Violations of the psycho-emotional state of the child diagnostic methods. Methods for studying the emotional sphere of a person (E.P.
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O. V. Barkanova . Methods for diagnosing the emotional sphere Psychological workshop Krasnoyarsk: Litera-Print, 2009 A set of well-known methods for diagnosing the emotional sphere is presented, necessary information about each technique, methods of processing and psychological interpretation of techniques, a list of used methodical literature. Methods are collected for diagnosing the general emotional state, depression, neurosis, stress, aggressiveness and anxiety. The workshop is a diagnostic toolkit for a practical psychologist working in the field of education and psychological counseling various directions. It is intended for students - future psychologists and educational psychologists of the day, correspondence and evening departments of universities, teachers of the faculties of psychology and pedagogy, practical psychologists. |
Foreword
Section I. Methods for diagnosing the general emotional state, depression, neurosis, stress
Test questionnaire "Estimation of mood"
Methodology "Self-assessment emotional states»
Test questionnaire "Emotional orientation"
Methods of express diagnostics V. V. Boyko:
Methods of express diagnostics of personal tendency to low mood (dysthymia)
Method of express diagnostics of uncontrollable emotional excitability
Questionnaire for determining the level of neuroticism and psychopathization
The scale of express diagnostics of the level of neuroticism
Clinical questionnaire for the detection and evaluation of neurotic conditions
Questionnaire for neurotic disorders
Section II. Methods for diagnosing aggressiveness and anxiety
Technique of pictorial frustration by S. Rosenzweig
Physiological indicators and diagnostics of emotions.
Since the emergence of emotions is associated with a change in physiological parameters, it is natural for researchers who diagnose the presence of a particular emotional state to rely on these “objective” indicators.
Among the vegetative indicators, the most commonly used heart rate (HR), blood pressure (BP) and galvanic skin response (GSR), less often - gas exchange and energy consumption(Myasishchev, 1929; Ermolaeva-Tomina, 1965; Valueva, 1967; Putlyaeva, 1979, etc.). L. B. Ermolaeva-Tomina notes that with emotions, the GSR is longer than with an orienting reaction. True, in some individuals, in the presence of all other signs of an emotional reaction (redness, palpitations, the appearance of tears, etc.), a galvanic reaction may not be recorded (Myasishchev, 1929; Lacey, 1956).
O. V. Ovchinnikova and N. I. Naenko (1968) used indicators of skin temperature on the fingers to measure emotional tension. The temperature of the fingers, from their point of view, makes it possible to differentiate emotional tension from operational tension: in the first case, the temperature is lowered, in the second, it is increased. It is difficult to say how reasonable this is, since there is evidence that the same dynamics depends on the sign of the emotion: with anxiety and depression, a decrease in temperature is observed, and positive emotions are accompanied by its increase (Hesset, 1981).
Of the psychomotor indicators, the most sensitive indicators of emotional arousal have proven themselves tremor(Luria, 1932; Berrien, 1939; Pisarenko, 1970a, b; Vasyukov, 1970), cinematography(reproduction of specified amplitudes of movements) (Boryagin, 1959; Ilyin, 197 "2), Reflexometry(measuring the time of a simple and complex sensorimotor reaction), reaction to a moving object (RMO) and measuring time periods (Pono mare in, 1960; Elkin, 1962).
Yu. M. Zabrodin et al. (1989) developed a method for assessing personal and situational anxiety by assessing time intervals. Two indicators are calculated: the average relative error is calculated as a ratio:
where O is the objective duration of the time interval, and S is its subjective assessment.
Standard deviation (sigma - o), i.e., the spread of the error in the block of intervals presented. The sign and magnitude of the average error, the spread of which lies in the region of minimal changes in a, indicate the level of personal anxiety: a negative error indicates a low level, a positive one indicates a high level. With an increase in the spread of the relative error and going beyond this area, the value of the average error indicator makes it possible to judge situational anxiety. A decrease in the error with an increase in a indicates a decrease in situational anxiety, and a simultaneous increase in the error and a indicates its rise.
Electromyographic methods for diagnosing emotions by facial expression (measurement of facial expression) have been developed.
P. Ekman and W. Friesen (Ekman, Friesen, 1978) developed a method called FACS (Facial Action Coding System) -"a coding system for facial muscle activity". The method is based on a detailed study of the anatomy of the facial muscles over more than 10 years. 41 motor units were identified, from which 24 patterns of reactions of individual muscles of the face and 20 patterns reflecting the work of muscle groups involved, for example, in lip biting, were composed. Each unit has its own number and is described not only in static but also in dynamic terms. The system also recorded the time of the beginning and end of the activity of each muscle. The scheme of the standard assignment of electrical activity of the main muscles of the face is shown in fig. 18.1.
The use of this technique showed that with negative emotions (anger, fear, disgust, sadness), about 41% of all facial muscles are activated. At the same time, the degree of electrical activity of the muscles is in a certain correspondence with the depth of experience of these emotions. Three muscles have been identified that are activated during disgust: one raises central part the upper lip, the other raises and strains the wings of the nose, the third aggravates the nasolabial fold.
The sign of emotional experience can be determined by the ratio of the activity of two muscles: the large zygomatic (i.e. zygomatics) and frown muscles (i.e. corrugatof), "" since the activity of the first muscle positively correlates with the intensity of the experience of "happiness", and the second - with sadness.
According to the pattern of three facial muscles: m. zygomatics (Z), m. corrugator (C) and m. masseter (chewing - M) four emotions can be distinguished. Schematically, these patterns are represented as follows: sadness (Z - down arrow, C - up arrow); anger (Z - down arrow, C - up arrow, M - up arrow); fear (Z - down arrow, C - down arrow); joy (Z - up arrow, C - down arrow, M - up arrow). From this list it can be seen that all negative emotions are associated with the suppression of the activity of the large zygomatic muscle, and the experience of joy is associated with an increase in the activity of this muscle. The activity of the frown muscle increases during anger and sadness and decreases during fear and joy. The chewing muscle is activated during anger and joy and does not respond during sadness and fear. .
In the laboratory of G. Schwartz (Fridlund et al., 1984), a computer program has been developed that allows you to automatically differentiate the main emotions according to the EMG of the facial muscles.
At the same time, a number of studies have shown that facial expression is under social control determined by the accepted norms of behavior. This reduces the reliability of using this method for diagnosing emotions. Poorly subject to volitional control is only the circular muscle of the eye, which is involved in the expression of the emotion of joy.
Diagnosis of emotions using speech analysis. In a number of situations, the only channel through which information about the emotional state of a person (pilots, astronauts, meteorologists in the Far North, etc.) can come is speech. In this regard, the development of objective (hardware) methods for diagnosing these conditions according to various parameters of speech is of great practical importance. A number of such methods were developed in the laboratory of V. I. Galunov with the participation of V. Kh. Manerov. The following characteristics are distinguished: the frequency of the main tone of speech for each period, the average frequency of the main tone of speech for any segment of the utterance, the interval of change in the frequency of the main tone, the irregularity of the pitch curve. These indicators allow you to determine the degree of emotional arousal of the speaker. E. L. Nosenko (1978) proposed other criteria for changes in speech during emotional stress, as already mentioned in section 10.2.
However, the question of whether it is possible to diagnose the quality (modality) of emotions by physiological indicators is still being discussed by scientists. Many of them believe that the quality of emotional experiences is not always determined by the intensity and reactivity of physiological indicators (Lazarus, 1970; Leeper, 1965; Olshannikova, 1969). P. V. Simonov (1972), for example, writes that “... our real knowledge of the physiological mechanisms of negative and positive emotions remains extremely limited. When studying their electrophysiological and vegetative manifestations, as a rule, we find similar signs much more often than relative and mild differences” (p. 6). A summary of such data is given in a review article by Yu. S. Babakhan (1970).
A number of works show purely individual reactions of different people to the same emotional state. A. E. Olshannikova's study shows that the same emotional states (for example, fear) can be accompanied by both an increase and a decrease in the initial (background) values of vegetative reactions in different people. E. Gelgorn and J. Lufborrow (1966) indicate that, along with cases of increased heart rate when waiting for a stroke electric shock, and its decrease can be observed. The authors cite the results of observation of people hiding in bomb shelters: when the bomb exploded, some people turned pale, while others blushed. Consequently, the reaction of the sympathetic division of the autonomic nervous system, and the second - parasympathetic. Similar data were obtained by N. D. Scriabin (1972) in the study of fear: in cowardly people, the heart rate could either increase or decrease. NM Trunova (1975) observed with negative emotional experiences both an increase in the heart rate and a decrease. At the same time, positive emotional experiences also led to a decrease in heart rate. According to the same author, GSR increased with both negative and positive emotional experiences.
Yu. S. Babakhan (1970), analyzing the work of Bedford, notes that changes in the level of adrenaline, skin conductivity, respiratory rate, etc. can at best reveal the intensity of various emotional experiences. However, this does not always work out. Much, obviously, depends on which physiological indicator is chosen by the researcher. L. M. Abolin (1987) used the balance of ions as a physiological indicator of the manifestation of various emotions Na and TO. With all emotions (fear, anger, joy) before passing the exam, this indicator decreased regardless of the intensity of the experienced emotion.
Thus, the difficulty of using only vegetative indicators for diagnosing even just a sign of emotion, not to mention modality, lies in the fact that with the same emotion there can be multidirectional shifts in autonomics, and at the same time with different emotions - unidirectional shifts.
There may also be a discrepancy between the neurodynamic indicator of emotional arousal and vegetative indicators. According to L. D. Giessen (1973), as the day of the final races for the USSR championship approached for rowers, the level of emotional excitement among athletes increased. At the same time, up to a certain point, their energy metabolism also increased. When the level of excitation exceeded the conditional individual limit, the indicators of energy metabolism began to decrease.
The Polish psychologist W. Nawrotska revealed that experienced athletes during pre-start excitement have a lower heart rate than inexperienced ones. However, pre-start shifts in tremor, variability of motor tempo and concentration of attention in experienced athletes are more pronounced. Such a multi-directionality of indicators of emotional arousal indicates the need for a differentiated approach in their choice.
The data obtained by O. N. Trofimov et al. (1975) on the precompetitive emotional excitement of gymnasts suggest that, depending on typological features properties of the nervous system, the orientation of physiological indicators can be different. There is reason to believe that individuals with a strong nervous system express their emotions to a greater extent through vegetative (heart rate), and individuals with a weak nervous system - through psychomotor (as evidenced by a greater increase in their muscle strength before the competition compared to "strong "). It is possible that a greater vegetative reaction in gymnasts with a strong nervous system is due to the fact that they control themselves better, suppressing external expressive movements, driving emotions “inside”.
The same study showed that gymnasts with mobility of excitation had a higher level of emotional arousal than gymnasts with inertness of excitation.
This confirms the data of R. Lazarus (1970), who notes individual character changes in pulse and blood pressure in different subjects with the same stressful situations. He emphasizes that the diagnosis of emotional states should be based on the knowledge of an individual reactive stereotype.
When performing significant physical activity“It is important to distinguish those shifts in blood circulation, respiration, internal secretion, which are aimed at energy supply of movements and therefore invariably accompany motor activity, from vegetative reactions of a proper emotional nature” (Simonov, 1966, p. 9). It must be said that this fair demand is not so easy to fulfill, although it is possible. To do this, it is necessary to compare vegetative shifts when a person performs the same physical work in a calm state and in various emotional states. In the studies of my collaborators, these states were "pre-launch" excitement of students before the exam and the state of monotony.
In the first case, gas exchange and energy consumption increased significantly, and in the second case they decreased (Fig. 18.2).
Subjective criteria of emotional states. It should be noted that the question of including experiences and sensations in the complex of characteristics of psychophysiological states has not yet been resolved for many researchers. Oddly enough, physiologists rather than psychologists take a more decisive position. Most clearly, the inconsistency of opinions about the reliability of a person’s experiences and sensations during the development of certain states in him is visible in the example of a feeling of fatigue. Some draw attention to the fact that there may be discrepancies between performance and fatigue indicators (Kabanov, 1962; Borg, 1961) and that we have no right to consider fatigue as an objectively existing manifestation of fatigue (Leman, 1967). Others (Gilbukh, 1968; Shabunin, 1969; Mertens de Wilmars, 1965) note that the feeling of fatigue quite accurately reflects the severity of work, and there is a high correspondence between it and objective data (pulse rate; respiration rate and depth, total bioelectrical activity of muscles).
The reliability of subjective sensations and experiences was tested in a number of studies (Vysotskaya et al., 1974; Ilyina, 1974; Myzan, 1975; Fetiskin, 1972, 1974), and all of them showed that subjective sensations and experiences can be trusted, since in In most cases, a coincidence of various subjective experiences with psychological and physiological changes was found.
These data confirm the validity of A. A. Ukhtomsky’s statement that “the so-called “subjective” indicators are as objective as any others for someone who knows how to understand and decipher them. The physiologist knows more than anyone that behind every subjective experience lies a physicochemical event in the organism” (1927, p. 141).
Although the state, as N. D. Levitov notes, cannot be reduced to experiences, it is also impossible to exclude them from the characterization of states. Experiences, from my point of view, occupy a leading place in the diagnosis of the state. It is the modality of experiencing something (apathy, fear, disgust, uncertainty, etc.) that most often makes it possible to reliably judge the state that has arisen in a person.
Of course, the role of sensations and experiences should not be overestimated. Firstly, in order for them to become a good diagnostic feature, people need some experience in their analysis (for example, M. N. Ilyina managed to get a report on the feeling of fatigue in younger schoolchildren only after a series of trial attempts, and G. I. Myzan showed that the coincidence of feelings of fatigue with objective indicators is more often observed in the group of athletes than in the group of students who do not go in for sports).
Secondly, in a number of cases, the combination of two states is possible, and one experience can be masked by another. For example, if another state (inspiration, etc.) is superimposed on the state of fatigue, one feeling (for example, lifting) can mask and delay the appearance of another feeling (fatigue).
Thirdly, a person, correctly assessing the modality of his state, does not judge very accurately the degree of his emotional arousal. It has been shown, for example, that the cosmonauts' optimistic self-assessment of their condition was often dissonant with their actual condition (Second group flight, 1965, p. 206). In the study by I. M. Eliseeva, E. P. Ilyin and N. A. Kachanova (1981), devoted to elucidating the relationship between subjective and objective indicators of emotional arousal among students during the exam, it was revealed that the assessment of the degree of their emotional arousal coincided with the objective indicators of the level this excitation (the magnitude of the shift in the balance of nervous processes towards excitation) only in 39% of cases. In 22% of cases, the estimates were overestimated compared to the indicators of the balance of nervous processes, and in 39% % - underestimated. Before the exam, the students had a greater agreement between their assessments of the level of their emotional excitation and the heart rate (the higher assessments, as well as the greater shift in the balance of nervous processes towards excitation, also corresponded to a higher pulse rate), but after the exam there was no such correspondence. Among 19 cases of decrease according to the level of their emotional excitation, the pulse rate decreased only in nine students, and the balance shift towards inhibition was observed only in six students. In the absence of objective signs of inhibition in terms of the balance of nervous processes, some students believed that they were in a state of inhibition.
Table 18.1 Indicators of emotional arousal among students who are confident and not confident in successful delivery exam
The discrepancies in their own assessments and objective indicators of emotional arousal were especially clearly manifested when comparing students who were confident and unsure of their success in the exam (Table 18.1).
More high mark of their emotional arousal, as expected, turned out to be among the insecure, and, consequently, more anxious. However, objective indicators (heart rate and balance shift towards excitation) were higher in the confident ones. Before the exam, girls had a higher assessment of their arousal than boys. This can be explained by their lower confidence in success (0.8 points versus 1.4 points for young men) and their higher situational and personal anxiety. At the same time, there were no differences in heart rate between girls and boys.
In another study (Ilyina, Kolyukhov, 1981), it was shown that the assessment of one's mood (according to the SAM method) depends on the neurodynamic and temperamental characteristics of a person. In persons with a predominance of excitation according to the "external" balance, it was the highest (6.3 points), and in persons with a predominance of inhibition, it was the lowest (5.4 points). Evaluation of their mood found a negative relationship (-0.60, p< 0,01) с ситуативной тревожностью, и слабую отрицательную связь (- 0,20), не достигшую уровня достоверности, с личностной тревожностью.
So, neither behavior nor various psychological and physiological indicators, taken separately, can reliably differentiate one state from another, since, for example, an increase in heart rate or a shortening of reaction time can be observed in various emotional states.
A systematic approach to the diagnosis of emotional states instead of a complex one. A common methodological provision indicating how to assess the state is the following: “The study of the functional state should be carried out using a fairly wide range of methods with the aim of subsequently combining the obtained indicators into a general integral assessment” (Marishchuk, 1974, p. 81). Despite the legitimacy of this approach, there are no real ways to diagnose conditions. For example, VL Marishchuk cites 49 groups of indicators by which states can be assessed. Two questions immediately arise: 1) is it possible to do without this set of indicators when diagnosing conditions and 2) how to derive an integral assessment from it. The authors, unfortunately, do not have an answer. It seems to me that the need for a comprehensive characterization of states, emphasized by the authors in the definitions of states, should not lead to their blind spontaneous choice (those functional indicators are considered, the study of which is provided with equipment, or their choice is purely subjective). At the same time, it is not taken into account that many of the selected indicators may not reflect the experience (emotion) that has arisen, but the body's opposition to this emotion, which violates its homeostasis, a stable state. Hence, attributing the found shifts to the emotion, which do not correspond to it at all, can lead to an inadequate diagnosis of the existing emotion.
The first position follows from the foregoing: the choice of indicators should be purposeful, reflecting the reaction of the most important blocks (subsystems) of an integral functional system. Here it is appropriate to refer to PK Anokhin's ideas about the structure of a functional system. He emphasized that the system is not a random interaction of subsystems, but their cooperation, and that the system is formed for functioning under the influence of the result criterion: if this subsystem helps to solve this problem, then it is included in the system, if it does not help, then it is not included. In this regard, it can be assumed that under different conditions, the specific composition of the blocks (mental, vegetative, psychomotor) may be different, as well as their specific function in the formation of a response system to an emotional stimulus, which largely determines the specificity of the response. Therefore, before proceeding with the diagnosis of an emotional state, it is necessary to know its structural model: what causes it and what the fixed shift is aimed at (to respond to a stimulus or to counteract this response).
The second provision concerns the set of indicators necessary for diagnostics. Some researchers try to use as many indicators as possible when diagnosing a condition, thereby ensuring the completeness of the information. However, as my experience has shown, it is quite possible to get by with four or five indicators, provided that they reflect all the subsystems (blocks) of an integral functional system necessary for a given reaction. And what exactly these indicators will be, this is already a private question, although not an idle one (due to the fact that some indicators reveal more subtle shifts than others). I'll explain it to specific example. As already mentioned, an increase in the influence of the parasympathetic nervous system and a decrease in the level of activation during the development of a state of monotony were revealed in three indicators: heart rate, blood pressure and muscle tone. Therefore, any of these indicators included in the diagnostic syndrome will show an increase in parasympathetic influence, however, heart rate is a more sensitive indicator. Similarly, an increase in arousal in the psychomotor sphere was revealed by the time of a simple visual-motor reaction, by the pace of movements and muscle strength. Therefore, the phenomenon of increased motor activity can be detected using any of these indicators in the diagnostic syndrome.
Similar results were obtained by G. T. Beregovoi et al. (1974), who, using seven indicators to diagnose conditions, came to the conclusion that a reliable diagnosis can be obtained using four indicators.
Thus, it is clear that the structural systems approach to the diagnosis of emotional states allows you to choose the optimal number of methods and indicators needed for diagnosis.
Finally, the last provision regarding methods for diagnosing conditions is the need to collect an anamnesis about a person’s attitude to a given situation, to work, about his goals, about how to respond to a particular situation. This is important to do due to the fact that a person's attitude to activity, the methods of self-regulation that he can use, significantly change the pattern of shifts expected in accordance with the situation.
18.2. Psychological diagnostics of the features of the emotional sphere of a person
Use of questionnaires.Psychological methods studies of the emotional sphere of a person are mainly based on questionnaires and reveal the emotional characteristics of a person (the emotions prevailing in his life, the dominant means of their expression and emotional stability).
In the laboratory of A. E. Olshannikova, four methods (questionnaires) for studying emotionality were developed: three - to identify the modality of the leading ("basal") emotions and one - to identify the means of expressing emotions (expressiveness). The results obtained in different studies gave mixed results regarding the validity of the first three methods. In the work of A. E. Olshannikova (1978), correlations were found between emotionality, determined by the methods of L. A. Rabinovich and T. Dembo, and the method of I. Irankova did not give results that coincide with those obtained using these methods. The discrepancy between the results according to the methods of L. A. Rabinovich and I. Irankova was also revealed by A. I. Paley (1982). In the work of I. A. Popov, V. V. Semenov and L. M. Smirnov (1977), on the contrary, the diagnostic value of I. Irankova’s technique is emphasized as opposed to the methods of L. A. Rabinovich and T. Dembo. The same was confirmed by V. V. Semenov (1981) when studying the emotionality of twins and A. I. Paley (1982) when studying the relationship of emotionality with cognitive styles.
Obviously, the uncertainty in the diagnostic power of these methods forced some researchers (A.I. Paley, I.V. Patsyavichus) to additionally use the method of chronological registration of emotions (a kind of emotional diary), when the subject was asked to register in chronological order according to certain parameters, their emotions, manifested in Everyday life. In a special form, the subjects recorded the type of emotional experiences, their sign, intensity, the type of activity in which they manifested themselves, and the time parameters for their change. It was found that there were few significant correlations between the assessments according to the emotional diary, on the one hand, and the data of diagnostics of emotionality according to the methods of Rabinovich and Irankova, on the other hand, were few (A. I. Paley). There was also a clear discrepancy between the results of comparing the effectiveness of self-regulation with emotionality, revealed by the Rabinovich method and the emotional diary (I. V. Patsyavichus).
Thus, being aimed at studying the same emotional characteristics, the methods developed under the guidance of A. E. Olshannikova differ in four main features:
The principle of obtaining an assessment (self-assessment or external assessment);
Degrees of globality-fractionality of the method of organizing the assessment;
Immediacy-mediation, indirectness of the methodology in relation to the studied qualitative emotional characteristics;
Consciousness or unconsciousness of the studied qualities.
These differences make it difficult to obtain generalized data on similarly directed indicators.
Methods for diagnosing emotions by facial expression. The first attempts to create a technique for determining the ability to recognize emotions by facial expression were made by E. Boring and E. Titchener, who used schematic drawings created in 1859 by the German anatomist T. Piderit (quoted from: Woodworth, Schlosberg, 1955, p. 113) . They created interchangeable images separate parts faces and, by combining them, received 360 schemes of mimic expression, which were presented to the subjects. However, the percentage of correct answers when recognizing different emotions was low - from 26 to 57. %.
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.
CARAT - the technique developed by R. Buck (R. Buck et al., 1972) is based on the presentation of slides, which capture the reaction of a person considering scenes of different content from the surrounding life. The subject must recognize, by looking at the slide, what scene the person is observing. In another test, consisting of 30 short fragments of communication between representatives of various professions (teachers and students, psychotherapists and clients, doctors and patients), the subject must determine what emotions the depicted people experience, choose their designation from five possible ones.
Test PONS(“profile of non-verbal sensitivity”) includes 220 fragments of behavior presented in various elements of expression (only posture, only facial expression, etc.). The subject must choose from the two proposed definitions only one, referring to the observed fragment of human expressive behavior. The test subject must determine the degree of affection between people, fix the manifestation of jealousy, etc. The disadvantage of the test is the high uncertainty of the evaluation criteria.
Exploiting Opportunities this test, D. Archer (D. Archer, R. Akert, 1984) creates a test 5 / T (situational-interactive tasks), which differs from previous methods in that video recordings of everyday scenes are used as demonstration material and clear criteria for the adequacy of their understanding are found . For example, the subject must watch a video of the interaction of 2-4 people and answer the question about the modality of their relationship. Test later developed IPT ( Interpersonal Perception Task - tasks on interpersonal perception), which is similar to the previous one, but technically improved. It presents dynamic, spontaneous expressive behavior of people of different ages, presented in a holistic way.
To determine the ability to recognize emotions by facial expression, a test has also been developed. FMST ( The Facial Meaning Sensitive Test G. Dale (1992; see appendix).
Studies have shown that presented non-verbal behavior is perceived more accurately than natural, spontaneous behavior. The expression of the face depicted by an actor is recognized more accurately than that depicted by a non-professional. Dynamic images of non-verbal behavior (movies and videos) are interpreted more successfully than static images (photos, diagrams). The adequacy of understanding by the integral expression of the face is much higher than by its individual fragments.
V. A. Labunskaya developed a method of “verbal fixation of signs of the expression of emotional states”. This method is a modified version of the method verbal portrait widely used by psychologists in the field of social perception. From the research participant performing the task according to this technique, a description of the most diverse features of another person is required. The subject is asked to describe the expressive signs of six emotional states: joy, anger, disgust, fear, surprise, and suffering. It is necessary to name those expressive signs that he is guided by when recognizing the emotional states of another person.
As Labunskaya notes, the analysis of expressive behavior is not always carried out purposefully, and the detection of signs is conscious. Therefore, to clarify the features of the recognition of expressive behavior, it is of interest to study standards using methods such as motor, kinesthetic imitation of expressive behavior or graphic representation of expression. Although motor imitation of expressive behavior as a way of exteriorizing the standard is more natural, it is difficult to analyze. Therefore, in this case, the researcher is forced to resort to translating the language of movements into verbal language in order to analyze the kinesthetic standards of mental states.
In this regard, in order to diagnose the standards of Labunskaya's expressive behavior, a method was developed for "graphic fixation of signs of the expression of emotional states." This method is also a translation of expressive behavior into the language of images. However, in this case, spontaneity in the exteriorization of standards does not disappear, and the researcher has the opportunity to repeatedly refer to the fixed image, compare, determine specific features and invariant combinations of expressive behavior.
This method is based on the method of free graphic association - an icon. The choice of this method was determined by the fact that the pictogram is similar in its external characteristics to the images of the expression of states (the pictogram is also an image of the expression) presented for identification, and also by the fact that the “pictogram” is formed and updated spontaneously, which to a certain extent corresponds to the nature of the formation and updating socio-psychological standards.
In the experiment, the subjects are presented with a set of words, the meaning and meaning of which they need to depict graphically. The set of words includes six control words denoting emotional states: joy, anger, surprise, disgust, suffering, fear. Words are read out with an interval of 10 seconds. The lack of time (short time intervals between the presented concepts) encourages to depict previously formed images, update ready-made schemes and connections and subsequently correlate them with the named concepts. It is possible that the "image" of the mental state will not include elements of expression. For example, in response to the word "joy", the sun can be depicted. However, this kind of graphic association may indicate the absence of a clear connection between mental phenomena and their external manifestations, that a social-perceptual standard has not yet been formed. In the case when a graphic image is built on the inclusion of elements of expressive behavior, it can be considered as an exteriorized social-perceptual standard, and a distinguished system of signs - as a symptom complex, on the basis of which mental states are identified. The experiment is individual. The unit of analysis of graphic images of expression "pictograms" is an expressive sign, as in the analysis of verbal portraits of expression.
Labunskaya believes that the use of two methods in the study (verbal and graphic fixation of signs of expression) with the same goal (to determine the standards of expression of states) is due to the fact that each method allows obtaining data that not only complement each other, but also clarify expand our understanding of state expression standards. In the verbal description, only those features that are recognized by the subject are recorded. However, the standard includes not only consciously selected features, but also those that are not always recognized by the subject. Therefore, the method of graphic fixation of signs of expression has a number of advantages over verbal fixation of signs, namely, a person can depict what is difficult to verbalize, in a pictogram it is easier to fix the relationship between certain signs of expression. At the same time, the pictogram method has a significant drawback: the success of completing a task using this method depends largely on the artistic abilities of a person. The fulfillment of the task according to the method of verbal description of the expression of states does not require the realization of special abilities from a person, since the description of the properties and qualities of another person is an everyday social-perceptual task.
In addition to the fact that the methods of verbal and graphic fixation reveal the content of expression standards in different ways, they, as ways of updating these standards, correspond to different levels. mental activity subject (verbal-logical and figurative).
Examples of "graphic standards" of expression are shown in fig. 18.3.
Those signs that are fixed in the graphic standards of expressive behavior are correlated with the "typical" signs identified in the verbal standards. Based on this fact, we can conclude that the standard includes constant features of the expression of emotional states.
So, the graphic standard of joy is a “smile” (100% of cases). Surprise is characterized by the image of eyebrows, eyes, mouth - "the eyebrows are raised up, the eyes are slightly open, the mouth is open." Moreover, in some drawings only the upper part of the face is depicted (60%), in others the lower part of the face is also fixed (40%). This indicates a selective attitude to mimic signs of surprise.
The state of contempt was not portrayed as successfully as others. Expressive behavior in a state of contempt is complex. Its peculiarity is that it includes signs that can be included in the structure of other states and create a picture of contempt only in interconnection, which, of course, makes the graphic representation difficult.
However, the drawings in which a special position of the mouth was emphasized (the corners of the lips turned down) were recognized by the subjects as depicting an expression of contempt. This feature is included in all standards.
The graphic standard of suffering is represented mainly by the special position of the eyebrows and mouth - "the inner ends of the eyebrows are raised up, the corners of the mouth are lowered down." The graphic scheme corresponds to the elements of expressive behavior in a state of suffering described in the literature.
The graphic standard of fear expression is represented by a special position and ratio of the eyes and mouth - the mouth is open, the eyes are wide open. These signs were exaggerated by the subjects. Those subjects who resorted to extreme forms of hyperbolization of these signs, in the process of identifying the picture, designated it as "horror". This fact indicates a differentiated attitude to the elements of expression according to the principle of intensity of their manifestation and at the same time confirms the conclusion about the presence of a continuum of expressions for a certain type of states with the preservation of the main core features.
Graphical standards for the expression of anger are represented by a special position of the eyebrow line (eyebrows are reduced to the bridge of the nose), mouth lines (the corners of the lips are lowered, the mouth is ajar), and vertical wrinkles on the forehead are also depicted.
Thus, at the level of graphic fixation, the same elements of expressive behavior are depicted as in the "verbal standards".
The coincidence of the expressive features most often described by the subjects and depicted in pictograms led Labunskaya to the conclusion that it is these features that are necessary for identifying the state by its expression, and the ability of the subject to isolate such features (fix them at the verbal or graphic level) can serve as a guarantee of successful recognition of states by their expression in real communication. The validity of this conclusion was proved by Labunskaya in a series of studies comparing the success of recognition of facial expressions with the type of "verbal standard" and indicators of graphic fixation of expression standards.
However, one should take into account the remark of P. M. Yakobson (1958) that all kinds of schematized expressions, although they give an idea of some patterns of perception of expression, are still not a means of revealing the real richness of the “language” of expressiveness of a living person’s face.
To study the recognition of emotions on the faces of babies, parents R. Emde and K. Izard (R. Emde, K. Izard, 1980) developed a technique / FEEL PICTURES, which is now being tested at St. Petersburg University (R. Zh. Mukhamedrakhimov). It is a booklet of 30 color photographs of children aged 1 year showing their face and shoulders. The photographs show the faces of children in a natural setting, reflecting both one specific emotion and mixed emotions.
Subjects are asked to look at a photograph and write down on the answer sheet the clearest emotion they think the child is experiencing. After that, the subject is asked to mark on the spatial scale that point at the intersection of the scales "emotional arousal" and "sign of emotion", which most corresponds to the emotional state of the child. The spatial scale includes scores from -4 to +4. If the subject has great difficulty in verbally identifying the emotions depicted in the photograph, the subject is given a list of emotions. The verbal responses of the subjects are classified into the following categories: 1) surprise, 2) interest, 3) joy, 4) satisfaction, 5) passivity (detachment), 6) sadness (sadness), 7) timidity (shyness), 8) shame-guilt , 9) disgust, 10) anger, 11) grief (distress), 12) fear. The “other” category includes responses such as “hungry”, “in a bad mood”, “charming”.
Using the color test Depending on the emotional state of a person, specific changes in the color sensitivity of the eye occur (Brazman et al., 1967; Dorofeeva, 1968; Ivashkin, 1974; Schwartz, 1948). L. A. Schwartz showed the connection of positive emotions with an increase in the sensitivity of the eye to the red-yellow part of the color spectrum and negative emotions with an increase in sensitivity to the blue-green part. Other researchers (M. E. Brazman et al., E. T. Dorofeeva) have identified more complex dependencies. According to them, each emotional state corresponds to a certain change in the sensitivity of the eye to the three primary colors of the spectrum: red, green and blue.
3. V. Denisova (1974) cites data from foreign authors on the preference of children for one color or another depending on their emotional state. According to some authors, preschoolers in a state of frustration use predominantly red and yellow colors, according to others - in a bad mood they use black, and in a good mood - red. Denisova herself did not find any significant preference in the choice of color by preschoolers under emotional conditions.
According to V. N. Vorsobin and V. N. Zhidkin (1980), with joy in preschool children, when choosing a color, an increase in the proportion of the red-yellow part of the spectrum and a decrease in the proportion of the green-blue part of the spectrum were observed. In a situation of fear, a decrease in the choice of the red-violet part of the spectrum and an increase in the choice of the green-blue part of the spectrum were revealed. The choice of the red-yellow part of the spectrum remained the same as in the non-emotional situation. At the same time, the authors note that the color red is constantly chosen by children both when experiencing fear and joy, i.e., the choice of this color is not specific enough. It is necessary to take into account which color combination contains the selected color.
In a number of studies, an attempt was made to establish a connection between various emotional properties of a person (shyness, anxiety) and their preference for various colors, but conflicting results were obtained. G. Frank (Frank, 1976) in this regard believes that there are no isomorphic connections between emotions and color perception. Colors have affective significance, but individual for each individual.
Diagnosis of emotional stability. A clearly inadequate approach was formed in the study of emotional stability. It is not the emotional property of the personality that is being studied, but the effectiveness of activity under emotional influences of any nature. The strength of emotions is not recorded, as well as the effectiveness of activity in a calm situation. Therefore, it is difficult to objectively judge its deterioration or improvement, and, consequently, the degree of emotional stability of a person.
As already mentioned, the true resistance of a person to the action of emotiogenic factors should be determined in two ways: by the time of occurrence of the emotional state with prolonged and continuous exposure to an emotiogenic factor (for example, when measuring resistance to the monotony of work, or to a frustrating factor), or with a single exposure to an emotiogenic factor of different strength and significance for a person.
The difficulty of studying emotions is due to the fact that in many cases they have to be artificially evoked in the laboratory, modeled. AT recent times However, one of the ways to study naturally occurring emotions in computer games has been outlined. This path is being developed by Swiss psychologists. So, the study by S. Kaiser et al. (Kaiser et al., 1994) was aimed at obtaining facial expression patterns corresponding to the emotions of happiness, satisfaction, pride, disappointment, fear, anger, sadness, etc. The game was accompanied by video recording of facial expressions. T. Johnstone (Johnstone, 1997) recorded speech reports about the current state of the game during the game; as a result, speech patterns of different emotions were identified. A computer game makes it possible to simultaneously record many parameters of the manifestation of emotions: motor, electrophysiological, speech.
Emotions are a special class of subjective psychological states, reflecting in the form of direct experiences, sensations of pleasant or unpleasant, a person's attitude to the world and people, the process and results of his practical activity. The class of emotions includes moods, feelings, affects, passions, stresses. These are the so-called "pure" emotions. They are included in all mental processes and human states. Any manifestations of his activity are accompanied by emotional experiences.
In humans, the main function of emotions is that, thanks to emotions, we better understand each other, we can, without using speech, judge each other's states and better tune in to joint activities and communication. The oldest in origin, the simplest and most common form of emotional experiences among living beings is the pleasure derived from the satisfaction of organic needs, and the displeasure associated with the inability to do this when the corresponding need is exacerbated. All behavior is associated with emotions, since it is aimed at satisfying a need. Emotions and feelings - personal formations. They characterize a person socio-psychologically. Emphasizing the personal meaning emotional processes, VC. Vilyunas writes: "An emotional event can cause the formation of new emotional relationships to various circumstances ... Everything that is known by the subject as the cause of pleasure or displeasure becomes the object of love-hate."
Emotions are a direct reflection, an experience of existing relationships, and not their reflection. Emotions are able to anticipate situations and events that have not yet actually occurred, and arise in connection with ideas about previously experienced or imagined situations.
Feelings are complex, culturally conditioned experiences of a person, which reflect his stable relationship to certain objects, processes of the external and internal world. Feelings, on the other hand, are of an objective nature, associated with a representation or idea about some object. Another feature of the senses is that they are improved and, developing, form a number of levels, ranging from direct feelings to the highest feelings related to spiritual values and ideals. Feelings are historical in nature, flow for a long time. They are different for different peoples and can be expressed differently in different historical epochs among people belonging to the same nations and cultures. The complexity of the structure of feelings is manifested in ambivalence, that is, in the duality of heterogeneous emotional states that form a single complex.
Psychological methods for studying the emotional sphere of a person are mainly based on questionnaires and reveal the emotional characteristics of a person (the emotions prevailing in his life, the dominant means of their expression and emotional stability). V. V. Boyko, Methodology "Tendency to constant low mood (dysthymia)". V. A. Doskin, The SAN Method (well-being, activity, mood), consists of 30 bipolar scales, which are grouped into three categories: well-being, activity and mood. E. Beck Depression Scale. V. V. Boyko, Methodology "Diagnosis of the level of emotional burnout."
Depending on the emotional state of a person, specific changes in the color sensitivity of the eye occur. According to E.T. Dorofeeva and M.E. Brazman each emotional state corresponds to a certain change in the sensitivity of the eye to the three primary colors of the spectrum: red, green and blue. For example, in a situation of fear, a decrease in the choice of the red-violet part of the spectrum and an increase in the choice of the green-blue part of the spectrum were revealed. Diagnostic value is the Luscher test.
The difficulty of studying emotions is due to the fact that in many cases they have to be artificially evoked in the laboratory, modeled. Recently, however, one of the ways to study naturally occurring emotions in computer games has been outlined. So, the study by S. Kaiser, 1994, was aimed at obtaining facial expression patterns corresponding to the emotions of happiness, satisfaction, pride, disappointment, fear, anger, sadness, etc. The game was accompanied by video recording of facial expression and fixation of motor, electrophysiological, speech manifestations of emotions .
In many cases, the causes of emotional disorders are various organic and mental diseases, which will be discussed below. There are, however, reasons that concern entire sections of society and even the nation. Such reasons, as noted by A.B. Kholmogorova and N.G. Garanyan, are specific values and attitudes encouraged in society and which create a psychological predisposition to emotional disorders, including the experience of negative emotions and depressive and anxiety states. For example, a ban on the fear of men, and for women - on anger (the image of a soft woman).
Among the violations of the emotional sphere, anxiety, fears, aggression, increased emotional exhaustion, communication difficulties, depression, distress, affective irritability, weakness and exhaustion can be distinguished. With a number of pathologies (schizophrenia, epilepsy, some psychopathy), emotional reactions become inadequate to the situation in which the person finds himself. In these cases, autism, emotional paradoxicality, parathymia, paramimia, emotional duality (ambivalence), emotional automatisms, and echomymia can be observed.
Development and correction of the emotional sphere of a person:
On the one hand, elementary emotions, acting as subjective manifestations of organic states, change little. It is no coincidence that emotionality is considered to be one of the innate and vitally stable personal characteristics of a person. But already in relation to affects, and even more so feelings, we can say that these emotions develop. A person, moreover, is able to restrain the natural manifestations of affects and, therefore, is quite teachable in this respect too. An affect, for example, can be suppressed by a conscious effort of the will, its energy can be switched to another, more useful thing.
The improvement of higher emotions and feelings means the personal development of their owner. This development can go in several directions. Firstly, in the direction associated with the inclusion of new objects, objects, events, people into the sphere of human emotional experiences. Secondly, along the line of increasing the level of conscious, volitional control and control of one's feelings by a person. Thirdly, in the direction of gradual inclusion in the moral regulation of higher values and norms: conscience, decency, duty, responsibility, etc.
At the level of the emotional sphere, the psychologist must help the client feel his own value; become more free to express their own positive and negative emotions; learn to more accurately verbalize their emotional states; reveal their problems and corresponding feelings; feel the inadequacy of some of their emotional reactions; modify the ways of experiencing, emotional response, perception of their relationship with others.
In the behavioral sphere, the psycho-corrective process is aimed at acquiring the skills of more sincere and free communication with others; overcoming inadequate actions; development of forms of behavior associated with support, mutual assistance, mutual understanding, cooperation, independence; development of adequate forms of behavior and response based on achievements in the cognitive and emotional spheres.
Art therapy techniques used in correctional work perform both therapeutic and diagnostic functions. Drawing and modeling provide an opportunity to express aggressive feelings in a socially acceptable manner, they are safe ways to relieve tension. The approach of emotive-rational therapy is effective when, together with the client, the psychologist finds out what are the causes of internal discomfort, how he can help eliminate them, while relying on the emotional experiences that arise in the client during the conversation.
The traditional methods of studying emotional states are observation, a questionnaire, and a questionnaire. For preschool and younger age game and color diagnostic methods are used. Diagnostics of emotional states is possible at three levels: adaptive-mobilizing (identifying changes in state parameters at the physiological level), behavioral-expressive (external expressions of states in facial expressions, behavior, voice are monitored) and subjective-evaluative (the subject expresses a subjective assessment orally or in writing their experiences based on their own perception and analysis). The emotional state has an external side of expression (verbal and non-verbal signs), inner plan content (understanding and awareness by a person of his state) and physiological basis(change in the state of the organism). In accordance with this, the diagnosis of emotional states can be carried out in three directions:
1) The study of the perceived components of the emotional state, expressed in subjective experiences.
2) The study of the expressive components of the state, manifested in behavior, speech, pantomime, products of activity.
3) The study of unconscious manifestations, reflected in the vegetative changes in the body.
Physiological indicators and diagnostics of emotions. Since the emergence of emotions is associated with a change in physiological parameters, it is natural for researchers who diagnose the presence of a particular emotional state to rely on these “objective” indicators.
Among the vegetative indicators, the most commonly used are heart rate (HR), blood pressure (BP) and galvanic skin response (GSR), less often - gas exchange and energy expenditure.
O.V. Ovchinnikova and N.I. Naenko(1968) used indicators of skin temperature on the fingers to measure emotional tension. The temperature of the fingers, from their point of view, makes it possible to differentiate emotional tension from operational: in the first case, the temperature is lowered, in the second, it is increased. It is difficult to say how legitimate this is, since there is evidence that the same dynamics depends on the sign of the emotion: with anxiety and depression, a decrease in temperature is observed, and positive emotions are accompanied by its increase.
Of the psychomotor indicators, the most sensitive indicators of emotional arousal have proven to be tremor, kinematometry (reproduction of specified amplitudes of movements), reflexometry (measuring the time of a simple and complex sensorimotor reaction), reaction to a moving object (RMO) and measuring time intervals.
Yu.M. Zabrodin et al. (1989) developed a method for assessing personal and situational anxiety by assessing time intervals.
Electromyographic methods for diagnosing emotions by facial expression (measurement of facial expression) have been developed.
P. Ekman and W. Friesen developed a method called FACS (Facial Action Coding System) - "a system for coding the activity of the facial muscles." The method is based on a detailed study of the anatomy of the facial muscles over more than 10 years. 41 motor units were identified, from which 24 patterns of reactions of individual muscles of the face and 20 patterns reflecting the work of muscle groups involved, for example, in lip biting, were composed. The use of this technique showed that with negative emotions (anger, fear, disgust, sadness), about 41% of all facial muscles are activated. Three muscles have been identified that are activated during disgust: one lifts the central part of the upper lip, another lifts and tightens the wings of the nose, and the third aggravates the nasolabial fold.
Diagnosis of emotions using speech analysis. In a number of situations, the only channel through which information about the emotional state of a person (pilots, astronauts, meteorologists in the Far North, etc.) can come is speech. In this regard, the development of objective (hardware) methods for diagnosing these conditions according to various parameters of speech is of great practical importance. A number of such methods were developed in the laboratory of V.I. Galunov with the participation of V.X. Manerova. The following characteristics are distinguished: the frequency of the main tone of speech for each period, the average frequency of the main tone of speech for any segment of the utterance, the interval of change in the frequency of the main tone, the irregularity of the pitch curve. These indicators allow you to determine the degree of emotional arousal of the speaker.
Use of questionnaires. Psychological methods for studying the emotional sphere of a person are mainly based on questionnaires and reveal the emotional characteristics of a person (the emotions prevailing in his life, the dominant means of their expression and emotional stability).
In the laboratory A.E. Olshannikova four methods (questionnaires) for studying emotionality were developed: three - to identify the modality of the leading ("basal") emotions and one - to identify the means of expressing emotions (expressiveness).
There is a technique self-assessments of basic emotional states proposed K. Izard(1976). This technique (the scale of differentiated emotions) is a list of commonly used emotional states, standardized and translating an individual description of an emotional experience into separate categories of emotions.
Methodology "self-assessment of emotional states"- a questionnaire developed by American psychologists A. Wessman and D. Rixom. The measurement in this technique is carried out according to a 10-point (wall) system. The subject is asked to choose in each of the proposed sets of judgments the one that best describes his state now. The following indicators are measured: "calmness - anxiety", "energy - fatigue", "elation - depression", "a sense of self-confidence - a sense of helplessness". Diagnosis is suitable for both adolescence, youth, and for middle age person.
Scale for assessing the significance of emotions- the method proposed B.I. Dodonov. It is carried out using the ranking of emotional preferences.
Projective methods for assessing emotional states.
Methods for studying the emotional states of children are of practical interest to psychologists. preschool age, developed S.V. Veliyeva(2001). Methodology "Engine" (for children from 2.5 years old) based on the Luscher color test. It aims to determine the degree of positive and negative mental state. As a stimulus material, a white train and 8 multi-colored trailers (red, yellow, green, blue, purple, gray, brown, black) are used. The subject is asked to build an unusual train. Depending on the place of the trailer in the train, it is assigned a certain number of points. The sum of points determines the sign and severity of the emotional state of the child at the moment.
The emotional attitude of the child to family members, peers, their attitude to the child allows you to determine the methodology "Flower-eight-flower". The material is multi-colored petals (red, yellow, green, blue, purple, brown, gray, black), the core of the flower is white. Details are randomly arranged on a white background. The study is conducted in the form of a game-conversation. The child is invited to choose a petal that he likes the most, then choose a petal whose color is similar to ... for example, mom (dad, brother, grandfather, grandmother). The color of the petal is fixed, to whom it is addressed, the comments of the child. The location of the petal chosen by the child for himself is analyzed in relation to other family members. The results obtained by S.V. Veliyeva, in the course of examining normally developing preschool children using this technique, showed that certain personal characteristics are assigned to each color tone, regardless of age, in the mind of a preschooler.
The use of drawing tests for diagnosing the emotional states of children, the emotional attitude of the child to peers, certain types of activities, parents, and teachers is widespread. These are techniques such as "Family Drawing" (projective technique diagnosing the features of intra-family relations), graphic technique "Cactus"(goal: determination of the emotional states of the child, the presence of aggressiveness, its direction, intensity), methodology "Resentment"(to assess the severity of the state of resentment in children of senior school age).
Methodology N.P. Fetiskin "Visual-associative self-assessment of emotional states" is intended for express diagnostics of emotional states based on the choice of reference masks corresponding, in the opinion of the subject, to his state at the moment.
3. DIAGNOSTICS OF EMOTIONAL DISORDERS
3.1. Requirements for the diagnostic stage
Man never matches himself.
The identity formula A is A cannot be applied to it.
"Problems of Dostoevsky's Poetics"
Approach to diagnosis in psychological practice 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 lies in the fact that the inner life of a "living person" cannot be fully known, it does not always fit into the framework general patterns, 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 increases internal stress. 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 emotional disturbances it applies;
- 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 the study of history mental development client. If a we are talking about a child or teenager, we get 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 it may be the fact that before the birth of the child was unwanted, regardless of whether both parents did not want him or one. 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 to another city, to relatives - to stay, to a sanatorium - to get stronger in the hospital - to "treat" (when there are no serious reasons 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 is not only the basis for therapeutic and corrective work, it is inseparable from these methods. psychological help, 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 The information discussed above is obtained 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, by emphasizing qualitative analysis, requires the psychologist to have an active and flexible attitude towards 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.
Not less than important role plays and 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 approaches | |||
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