feeling of pleasure, carelessness, serenity; a feeling of pleasant mindless excitement; feeling of sweetness.
Akisitive feelings: feelings accompanying collecting; a feeling of joy when viewing the collection.

According to the degree of generalization of the subject content of feelings, they are divided into: specific, generalized and abstract. The content and forms of expression of emotions and feelings. Feelings developed for one object are transferred to a certain extent to the entire class of homogeneous objects. Thus, one of the laws of feelings is their generalization and the possibility of transfer. Another pattern is the dullness of feelings under the influence of long-acting stimuli. One of the patterns of feelings is their summation. Feelings systematically evoked by this or that object are accumulated and summed up. Emotional states can be replaced. Thus, failure in one activity can be compensated by success in another activity. One of the patterns of emotions is their switchability. Emotions that are not satisfied in relation to one object can be transferred to other objects (“repaying evil on the weak”). In some cases, emotions are mutually incompatible - ambivalent, then an intrapersonal conflict situation arises. Emotions and feelings have an external expression - expression. The more a person expresses his emotions through facial expressions, gestures, voice, motor reactions, the more expressiveness is expressed in him. The absence of external manifestation of emotions does not mean the absence of emotions; a person can hide his experiences, drive them deep, which can cause prolonged mental stress that adversely affects the state of health. Outwardly, emotions and feelings are expressed by: facial muscle movements (facial expressions); body muscle movements (pantomime, gestures, posture, posture); changes in tone of voice; changes in the rate of speech. The face of a person has the greatest ability to express various emotional shades. G. N. Lange, one of the leading experts in the study of emotions, described the physiological and behavioral characteristics of joy, sadness and anger. For example, a characteristic of joy: joy is accompanied by excitation of motor centers, which causes characteristic movements (gestures, bouncing, clapping), increased blood flow in small vessels (capillaries), as a result of which the skin of the body turns red and becomes warmer, and internal tissues and organs begin to be better supplied with oxygen and the metabolism in them begins to occur more intensively. The dynamics of the flow of emotions. The dynamics of the flow of emotions is expressed in their duration, intensity, direction, breadth (to the circle of which objects it is directed), etc.

Emotions and personality. Emotions and feelings have a great influence on personality. They make a person spiritually rich and interesting. A person capable of emotional experiences can better understand other people, respond to their feelings, show compassion and responsiveness. Feelings enable a person to better know himself, to realize his positive and negative qualities, cause desire to overcome their shortcomings, help to refrain from unseemly acts. Experienced emotions and feelings leave an imprint on the external and internal appearance of the individual. The quality of emotions is determined by the quality of moral consciousness. A low level of emotional development is referred to as emotional immaturity or mental immaturity, or underdevelopment of feelings. This is manifested: in a low level of organization of emotional functions; in the absence of the ability to model emotions; in excessive emotional expressiveness; in a small variety of emotions; intolerant of delay; in unlimited demands on the world, on reality; in the inability to endure negative emotions in the name of distant goals; in need of emotional change (permanent); focusing on the present; in the distortion of reality under the influence of experiencing emotions. Emotional maturity, often referred to as mental health, is the ability to be in harmony with your emotional experiences. A person listens to his emotions and can express them openly and without distortion.

Emotion regulation techniques. A person can not only be at the mercy of his feelings, but he himself is able to influence them. A person cannot stop the feeling that has arisen, but he is able to overcome it. However, only a person engaged in self-education and self-regulation of his emotions and feelings can do this. Each person can get rid of any unwanted feeling (by autogenic training). Currently, there are many psychotherapeutic methods for regulating emotional states. However, most of them require special individual or group lessons. One of the most accessible ways to improve the emotional state is laughter therapy. The first way to regulate emotions - the distribution of emotions - is to expand the range of emotiogenic situations, which leads to a decrease in the intensity of emotions in each of them. The need for a conscious distribution of emotions arises with an excessive concentration of human experiences. The inability to distribute emotions can lead to a significant deterioration in health. The second way to control emotions - concentration - is necessary in those circumstances when the conditions of activity require the full concentration of emotions on one thing that is of decisive importance in a certain period of life. In this case, a person deliberately excludes a number of emotional situations from the sphere of his activity in order to increase the intensity of emotions in those situations that are most important for him. The third way to manage emotions - switching - is associated with the transfer of experiences from emotional situations to neutral ones. With the so-called destructive emotions (anger, rage, aggression), it is necessary to temporarily replace real situations with illusory or socially insignificant ones (according to the “scapegoat” principle). If constructive emotions (primarily interests) are concentrated on trifles, illusory objects, then it is necessary to switch to situations of increased social and cultural value. The search for specific techniques depends on the individual, their level of maturity.

Development of the emotional sphere of personality. Elementary feelings, like fear and anger, begin to manifest themselves in childhood. At first, they are unconscious in nature (dramatically raise the child up - the whole shrinks). Positive emotions in the child develop through the game. At school age, children already experience a sense of shame. It is possible to educate intellectual feelings only in a developed person. In the process of learning at school, students master the basics of knowledge that contribute to the development of intellectual feelings. Emotional experience changes and enriches in the course of personality development as a result of empathy (empathy) arising in communication with other people, in the perception of works of art, under the influence of the media.

Emotional personality traits. Emotions and feelings, often repeated, can become one of the characteristic features of a person, one of its properties. E. P. Ilyin identifies the following emotional properties of a person:

Emotional excitability;
Depth of experience of emotions;
Emotional lability-rigidity;
Emotional responsiveness;
expressiveness;
emotional stability;
Optimism, pessimism.

The individual sensitivity of a person to situations that cause emotions is called emotionality. A person's susceptibility to affects is called affectivity. Resilience - resilience. Affective personalities are prone to strong and violently flowing emotional experiences. These properties are largely determined by the type of higher nervous activity of the individual. However, in the process of socialization, his emotional characteristics undergo significant changes and receive a social facet. A person learns to restrain direct emotional manifestations, resorts to their disguise and imitation, forms emotional stability, tolerance - the ability to endure difficulties. Not everyone succeeds in the same way. For some, great emotional excitability is combined with great emotional stability, for others, emotional excitability often leads to emotional breakdowns, loss of self-control. For some people, the emotional sphere is extremely limited. There are also possible manifestations of an emotional anomaly - asintonity (emotional insensitivity).

The role of emotions in cognitive and practical activities. Feelings are most directly involved in learning. Significant events that cause a strong emotional reaction are quickly and permanently imprinted in memory. Emotions of success-failure have the ability to instill love or extinguish it forever in relation to the type of activity that a person is engaged in, since emotions affect the nature of a person's motivation in relation to the activity he performs. In intellectual feelings, the experience of one's attitude to cognitive activity and to the results of mental actions is manifested. Surprise, curiosity, doubt - feelings that encourage a person to study the world to learn the truth, to discover something new. emotive behavior. It is characterized by variability of mood for the most insignificant reasons. Psychological problems of education of the emotional sphere of personality. Education of emotions and feelings of a person begins from early childhood. The most important condition for the formation of positive emotions and feelings is care from adults. That child who lacks love and affection grows up cold and unresponsive. Another condition for the formation of emotions is that the feelings of children are not limited only to the limits of subjective experiences, but are realized in specific actions, actions and activities. Pathology of emotions Hypothymia, or depression, is characterized by a decrease in the overall mental tone, the loss of a sense of joyful and pleasant perception of the environment, accompanied by the appearance of sadness or sadness. Hypothymia underlies the formation of a depressive syndrome. Manic syndrome (hyperthymia) is characterized by the presence of a triad of symptoms indicating the presence of excitation: elated, joyful mood, acceleration of the flow of associations and motor excitation, the desire for indomitable activity. As with depression, the severity of individual components of the affective triad is different.

Moria- a state that is characterized by a combination of a rise in mood with some disinhibition, carelessness, while there may be a disinhibition of drives, sometimes an obnubilation of consciousness. It is observed most often with damage to the frontal lobes of the brain.

Dysphoria- gloomy, gloomy, malicious mood with grouchiness, irritability, hypersensitivity to any external stimulus, easy onset of brutal bitterness, explosiveness.

Euphoria- elevated mood with a sense of contentment, carelessness, serenity. Ecstasy is an experience of delight, extraordinary joy, inspiration, happiness, enthusiasm, admiration, turning into a frenzy.

Fear, panic- a state with the presence of internal tension associated with the expectation of something threatening life, health, well-being. The severity can be different - from unsharp anxiety and anxiety with a feeling of tightness in the chest, "stopping hearts" to panic horror with cries for help, running away, throwing. Accompanied by an abundance of vegetative manifestations - dry mouth, trembling of the body, the appearance of "goosebumps" under the skin, the urge to urinate, defecate, etc. Emotional lability - sharp mood swings from raising it to a significant decrease, from sentimentality to tearfulness.

Apathy- complete indifference to what is happening, an indifferent attitude to one's state, position, future, absolute thoughtlessness, loss of any emotional response. Emotional dullness, affective dullness - weakening, insufficiency or complete loss of affective response, poverty of emotional manifestations, spiritual coldness, insensitivity, dull indifference. It is characteristic of schizophrenia or a special kind of psychopathy. Parathymia (inadequacy of affect) is characterized by the manifestation of an affect that does not qualitatively correspond to the cause that caused it, inadequate to the phenomenon that causes it. Such patients, when reporting a sad event, may laugh inadequately, joke, show inappropriate fun for the occasion and, conversely, fall into sadness and sadness when there is information about joyful events. The concept of will and its manifestations. Human behavior and activity is stimulated and regulated not only by feelings and emotions, but also by will. The mechanisms of human activity can be divided into:

Involuntary (spontaneous, reflex, instinctive, etc.);
Arbitrary - "I-myself" (intentional, deliberate, intentional, conscious, etc.);
Arbitrary under duress (forced, mandatory, etc.).

Involuntary actions are performed as a result of the emergence of unconscious or insufficiently clearly realized motives (drives, attitudes, etc.). They are impulsive and lack a clear plan. An example of involuntary actions is the actions of people in a state of passion (amazement, fear, delight, anger). Arbitrary actions involve awareness of the goal, a preliminary presentation of those operations that can ensure its achievement, their sequence. All actions performed, performed consciously and having a purpose, are named so because they are derived from the will of man. Will allows you to consciously control your internal mental and external physical actions in the most difficult life situations. A person resorts to volitional regulation only when he needs to overcome the difficulties that arise on the way to achieving the goal. In all other cases, regulation may not be volitional, but deliberate, requiring no effort from the individual. You can perform a variety of complex actions, but they will not be volitional until a person forces himself to carry them out.

Will is the regulating side of consciousness. This is the highest level of self-regulation of activity and behavior.

Will is considered in three ways:

1. Will as a human property- this is the ability to act in the direction of a consciously set goal, while overcoming internal obstacles in the form of one's own desires and aspirations. Will is behavior in a situation of conflict between 2 motivational tendencies: a more valuable and consciously accepted goal; emotionally more attractive. And the first wins, suppressing the second.

2. Will as a process. This is conscious self-regulation, conscious mobilization of the available opportunities to overcome difficulties. Volitional action is an action aimed at achieving a goal that does not follow directly from it.

3. Will as the content of consciousness. This is, created by the subject himself, additional incentives for actions, for which his own motivation is not enough. One of the mechanisms of the will is the need to overcome the encountered obstacle. For volitional forms of behavior, awareness of the goal is not enough, they necessarily include volitional effort. Volitional effort is a special mental stress, consciously caused in those cases when there is a shortage of energy and when it is necessary to mobilize the available mental resources. Volitional effort is, as it were, action along the line of greatest resistance. Will includes: self-determination; self-initiation; self-control; self-mobilization. The purposeful nature of volitional actions and their types.

Actions are the most important links of a volitional act. An action that does not have a plan cannot be considered volitional. Volitional action is ... a conscious, purposeful action, through which a person realizes the goal facing him. Volitional activity always consists of certain volitional actions, which contain all the signs and qualities of the will. Volitional actions are simple and complex. The simple ones are those in which a person without hesitation goes to the intended goal, it is clear to him what and in what way he will achieve. For a simple volitional action, it is characteristic that the choice of a goal, the decision to perform an action in a certain way, is carried out without a struggle of motives. In a complex volitional action, the following stages are distinguished: awareness of the goal and the desire to achieve it; awareness of a number of opportunities to achieve the goal; the appearance of motives that affirm or deny these possibilities; struggle of motives and choice; accepting one of the possibilities as a solution; implementation of the decision. The will is manifested not only in the performance of a purposeful action, but also in the retention of an impulsive action.

Regulatory, stimulating and restraining functions of the will. Stimulating - stimulates the activity of a person to overcome difficulties. Restraining - inhibits its manifestation when it is necessary to achieve the goal. Thanks to the incentive and inhibitory functions, the will enables a person to regulate his activities and behavior in a variety of difficult situations. These functions of the will are aimed at overcoming external and internal obstacles and require the tension of external and internal forces from a person.

Volitional motives. When does action become volitional? When the motivational sphere changes. A motive that has arisen on the basis of desire is no longer enough. An additional motive is needed, which arises when it is necessary to act not as I “want”, but as I “should”. In this regard, the semantic assessment of the motive changes. This is where the will is needed to make an effort and force yourself to do what you should. The struggle of motives occurs when a person has the opportunity to choose goals, at least the order of their achievement. The struggle of motives that arises when goals are realized is not a structural component of volitional action, but rather a certain stage of volitional activity, of which action is a part. Each of the motives, before becoming a goal, goes through the stage of desire (in the case when the goal is chosen independently). Desire is the content of the need that exists ideally (in the human head). To wish for something is, first of all, to know the content of the stimulus.

Volitional act, its structure (V.I. Selivanov, V.A. Ivannikov, etc.). The will is represented by separate volitional acts. A volitional act is a purposeful action in the conditions of choice, based on decision-making, carried out during the struggle of motives and aimed at overcoming obstacles. V. A. Ivannikov adheres to the understanding of the will from a motivational position, and on the other hand, apparently, he adheres to the supporters of understanding the will as a volitional regulation associated with overcoming difficulties. The basis is the needs that turn into motives. Motives are almost always conscious. Distinguish: desires and inclinations. In some cases, there is a struggle of motives. As a result of the struggle, decisions are made. The last moment of the volitional act is action. Taking action and getting results. The action ends with an evaluation of the result. Signs of the manifestation of will according to Selivanov: conscious goal setting, actions in the direction of the goal, overcoming external and internal obstacles, overcoming muscle and nervous tension, the ability to slow down one's actions and external manifestations of one's experiences (self-control).

Connection of volitional regulation with motives. The development of volitional regulation of human behavior is carried out in several directions. On the one hand, this is the transformation of involuntary mental processes into arbitrary ones, on the other hand, the acquisition by a person of control over his behavior, on the third, the development of volitional qualities of the personality. All these processes begin ontogenetically from the moment of life when the child masters speech and learns to use it as an effective means of mental and behavioral self-regulation. The development of will in children is closely correlated with the enrichment of their motivational and moral spheres. The inclusion of higher motives and values in the regulation of activity, the increase in their status in the general hierarchy of incentives that control activity, the ability to single out and evaluate the moral side of the actions performed - all these are important points in the education of the will in children. The motivation of an act, which includes volitional regulation, becomes conscious, and the act itself becomes arbitrary. Such an action is always performed on the basis of an arbitrarily constructed hierarchy of motives, where the highest level is occupied by a highly moral impulse, which gives moral satisfaction to a person in case of success of the activity. Improving the volitional regulation of behavior in children is associated with their general intellectual development, with the emergence of motivational and personal reflection. Therefore, it is practically impossible to educate the will of a child in isolation from his general psychological development. Otherwise, instead of will and perseverance as undoubtedly positive and valuable personal qualities, their antipodes may arise and gain a foothold: stubbornness and rigidity. Fight of motives. Will presupposes a struggle of motives. According to this essential feature, volitional action can always be separated from the rest.

In a complex volitional action, the following stages are distinguished:

awareness of the goal and the desire to achieve it;
awareness of a number of opportunities to achieve the goal;
the appearance of motives that affirm or deny these possibilities;
struggle of motives and choice;
accepting one of the possibilities as a solution;
implementation of the decision.

At the stage of the struggle of motives, possible ways and means of achieving the goal are correlated with the person's system of values, including beliefs, feelings, norms of behavior, leading needs. Here, each of the possible paths is discussed in terms of the correspondence of a particular path to the value system of a given person. The stage of the struggle between motives and choice turns out to be central in a complex volitional action. Here, as at the stage of choosing a goal, a conflict situation is possible, connected with the fact that a person accepts the possibility of an easy way to achieve the goal (this understanding is one of the results of the second stage), but at the same time, due to his moral feelings or principles, he cannot accept it. Other ways are less economical (and this is also understood by a person), but following them is more in line with the human value system. The result of resolving this situation is the next stage - the adoption of one of the possibilities as a solution. It is characterized by a drop in tension as the internal conflict is resolved. Here, the means, methods, sequences of their use are specified, i.e., refined planning is carried out. After that, the implementation of the decision planned at the implementation stage begins. Adoption and execution of a volitional decision. A volitional decision is usually made under the conditions of competing, diverse drives, none of which is able to finally win without making a volitional decision. Another sign of the volitional nature of the action is the presence of a well-thought-out plan for their implementation. An action that does not have a plan cannot be considered volitional. When making a decision, a person feels that the further course of events depends on him. Awareness of the consequences of one's action and the dependence of what happens on one's own decision gives rise to a sense of responsibility specific to an act of will. Decision making can proceed in different ways. Sometimes it does not stand out at all in consciousness as a special phase: the volitional act is performed without a special decision. This happens in those cases when the impulse that has arisen in a person does not meet any internal opposition, and the realization of the goal corresponding to this impulse does not meet any external obstacles. Under such conditions, it is enough to imagine the goal and realize its desirability for action to follow. In those volitional acts in which the emergence of an impulse to action is followed by a somewhat complex struggle of motives, or discussion and action are delayed, the decision stands out as a special moment. Sometimes the solution, as it were, comes by itself, being a complete resolution of the conflict that caused the struggle of motives. Finally, it happens that until the very end and at the very moment of making a decision, each of the motives still retains its strength, not a single possibility has disappeared by itself, and a decision is made in favor of one motive, not because the effective force of the others has been exhausted, but because other motives have lost their appeal, but because the need or expediency to sacrifice all this is realized. In such a case, when the conflict, concluded in the struggle of motives, has not received a resolution that would exhaust it, the solution is especially recognized and singled out as a special act that subordinates everything else to one accepted goal. The decision itself, and then the execution that follows it, in such a case is usually accompanied by a pronounced sense of effort. In this feeling associated with internal struggle, some are inclined to see a special moment of an act of will. However, not every decision and choice of goal should be accompanied by a sense of effort. The presence of an effort testifies not so much to the strength of the volitional act as to the opposition that this force meets. However, it is still wrong to see in the effort associated with the decision, the main feature of the act of will. When a person is completely in his decision and all his aspirations are merged into a complete, undivided unity, he does not experience any effort in making a decision, and yet there can be a special invincible force in this act of will. It cannot but affect the execution of the decision. Here, however, in the struggle with real difficulties, the ability to volitional effort acquires significant significance as the most important component or manifestation of the will. In a sense, every volitional act involves a decision, since it presupposes the adoption of a certain goal and opens access to the motor sphere for the corresponding desire, to the action aimed at realizing it. Volitional qualities of personality and their formation. Volitional qualities are features of volitional regulation that have become a property of the individual, manifested in a specific specific situation and conditioned by the nature of overcoming difficulties. There are about 30 strong-willed qualities.

Ilyin's classification. He distinguishes 3 groups of volitional qualities:

Volitional qualities that characterize self-control: endurance; determination; courage.
Characterizing purposefulness: patience; perseverance; persistence.
Moral-volitional qualities: courage and heroism; dedication; adherence to principles; discipline and organization; independence and initiative; diligence.

Brichtsin's classification. The idea of Brichtsin's classification is the use of the main links in the regulation of individual and group activities:

Activity initiation: initiative; performance.
Activity planning: independence; forethought; quickness (dexterity); prudence.
Preparation of external conditions and internal prerequisites: independence; thoroughness.
organization of management and executive units (self-organization): self-control; efficiency.
Interaction with the external and internal environment: endurance; moderation.
Complex information processing and decision-making process: prudence; courage; determination.
Communication between management links: consciousness; integrity.
Coordination of the interaction of management links: purposefulness; diligence.
Regulation of executive elements of links: vigor; thoroughness.
Control over the process of completing the task and clarifying the plan: persistence; flexibility.
Final assessment of the progress and results of activities: responsibility.

Pryadein's classification. He singled out 58 qualities from the Russian language. Volitional qualities form 6 symptom complexes:

Courage, courage, courage, courage, fortitude, tenacity, mobility, determination, mobility and purposefulness (form a single factor);
Initiative, activity, fearlessness, meticulousness, endurance, accuracy, justice;
Mindfulness, willpower, endurance, endurance;
Perseverance, perseverance, obedience, hard work, subordination, restraint, accuracy, concentration, moderation, quietness, clarity, commitment, punctuality, organization, exactingness, self-criticism;
Efficiency, responsibility, consistency, organization, diligence, resourcefulness, steadfastness, commitment;
Self-control, independence, noise immunity, restraint, poise, composure (the qualities of factors are listed in descending order of loads).

Separate volitional qualities and volitional activity as a whole are evaluated by different levels of strength, stability, breadth and direction. The will is formed in the course of the age development of a person. Only by the fourth year of life do desires acquire a more or less stable character. At the same age, the emergence of a struggle of motives is noted in children. Like all mental processes, the will does not develop on its own, but in connection with the general development of a person's personality. Sometimes you can find a high development of the will already in early childhood. Creative children show a high level of will. The formation of volitional characteristics does not stop even at an older age, when a young person begins independent labor activity. Play in childhood is of great importance in the development of volitional qualities. At school age - learning activities. Like any mental function, will has pathological forms: 1). Abulia - pathological lack of will; 2). Hypobulia - less pronounced lack of will; 3). Hyperbulia - "super strong" will. The tasks of education and self-education of the individual. In the most general way modern school focuses on the following educational models: a) the model of an educated, intellectually developed graduate, prepared to master the professional stage of education; b) a model of a physically healthy person; c) a model of a morally educated person and citizen; d) a model of a successful (productive, creative) personality; e) a model of an adaptable personality, capable of adapting to existing social conditions and possessing entrepreneurial spirit and competitiveness. The concept of self-education puts forward another model of the educational ideal, new for the Russian school: a self-educating, self-improving, self-developing personality. Self-education is of great importance in the development of volitional qualities. Only self-education can give a person the opportunity to manage himself, show strong-willed efforts, mobilize all his resources to overcome difficulties. There is a self-education program: strong-willed qualities should be shown in all types of activities and not only in extreme situations, but also in everyday life; try to set only achievable goals; the set goal must be achieved; when starting a business, plan it first, etc. Technology of self-education of personality: goal-setting and tasks.

Will violations. Abulia. Lack of desire for activity, passivity, spontaneity, adynamia. Hyperbulia. A state of excessive activity with an abundance of diverse, often changing urges to activity, as well as an impulsive desire for immediate achievement of a goal. Natural inclinations are uninhibited. Parabulia. Pathology of behavior arising from the violation of the mechanisms of formation of motives. Diagnosis of the emotional-volitional sphere of personality Graphic technique Cactus. Depression. Beck Depression Inventory. The study of impulsivity, perseverance, moods, subjective control, anxiety, emotional-volitional sphere and personality in general, emotional responsiveness. Personal anxiety scale. METHOD Unfinished sentences. Method Aggressiveness (Modification of the Rosenzweig test). A. Assinger's aggressiveness diagnostic technique. Technique Man in the rain. Technique Non-existent animal. Technique "Self-portrait". Methodology for diagnosing a communicative attitude VV Boyko. A method for diagnosing stress-coping behavior (coping behavior in stressful situations). Methodology for diagnosing the level of social frustration. Methodology House-tree-man. Modification of the test of children's anxiety (Temml, Dorki, Amen) and the Cinema methodology. Questionnaire for the rapid assessment of well-being, activity and mood. Drawing test "My family". Drawing test "Elephant". Animal family test. Test "Are you resistant to stress." Philips School Anxiety Test. Scale of personal and situational anxiety Ch. D. Spielberg - Yu. L. Khanin. Decreased mood scale.

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Plan

Introduction

1. Methods for studying emotions

2. External expression of emotions and their impact on activity

3. Emotions in communication

Conclusion

Bibliography

Introduction

Emotions play an extremely important role in people's lives. So, today no one denies the connection of emotions with the characteristics of the vital activity of the organism. It is well known that under the influence of emotions, the activity of the organs of blood circulation, respiration, digestion, glands of internal and external secretion, etc. changes. Excessive intensity and duration of experiences can cause disturbances in the body. MI Astvatsaturov wrote that the heart is often affected by fear, the liver by anger, and the stomach by apathy and depression. The emergence of these processes is based on changes occurring in the external world, but affects the activity of the whole organism. For example, during emotional experiences, blood circulation changes: the heartbeat quickens or slows down, the tone of blood vessels changes, blood pressure rises or falls, etc. As a result, during some emotional experiences, a person turns red, while others turn pale.

Let's look at the methods of studying emotions.

1. Methods for studying emotions

Methods for studying emotions include

Research at the neurophysiological level

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b Surgical removals and lesions (for ethical reasons, the removal method is applicable only to animals) There is a large body of experimental animal studies in which the targeted destruction or removal of individual emotiogenic zones has been carried out in order to determine the effects of this intervention. There are well-known experiments on monkeys with the destruction of the amygdala, as a result of which the previously dominant male in the group occupied the lowest position in the herd hierarchy.

b Implantation of electrodes for direct stimulation of the brain (has side effects due to irradiation of excitation) The experiments of D. Olds, in which electrodes were implanted in different areas of the hypothalamus, became widely known. The rats, having discovered the link between pressing the pedal and receiving stimulation, in some cases continued to stimulate their brains with amazing tenacity. They could press the pedal several thousand times an hour for ten hours, reaching complete exhaustion. The areas of the hypothalamus that the rats sought to irritate were called "pleasure centers." By analogy with this, areas of the brain were identified, irritation of which the animals tried with all their might to avoid.

b Psychophysiological studies (experimental stress with the measurement of a number of functions) Electrical stimulation of the brain. Stimulation of different parts of the brain through implanted electrodes often causes emotional experiences in patients, as well as peculiar behavioral changes in animals.

b By stimulating various parts of the hypothalamus in a cat, for example, a "flight" response can be obtained, when the animal is desperately looking for shelter. Stimulation of the formations of the midbrain leads to activation with a positive or negative emotional coloring or to a state of calm. Irritation of the anterior and lower surface of the temporal lobe causes a feeling of fear; anterior and posterior hypothalamus - anxiety and rage; partitions - pleasures; amygdala - fear, rage and anger, and in some cases, pleasure.

The study of emotional expression, arbitrary (demonstration of a certain expression of emotions) and spontaneous.

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b FAST method, -- comparison of facial areas with an atlas of expressive photographs and determination of emotions in the aggregate. In the 1970s, at the University of California, P. Ekman et al. developed a method that received the abbreviated name FAST (Facial Affect Scoring Technique). The test has an atlas of facial expression photo references for each of six emotions: anger, fear, sadness, disgust, surprise, joy. The photo reference for each emotion is represented by three photographs for three levels of the face: for the eyebrows - forehead, eyes - eyelids and the lower part of the face. Variants are also presented, taking into account different head orientations and gaze directions. The subject is looking for the similarity of emotion with one of the photographic standards, like a witness who takes part in compiling an identikit of a criminal.

b Natural observation of emotional expression (has limitations due to the indistinguishability of short-term emotional manifestations) It is often possible to determine by the expression of a person's face what feelings he is experiencing. Features of facial expressions during the experience of emotions are called facial expression. In the works of P. Ekman, a special technique for identifying emotions by facial expressions was developed.

b Recognition of emotional expressions There is an atlas of facial expression photo standards for 6 basic emotions: anger, fear, sadness, disgust, surprise, joy. In addition, the anatomy of the facial muscles was studied in detail, 24 variants of reactions of individual muscles and 20 variants reflecting the work of muscle groups were identified. A direct comparison of the strength of experience with the activity of the muscles of the face was carried out. It turned out, for example, that the experience of happiness is associated with the activity of the large zygomatic muscle. The stronger the activity of this muscle, the higher the level of subjective assessment of the experienced "happiness" when watching a pleasant movie. According to the activity of the large zygomatic muscle, it is possible to predict the appearance of a positive emotional experience. At the same time, negative emotions (anger, sadness) are combined with suppression of the activity of the large zygomatic muscle and an increase in the activity of the frown muscle.

neurophysiological stress emotion blood circulation

2. Outward expression of emotionion and their impact on activities

Respiratory movements during emotions undergo changes in their speed and amplitude characteristic of various emotional states. According to Woodworth, these changes are as follows: with pleasure, there is an increase in both the frequency and amplitude of breathing; with displeasure, a decrease in both; when excited, the respiratory movements become frequent and deep; under tension - slow and weak; in a state of anxiety - accelerated and weak; with unexpected surprise - instantly become frequent while maintaining normal amplitude; with fear - a sharp slowdown in breathing, etc.

Circulatory changes characterized by the frequency and strength of the pulse, the magnitude of blood pressure, the expansion and contraction of blood vessels. As a result of these changes, the blood flow speeds up or slows down and, accordingly, blood flow to one and its outflow from other organs and parts of the body is observed. As mentioned above, the heart rate is regulated by vegetative impulses, and also changes under the influence of adrenaline. At rest, the pulse rate is 60-70 beats per minute. When frightened, there is an instant acceleration to 80-90 strokes. With excitement and intense expectation (at the start), the pulse rate rises by 15-16 beats per minute.

Emotions or complexes of emotions that a person experiences at a certain time affect her studies, play, work. When she is really interested in a subject, she has a desire to study it deeply. Feeling disgusted with any object, she tries to avoid it.

Mimic expressive movements . A person has a complex facial musculature, which in its significant part performs only the function of facial movements in accordance with the nature of the emotional states experienced by a person. With the help of facial expressions, i.e., coordinated movements of the eyes, eyebrows, lips, nose, etc., a person expresses the most complex and diverse emotional states: a slightly open mouth with lowering of its corners expresses sadness; lips extended to the sides with raising the corners of the mouth up - pleasure; raised eyebrows - surprise; a strong and sudden raising of the eyebrows, astonishment; grin of teeth - irritation and anger; lifting of the upper lip with a characteristic expansion of the nostrils of the nose - disgust; half-closed eyes - indifference; tightly compressed lips - determination, etc. Facial expressions are capable of expressing very subtle shades of embarrassment, anger, insult, love, neglect, respect, etc. The expression of the eyes is of great importance.

C. Darwin believed that in the animal ancestors of man, these expressive movements were of practical importance, helping in the struggle for existence: the grin of teeth and the accompanying growl frightened the enemy; posture and facial expressions of humility reduced his aggressiveness; facial expressions of surprise facilitated the orienting reflex, and so on. In humans, however, these mimic movements have lost their direct vital practical significance and have remained only in the form of simple remnants.

Expression of emotions in speech intonation . Since speech plays a huge role in human life, the expression of emotions by raising or lowering or weakening the voice has become of great importance in human relationships. At the same time, the methodology and dynamics of speech can have an expressive meaning regardless and even in contradiction with the meaning and content of the spoken words.

The timbre of the voice, the tempo of speech and its rhythmic (accent) segmentation with the help of pauses and logical stress are also expressive. Words spoken at the same pitch make speech monotonous and devoid of expressiveness. On the contrary, a significant pitch modulation of the voice (for some artists it exceeds two octaves) makes a person's speech very expressive emotionally.

3. Emotions in communication

Emotional expressiveness of speech plays a huge role in human communication. By the cumulative action of all these means, a person, with the help of his voice alone, can express the most complex and subtle emotions - irony, affection, sarcasm, fear, determination, request, suffering, delight, etc.

Emotions perform a regulatory function in human relationships due to the fact that they appear as a complex form of behavior, a willingness to act in a certain way in relation to certain people. In everyday life, the expression of an emotional state either facilitates or complicates interpersonal relationship. Emotions can not only activate, but also oppress and even destroy a person. According to many authors, the organizing function of emotions. manifests itself in several forms: in the form of expressive movements, emotional actions, statements about experienced emotional states, in the form of a certain attitude to the environment. At the beginning of the twentieth century. the first studies of emotionality were carried out. Since then, it has been generally accepted that emotional people are distinguished by the fact that they take everything to heart and react violently to trifles, while low-emotional people have enviable composure.

Emotions in communication play a huge role, and this is important not only for building relationships with other people, at work, etc., it is important for the family and the atmosphere that will be formed thanks to them. Many people are not even aware that emotions are the determining factor for creating a favorable microclimate in communication between people. Indeed, on how positive emotions we experience during communication, it will depend on whether we want to continue to communicate with this or that person, if we want, then how often? And in what way will the relationship develop further?

Conclusion

It should be noted that emotional experiences are ambiguous. The same object can cause inconsistent, conflicting emotional relationships. This phenomenon has been named ambivalence (duality) of feelings. Usually, ambivalence is caused by the fact that individual features of a complex object affect the needs and values of a person in different ways. . The presence of this model of behavior in humans is not surprising if we consider it from an evolutionary standpoint. For most of his evolution, man existed in the conditions of small collectives, where everyone knew each other well, and many were relatives. He trusted those around him and felt safe in familiar surroundings. In modern society, people continue to give preference to relatives and friends, trust them more than strangers, and from these positions, the reaction to a stranger is quite understandable. Thus, the fear of a stranger in adults is a generalized derivative of childhood shyness and suspicion, on the other hand, nepotism, the desire to be in the company of relatives and acquaintances.

Bibliography

1) http://becmology.ru/blog/warrior/emotion02.htm#all

2) Butovskaya stostya M. L. - "Psychologist"

3) Godefroy J. What is psychology?: In 2 vols. M.: Mir, 1992. Vol.1.

4) Danilova N.N. Psychophysiology. Moscow: Aspect Press, 1998.

5) Izard K. Human emotions. M.: Publishing House of Moscow. un-ta, 1980.

6) Maklakov A. G. - General psychology

7) Nemov R.S. Psychology. Textbook for students of higher education. ped. textbook establishments. In 2 books. Book. 1. General foundations of psychology.-M.: Enlightenment: Vlados, 1994.-576 p.

8) Psychology of communication. Encyclopedic Dictionary Under the general. ed. A.A. Bodalev. - M. Publishing house "Cogito-Center", 2011

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...

Man never matches himself.

The identity formula A is A cannot be applied to it.

"Problems of Dostoevsky's Poetics"

The approach to diagnosis in psychological practice is somewhat different from the approach to diagnosis with the aim of scientific research identifying general trends to patterns. Providing psychological assistance, the psychologist each time encounters a unique human situation and, in the expression, "leaving" the world of the subjects, finds himself face to face with a "living person". The problem is that the inner life of a "living person" cannot be fully known, it does not always fit into the framework of general laws, any knowledge about it is approximate and corresponds only to a certain situation, a specific period. Often for a psychologist, more important than the objective level of a particular disorder is the depth of a person's suffering, regardless of his age, the general trend of his development, and adequate methods of providing assistance.

The specifics of the work of a practicing psychologist makes one extremely strict about the selection of diagnostic tools. The situation of prolonged testing often creates an insurmountable barrier between the psychologist and the client, since the latter, as a rule, finds it difficult to understand its essence, and most importantly, to accept its necessity. This situation can lead to an increase in the already high anxiety of the client. In working with children and adolescents, the importance of this requirement increases even more: the need to answer a large number of questions, to perform many tasks causes the child and adolescent to associate with control work, a survey at the blackboard, an exam, and, accordingly, internal tension increases. In addition, in this case, the teenager refers the psychologist to the "world of teachers", which is not always perceived by him as friendly. There is another problem: a teenager often understands a diagnostic study as a test of his mental abilities with all the ensuing consequences. The correctness of the psychological conclusion is the result of not only correctly selected and valid psychodiagnostic methods, but also the result of successful personal interaction between the psychologist and the client.

When diagnosing emotional disorders, we try to get answers to the following questions:

-what is the essence of the violation, what type of emotional disorders it refers to;

- what is the depth of the violation;

-what is its reason?

We have the answer to the first two questions when we can determine what disturbances in the emotional sphere are behind these or those symptoms, what is the level of their severity. The answer to the third question involves revealing the whole history and the mechanism of occurrence of this or that deformation of the psyche.

The diagnostic stage begins with a study of the history of the client's mental development. If we are talking about a child or a teenager, then we receive a significant part of this information from adults, since it is they who, as a rule, turn to a psychologist, and not the child himself. An equally important reason is also the fact that only parents know a lot about the history of a child's development. So, studying the history of the child's mental development, talking with adults, we focus on the following key points.

1. The reason for the appearance of high anxiety in early childhood may be the fact that before his birth the child was unwanted, regardless of whether both parents or one did not want him. Even if after the birth of a child he was loved and accepted, the previous rejection has a serious psycho-traumatic effect. The same applies to children who were born only because "there should be children in the family."

2. Condition and lifestyle of the mother during pregnancy. All adult conflicts, all stressful situations affect the child's psyche even before birth. So, already at the 5th month of intrauterine development, the fetus feels an increase in the mother's heart rate. He tenses when the mother is restless, relaxes when she is resting. According to the data, 63.2 % mothers with children with severe emotional disorders experience severe shocks during pregnancy.

3. Attitude towards the child in the family. The most traumatic is the situation of "non-acceptance" of the child . The stronger it is, the more difficult it is for parents to recognize this fact, since there is a social attitude "You can't help but love your own child." How to recognize this phenomenon? Talking with the child, parents, other adults, studying the life of the child in the family, we are faced with the following encouragement of "non-acceptance". The child is constantly “educated”, or rather, scolded. At the same time, parents sincerely believe that they were unlucky with a child: “everyone’s children are like children, but ours ...”. No less sincerely, they believe that all immoderate lectures and severe punishments are due to the fact that they wish the child well. For "objective" reasons, there is always not enough time for a child. Often a child "for his own good" is sent to his grandmother in a village or another city, to relatives - to stay, to a sanatorium - to get stronger in the hospital - "to be treated" (when there are no serious grounds for this). The child, in turn, perceives this situation unambiguously: his parents are unhappy with him; means; he's kinda bad. The psycho-traumatic effect in the case of "non-acceptance" of the child is manifested either in the fact that he is severely controlled; either treat him hysterically, present him with endless claims; or pay no attention to it.

4. The history of the child's life in the subsequent period with an emphasis on conflict, psychotraumatic situations. Here we are interested in the following: how did the child react to the situation, how did he overcome the difficulties that arose, what consequences did this or that situation have for the child's psyche? The question of the influence of the genetic nature on the development of certain deformities, such as, for example, aggressiveness, remains important and rather controversial. Despite the ambiguity of opinions, all authors agree on one thing: genetic predisposition is a fact that cannot be ignored.

The diagnostic stage serves not only as the basis for therapeutic and corrective work, it is inseparable from these methods of psychological assistance, it is corrective work that often forces the psychologist to clarify the already available data, change the initial hypotheses.

3.2. Methods for diagnosing emotional disorders

Returning to the content of the previous paragraph, we note once again that most of the information discussed above, we get through conversations. Clinical conversation is often more preferable than standardized. In modern psychological literature (especially after the work of J. Piaget), the concepts of "clinical method", "clinical approach", "clinical conversation" are used in a much broader sense than "pathologically oriented". The clinical approach is aimed at a qualitative and holistic study of individual, individual cases. Clinical conversation, emphasizing qualitative analysis, suggests that the psychologist has an active and flexible attitude to what is happening, and not a neutral attitude, which is necessary when using test procedures. When conducting a clinical conversation, the change of instructions, their explanation and clarification are widely used, the refusal of time restrictions is practiced when including any tasks, the child usually receives feedback from a psychologist who encourages him, clarifies, helps, etc. Use feedback in this case is an important way of obtaining psychological information. It is important to note that the general direction of the conversation, the wording of the questions always reflect the theoretical position of the psychologist.

Appendix 4 provides an example of key points that can be used for both clinical and standardized conversation.

An equally important role is played by surveillance, while the only tool of the psychologist is his knowledge. To fix the results of monitoring the child's condition in the process individual work it is good to use the table developed by J. Schwanzara.

Manifestations of a child in a psychological study

Name and surname ……………………………………. Date of Birth……………………

Observable Behavior		Notes
1		3
01. dependence on a family member
02. shyness
03. manifestation of fear*
04. decent, polite behavior
05 direct behavior
06 free behavior, no inhibitions
07 friendliness
08 maintaining distance
09 lethargy
10 running away
11 doesn't make eye contact
12 wandering glance
13 gesturing
14 grimaces

16 hypomimia
17 general restlessness
18 negativism*
19 initial autism
20 prone to opposition* 21 increased suggestibility
22 indifference

23 initiative
24 willingness to speak
25 dyslalia*
26 stuttering*
27 tongue twister
28 slow speech
29 speech blocking
30 verbosity
31 literary speeches
32 artsy speech*
33 taciturn
34 boastfulness
35 fantastic pseudology*
36 vulgar expressions*
37 sharpness (mild)
38 deviant remarks
39 personal memories*
40 critical remarks about what is happening
41 slowness
42 indecision*
Chapter 43
44 accuracy
45 persistence
46 clumsiness
47 playfulness
48 careless actions
49 independence
50 seeking help from a psychologist
51 interest in assignments
52 ease of movement
53 finger trembling*
54 sweaty hands*
55 ambitious position*
Chapter 56
57underestimating yourself
58 concentration 59 clear manifestations of strong-willed effort

60 impatience
61 anxious approach
62 observation
63 thoughtfulness
67 biting nails, pencil
68 redness
69 clown*
70 fatigue*

* - manifestations should be described more precisely, indicate the situation, pay attention to motivation and intensity.

Grade:

0 - manifestation was not observed

1 - the manifestation is expressed moderately

2 - expressive

"-" - cannot be assessed

Mental state is called a holistic description of mental activity for a certain period of time, showing the originality of the course of mental processes depending on the reflected objects and phenomena of reality, the previous state and mental properties of the individual (N.D. Levitov).

Classification of mental states distinguishes two types of states: emotional and functional.

emotional states, for which, by the way, designations were found in languages, facial expressions and gestures in almost all peoples studied by psychologists (P. Ekman):

Joy (satisfaction, fun).
Sadness (apathy, sadness, depression).
Anger (aggression, anger).
Fear (anxiety, fear).
Surprise (curiosity).
Disgust (contempt, disgust).

Functional States associated with the level of wakefulness and attention:

Calm wakefulness.
Active attention (orienting reaction).
Intense attention (anxiety, stress mobilization).
Fatigue (exhausted attention, distress).

The repertoire and frequency of the emotional and functional states observed in the child are closely related to the traits of temperament and character. Thus, more active and enduring children often experience "sthenic" emotions of joy or anger, while melancholic children (emotionally unstable and introverted) experience "asthenic" emotions (sadness and fear).

The most accurate recording of the functional state requires special equipment (devices for the physiological recording of respiratory rate, pulse, GSR, muscle tone (myogram), blood filling of blood vessels (plethysmogram), etc.

V school conditions functional states can be effectively diagnosed with the help of easy-to-perform pencil-and-paper techniques, samples, tests for the productivity of activities that require high-speed attention. Examples: Bourdon's letter proof test, computer game tests.

An experienced teacher very well determines the functional state of children by external signs of their behavior and fluctuations in the accuracy and productivity of their main educational activities. Functional diagnostics at school is necessary to determine the optimal teaching load in the classroom and to determine the reasonable amount of homework available to this particular child.

Until now, the best tool for the rapid diagnosis of emotional states is an analytical expert assessment of intonations, facial expressions, postures and gestures of a person. To train such a visual assessment, video training with a reference set of video cassettes is currently actively used.

The subject of diagnostics of conditions are relatively unstable mental properties that change over time. These properties, apparently, are one of the leading system-forming factors in the functioning of the psyche at a given particular moment (or, more precisely, interval) of time. The state in which a person is located determines the nature of the course of a variety of mental processes in him, and, as a result, the nature of his actions, specific types of activity and all mental activity.

The foregoing determines the importance of diagnosing conditions in the practical work of a psychologist. Two points need to be made here. Firstly, short-term - such as an autogenic training session or a one-time consultation, and long-term, for example, a course of personal psychotherapy) can be formulated as the task of changing the psychological state from the initial, non-optimal in a sense to the final (target), optimal in the same sense. With this approach, the psychodiagnostics of states can be used both to select potential clients for the provision of psychological assistance, and to monitor the effectiveness of this assistance.

Secondly, depending on the client's being in a particular state, the effectiveness of applying certain methods of psychotechnical influence in working with him also changes. Thus, knowledge of the mental state of the client determines the choice of strategy and means for working with him. The adequacy of the direct perception of the state of another is limited by the personal experience of the perceiver, both in terms of accuracy and in terms of the variety of states correctly determined by their external manifestations, as well as the depth of their understanding. In this regard, there is a need for special methods of psychodiagnostics of conditions that are useful in his practical work.

Measuring the states of people that arise in the course of activities can be used to develop recommendations:

on the organization of the regime of work and rest;

optimization of the process of performing activities;

normalization of working conditions;

normalization of workloads, etc.

It was these tasks (among others) that were quite successfully solved by psychotechnologists in the 1920s and 1930s. 20th century Diagnostics of the mental states of individual individuals is needed for the following:

determining their suitability in extreme situations;

assessment of their reliability in difficult and dangerous situations;

prevention of "forbidden" states;

As a rule, methods and ways of studying mental states depend on the concept of the author, ideas about the structure of states, causes, etc. At the same time, considering different ideas, one can find a lot in common. So, N.D. Levitov, as ways and methods for studying mental states, proposes at the beginning of the study to establish what mental state a person is in and whether he has a supposed mental state. This, according to the author, can be provided by observation of the external behavior and activities of the subject, supplemented by film and photography, as well as expression: facial expressions, pantomime, etc. Very important for the study of mental states, according to the author, is the verbal report of the subject, and also the study of products of activity. It also offers natural and laboratory experiments. He considers fiction to be one of the methods for studying and understanding mental states, moreover, he believes that the main source of knowledge of mental states, due to the poor development experimental methods are literary and artistic works.

Yu.E. Sosnovikov identifies three large groups of methods for studying mental states: theoretical study of philosophical questions of the problem; obtaining medical, physiological and biological characteristics and parameters; proper psychological methods: observation, conversations, questionnaires, self-observation, tests, etc.

There is no need to disclose the content of each group of methods, they are well known. At the same time, it should be noted that the use of physiological methods does not make it possible to interpret mental states: with the same physiological indicators, the psychological characteristics of the states may be different, i.e. the same mental state is often characterized by multidirectional shifts in physiological systems, and different mental states can have the same physiological changes. For example, indignation and enthusiasm have the same physiological characteristics, at the same time they are different states. Therefore, a number of researchers of mental states consider the use of physiological indicators mainly as additional energy components of mental states.

Analysis of the forms of description of mental states, carried out V.A. Ganzen and V.N. Yurchenko , allowed them to distinguish three main forms: qualitatively non-strict descriptions in the literary language (artistic) , descriptions are qualitatively strict (terminological), descriptions are quantitative, obtained as a result of experimental measurements (empirical). In their opinion, all three types of descriptions, complementing each other, make a significant contribution to the creation of a holistic image of a person's mental state. The results of experimental studies are a quantitative expression of the changes that occur in a person in a particular state. Generalization and scientific analysis of all data is carried out in terminological descriptions. According to the authors, the procedure for the systemic analysis of mental states is aimed at clarifying the component composition, structure, and function of the object of study in their interrelations, as well as system-forming factors.

The opinion expressed by E.P. Ilyin on the issue of diagnosing mental states is interesting. He believes that the choice of methods and indicators for the diagnosis of mental states should be purposeful and determined based on the structure of the functional system, which forms according to the criterion of a useful result. The author suggests that under different states different systems are formed from different subsystems, which largely determines the specificity of the response (state). Therefore, before proceeding to the diagnosis of the condition, you need to know their structural model. This approach eliminates the need to use as many indicators and methods as possible in the diagnosis. Therefore, you can get by with 4-5 indicators, provided that they reflect all the necessary levels and subsystems of an integral functional system: motivation and emotions, vegetative and motor skills.

In this context, A.B. Leonova believes that traditional methods of psychodiagnostics are of little use in the study of functional states (states of a working person), because they do not have an initial focus on the analysis of constant changes in the subject of tests (functional states) that occur over a certain period of time. Various methods of subjective assessment of functional states should have a professional specialization, i.e. correspond and reflect the specific features of the profession and the structure of this work activity, as well as a sufficient number of adequate and correctly formulated subjective symptoms.

A difficult issue in the diagnosis of mental states is the question of the relationship between objective and subjective methods. In some works, subjective characteristics are considered as some kind of second-rate material, less suitable for scientific analysis compared to the so-called objective methods, i.e. indicators registered by instruments and devices. One cannot fully agree with this position. For instance, V.P. Zinchenko emphasizes that carefully collected "subjective material" about this or that mental phenomenon is quite full-fledged data, in no way less suitable for an in-depth analysis of the studied phenomena than objective data.

You can refer to the opinion A. B. Leonova , which believes that introspective data contain the richest material about the various manifestations of human states, because they contain for- and subsystems of an integral functional system: motivation and emotions, vegetative and motor skills.

In this context A.B. Leonova believes that traditional methods of psychodiagnostics are of little use in the study of functional states (states of a working person), because they contain the potential possibility of obtaining a holistic description of the phenomenon under study.

Thanks to the subjective assessment, we can give a proper qualitative assessment of the state, separating it from another state, the subjective assessment is more sensitive to changes in the mental state.

The significance of self-consciousness and self-reflection for diagnosing a state is confirmed by the fact that researchers turn to “experience” as a unit of mental states.

Thus, the “subjective factor” in diagnosing the mental states of a person makes it possible to qualitatively interpret the mental state, allows one to separate one state from another, and evaluate its intensity. As many studies show, without such an interpretation, the study of mental states is not very informative. Specific subjective methods for diagnosing the mental states of a person should include clear verbal descriptions of the symptoms and manifestations of the mental state from various psychological manifestations, including behavioral ones, taking into account the activity of the subject.

At the same time, the attitude towards the use and application of subjective indicators as psychological tools in the study of mental states should not be somehow frozen, inert in the system of psychological methods, but be entirely determined by the subject, object, goals and objectives of the study. In other words, the balance between subjective and objective methods is fluid and depends on the author's theoretical ideas, the latter being reflected in the use of one tool or another. So, for example, the degree of application of subjective methods in the study of functional states will differ from the use of these methods in the study of the mental states of a person, where the “weight” of subjective factors is immeasurably higher.

So, the complexity of the concept of "state" determines the variety of methodological methods for diagnosing states. Summarizing all known classifications of methods for psychodiagnostics of mental states, three main groups of methods can be distinguished.

The first group consists of self-report methods- Questionnaires, checklists, techniques such as semantic differential, in which the subject, using specially selected material that organizes and manages his introspection, assesses his own state. Self-report techniques are focused on phenomenology - the emotional state. Methods of this type include the test "Health, activity, mood" ( SAN )V.A. Doskin et al., exam anxiety questionnaire Orlova Yu.M ., Phillips test of school anxiety, Spielberger-Khanin scale of situational and personal anxiety, E. Beck depression scale, method of diagnosing the level emotional burnout V.V. Boyko and others.

The second group consists projective methods, in which the assessment of the state is based not so much on the characteristics of the course of activity in the process of performing test tasks, but on the analysis of its results. The methods of such a plan include the M. Luscher color preference test, the Wagner hand test adapted by T.N. Kurbatova, S. Rosenzweig's frustration reactions technique, L. Szondi's portrait selection technique, drawing techniques.

Third group of methods assessment of mental states through the measurement of their hypothetical correlates of a physiological nature (for example, pulse rate, GSR, etc.).

Diagnostics of the motivational sphere of personality.

In the structure of personality, motivation occupies a special place and is the main concept used to explain the driving forces of human behavior and activity. The theoretical certainty and unambiguity of views on the phenomena of motivation are still far from complete. This, in particular, is reflected in the ambiguity of the definitions of the basic concepts of this area of psychology, such as need, motive, motivation.

Need - the state of the individual, created by the experienced need for objects necessary for his existence and development, and acting as a source of his activity.

Classification of needs, the need for their diagnosis.

It is difficult to name a generally accepted classification of personality motives. Nevertheless, at the level of the most global needs, significant in childhood, there is more agreement than in the classification of motives that are already relevant for adolescence. And this is not accidental, since the motivational sphere of the personality develops along the path of differentiation.

So, the global needs inherent in a person literally from the first years of life:

Primary natural, organismic needs:

Vital life support needs.
Needs for Organic Pleasure(erogenous, prasexual needs, which in childhood are partially satisfied by sensations of gustatory, tactile and other sensory pleasure).
Needs of movement and novelty(in motor games, physical relaxation, impressions).

Primary social, individual needs:

Need for companionship and love(in contact and acceptance by parents and other people).
The need for self-affirmation and achievement(competitive motives for the growth of personal successes and opportunities).
Needs for Cognition and Cognitive Consonance(in building a coherent and consistent picture of the world).

Higher personal, secondary needs develop in children already, as a rule, in adolescence and adolescence in favorable circumstances - on the basis of satisfied natural and social needs (but do not develop in the case of chronic frustration and suppression - this is the position on this complex issue of supporters of humanistic psychology):

The Need for Compassionate Love(this is the altruistic equivalent of the natural egoistic need for the love of others, the necessary basis for the mental maturity of an adult as a parent and educator of his own children).
The need for productive self-realization(in the creation of pragmatically or aesthetically valuable products of one's own creative and creative activity).
The need for meaning in life(in building a coherent system of knowledge and beliefs and in the implementation of moral values in one's own life).

Internal discomfort from a feeling of dissatisfaction plus a certain situational stimulus can cause a mental state that is characterized by the actualization of a certain need. The need seeks its satisfaction in a certain subject (A.N. Leontiev, 1971). When she finds this object, then a stable connection "need-object" is formed in the experience, which becomes the driving motive of behavior. For example, during infancy, almost most of the needs of the child are objectified in the image of the mother. But in principle, the same need can form different motives for behavior in people. For example, cases of the formation of mental disorders associated with inadequate sexual orientation (homosexuality, narcissism, sexual fetishism, etc.) = examples of the formation of inadequate ligaments "need-object". In this case, the primary need for sexual pleasure finds satisfaction in a naturally and socially inadequate object and method of its satisfaction.

The natural lack of programming of the "need-object" connections in humans (compared to animals, in which these connections are usually fixed instinctively) creates for him not only the advantages of flexible adaptation, but also the risk of dramatic errors of pseudo-adaptation.

Motivation - impulses that cause the activity of the organism and determine its direction.

motive - incentives for activities related to meeting the needs of the subject; a set of external and internal conditions that cause the activity of the subject and determine its direction; motivating and determining the choice of direction of activity; perceived reason underlying the choice of actions and actions of the individual; a material or ideal object that induces and directs an activity or act and for the sake of which they are carried out. (Psychology: Dictionary / Under the general editorship of A.V. Petrovsky, M.G. Yaroshevsky.-M., 1990.-S.219).

In domestic psychology, the motive is understood as a conscious need (A. G. Kovalev, 1965), as an object of need (A. N. Leontiev, 1975) and is identified with the need (P. S. Simonov, 1981).

In the content of the motive, one can distinguish both specific, individually unique, determined by a specific situation, and stable, for which this particular object or phenomenon is nothing more than one of the possible forms of embodiment. Such a stable subject content characterizes not so much the object of need itself, but the person experiencing this need.

Motivation not only determines (determines) a person's activity, but also literally permeates most areas of his mental activity. X. Heckhausen (1986) distinguished between motive and motivation as follows. The concept of "motive" includes, in his opinion, such concepts as need, motivation, attraction, inclination, aspiration, etc. The motive is set by the target state of the relationship "individual environment". Motives are formed in the process of individual development as a relatively stable evaluative relationship of a person to the environment. People differ in individual manifestations of character and the strength of certain motives. A person's behavior at a certain moment is motivated not by any or all possible motives, but by that of the highest motives, which, under given conditions, is most associated with the possibility of achieving the goal (effective motive). The motive remains effective, i.e. participates in the motivation of behavior until the goal is achieved or the changed conditions make another motive more urgent for this person.

In contrast to the motive, X. Heckhausen defines motivation as an inducement to action by a certain motive. Motivation is understood as a process of choosing between various possible actions, as a process that regulates and directs the action to achieve states specific to a given motive and maintains this direction. An activity is said to be motivated when it is aimed at achieving the goal of a particular motive. Motivation determines how and in what direction various functional abilities of a person, his interests and aspirations will be used.

Motivational sphere of personality - This is a complex system of diverse motives (attitudes, needs, interests), reflecting various aspects of a person's activity and his social roles.

Personal orientation - this is the stable dominance of any attraction, interest, which determines the vector of behavior; it is a set of unidirectional motives.

When diagnosing motivation, attempts are made to experimentally activate the types of motivations, while the validity of the methodology consists of the validity of the diagnostic situation and the adequacy of the assessment scales to the subject of diagnosis. Hence, direct diagnostic methods (questionnaires, questionnaires), which do not create an actual situation, have low validity even with the correct content.

Diagnosis of a certain motive does not unambiguously determine the diagnosis of the type of motivation corresponding to it. It is necessary to take into account the contribution of the determinants of a particular situation. Thus, the intensity of the actual motivation consists of the intensity of the latent motive and the intensity of the situational determinants of motivation. This feature is used in experimental and diagnostic procedures, when different types of instructions are used to update different types and levels of motivation in an experimental situation.

Methods for diagnosing the motivational sphere of personality

In the psychodiagnostics of motivation, there are three main groups of methods: direct methods, personal questionnaires and projective methods.

Direct Methods- are used to clarify apparent motives, stereotypes, socially desirable value orientations, than about actual motives for behavior and activity: - questionnaires (a list of motives that need to be differentiated), interviews, direct survey.

Example: “Value Orientations” method by M. Rokeach. Consists of two lists of values of 18 each. The subject ranks the values according to their importance. The hierarchy of terminal and instrumental values is analyzed (terminal values are beliefs that some ultimate goal of individual existence is worth striving for; instrumental - beliefs that some mode of action or personality traits are preferable in any situation) .

2. Personal questionnaires. Questionnaires offer statements regarding some behavioral characteristics that do not directly correspond to motives, but are empirically related to them. The main problem of measuring motivation using questionnaires is associated with a decrease in the objectivity of answers due to the effect of the factor of social desirability or defensive motivation.

The most used ones are:

Methodology of A. Edwards, based on the list of needs of G. Murray. The test contains 15 scales, which are composed of needs indicators in the form of 210 pairs of statements. The subject must choose one answer from each pair. The final index of the need expresses its strength relative to other needs from the list.

A.Megrabyan's Achievement Motivation Questionnaire, 1960: 2 scales - striving for success and avoiding failure.

Motivation analysis test (R. Cattell, D. Child, 1975): in 4 subtests, consisting of 208 items, the main personality tendencies are revealed (Ergi: focus on a partner, self-confidence, narcissism, quarrelsomeness, etc.) and curturally formed tendencies (feelings: conscience, attitude towards oneself and others, parents, career, etc.).

Methodology "Orientation of the personality" by V. Smekail and M. Kucher: 30 questions, allows you to identify three types of orientation: on yourself, on relationships and on the task.

Projective methods. Projective methods are based on the analysis of products of imagination and fantasy. They are based on research on the influence of motivation on imagination and perception. Projective methods are used to diagnose deep motivational formations, especially unconscious motives.

TAT(thematic apperception test) - a projective technique for studying personality (H. Morgan, G. Murray, 1935). Stimulus material - 30 black-and-white pictures and one empty frame for a fantasy task, the pictures depict vague ambiguous situations, while having a certain general meaning. In 2 stages, 10 pictures are presented to the subject in a certain sequence with an interval between series. The subject must come up with a short story about: 1) what led to the situation in the picture, 2) what is happening there, 3) what the characters think and feel, 4) how the situation will end (the story is written verbatim, using technology).

The time from the moment of presentation to the beginning of the story and the total time of the story for each picture are recorded. The final survey clarifies details, caveats, and misperceptions.

TAT analysis:

finding a hero with whom the subject identifies himself;

determining the needs of the hero;

environmental pressure on the hero;

comparison of the strength of the hero and the pressure of the external environment, determines the main theme.

The topic reveals: what the tested person really does, what he aspires to, what he does not realize, displacing in fantasy, what he is currently experiencing, what he thinks about his future.

List of basic needs according to G. Murray 1) humiliation, 2) achievement, 3) affiliation, 4) aggression, 5) independence, 6) opposition, 7) respect, 8) protection, 9) dominance, 10) attracting attention, 11) avoiding harm, 12 ) avoidance of failures, 13) patronage, 14) order, 15) games, 16) rejection, 17) understanding, 18) sexual relations, 19) addiction, 20) understanding.

Additional Needs: 21) acquisition, 22) avoidance of accusations, 23) recognition, 24) creation, 25) clarification, 26) recognition, 27) thrift and accumulation.

TAT has a lot of modifications: E.T. Sokolova’s test of children’s apperception, the Four Pictures test, Heckhausen’s thematic apperception test, etc.

Humorous phrases test (TUV )A. G. Shmeleva and V. S. Boldyreva (1982). The last version of the methodology consists of 43 phrases printed on 9x5 cm cards, and one blank card of the same format, which must be decomposed into 9 topics: "aggression (self-defense)", "gender relations", "addictions (drunkenness)", "money", "fashion", "career", "family troubles", "human stupidity", "mediocrity in art".

The advantages and disadvantages of methods for diagnosing the motivational sphere of personality are presented in Table 5.

26.10.2017

A child needs your love the most just when

when he least deserves it.

Erma Bombek

In the course of life, each of us has certain emotional states. They define the levelinformation and energyhuman exchange, and the direction of his behavior. Emotions can control us very much. Their absence is no exception. After all, this is such an emotional state that allows us to describe human behavior as special.

WHAT IS A PSYCHO-EMOTIONAL STATE?

PSYCHO-EMOTIONAL STATES - a special form of human mental states,

experiences with the manifestation of the emotional response of one's attitude to the surrounding reality and to oneself;

those states that are predominantly regulated by the emotional-volitional sphere and cover emotional reactions and emotional relationships;

relatively stable experience.

Emotional states that arise in a person in the course of any activity affect both his mental state, and the general state of the body, and his behavior in a given situation. They affect both the processes of cognition and the development of the individual, and the quality of life in general.

The significance of the problem of emotional states hardly needs substantiation.

Emotional manifestations in response to reality are necessary for a person, as they regulate his well-being and functional state. Emotion deficit reduces the activity of the central nervous system and may result in reduced performance. Excessive influence of emotiogenic factors can cause a state of neuropsychic stress and disruption of higher nervous activity. Optimal emotional arousal is a condition for readiness for activity and its healthy implementation.

Psycho-emotional state- the basis of personal health.

We've all been teenagers at one time and gone through hardships. adolescence. But only by becoming parents, we can fully appreciate the problems of children of this period of life.

Psychologists distinguish the followingtypes psycho-emotional state of adolescents:

activity - passivity;

hobby - indifference;

agitation - lethargy;

tension - emancipation;

fear is joy;

decisiveness - confusion;

hope is doom;

anxiety - serenity;

confidence is self-doubt.

Despite the fact that these mental processes are opposite, in adolescents they can alternate and change over short periods of time. This is duehormonal stormand may be characteristic of an absolutely healthy, normal child. Now he can talk to you in a friendly way, and after two minutes he can withdraw into himself or make a scandal and leave, slamming the door. And even this is not a cause for concern, but just a variant of the norm.

However, those states , which prevail in the child's behavior at this age, contribute to the formation of appropriate character traits (high or low self-esteem, anxiety or cheerfulness, optimism or pessimism, etc.), and this will affect his entire future life.

PSYCHOLOGICAL FEATURES OF ADOLESCENT:

positive changesoccurring with a teenager:

manifestation of a sense of adulthood;

growth of self-awareness, self-esteem, self-regulation;

increased attention to their appearance;

manifestation of independence in the acquisition of knowledge and skills;

the emergence of cognitive motivation;

the desire to be no worse, but better than others.

Negative changes:

vulnerable unstable psyche;

hyperexcitability:

causeless irascibility;

high anxiety;

manifestation of egocentrism;

depressive states;

intentional manipulation by adults;

internal conflict with oneself and others;

increased negative attitude towards adults;

fear of being alone (thoughts of suicide)

lead to emotional disorders, deviations in behavior. Difficulties in the development of adaptive and social qualities in general lead to a violation of mental and psychological health in adolescents.

DIAGNOSIS METHODS

PSYCHO-EMOTIONAL STATE OF A TEENAGER.

To obtain timely and reliable information about the psycho-emotional manifestations of the child, to determine the causes of violations in his learning, behavior and development, it is necessary to use various diagnostic methods to identify children at risk who need to correct emotional disorders.

Observation is a classic method used in psychological research as an additional diagnostic method, which does not reduce its value and significance. Purposeful monitoring of the specifics and changes in the emotional states of schoolchildren occurs in the process of various activities. Based on the observation, the experimenter (class teacher) compiles various scales, enters the results into state assessment cards. Observation in psychological research is often used in conjunction with peer review.

Conversation and questioning can be both an independent and additional diagnostic method used to obtain the necessary information or clarify what was not clear enough during observation.

Questionnaires, tests, diagnostic methods

Techniques	Age	Purpose of the technique	Short description methods
Projective technique "School drawing"	from 10-11 years old	Target : determination of the child's attitude to school and the level of school anxiety.	The child is given an A4 sheet, colored pencils and asked: "Here, draw a school on a piece of paper." Conversation, clarifying questions about the drawn, comments are recorded on reverse side drawing. Results processing : Emotional attitude to school and learning is assessed by 3 indicators: color spectrum line and pattern plot of the picture
Methodology "Tree with people" (test task)	from 10-11 years old	Target : the study of the socio-psychological aspects of self-esteem of students in the context of determining their own place in study group classmates (identification of the socio-psychological level of adaptation of the individual in the social group, the degree of school adaptation of the student in the study group (class)).	Instruction: « Consider this tree. You see on it and next to it a lot of little men. Each of them has a different mood and they occupy a different position. Take a red felt-tip pen and circle the person who reminds you of yourself, looks like you, your mood at the new school and your position. We will check how careful you are.Please note that each branch of the tree can be equal to your achievements and successes. Now take a green felt-tip pen and circle the person you would like to be and in whose place you would like to be.
Projective technique "Map of emotional states" (author's development -Svetlana Panchenko, candidate of psychological sciences)	from 10-11 years old	Target: revealing the emotional background of the development of students.	Instruction: In front of you is an information card on whichthe most typical emotional states of a person are presented. Consider them. Think about which of them you experienced yourself, in what situations(with younger students, you can discuss situations in which certain emotions are manifested). Now write the word on the sheet"school" , choose 2-3 emotions that you most often experience at school and draw them. write a word"House" and do the same. write a word"classmates (peers)". What emotions do you think your classmates (peers) experience most often? Choose 2-3 emotions and draw them. write a word"teacher", Choose 2-3 emotions that teachers most often experience in the classroom and draw them. Now write a word"parents" and draw the emotional states that parents most often experience.
Questionnaire S.V. Levchenko "Feelings at school"	from 10-11 years old (grades 4-11)	Target: make an "emotional portrait of the class."	Emotional well-being plays a huge role in a person's life: they help to learn about the world around us, communicate with each other, and be successful in various fields.A positive attitude is a powerful motivator of activity:what is attractive, pleasant, saturated with joy is performed with special enthusiasm. This technique allows you to visually see the mood of the class, its “emotional portrait. Instruction: The questionnaire contains a list of 16 feelings, of which it is proposed to choose only 8 and mark with an icon«+» those,« that you most often experience at school" .
Methodology "Color Letters"	from 11-12 years old	Purpose of the study: determination of the psychological comfort of students in different lessons.	The research method is quite simple to use. It is necessary to have a form for each student with a printed list of subjects studied in the class. In the form, each subject corresponds to an empty square, which, in accordance with the instructions, must be painted in such a color that determines the state of the student in a particular lesson. The study is preceded by familiarization with the instructions that the psychologist reads out. Instruction: “Color in the square corresponding to this or that object in such a color that determinesyour condition in this lesson.You are offered 8colors: red, yellow, blue, green, black, grey, purple. According to your choice, the same color can be selected several times, some colors may not be used at all.
Methodology for studying student satisfaction school life (developed by Associate Professor A.A. Andreev)	from 11-12 years old	Target: determine the degree of student satisfaction with school life. Progress.	Instruction: Students are invited to read (listen to) 10 statements and rate the degree of agreement with their content on the following scale: 4 - completely agree; 3 - agree; 2 - hard to say; 1 - disagree; 0 - totally disagree.
Method for diagnosing the level of school anxiety Phillips	from 10-11 years old	Target: study of the level and nature of anxiety associated with school in children of primary and secondary school age (grades 4-9)	The test consists of 58 questions, which can be read out by schoolchildren, or can be offered in writing. Each question must be answered with a clear “yes” or “no”. Instruction: “Guys, now you will be offered a questionnaire, which consists of questions abouthow do you feel at school. Try to answer sincerely and truthfully, there are no right or wrong, good or bad answers. Don't think too long about the questions.
Methodology C.D. Spielberger to identify personal and situational anxiety (adapted into Russian by Yu.L.Khanin)	from 11-12 years old	Target: research on the level of the level of situational and personal anxiety of the child	Testing according to the Spielberger-Khanin method is carried out using two forms of 20 reasoning questions: one form for measuring indicators of situational anxiety, and the second for measuring the level of personal anxiety. The study can be carried out individually or in a group. Instruction: read each of the following sentences and cross out the number in the appropriate box on the right, depending on how you feel at the moment. Do not think about questions for a long time, because there are no right and wrong answers.
SAN methodology (methodology and diagnostics of well-being, activity and mood)	from 14-15 years old	Target: Express assessment of well-being, activity and mood.	Description of the SAN methodology. The questionnaire consists of 30 pairs of opposite characteristics, according to which the subject is asked to evaluate his condition. Each pair is a scale on which the subject notes the degree of severity of one or another characteristic of his condition. SAN methodology instruction. You are invited to describe your current state using a table consisting of 30 pairs of polar signs. In each pair, you must choose the characteristic that most accurately describes your condition, and mark the number that corresponds to the severity of this characteristic.
Methodology for the study of self-attitude (M IS )	from 13-14 years old	Target : Method MISdesigned to explore the student's ideas about himself.	Instruction for the student. You are invited to complete the following task, which contains 110 questions in the form of possible statements about your character traits, habits, interests, etc. There can be no “good” or “bad” answers to these questions, because every person is entitled to their own point of view. In order for the results obtained on the basis of your answers to be the most informative and fruitful for concretizing your own idea of yourself, you need to try to choose the most accurate and reliable “agree - disagree” answers that you will record in the appropriate positions of the form.
Bass Aggressiveness Questionnaire - Darkie	from 14-15 years old	Target : study of the state of aggression in adolescents	Instruction. From Answer "yes" if you agree with the statement, and "no" if you disagree. Try not to think about questions for a long time.
Diagnostics of personal aggressiveness and conflict (E.P. Iilin, P.A. Kovalev)	from 14-15 years old	Target : The technique is intended to identify, as a personal characteristic, the subject's propensity for conflict and aggressiveness	Instruction: you are presented with a series of statements. If you agree with the statement in the answer sheet in the appropriate box, put the sign "+" ("yes"), if you disagree - the sign«-» ("No")

CONCLUSION:

The problem of emotional disorders and their correction is one of the most important in child psychology.

The spectrum of emotional disorders in adolescence is extremely large. It can be mood disorders, behavioral disorders, psychomotor disorders.

There are various methods for diagnosing psycho-emotional experiences, deviations in the behavior of a teenager.

A well-organized corrective system of psychological influences on the child is needed, aimed at alleviating his emotional discomfort, increasing his activity and independence, eliminating secondary personal reactions caused by emotional disorders, such as aggressiveness, increased excitability, anxious suspiciousness, etc.

Patience, the ability to understand and forgive, endurance, love and faith in a growing child will give us adults strength, and he will have a chance to justify our hopes, to become in the future a self-sufficient person, with a strong inner core, with a high level of emotional and social intelligence, a realPERSONALITY.

Methods and methods of psychodiagnostics of emotional disorders in children. Emotion disorders, diagnostic methods Methods for diagnosing the emotional state of a person

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