Features and use of conversation in psychodiagnostics. Basic psychodiagnostic methods

14.04.2020

The basic professional skills of a psychologist include the ability to listen to an interlocutor and conduct a conversation. The basis of any conversation is verbal communication. The ability to conduct a conversation is a whole art, which includes knowledge of the patterns of conversation, understanding the structure and content of questions, the order in which they are presented, the ability to plan a conversation and set up an open dialogue with the interlocutor. The use of conversation in diagnostic work allows you to collect a large layer of psychological information, these are attitudes, personality motives, features of the current life situation, the functional state of the person being examined, and much more. Like observation, the conversation has no significant age restrictions; it can be used in the course of examining persons of preschool, school, adolescent and older age groups. This is the undeniable merit of the method of conversation. In addition, the diagnostician has the ability to sensitively respond to changes in the state of the subject, taking into account the nature feedback, and flexibly change the strategy and manner of conducting a conversation. It is live, partnership communication, direct transmission of information that contributes to a holistic perception of the individual, understanding the complexity and individuality of each individual person being examined.

The conversation plays an invaluable role in establishing contact, anticipating any psychodiagnostic examination. That is why the skills of conducting a conversation are among the basic professional skills in the work of a psychologist. The conversation can act in a diagnostic examination as the main method of collecting diagnostic information. So, for review, Appendix 5 provides a version of a standardized conversation to identify motivation for schooling in older preschoolers and junior schoolchildren. Also, the conversation can act as an additional method that enriches the data of other methods. So, for example, in the course of conducting a modified version of the Dembo-Rubinshtein "Ladder" technique, designed to diagnose children's self-esteem, the conversation is organically built into the diagnostic procedure. Moreover, the use of this technique without a conversation is unacceptable, since in this case the procedure is violated and important diagnostic information is lost (self-assessment criteria, values and personal meaning concepts).

Important to remember!

Psychodiagnostic conversation- this is a way to obtain information about mental properties, psychological characteristics of a person, about the dynamics life path based on verbal communications.

In order to understand the breadth and diversity of the conversation method, let's study its typology. Below are the main types of conversations, the criteria for determining the type were the features of the planning of the conversation and the strict observance of the rules for conducting.

1. Standardized Conversation - the most rigorous way of conducting a conversation. When conducting such a conversation, goals and a list of questions are clearly defined, activity is completely on the side of the psychologist-diagnostician. It is unacceptable to make changes, add, exclude any questions. The diagnostician determines in advance the information blocks in the structure of the conversation and their sequence. A standardized conversation is used when a large number of people are interviewed (for example, school class or labor collective) on one topic. Thanks to strict standardization and a single algorithm for conducting, the diagnostician gets the opportunity to compare and compare the information received. In working with young children, this type of conversation is practically not used.
2. Partially standardized conversation - the specificity of this conversation is that the diagnostician adheres to a predetermined strategy, but the manner of conducting the conversation is more flexible. During the conversation, the diagnostician can change questions in places, make certain additions. This type of conversation is used if contact has already been established with the subject, the subject of the conversation is simple. Time costs in this case are insignificant, the experience of the questioner may be small. This type of conversation is most common in diagnostic practice. Just as with a standardized conversation, the psychodiagnostic has the ability to compare data. However, a significant disadvantage is the relative severity of the conversation, which can cause resistance and defense mechanisms in the person being examined.
3. free conversation- the strategy is defined in the general view, and the manner of conducting is completely free. The diagnostician asks questions without prior preparation, focusing on the go, taking into account the answers of the person being examined, which preserves the ease of the situation and contributes to looseness, and as a result, greater sincerity in the answers of the subject. This type of conversation is more often used by professional psychologists, with many years of practice behind them. It is the high level of professionalism, skill and rich practical experience that allows them to conduct a free type of conversation without preparing a plan and an approximate list of questions in advance. For novice psychologists, this type of conversation is poorly implemented in practice.
4. Unprogrammed (unmanaged) conversation - a variant of psychoanalytic conversation. What exactly to talk about and in how much detail, the subject himself decides. In this case, the initiative and activity are completely on the side of the subject.

Despite the variety of types of conversations explained by practice, there is a logic of conversation that includes stable structural blocks, the observance of which is invariable regardless of the type of conversation. Accounting for and compliance with the stages of the conversation ensure the integrity and completeness of psycho diagnostic conversation.

The steps for conducting a conversation are as follows.

First step - introduction to the conversation. The main tasks of this stage are familiarization with the objectives of the examination, setting up the interlocutor for communication, familiarization with the conditions and rules of work of the psychodiagnostician. The most important thing at this stage is to establish contact. The fundamental point is information about who initiated the meeting. If the psychologist was the initiator, then at this stage the diagnostician explains the topic of the upcoming conversation, trying to arouse interest and develop a positive motivation for the conversation in the person being examined. It is reported about the conditions of anonymity, the duration of the conversation and the possible further use of the information received. It happens that parents initiate the conversation and bring their child to the meeting adolescence. At the same time, the teenager himself may not be in the mood for dialogue at all, but he does not dare to go against the will of his parents. In this case, it is especially difficult for the diagnostician to establish contact. In such a situation, it is important to show understanding and tact. The requirements for a psychodiagnostic conversation with children are high: the role of conversation with them is more important than with adults. It is necessary to take into account the time factor (if the child did not open up at the first meeting, let him feel that the result has been obtained, express the hope that there will be more next time). If the meeting took place on the initiative of the subject himself, who needs professional advice, then the psychodiagnostician is obliged to demonstrate readiness for cooperation, tolerance for the views and positions of the interlocutor. The importance of the first, installation, stage of the conversation lies also in the possibility of choosing stylistic coloring conversation, used verbal turns and expressions. The psychodiagnostician must flexibly change the repertoire of phrases and expressions depending on the age, gender, social and educational level of the person being examined. For example, when communicating with a small child, it is desirable to use the form of address by name (as the child is called in the family). The appeal to "You" with the indication of the name and patronymic is preferable when conducting a conversation with persons of mature age. Thus, a respectful, comfortable atmosphere is achieved, conducive to the development of positive motivation and a willingness to give reliable information.

Second phase - survey. At this stage, the main task of the psychodiagnostic is to collect factual information about the living conditions of the person being examined, his personal characteristics, attitude to various events, features of emotional response in various situations, etc. The content of the second stage is determined mainly by the goals of the diagnostic conversation. It is advisable to use general open questions on the subject of the conversation, thereby stimulating the interlocutor to freely narrate about the events of his life and attitude towards them.

Third stage - clarification. In the process of communication, cognitive distortions, inaccurate interpretation of the words of the interlocutor, may occur. It happens that interlocutors put different semantic content into the same words. Clarifying, additional questions and requests to explain what meaning this or that expression has for a person help to avoid a situation where the diagnostician misunderstands the statement of the subject. Ignoring this stage increases the risk of distorting the information received.

Fourth stage - interpretation. This stage is mostly implemented during a standardized conversation. The psychodiagnostic evaluates and interprets the collected information. This is one of the most time-consuming stages of the conversation, since here the psychodiagnostic analyzes all the material: the answers of the subject, and his spontaneous speech reactions, and behavior during the conversation.

Fifth stage - final. At this stage, it is important to pay attention to what feelings a person will leave you with, it is necessary to relieve discomfort and emotional stress, if any. It is unacceptable to end the conversation with a confrontation with the subject. If subsequent meetings are expected, then the end of the conversation should help increase the person's readiness for further productive work. In fact, this is the stage of summing up the intermediate or final results of the conversation and issuing feedback to the subject. The content of the feedback is completely dictated by the goals and objectives of this conversation, as well as the state of the subject.

Important to remember!

At the end of the conversation, always express gratitude and appreciation to the person being examined for the work done and interest in the survey. This position promotes further cooperation and forms a positive image of a diagnostic psychologist.

Depending on the request and the goal set, the psychodiagnostic determines the main topic of the conversation, specifies the tasks. As we already know, in a conversation there can be a different degree of standardization - the rigidity of the plan. Taking into account the purpose and topic of the conversation, the psychologist-diagnostician independently determines the strategy of his behavior in communication. The required number of semantic blocks in the conversation, the possibility of adding and excluding questions in the course of communication - these questions remain at the discretion of the psychodiagnostic.

It is equally important to plan the duration and conditions of the conversation. The duration of the conversation should not be more than an hour or an hour and a half, too long a conversation tires the interlocutor and makes you want to end the conversation as soon as possible. It will be useful to use auxiliary materials in the conversation: toys, various figures, drawings, colored pencils and felt-tip pens. This allows you to captivate the child and interest the adult, as well as get Additional information about the subject. Recording of the information received can be carried out both at the time of the conversation and after its completion. It is best to make short notes at the time of the conversation, and do a more detailed description after the end of the meeting. It is effective to use a voice recorder or any other recording equipment. However, it is necessary to obtain the informed consent of the subject for such recording.

In the structure of the conversation, the main element is questions. The ability to ask questions correctly and formulate them accurately is the basic, fundamental skills of a psychologist in general and a psychodiagnostic in particular. Various classifications of the types of questions used in the conversation are widely known. So, one of the classifications is based on the degree of openness of questions. First of all, these are open and closed questions. Open-ended questions do not imply an answer, the subject himself formulates explanations for such a question. This type includes the following questions: “how?”, “why?”, “where?”. For example: “Where do you plan to go after graduation?”, “Why are you not interested in this type of leisure?”, “How would you describe your state at that moment?”. Psychodiagnostic, asking open-ended questions, allows the subject to independently construct the content of his answer. Thanks to their use, the interlocutor himself explains his position, his plans and experiences.

Another type, closed questions, involves ready-made answers. For example: “Is this difficult for you?”, “Do you like working in a large team?”, “Tell me, do you have close friends?”. A kind of dichotomy of answers is used (yes-no, agree-disagree). At the same time, the possibility of giving a more detailed answer or giving a completely different answer is practically excluded. By asking a closed question, the psychodiagnosist reserves the right for the subject to either agree or disagree with the statement. A large number of closed questions in the conversation creates a tense atmosphere and completely deprives the person being examined of activity. Therefore, it is necessary to use this type of questions with special care, only with a specific goal - to clarify the position of the speaker, to obtain certainty of choice.

The following classification of questions is based on varying degrees of focus on the subject of conversation: direct, indirect and projective questions.

direct questions are aimed directly at the diagnosis of a phenomenon, directly relate to the subject of the conversation.

indirect questions more indirectly affect the subject of conversation, bypassing a direct indication of the phenomenon of interest.

Projective questions may include a description of a hypothetical situation, unreal life circumstances, or are given on behalf of a fictional character.

The use of indirect and projective questions in a conversation allows you to get more detailed and reliable information than from direct questions. However, regardless of the type of question, there are a number of general requirements to their wording.

the question should be short, preferably without adverbial phrases;

- the question should be clear to the interlocutor;
- should not be aimed at assessing actions, but at analyzing specific actions;

it is desirable that the particle “not” be absent in the question;

- the question should not be leading to a definite answer;
- the question should be tactful, especially if the issue of the intimate sphere is raised.

The effectiveness of the conversation is largely determined by the position of the listener. The ability to listen means not to interrupt or interrupt the interlocutor, maintain constant attention, maintain steady visual contact with the interlocutor and take into account non-verbal information. During the conversation, you need to pay attention to pauses (resistance is a defensive reaction, an emotional shock reaction to a question, there may be instability of attention, absent-mindedness, lack of interest in the question, misunderstanding of the question). When conducting a conversation, it is important to take into account both verbal and non-verbal channels of information transmission. The information obtained in the event of a divergence of these channels is usually called incongruent, i.e. in speech, the subject says one thing, and on a non-verbal level, another. If the psychodiagnostic focuses only on the verbal message and analyzes only the meaning of verbal utterances, then incongruence is not captured. The discrepancy between the indicated channels of information transmission allows us to build a number of diagnostic hypotheses: a person does not trust the diagnostician, the issue under discussion causes psychological defenses, the interlocutor is closed and insincere.

Task for reflection

Do you agree with the following statement: men interrupt women almost twice as often, only pay attention for the first 15 seconds, then think: “What to add?” Give arguments for and against this statement.

Active listening is an energy-intensive process that proceeds according to its own laws and requires attention, patience, and tact. Active listening includes non-reflective and reflective techniques. Non-reflexive listening is directed more towards understanding the interlocutor, while using a minimum set of words and non-verbal support. Most often, non-reflective listening techniques are used in situations where the interlocutor needs to speak out with an acute desire to express his opinion, to discuss disturbing topics. The practice of using short replicas is effective: “I understand”, “Please continue”, “Yes?”, “That's how”. This kind of remark is called “empathic quacking.” Such answers express interest in the conversation, stimulate further narration, while creating free space for the speaker. A short remark, an affirmative tilt of the head, if done sincerely, encourage the interlocutor and cause a desire to speak. At the same time, some short remarks can cause a backlash, for example, “Come on?”, “It's just that bad?”, “Why is that?”. Such phrases are inappropriate and will lead to closeness and unwillingness to continue the conversation.

Reflective listening, in contrast to non-reflexive, is directed to a greater extent at the accuracy and correctness of perception of statements. It is used when it is necessary to clarify the meaning of verbal expressions. Helps to avoid mistakes of misunderstanding each other, for example, related to the ambiguity of words in the Russian language; allows you to test your understanding. The following techniques can be used for this.

"Repetition". The goal is to check the accuracy of the partner's understanding. It exists in two versions: 1) verbatim repetition of the partner’s remark (echo technique, “Indeed, ... (the interlocutor’s message is given)”); 2) paraphrasing (reproducing the speaker's thoughts in his own words, "In other words, ...").
“Clarification”, clarifying the meaning of what was said (“Repeat, please, what should I do?”, “You can correct me if I misunderstood your thought”).
"Summary". The conversation is summed up (“The main idea of our conversation was this”). The goal is to summarize the main ideas of the interlocutor, to connect the main fragments of the conversation into a single whole. Summarizing, the interlocutor reproduces the statements of his partner in an abbreviated, generalized form, highlighting the most significant in them (“So, you think that ...”).

The main difficulties that may arise when using the conversation method are related to the influence of the personal qualities of the diagnostician, subjectivity in the analysis and processing of the collected information, and the difficulty of formalizing the data obtained. It is extremely important to maintain during the conversation the dialogical level of communication - the attitude towards a person not as an object (although this is legitimate in certain situations), but as a subject (a free person), based on his orientation, readiness for dialogue. When conducting a conversation, it is necessary to focus on the individual characteristics of the client (rate of speech, speed of thinking), take into account the characteristics of character, self-esteem, age, gender. The need for a delayed diagnosis is associated with the error of premature conclusions, in which case the material must be processed. Thus, conducting a diagnostic conversation requires the successful implementation by the psychodiagnostic of the professional ability to listen, observe, and speak.

Abstract on the topic "Conversation as a method of psychological and pedagogical research". The essence of the conversation method, the types of conversations, as well as the preparation and conduct of the conversation are considered. Attached is the material of the conversation with parents "Tell me about your child".

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Introduction…………………………………………………………………………...3

1. Method of conversation: its meaning and place among other methods…………………4

2.Types of conversations…………………………………………………………………………6

3.Preparing and conducting a conversation……………………………………………...8

Conclusion………………………………………………………………………… 11

Literature………………………………………………………………………….12

Application…………………………………………………………………………13

Introduction

The topic of the abstract is relevant, because with all the variety of methods of psychological and pedagogical research, scientists of all times in conversations received such information that it is impossible to obtain by any other means. In conversations, dialogues, discussions, people's attitudes, their feelings and intentions, assessments and positions are revealed. Pedagogical conversation as a research method is distinguished by purposeful attempts of the researcher to penetrate into inner world interlocutor, to identify the reasons for certain of his actions. Information about the moral, ideological, political and other views of the subjects, their attitudeto the problems of interest to the researcher are also obtained with the help of conversations.
Objects are methods scientific research, the subject is conversation as a method of scientific and pedagogical research.
The work has the following goals and objectives:
1. to analyze the scientific literature on the research topic and define the concept of "conversation";
2. to identify the main types of conversations in the study of personality, to consider the structure of preparing and conducting a conversation.

The conversation method: its meaning and place among other methods

Conversation is a dialogic teaching method in which the teacher, by posing a carefully thought-out system of questions, leads students to understand new material or checks their assimilation of what they have already studied.

A conversation is a question-and-answer method of active interaction between a teacher and students, which is used at all stages of the educational process: to communicate new knowledge, to consolidate, repeat, test and evaluate knowledge

Conversation is a method of collecting information based on verbal communication. It is a kind of survey and is a relatively free dialogue between the researcher and the subject on a specific topic.

Conversation is one of the most well-known methods of creative learning. It was masterfully used by Socrates. Therefore, the conversation, with the help of which the student independently discovers new knowledge for himself, is called Socratic. The leading function of this method is motivating, but it also performs other functions with no less success. There is no method so versatile and effective in all respects.

Conversation is an active, motivating method. With the help of targeted and skillfully posed questions, the teacher encourages students to recall the knowledge they already know, generalizing and developing them, quietly achieving the assimilation of new knowledge through independent reflections, conclusions and generalizations.

Conversation is a dialogue: teacher's questions and students' answers. It makes the student's thought follow the teacher's thought, as a result of which the students move step by step in mastering new knowledge. The advantages of the conversation are that it activates thinking as much as possible, serves as an excellent means of diagnosing the acquired knowledge and skills, contributes to the development of the cognitive forces of students, and creates conditions for the operational management of the process of cognition. The educational role of conversation is also great.

It is important to emphasize that in conversation, as in other teaching methods, cognition can develop in a deductive or inductive way. A deductive conversation is built on the basis of already known to schoolchildren general rules, principles, concepts, through the analysis of which they come to private conclusions. In the inductive form, conversations proceed from individual facts, concepts and, based on their analysis, come to general conclusions.

IN primary school conversation is most effective for:

Preparing students for work in the classroom;

Familiarize them with new material;

Systematization and consolidation of knowledge;

Current control and diagnostics of mastering knowledge.

Compliance with all necessary conditions conducting a conversation, including collecting preliminary information about the subjects, makes this method a very effective means of psychological and pedagogical research. Therefore, it is desirable that the interview be conducted taking into account the data obtained using methods such as observation and questionnaires. In this case, its purpose may include verification of preliminary conclusions arising from the results of psychological analysis and obtained using these methods of primary orientation in the studied characteristics of the subjects.

Conversation types

Several methods for classifying conversations have been proposed. By appointment, conversations are distinguished: 1) introductory, or organizing; 2) communication of new knowledge; 3) synthesizing, or fixing; 4) control and correction.

According to the level of cognitive independence of students, reproductive and heuristic conversations are distinguished.

Reproductive conversation involves the reproducing activity of students (familiar ways of operating with familiar educational material). Heuristic conversation is aimed at organizing the search activities of students, element-by-element training in creative search in solving problematic problems. Its main function is that the teacher, with the help of specially selected questions, leads students to certain conclusions through reasoning. Students, at the same time, reproduce previously acquired knowledge, compare, contrast, etc. In a heuristic conversation, the teacher poses a problem and divides it with the help of questions in such a way that each question follows from the previous one, and together they lead to a solution to the problem.

In psychology, the following main types of conversations are distinguished:

- standardized conversation– persistent program, strategy and tactics;

- partially standardized- persistent program and strategy, tactics are much freer;

free - the program and strategy are not determined in advance, or only in basic terms, the tactics are completely free.

During the conversation, questions can be addressed to one student ( individual conversation) or students of the whole class ( frontal conversation).

Let us dwell in more detail on the classification of conversations by purpose:

1. Introductory (preparatory)The interview is usually held before academic work. Its purpose is to find out whether the students correctly understood the meaning of the upcoming work, whether they have a good idea of what and how to do. Before the tour practical exercises learning new material such conversations have a significant effect.

2. Conversation-message (explanatory) happens: catechetical (question-answer, not allowing objections, with memorizing answers); Socratic (soft, respectful on the part of the student, but allowing doubts and objections); heuristic (putting the student in front of problems and requiring his own answers to the questions posed by the teacher). Any conversation forms an interest in knowledge, cultivates a taste for cognitive activity. In elementary school, all kinds of conversations are used. Teachers are increasingly introducing complex heuristic (opening) conversations that encourage children to think on their own, to go to the discovery of truth. Therefore, in the course of a heuristic conversation, they acquire knowledge through their own efforts, reflections.

3. Synthesizing, final, or reinforcingconversations serve to generalize and systematize the knowledge already available to schoolchildren.

4. Control and correction (test)conversation is used for diagnostic purposes, as well as when it is necessary to develop, clarify, supplement with new facts or provisions the knowledge that students have.

3. Preparing and conducting a conversation

In order to successfully conduct a conversation, serious preparation for it by the teacher is necessary. It is necessary to determine the topic of the conversation, its purpose, draw up a plan-outline, select visual aids, formulate the main and auxiliary questions that may arise during the conversation, think over the methodology for organizing and conducting it.

It is very important to correctly formulate and ask questions. They should have a logical connection with each other, reveal in the aggregate the essence of the issue under study, and contribute to the assimilation of knowledge in the system. In terms of content and form, questions should correspond to the level of development of students. Easy questions do not stimulate active cognitive activity, a serious attitude to knowledge. You should also not ask "prompting" questions containing ready-made answers.

The technique of question-answer training is very important. Each question is asked to the entire audience. And only after a short pause for reflection, the student is called to answer. Trainees should not be encouraged to "shout out" answers. The weak should be asked more often, giving everyone else the opportunity to correct inaccurate answers. Long or "double" questions are not asked.

If none of the students can answer the question, you need to reformulate it, split it into parts, ask a leading question. One should not achieve the imaginary independence of the trainees by suggesting suggestive words, syllables or initial letters that can be used to give an answer, especially without thinking.

The success of the conversation depends on the contact with the audience. Ensure that all trainees take Active participation in a conversation, listened attentively to questions, thought over the answers, analyzed the answers of their comrades, and tried to express their own opinion.

Each response is carefully listened to. Correct answers are approved, erroneous or incomplete ones are commented, clarified. The student who answered incorrectly is invited to discover the inaccuracy, the mistake himself, and only after he fails to do this, comrades are called for help. With the permission of the teacher, students can ask questions to each other, but as soon as the teacher is convinced that their questions have no cognitive value and are asked for imaginary activation, this lesson should be stopped.

The teacher should be aware that conversation is an uneconomical and difficult method of teaching. It requires time, effort, appropriate conditions, and high level pedagogical skill. When choosing a conversation, it is necessary to weigh your capabilities, the capabilities of the trainees, in order to prevent the “failure” of the conversation, the consequences of which will be difficult to eliminate.

To increase the reliability of the results of the conversation and remove the inevitable shade of subjectivity, special measures are used. These include: 1. The presence of a clear, well-thought-out, taking into account the characteristics of the personality of the interlocutor and a steadily implemented conversation plan; 2. Discussion of issues of interest to the researcher in various perspectives and connections; 3. Variation of questions, posing them in a form convenient for the interlocutor; 4. Ability to use the situation, resourcefulness in questions and answers. The art of conversation needs to be learned long and patiently.

The course of the conversation with the consent of the interlocutor can be recorded. Modern technical means allow you to do this unnoticed by the subjects.

In conclusion, it should be noted the advantages and disadvantages of the conversation as a method of psychological and pedagogical research.

Advantages of the conversation method:

Activates students;

Develops their memory and speech;

Makes students' knowledge open;

Has great educational power;

It is a good diagnostic tool.

Disadvantages of the conversation method:

Requires a lot of time;

Contains an element of risk (a student may give an incorrect answer, which is perceived by other students and recorded in their memory);

A store of knowledge is needed.

Conclusion

I believe that this essay has fully achieved the goals and objectives of the study. Has been analyzed scientific literature, the concepts of conversation are considered from the points of view of various authors, the main types of conversations in the study of personality are identified, the structure of preparing and conducting a conversation, as well as its advantages and disadvantages, is considered.

The most widespread conversations received in educational practice. With all the richness and diversity of ideological and thematic content, conversations have the main purpose of attracting the students themselves to evaluate events, actions, phenomena. public life and on this basis to form in them an adequate attitude to the surrounding reality, to their civil, political and moral duties.

The appendix contains a protocol of a conversation with parents on the topic: "Tell me about your child."

Literature

Andreev, I.D. On the methods of scientific knowledge [Text] / I.D. Andreev. – M.: Nauka, 1964. – 184 p.
Ailamazyan, A.M. Method of conversation in psychology [Text] / A.M. Ailamazyan.- M.: Sense, 1999.-122 p.
Bryzgalova S.I. Introduction to scientific and pedagogical research [Text]: textbook. 3rd ed., rev. and additional / S.I. Bryzgalova. - Kaliningrad: Publishing House of KGU, 2003. - 151 p.
Pidkasty, P.I. Pedagogy [Text]: study guide for students pedagogical universities and colleges / P.I. Piggy. - M .: Russian Pedagogical Agency, 1996. - 455 p.
Podlasy I.P. Pedagogy [Text]: a textbook for students of higher pedagogical educational institutions/ I.P. Sneaky. - M .: Education, 1996. - 432 p.
Slastenin, V.A. Pedagogy [Text]: Proc. allowance for students. higher ped. textbook institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov. - M.: Publishing center "Academy", 2002. - 576 p.

Appendix

CONVERSATION WITH PARENTS

Subject: Tell us about your child

diagnostic possibilities.

Conversations will provide a first impression of the child.

Material : protocol with a list of questions, a pen.

The course of the conversation

The psychologist in an individual conversation with the parents of the future first-grader solves the problem of a comprehensive and detailed (detailed) acquaintance with the atmosphere in which the child was, with the characteristics of his development and the level of pre-school preparation.

Based on the results of the conversation, a protocol is drawn up with fairly complete, meaningful, significant answers from parents to the psychologist's questions.

questionnaire

FULL NAME. _______________________________________________

Date of birth ________ Gender_____ Date of examination _______

Place of diagnosis _________________________________

1. What is the last name, first name and patronymic of your child.

2. What is the composition of your family? Does the child have older siblings who are in school?

3. Who is mainly involved in raising a child?

4. Did the child attend Kindergarten(if “yes”, then at what age, did you willingly go there)?

5. Are there any differences in the views of family members on education?

6. What methods of education (encouragement and punishment) are used in the family and how does the child react to them?

7. What kind of games does he prefer - mobile or board (such as construction), individual or collective, with the participation of other children or adults?

8. How independent is he - does he know how to occupy himself or constantly requires the attention of adults?

9. Does he perform any household chores?

10. How does the child communicate with peers - does he have friends and do they come to visit him?

11. Does he take the initiative in communication or waits to be spoken to, and maybe avoids communication altogether?

12. Do children willingly accept it in the game, are there frequent conflicts?

13. How does the child communicate with adults - with family members and with strangers?

14. Does the child have a desire to go to school, is he in a hurry
with the purchase of school supplies or does not remember it?

15. Does the child ask you to show him the letters or even teach him anything related to schooling?

16. How did the parents prepare the child for school?

17. Does he know letters (all or some)?

19. Does the child have a desire to go to school?

20. Tell about the child what you yourself consider important, characteristic for him.

Conduct procedure.

The interview is conducted without the child. It is advisable to talk to both parents. The conversation should be as confidential and informal as possible so that parents do not have the desire to present their child "in the best light."

Questions should not be read from paper. Recordings are best done not during a conversation, but after the parents leave.

If it is not possible to conduct a detailed conversation, you can limit yourself to a questionnaire that parents fill out in writing.

Iovlev B.V., Shchelkova O.Yu. (St. Petersburg)

Iovlev Boris Veniaminovich

Candidate of Medical Sciences, Leading Researcher, Laboratory of Clinical Psychology, St. Petersburg Psychoneurological Institute. V.M. Bekhterev.

Email: [email protected]

Shchelkova Olga Yurievna

- Member of the scientific and editorial board of the journal "Medical Psychology in Russia";

Doctor psychological sciences, Head of the Department of Medical Psychology and Psychophysiology, St. Petersburg State University.

Email: [email protected]

Annotation. The article discusses the features of teaching information and interpreting the results of the study using the leading method of psychological diagnostics in medicine - the clinical-psychological method. Its integrating value in the system of methods of medical and psychological diagnostics is shown. Psychodiagnostic conversation is presented as the main methodical technique within the framework of the clinical and psychological method. The emotional and communicative aspect of the conversation is analyzed as an interactive process based on the methods of personality-oriented psychotherapy. The importance of the information-cognitive aspect of the relationship between a psychologist and a patient during a psychodiagnostic conversation is shown: the need to provide information to the patient, the content of the conversation, the form of asking questions, the problems associated with preliminary hypotheses and a formalized assessment of the results.

Keywords: clinical and psychological method, psychodiagnostic conversation, emotional-communicative and informational aspects, non-formalization, empathy.

Psychological diagnostics is one of the main forms of professional activity of psychologists in various socially significant areas of life. In particular, psychological diagnostics is directly included in the solution of a wide range of practical tasks in the field of medicine and health care. In clinical medicine, psychological diagnostics is a necessary element of the diagnostic and treatment process. With its help, the role of mental factors in the etiology, pathogenesis, treatment of various diseases, in the prevention of relapses and disability of patients is clarified. In preventive medicine, psychological diagnostics is aimed at identifying individuals at an increased risk of mental maladjustment, manifested in the form of psychosomatic, borderline neuropsychiatric or behavioral disorders.

The methodological basis of psychological diagnostics in medicine is made up of a variety of complementary standardized and non-standardized methods and techniques of psychological research. Among them are both specially developed, actually medical-psychological methods, and those borrowed from general, social, differential and experimental psychology. At the origins of scientific medical psychodiagnostics lies the clinical and psychological method (clinical method in psychology) (Vasserman L.I., Shchelkova O.Yu., 2003), which has an integrating and structuring value in the system of methods of medical psychology. In turn, a conversation with the patient and observation of his behavior form the basis of the clinical and psychological method and, accordingly, have all its characteristic features, advantages and disadvantages (limitations).

Clinical and psychological method: features of obtaining and interpreting data

The clinical and psychological method began to take shape at the turn of the 19th-20th centuries, combining the best traditions of classical psychiatry (attentive, sympathetic observation, intuitive understanding of a sick person) with innovative tendencies towards an experimental, empirical study of mental functions and states. The clinical and psychological method is aimed at an informal, individualized study of the personality, the history of its development and the whole variety of conditions for its existence (Vasserman L.I. et al., 1994; Shchelkova O.Yu., 2005). In a broad sense, the clinical and psychological method allows you to study not the disease, but the patient, not so much to classify and diagnose, but to understand and help. At the same time, it addresses both the present and the past of a person, since a person cannot be understood outside the processes of his development. Thus, the clinical-psychological method integrates all the information available to the psychologist related to the genesis of the patient's personality and the development of pathological conditions.

The information obtained using the clinical-psychological method is concretized in the psychologist's view of the unique and stable patterns of experiences, behavior, personality traits of the subject, the most significant aspects of his subjective life history and system of relationships. This makes the clinical-psychological method one of the most important research tools for diagnosing personality in the clinic, especially in connection with the pathogenetic theory of neuroses and psychotherapy, which is based on the one created by V.N. Myasishchev (2004) the concept of personality as a system of relations. That is why this method occupies a leading position in the system of methods of medical psychology, which traditionally appeals to the personality of the patient and his social functioning.

At the stage of clinical and psychological research, the main directions of a more in-depth and differentiated study of personality are determined using highly specialized or multidimensional experimental techniques, projective and psychosemantic techniques, the subject's motivation for further instrumental research is formed, and contact is established with a psychologist, the nature of which determines the reliability of the results of psychodiagnostics.

The following distinctive features clinical and psychological method (“clinical approach in psychodiagnostics”):

a) situationality - increased attention to current circumstances, a specific situation in the life of the subject;

b) multidimensionality - the use of diverse sources of information about the subject with an emphasis on biographical information, history and dynamics of personality development;

c) ideographic - attention to unique, peculiar only this person characteristics and features;

d) individualization - a non-formalized, non-standardized method of obtaining and analyzing empirical information adapted to the characteristics of a given subject;

e) interactivity - active interaction between the psychologist and the subject in the process of an individualized conversation;

f) "intuition" - the dominant load in obtaining information and its interpretation falls not on standardized procedures, but on the professional intuition and clinical experience of a psychologist (Shmelev A.G., 2002).

It is important that the clinical-psychological method fundamentally contains the main possibilities of an experimental approach to the study of personality, contained in personality questionnaires, projective techniques, and even in psychophysiological experiments, the analogue of which in the clinical method is the observation of human expression. The clinical and psychological method in studying the personality of a patient differs from the experimental method of psychodiagnostics (primarily from standardized techniques) in the potential volume and nature of the information received, as well as in its interpretation.

One of characteristic features obtaining information when using the clinical-psychological method is that in this case the patient acts not only as an object of research, but also at the same time as a subject cooperating with the researcher in obtaining the necessary information. At the same time, a joint analysis of the history of his personality with the patient is closely related to the essence of the pathogenetic method of treating neuroses (Karvasarsky B.D. - ed., 2002), as well as psychodynamic therapy of other mental illnesses (schizophrenia, depressive disorders, etc.) (View B .D., 2008).

Another feature of obtaining diagnostic information using the clinical-psychological method is the possibility of direct access to the events and experiences of the past, the reconstruction of the genesis of the personality. Information about a person's past cannot be, at least not directly, obtained using the experimental psychological method, even questionnaires. The questions contained in the questionnaires can be addressed to the patient's past, but they are of a general, not individualized nature. Questionnaires cannot contain all the questions necessary to describe the unique life of each patient, all those questions that will be asked to him in a conversation by an experienced clinician or psychologist. In addition, the questionnaire does not allow the subject to tell everything that he would like to tell the experimenter. Obviously, the above features of obtaining diagnostic information using the clinical and psychological method can be fully attributed to the study of the present.

A characteristic feature of clinical psychological research is also that each established fact can be interpreted in the context of all information about the patient that the psychologist has, regardless of how this information was obtained (in contrast to tests, where the conclusion integrates information in the context of all data). obtained by the same psychodiagnostic method). At the same time, the interpretation is made on the basis of not only the information received from the patient, but also all professional knowledge, all the personal life experience of the researcher, necessary for qualifying individual manifestations of the personality of the subject and establishing cause-and-effect relationships.

The noted features of the interpretation of the data of a clinical psychological study and the conditions for its effectiveness are closely related to the problem of the dependence of the success of its conduct and the adequacy of the interpretation of the results on the qualifications of the researcher. Almost all authors writing about psychodiagnostics note that if in the hands of an experienced medical psychologist this method is an ideal diagnostic tool that allows you to obtain information about the subject, which is distinguished by both great pragmatic value and high validity, then with a lack of qualification, the informal nature of the results obtained can create grounds for an unreasonably broad interpretation of data, overdiagnosis, attribution to the subject of uncharacteristic features for him (including through the mechanisms of projection and countertransference - his own personal characteristics and emotional states) (Gurevich K.M. - ed., 2000; Anastasi A., Urbina S., 2001; Wasserman L.I., Shchelkova O.Yu., 2003).

In addition to the subjective interpretation of clinical and psychological material, many authors attribute the impossibility of obtaining comparable data with its help to significant disadvantages (limitations) of this method due to its non-formalization. However, there is a clear idea that non-formalization follows from the essence of the clinical and psychological method, which is aimed not only at cognition (study with the help of specially developed psychodiagnostic tools), but also at understanding another person. It comes from the understanding of personality as a whole, the exclusivity of each person. Therefore, the context of conclusions that are made on the basis of clinical methods for studying personality is fundamentally wider than the context of conclusions based on experimental methods; in clinical methods, the systemic nature of the conclusions made is more pronounced. All this, in our opinion, makes the conclusions based on the clinical method potentially more reasonable and reliable.

At the present stage of development of psychological diagnostics, it becomes obvious that a full-fledged study of personality should include both methods for a meaningful analysis of experiences, motives, and actions of a person, as well as methods that allow a high degree reliability and statistical validity to objectify the features of the structure and the degree of severity of the studied psychological phenomena and disorders. This implies the complex use in one study of both clinical-psychological and experimental, in particular test, methods of psychodiagnostics, the data of which are analyzed in a single context of the nature of the disease and the life situation of the subject.

Psychodiagnostic conversation: implementation of the clinical and psychological method

Psychodiagnostic conversation is one of the leading methods of medical and psychological diagnostics, both advisory and aimed at solving various expert problems. A conversation between a psychologist and a patient is both a diagnostic tool and a tool for the formation and maintenance of psychological contact. Since the conversation, as a rule, precedes instrumental research, it is aimed at forming the subject's adequate attitude to the psychodiagnostic procedure, mobilizing him to perform experimental techniques and, in the best case, to self-knowledge.

In the process of a clinical conversation, the psychologist not only receives the diagnostically significant information he needs, but also exerts a psycho-corrective effect on the patient, the results of which (by the feedback mechanism) provide valuable diagnostic information.

The conversation method refers to dialogic (interactive) techniques that involve the psychologist entering into direct verbal-non-verbal contact with the subject and achieving the best diagnostic results due to the specific features of this contact that are relevant to the diagnostic task (Stolin V.V., 2004). The factor of personal contact, the socio-psychological situation of interaction between a psychologist-diagnostician and a patient deserve great attention, but until recently only a few works in the field of “social psychology of psychological research” were known (Druzhinin V.N., 2006).

Establishing positive relationships between the participants in a psychodiagnostic conversation requires a special technology of conducting, which, along with other components, involves the ability to win over the interlocutor using the techniques of personality-oriented psychotherapy (Karvasarsky B.D. - ed., 2000; Rogers K., 2007). For example, the empathic ability of a psychologist allows him to respond in accordance with the expectations of the patient, creating an atmosphere of closeness and community of interests in the process of conversation. The use of so-called "predictive" or "cognitive" empathy allows the psychologist to understand not only what the patient is experiencing, but also how he does it, i.e. “True, truthful knowledge occurs without a clear impact on the perception and evaluation of the phenomenon of “desired vision” (Tashlykov V.A., 1984, p. 92). The empathic approach is manifested not only in the ability of a psychologist to feel emotional condition patient, but also in the ability to convey (broadcast) to the patient what he fully understood. This kind of transmission is carried out mainly through non-verbal channels. Since non-verbal behavior is only slightly accessible to self-control, the psychologist must fully accept the patient, that is, experience true positive emotions towards him. This is also facilitated by the authenticity (congruence) of the personality of the psychologist, which is manifested in the fact that non-verbal, observable the psychologist's behavior is identical to his words and actions; emotions and experiences in contact with the patient are genuine.

In addition to the above triad (empathy, acceptance, authenticity), which relates to the emotional and communicative aspect of relationships, in the process of a diagnostic conversation, a psychologist also needs the adequacy and subtlety of social perception, which allow one to freely navigate in a communication situation and help to take into account the individual characteristics of the interlocutor and choose the optimal tactics of interaction with him. A high level of reflection, autoperception (adequacy of self-perception) in contact with the patient also affects the understanding of his behavior and assessment of the communication situation as a whole. Mastering the noted communicative and perceptual skills is a necessary task for a psychologist engaged in psychotherapeutically oriented diagnostic work.

Of great importance for both parties (the psychologist and the patient) is the information-cognitive aspect of the relationship during the psychodiagnostic conversation. Along with the doctor, the psychologist is the most important source of information necessary for the patient to correctly understand the nature of his disease, the current mental state and assess the life situation, to form an adequate "model of expected treatment results" (Reznikova T.N., 1998). Studies show that with an increase in awareness, the overall satisfaction of the patient, his ability and willingness to cooperate increases; informed patients give a more reliable history and more exact description symptoms; information and reassurance of the patient in a conversation increases the patient's own activity and responsibility in the treatment process, prevents regressive tendencies.

The most important when considering the information-cognitive aspect of the diagnostic conversation is the problem of the correct formulation of questions. There is an opinion that one of the most common errors is posing a question in a suggestive form, when its very wording contains a suggested answer. In this case, the patient communicates only the information to which the psychologist directs him with his direct questions, while the essential areas of the patient's experiences remain unclear.

Another type of error in the formulation of questions by a psychologist occurs in a situation where the answers of the subject, in combination with the available theoretical and research data about the personality and the professional experience of the clinician himself, lead to the advancement of preliminary hypotheses (Anastazi A., Urbina S., 2001). On the one hand, this makes the clinical conversation more flexible and focused, but on the other hand, there is a danger of inadvertently influencing the patient's answers and interpreting the information received solely in the context of the formed hypothesis.

The content side (topic) of the clinical and psychological conversation can be varied, but the biographical focus of the conversation is of primary importance for understanding psychogenesis and the current state of the patient. In this capacity, the conversation acts as a means of collecting a psychological anamnesis. Possible options for the content of a clinical conversation between a pathopsychologist and a patient before the experimental work, after the experiment, and also during the experiment are presented in the works of B.V. Zeigarnik - ed. (1987) and V.M. Bleicher et al. (2006).

A formalized assessment of the conversation is difficult, but a medical psychologist must be sensitized in relation to certain diagnostically informative parameters. These parameters may include: pauses, which can be interpreted as resistance or as a manifestation of intellectual difficulties; deviations from the topic; the use of speech stamps, clichés; spontaneous statements off topic; long latent period in responses; chaotic construction of phrases; signs of "emotional shock", similar to those in the Rorschach technique or "special phenomena" in "Pictograms" (Khersonsky B.G., 2000); emotional and expressive manifestations; a rich scale of informative signs of speech - tempo, volume, intonation; behavioral reactions and motor manifestations during the conversation (Shvantsara J., 1978).

Thus, the conversation is the main clinical and psychological diagnostic method, the purpose of which is to obtain information about the personality and other psychological characteristics of the patient on the basis of a self-report about the features of his biography, about subjective experiences, relationships, and also about the behavior in specific situations. In addition, the conversation serves as a means of indicative diagnosis of the patient's intellectual and cultural and educational level, the main areas of his interests and values, the nature of interpersonal communication, social adaptation and personality orientation. In a conversation, personal contact is established between the psychologist and the patient; it is used not only as a clinical and psychodiagnostic, but also as a psychotherapeutic technique; in the course of the conversation, the subject's motivation for the subsequent instrumental study is formed, which has a significant impact on the reliability of its results.

Literature

Anastasi A., Urbina S. Psychological testing. - 7th international. ed. - St. Petersburg: Peter, 2001. - 686 p.
Bleikher V.M. Clinical pathopsychology: A guide for physicians and clinical psychologists / Bleikher V.M., Kruk I.V., Bokov S.N. - 2nd ed., corrected. and additional - M.: Publishing House of Moscow. Psychological and Social Institute, 2006. - 624 p.
Vasserman L.I., Shchelkova O.Yu. Medical psychodiagnostics: Theory, practice, training. - St. Petersburg. - M.: Academy, 2003. - 736 p.
Vasserman L.I., Vuks A.Ya., Iovlev B.V., Chervinskaya K.R., Shchelkova O.Yu. Computer psychodiagnostics: back to the clinical and psychological method // Theory and practice of medical psychology and psychotherapy. - St. Petersburg, 1994. - S. 62-70.
View V.D. Psychotherapy of schizophrenia / V.D. View. - 3rd ed. revised and additional - St. Petersburg: Peter, 2008. - 512 p.
Druzhinin V.N. Experimental Psychology: Tutorial. - 2nd ed., add. - St. Petersburg: Peter, 2006. - 318 p.
Clinical psychology: textbook / Ed. B.D. Karvasarsky. - St. Petersburg: Peter, 2002. - 960 p.
Myasishchev V.N. Psychology of relations / Ed. A.A. Bodalev. - M.: Publishing House of Moscow. Psychological and Social Institute, 2004. - 398 p.
Workshop on pathopsychology: textbook / Ed. B.V. Zeigarnik, V.V. Nikolaeva, V.V. Lebedinsky. - M.: Publishing House of Moscow State University, 1987. - 183 p.
Psychological diagnostics: Textbook / Ed. K.M. Gurevich, E.M. Borisova. - 2nd ed., corrected. - M.: Publishing house of URAO, 2000. - 304 p.
Reznikova T.N. Internal picture of the disease: structural and functional analysis and clinical and psychological relationships: author. dis. ... Dr. med. Sciences: 19.00.04. - St. Petersburg: Institute of the Human Brain RAS, 1998. - 40 p.
Rogers K. Client-centered psychotherapy: theory, modern practice and application: transl. from English - M.: Psychotherapy, 2007. - 558 p.
Stolin V.V. Psychodiagnostics as a science and as a practical activity / V.V. Stolin // General Psychodiagnostics / Ed. A.A. Bodaleva, V.V. Stolin. - St. Petersburg: Speech, 2004. - Ch. 1. - S. 13-35.
Shmelev A.G. Psychodiagnostics of personality traits. - St. Petersburg: Speech, 2002. - 480 p.
Tashlykov V.A. Psychology of the healing process. - L.: Medicine, 1984. - 192 p.
Khersonsky B.G. Method of pictograms in psychodiagnostics. - St. Petersburg: "Sensor", 2000. - 125 p.
Shvantsara J. and a team of authors. Diagnostics of mental development. - Prague: Avicenum, 1978. - 388 p.
Shchelkova O.Yu. Medical psychodiagnostics as an object of systematic research // Siberian Psychological Journal. - 2005. - Volume 22. - S. 29-37.

Iovlev B.V., Shchelkova O.Yu. Conversation as an interactive method of clinical and psychological diagnostics. [Electronic resource] // Medical psychology in Russia: electron. scientific magazine 2011. N 4..mm.yyyy).

All elements of the description are necessary and comply with GOST R 7.0.5-2008 "Bibliographic reference" (entered into force on 01.01.2009). Date accessed [in the format day-month-year = hh.mm.yyyy] - the date when you accessed the document and it was available.

Iovlev B.V., Shchelkova O.Yu. (St. Petersburg)

Iovlev Boris Veniaminovich

Candidate of Medical Sciences, Leading Researcher, Laboratory of Clinical Psychology, St. Petersburg Psychoneurological Institute. V.M. Bekhterev.

Email: [email protected]

Shchelkova Olga Yurievna

- Member of the scientific and editorial board of the journal "Medical Psychology in Russia";

Doctor of Psychology, Head of the Department of Medical Psychology and Psychophysiology, St. Petersburg State University.

Email: [email protected]

Keywords: clinical and psychological method, psychodiagnostic conversation, emotional-communicative and informational aspects, non-formalization, empathy.

Psychological diagnostics is one of the main forms of professional activity of psychologists in various socially significant areas of life. In particular, psychological diagnostics is directly involved in solving a wide range of practical problems in the field of medicine and public health. In clinical medicine, psychological diagnostics is a necessary element of the diagnostic and treatment process. With its help, the role of mental factors in the etiology, pathogenesis, treatment of various diseases, in the prevention of relapses and disability of patients is clarified. In preventive medicine, psychological diagnostics is aimed at identifying individuals at an increased risk of mental maladjustment, manifested in the form of psychosomatic, borderline neuropsychiatric or behavioral disorders.

Clinical and psychological method: features of obtaining and interpreting data

The following distinctive features of the clinical-psychological method (“clinical approach in psychodiagnostics”) are distinguished:

a) situationality - increased attention to current circumstances, a specific situation in the life of the subject;

b) multidimensionality - the use of diverse sources of information about the subject with an emphasis on biographical information, history and dynamics of personality development;

c) ideographic - attention to the unique characteristics and features peculiar only to this person;

d) individualization - a non-formalized, non-standardized method of obtaining and analyzing empirical information adapted to the characteristics of a given subject;

e) interactivity - active interaction between the psychologist and the subject in the process of an individualized conversation;

One of the characteristic features of obtaining information when using the clinical-psychological method is that in this case the patient acts not only as an object of research, but at the same time as a subject cooperating with the researcher in obtaining the necessary information. At the same time, a joint analysis of the history of his personality with the patient is closely related to the essence of the pathogenetic method of treating neuroses (Karvasarsky B.D. - ed., 2002), as well as psychodynamic therapy of other mental illnesses (schizophrenia, depressive disorders, etc.) (View B .D., 2008).

At the present stage of development of psychological diagnostics, it becomes obvious that a full-fledged study of personality should include both methods of meaningful analysis of experiences, motives, and actions of a person, as well as methods that allow, with a high degree of reliability and statistical validity, to objectify the features of the structure and the severity of the studied psychological phenomena and disorders. . This implies the complex use in one study of both clinical-psychological and experimental, in particular test, methods of psychodiagnostics, the data of which are analyzed in a single context of the nature of the disease and the life situation of the subject.

Psychodiagnostic conversation: implementation of the clinical and psychological method

Establishing positive relationships between the participants in a psychodiagnostic conversation requires a special technology of conducting, which, along with other components, involves the ability to win over the interlocutor using the techniques of personality-oriented psychotherapy (Karvasarsky B.D. - ed., 2000; Rogers K., 2007). For example, the empathic ability of a psychologist allows him to respond in accordance with the expectations of the patient, creating an atmosphere of closeness and community of interests in the process of conversation. The use of so-called "predictive" or "cognitive" empathy allows the psychologist to understand not only what the patient is experiencing, but also how he does it, i.e. “True, truthful knowledge occurs without a clear impact on the perception and evaluation of the phenomenon of “desired vision” (Tashlykov V.A., 1984, p. 92). The empathic approach is manifested not only in the ability of the psychologist to feel the emotional state of the patient, but also in the ability to convey (broadcast) to the patient what he is fully understood. This kind of transmission is carried out mainly through non-verbal channels. Since non-verbal behavior is only slightly accessible to self-control, the psychologist must fully accept the patient, that is, experience true positive emotions towards him. This is also facilitated by the authenticity (congruence) of the psychologist's personality, which manifests itself in the fact that the non-verbal, observable behavior of the psychologist is identical to his words and actions; emotions and experiences in contact with the patient are genuine.

Of great importance for both parties (the psychologist and the patient) is the information-cognitive aspect of the relationship during the psychodiagnostic conversation. Along with the doctor, the psychologist is the most important source of information necessary for the patient to correctly understand the nature of his disease, the current mental state and assess the life situation, to form an adequate "model of expected treatment results" (Reznikova T.N., 1998). Studies show that with an increase in awareness, the overall satisfaction of the patient, his ability and willingness to cooperate increases; informed patients give a more reliable history and a more accurate description of symptoms; information and reassurance of the patient in a conversation increases the patient's own activity and responsibility in the treatment process, prevents regressive tendencies.

Literature

Anastasi A., Urbina S. Psychological testing. - 7th international. ed. - St. Petersburg: Peter, 2001. - 686 p.
Bleikher V.M. Clinical pathopsychology: A guide for physicians and clinical psychologists / Bleikher V.M., Kruk I.V., Bokov S.N. - 2nd ed., corrected. and additional - M.: Publishing House of Moscow. Psychological and Social Institute, 2006. - 624 p.
Vasserman L.I., Shchelkova O.Yu. Medical psychodiagnostics: Theory, practice, training. - St. Petersburg. - M.: Academy, 2003. - 736 p.
Vasserman L.I., Vuks A.Ya., Iovlev B.V., Chervinskaya K.R., Shchelkova O.Yu. Computer psychodiagnostics: back to the clinical and psychological method // Theory and practice of medical psychology and psychotherapy. - St. Petersburg, 1994. - S. 62-70.
View V.D. Psychotherapy of schizophrenia / V.D. View. - 3rd ed. revised and additional - St. Petersburg: Peter, 2008. - 512 p.
Druzhinin V.N. Experimental Psychology: Textbook. - 2nd ed., add. - St. Petersburg: Peter, 2006. - 318 p.
Clinical psychology: textbook / Ed. B.D. Karvasarsky. - St. Petersburg: Peter, 2002. - 960 p.
Myasishchev V.N. Psychology of relations / Ed. A.A. Bodalev. - M.: Publishing House of Moscow. Psychological and Social Institute, 2004. - 398 p.
Workshop on pathopsychology: textbook / Ed. B.V. Zeigarnik, V.V. Nikolaeva, V.V. Lebedinsky. - M.: Publishing House of Moscow State University, 1987. - 183 p.
Psychological diagnostics: Textbook / Ed. K.M. Gurevich, E.M. Borisova. - 2nd ed., corrected. - M.: Publishing house of URAO, 2000. - 304 p.
Reznikova T.N. Internal picture of the disease: structural and functional analysis and clinical and psychological relationships: author. dis. ... Dr. med. Sciences: 19.00.04. - St. Petersburg: Institute of the Human Brain RAS, 1998. - 40 p.
Rogers K. Client-centered psychotherapy: theory, modern practice and application: transl. from English - M.: Psychotherapy, 2007. - 558 p.
Stolin V.V. Psychodiagnostics as a science and as a practical activity / V.V. Stolin // General Psychodiagnostics / Ed. A.A. Bodaleva, V.V. Stolin. - St. Petersburg: Speech, 2004. - Ch. 1. - S. 13-35.
Shmelev A.G. Psychodiagnostics of personality traits. - St. Petersburg: Speech, 2002. - 480 p.
Tashlykov V.A. Psychology of the healing process. - L.: Medicine, 1984. - 192 p.
Khersonsky B.G. Method of pictograms in psychodiagnostics. - St. Petersburg: "Sensor", 2000. - 125 p.
Shvantsara J. and a team of authors. Diagnostics of mental development. - Prague: Avicenum, 1978. - 388 p.
Shchelkova O.Yu. Medical psychodiagnostics as an object of systematic research // Siberian Psychological Journal. - 2005. - Volume 22. - S. 29-37.