The situations covered by the usk technique are characterized. Methodology for studying the level of subjective control. Description of assessed scales

Some forms of documents of a psychologist-professional consultant

Primary appeal sheet

Formulation of the reason for contacting a professional consultant:

Information about family members (education, working, non-working):

1. Informativeness of the optant about the world of professions:

a) full ____________________________________________

b) insufficient __________________________________

c) absent __________________________________________

d) other _____________________________________________

2. Availability of a professional plan at the optant:

a) intended profession _______________________

b) educational institution ______________________________

3. Formation of the optant's professional plan:

a) formed ___________________________________

b) partially formed __________________________

c) not formed ________________________________

d) other ________________________________________

4. Awareness of the choice of profession by the optant _______________________

5. Leading motives of the optant in choosing a profession: _______

Date ________ Signature of professional consultant ___________

List of final results of vocational diagnostics in vocational consultation

1. Information from the "Optant Questionnaire": ____________________

a) favorite activities _____________________________________

c) work experience __________________________________________

d) the success of training in the disciplines:

natural ________________________________________

accurate _____________________________________________

humanitarian _______________________________________

labor ______________________________________________

2. Questionnaire of professional self-determination:

3. Questionnaire "Your future adult life"

4. Conversation "Standardized interview"

5. Differential diagnostic questionnaire (DDO):

option 1_________________________________________

option 2_______________________________________________

option 3_______________________________________________

The results of the professional orientation of the individual (final version): P ___ T ___ H ___ Z ___ X ___

7. Determination of focus on the purpose of work:

D ___ P ___ I ____

6. Tools and means of labor:

R___A___M___P__F___

7. Various aspects of activity:

a) the degree of problematic labor situations: H___ C___ B___

b) socio-psychological parameters: K___ C___B___

c) emotional-volitional parameters: O___U___ P/N___

8. Skills and abilities for activity: (derived formula)

9. Identified professions according to the formula:

_______________________________________________________

10. Map of interests (information about cognitive interests):

11. Classifier and questionnaire of professions by J. Holland:(information about the relationship between the type of personality and the sphere professional activity)

12. "Dreams of professions":

13. Questionnaire Yovaishi:(information about the area of professional preferences)

Questionnaire of professional inclinations of L.N. Kabardov

15. Expression of professional interests and inclinations:

a) are pronounced (in what area of activity?)

b) not expressed

16. Questionnaire of professional preferences D. Holland:

a) option 1 ______________________________________

b) option 2_ _____________________________________

_______________________________________________________

Profession choice matrix.

20. Motives for choosing a profession:

_______________________________________________________

21. Test "Self-assessment":(result)

Topic 5.

Ideas about personality in psychology.

Ideas about personality in sociology

Ideas about personality in philosophy

Questions for self-examination

Analyze one of the definitions of personality, how it is consistent with your ideas.

Personality- a member of human society, the subject of social behavior and communication. Appears on the basis of the individual and the subject of activity. Enters into interaction with various elements social space. The personality structure includes the following components: temperament, character, abilities, orientation.

Personality- a self-regulating system that maintains its integrity, searching for a system-forming foundation or meaning of life, choosing a life scenario. It coordinates the fluctuations between unconscious motives and feelings and the world of logically based motives.

Personality– the highest integration of all phenomena mental development person ( mental states and processes, needs, psychophysiological functions)

MATERIALS FOR STUDYING THE TOPIC:

· Asmolov A. G. Personality as a subject psychological research. - M, 1984.

· Reader. Psychology of personality in the works of domestic psychologists. - St. Petersburg: Peter, 2000.

· Social psychology of personality in questions and answers./Ed. Labunskoy V. A. - M .: Gardariki, 1999.

When studying the topic, it is necessary to pay attention to the fact that abilities are a macro-characteristic of a personality, which indicates ways of implementing personality relationships. The term "ability" indicates the ability of a person to realize his desires, goals. When studying the topic, it is necessary to understand the following questions: The concept of ability. Inclinations and abilities. Ability structure. Types of abilities. General and special abilities. Ability and talent. Factors and conditions for the development of abilities. Ability diagnostics. Ability in psychological structure personality. Write down the answers to the tests in your notes and save them until the exam.

V. N. Druzhinin singled out a list of problems and methodological approaches that became the basis of the psychology of abilities as a scientific branch.

First problem: development of abilities and their determinants. The main link in the determination of abilities is the ratio of heredity and environment.

Second problem: the relationship of special and general abilities. Galton believed that by measuring the parameters of the simplest mental processes, it is possible to determine the level of a person's creative endowments. In the future, it turned out that the relationship between creativity, intelligence and the simplest cognitive abilities is more complex than it seemed at first.

Closely related to this problem third: creation of methods for measuring abilities (in more broad sense- methods for measuring the mental properties of individuality). Psychodiagnostics and psychometrics of abilities begin with the work of Galton and Pearson. (C. Pearson - a famous mathematician, developed the foundations correlation analysis, which allows inference about the magnitude, as well as patterns or random associations, between two different dimensions of personality [eg, intelligence and height] measured in a group of people). The problem of ability structure and the problem of ability measurement turned out to be closely related.

Next important issue: abilities and activities. The primary and naive solution to this question comes down to a simple formula: there are as many abilities as there are activities. Other options, primarily the notion of complex relationships between abilities and activities, are scientifically sound.

All the main branches of modern fundamental psychology arose in late XIX century. The psychology of abilities was no exception. We can say that experimental psychology of abilities and psychodiagnostics are twins. The founder of the empirical approach to solving the problem of abilities was Francis Galton . He proposed the main methods and techniques that researchers still use today. His works crystallized the main tasks of differential psychology, psychodiagnostics and developmental psychology, which are still being solved by researchers.

Galton tried to explain the influence of heredity individual differences between people. It is no coincidence that his work was the starting point for the development of differential psychology. Two factors - heredity and environment - influence the development of a person.

The empirical results of Galton's research did not always confirm his theoretical assumptions. So, for example, he was convinced that members of the social elite were both biologically and intellectually superior to members of the social lower classes, and that women were much less talented and smart than men.

Galton examined over ten thousand subjects. As a result, it turned out that scientists did not differ in any way from ordinary (“average”) workers, and women were superior to men in a number of indicators (including visual acuity).

Galton came to the conclusion that measurement in psychology is possible only on the basis of a comparison of the spread of values of the measured variables, since the “psychological ruler” has neither an absolute unit of measurement nor zero. He formulated a hypothesis about the relationship between the intensity of a mental property and the probability of its manifestation, and thereby laid the foundation for bases of psychometrics.

To a lesser extent, Galton paid attention to the role social conditions in the development of abilities.

A. A. Bodalev believes that social Psychology ability is on this stage perhaps the main problem area of the psychology of abilities in general.

From his point of view, main problems , which should be solved by a psychologist specializing in this direction, are:

v the influence of micro-, meso- and macro-communities, in which the personality is included, on the development of its abilities;

v establishing a connection between the formation of abilities and a change in social roles (there are Feedback: abilities determine social status and role)

v the impact of valuation standards and public opinion, and various forms encouragement for the development of abilities;

v studying the prestige of abilities, which is formed by the media.

The development of the problem of abilities in domestic psychology was suspended in 1936 after the well-known resolution of the Central Committee of the All-Union Communist Party of Bolsheviks “On pedological perversions in the system of the People's Commissariat of Education”. The reason for this decision was the reference to testing intellectual and other types of abilities using foreign methods. After this decision, the development of the problem of abilities was practically stopped, and even after the removal of special developments in this area, no special developments appeared in this area.

Traditionally, two definitions are used in psychology - the definition of "inclinations" and "abilities".

Inclinations are the anatomical and physiological features of a person that underlie the development of abilities.

Abilities are individual psychological characteristics that are formed in activity on the basis of inclinations, on which the possibility of implementation and the degree of success of the activity depend.

Based on these definitions, definitions of giftedness arose - special and general.

Special giftedness is a qualitatively peculiar combination of abilities that creates the possibility of success in an activity, and general giftedness is a giftedness for a wide range of activities or a qualitatively peculiar combination of abilities on which the success of various activities depends.

In psychology, the theme of the psychological mechanisms of special abilities is well developed. So, B. M. Teplov managed to establish the content of musical abilities, K. K. Platonov - flying; F. N. Gonobolin, N. D. Levitov, N. V. Kuzmina revealed the content of pedagogical abilities, and V. I. Kireenko - fine. The paradox lies in the fact that the psychological content and structure of a person's general abilities remain unknown.

To understand the structure of abilities, it is useful to use the ideas of B. G. Ananiev on the comprehensive study of mental functions. In the structure of mental properties, B. G. Ananiev identifies functional, operational and motivational mechanisms.

Functional mechanisms in the early stages of the development of mental function implement a phylogenetic program and are determined by such properties of individual development as age-related and individually-typical (constitutional, neurodynamic, psychodynamic) features. They are formed long before the emergence of operational mechanisms, constituting their internal basis. In other words, the basis of functional mechanisms is the genotypic program of human ontogenetic properties.

This program is implemented in the process of human life, "through the formation, differentiation and generalization of conditional connections, in which the training of functions is carried out." This means that in the course of its implementation, the so-called operational mechanisms of a particular mental function are formed. Thus, for each mental function, its own operating mechanisms are formed. For example, for perception, they will be measuring, commensurate, construction, corrective, control and other actions. Functional and operational mechanisms closely interact with each other: for the emergence of operational mechanisms, a certain level of development of functional mechanisms is required, and with the emergence of the former, the latter also enter a new phase of development.

So, the functional mechanisms, according to B. G. Ananiev, are a factor that ensures the normal course of the interaction of the organism with the environment, its health. They are determined natural organization human individual" and refer to the characterization of man as an individual.

Operational mechanisms ensure not only the realization of functional potentials, but also the necessary changes that resist their weakening. They act as a factor in stabilizing the function. Operating mechanisms "are not contained in the brain itself, they are acquired by the individual in the process of upbringing, education, in his general socialization" and refer to the characteristics of a person as a subject of activity.

Motivational mechanisms determine the "orientation, selectivity and intensity" of the manifestation of mental function, determine the course of individual development of mental function and characterize a person as a person.

Based on these ideas, B. G. Ananiev, V. D. Shadrikov distinguishes, first of all, the functional and operational components in the structure of abilities. In the process of activity, there is a subtle adaptation of operational mechanisms to the requirements of reality.

Such an understanding of the structure of abilities helps to solve the problem of the relationship between the biological and social foundations of mental activity, on the one hand, and to better understand the psychophysiological foundations of abilities, on the other.

Giftedness is characterized by V. D. Shadrikov as a holistic manifestation of abilities in activity, as common property integrated in the activities of a set of abilities. The measure of the manifestation of giftedness is determined by the measure of the manifestation of individual abilities and the degree of integration of these abilities.

General abilities are the psychological basis for successful cognitive activity person. The first attempt to systematize and analyze these abilities in domestic psychology was undertaken by V. N. Druzhinin. In the structure of general abilities, he singles out intelligence (the ability to solve problems based on the application of existing knowledge), learning ability (the ability to acquire knowledge), and creativity (the ability to transform knowledge with the participation of imagination and fantasy).

M. A. Kholodnaya, within the framework of the concept of intellect developed by her as a form of organization of mental (mental) experience, expands and refines the classification proposed by V. N. Druzhinin. It distinguishes convergent abilities, creativity, learning and cognitive styles.

According to M. A. Kholodnaya, convergent abilities reveal themselves in terms of the correctness and speed of finding the only possible answer in accordance with the conditions of the problem. They can be represented by the following intellectual properties:

level properties that characterize the achieved level of development of cognitive (verbal and non-verbal) functions. As a rule, they are diagnosed using D. Wexler and R. Amthauer intellectual scales.

combinatorial properties of the intellect, which characterize the ability to identify various kinds of connections, relationships and patterns. Diagnosed using Raven's progressive matrices.

procedural properties of the intellect, which characterize the elementary processes of information processing, operations, techniques and strategies of intellectual activity. The assessment of these properties is based on an assessment of the measure of the influence of motivation on the success of mental skills, the formation of basic cognitive actions and operations of analysis, synthesis and generalization of the conditions and requirements of the task.

Creativity is the ability to generate many original ideas and use non-standard methods of intellectual activity in unregulated conditions of activity. In other words, creativity in a broad sense is creative intellectual abilities. In a narrow sense, creativity acts as divergent thinking - intellectual abilities, manifested in the willingness to put forward many correct ideas about the same object.

The criteria for creativity are: fluency (the number of ideas that arise per unit of time); originality (the ability to produce unusual ideas that differ from the generally accepted ones; susceptibility (sensitivity to unusual details, contradictions and uncertainties, the willingness to quickly switch from one idea to another); metaphorical (willingness to work in a completely unusual context, a tendency to symbolic, associative thinking, the ability to see in the simple complex, and in the complex - simple).

Learnability is the general ability to assimilate new knowledge and ways of activity (in the broadest sense); indicators of the rate and quality of mastering knowledge, skills and abilities (in the narrow sense). The main criterion of learning in a broad sense is “thinking economy”, i.e., the brevity of the path in self-identification and formulation of patterns in the new material. The criteria for learning in the narrow sense are: the amount of dosed assistance that the student needs; the ability to transfer acquired knowledge or methods of action to perform a similar task.

Cognitive styles are psychological differences between people that characterize the originality of their inherent ways of studying reality. Cognitive style expresses the specifics of human intellectual activity. There are three types of style properties of intelligence: cognitive styles, intellectual styles and epistemological styles.

cognitive styles- individually unique ways of processing information about the current situation. The most common are:

· Field dependence-field independence.

· Impulsivity-reflexivity.

· Analytic-synthetic.

Intelligent Styles These are individual ways of posing and solving problems. There are executive, legislative and evaluative styles.

· Executive style. Its representatives are guided by generally accepted norms, act according to the rules, prefer to solve pre-formulated and clearly defined problems.

· Legislative style. People of this type in their intellectual activity ignore the norms and rules typical for most people. They can even change their own previously developed principles of approach to the problem. They are not interested in details. They feel intellectually comfortable within their own system of ideas and when they can develop new approaches to the problem themselves.

· Appraisal style. Representatives of this type are focused on working with ready-made systems that need to be put in order. They tend to analyze, criticize, evaluate, improve problems.

All these styles reveal themselves at the same high level. intellectual development. It must be borne in mind that each person has a certain balance of these styles. In comparison with cognitive ones, they are more generalized.

Epistemological styles - these are individually peculiar ways of a person's cognitive attitude to the world, manifested in the features of an individual "picture of the world". There are three types of styles.

· empiric style- this is a style in which a person builds his "picture of the world" on the basis of direct perception and subject-practical experience. The truth of judgments is always confirmed by references to facts, reliability and repeatability of observations.

· Rationalist style- this is a style in which the built "picture of the world" is mediated by logical conclusions and "theories". The main criterion for the reliability of the constructed picture is its logical stability.

· Metaphorical style- this is a style manifested in a tendency to maximize the variety of impressions and combine distant areas of knowledge. Checking the reliability of the "picture of the world" is carried out by referring to intuition.

Cognitive styles, according to M.A. Kholodnaya, can be considered as a special kind of intellectual abilities.

Thus, the properties of intelligence (cognitive abilities) can be described at the operational level.

PRACTICAL TASK:

Method 31. "Analysis of significant personal qualities"

If you want to get expert advice when choosing a profession, complete the tasks below:

Every person has the makings of talents, in accordance with them you need to choose a profession.

^ When taking the following test, underline the trait of giftedness that manifests itself in you to the greatest extent:

Good memory;

Observation;

Wits;

Subtlety and accuracy of movements and actions;

Subtle sense of smell;

The ability to distinguish colors and their shades;

prudence;

Common sense;

Steady interest in all sciences;

High mental performance;

Enthusiasm for technology;

Ability to design, model;

Interest in experiments;

Love for children and the desire to constantly be with them;

Passion for travel, desire to see a lot;

Love for nature, for animals;

Interest in cooking;

Constantly experienced pleasure from communication;

Your observations _______________________________

How are you different from others?

___________________________________________________

In what ways are you superior to your peers?

How are you behind them?

__________________________________________________________________________________________________________

^ Some professions cannot be mastered with certain shortcomings, which are called contraindications to the profession. List them:

Allergy to food, smells, wool, dust, plants, etc.;

Poor health;

soreness;

Fast fatiguability;

Increased nervous sensitivity;

Irritability;

impatience;

Fear of blood, human suffering;

Irritability, imbalance;

Quick fatigue from communicating with people;

carelessness, carelessness;

Careless attitude to work and life;

Lack of exposure;

Conflict in relationships with peers and adults;

Reluctance to redo poorly done work.
^ Which of the following professions would you prefer if you had no other choice:

minder;

Policeman;

Builder;

Salesman;

Culinary;

Vegetable grower…. (underline your choice).
^ Emphasize the professional features of the person who is a model for you:

Knowing your business;

Thoughtfulness;

inquisitiveness;

Tenacity at work;

Creative mindset;

Non-standard thinking;

The ability to be simple, accessible in communicating with people;

Demanding to yourself and your work;

High productivity and quality of work;

Full dedication in any business;

Ability to take into account conditions and circumstances;

Ability to overcome difficulties;

Confidence in your strength.
^ Highlight your requirements future profession:

Absence of excessive physical activity;

Specific results;

Possibility of creativity;

Opportunity to do what you love

Communication with interesting people;

High public importance;

Variety in the content of the work;

Free time;

Possibility to manage your own working hours.
^ Which training is your favorite and why (?):

(I love ………………...… (subject) because):

It is easily digestible;

Develops well mind and abilities;

I like the teacher of this subject and my

relationship with him;

I like how this subject is taught;

Knowledge of this subject is necessary for admission to

Institute;

Knowledge of this subject will be useful for the future

Professions;

I experience a constant sense of success in mastering this

- ……………………..……………………….. (own reason).
Response analysis students can give the psychologist primary information about them:

interests;

inclinations;

hobbies;

abilities;

Opportunities;

The nature of the motivation for choosing a profession;

The level of self-esteem;

On the main directions of vocational guidance work in

Subsequent meetings with the child.
^ Form for selected answers.

1	Your abilities, talents, natural inclinations, which manifested themselves to a greater extent ... (highlight 2-3 traits).
2	How are you different from others? In what he surpassed his peers. How are you behind them?
3	Your shortcomings, which may interfere with you and can be considered as "contraindications" to the profession.
4	Which of the proposed professions would you prefer if there is no other choice?
5	Professional personality traits - your model of a person (your ideal).
6	What are your requirements for your future profession?
7	What is your favorite school subject and why...

^ Analysis of responses:

Conclusion:_________________________________________________

_______________________________________________________

Method 32. "Tapping test".

(Type definition nervous system).
The test determines one of five types of nervous system:

– by the level of neurodynamics (strength-weakness):

Type 1 - a strong type of nervous system;

type 2 - medium-strong type of the nervous system;

3 type - the average type of the nervous system;

4 type - medium weak type of the nervous system;

Type 5 - a weak type of nervous system.
– according to the level of psychodynamics (mobility-inertia):

1 type (45-50 points) - high mobility;

type 2 (35-45 points) - medium high mobility;

type 3 (25-35 points) - medium mobility;

4 type (20-25 points) - a tendency to inertia;

Type 5 (up to 20 points) - pronounced inertia.
^ Progress:

Within 5 seconds in each of the 8 squares, you must place as many dots as possible, keeping your hand in the air. There is a count of points in each square, a graph is built, the type of nervous system is determined. The task is performed for each hand separately.

^ Form for the tapping test:

I 4	II 3	III 2	IV 1
VIII 5	VII 6	VI 7	V 8

In the form, Arabic numerals indicate the procedure for working with the “Right Hand”, and Roman numbers indicate the procedure for working with the “Left Hand”.

The results obtained using the “taping test form” must be recorded in the “graph of neurodynamic processes”. Using the graph, determine the "strength-weakness" and "mobility-inertia" of the nervous processes of the subject.

^ Graph of neurodynamic processes:

(Submit two curves - to the left and right hand separately).

Number of points:

^ Col. 1 2 3 4 5 6 7 8

cells:

Results processing:

Processing is carried out according to the analysis of the graphic curve.

I. Strength-weakness:

Average type of nervous system:

Low type of nervous system:

II. Mobility-inertia:

Movable type - closer to 50 points
Weakly mobile - 25-35 points
Inert type - closer to 10 points.

In the case when in the course of a professional consultation clearly expressed professional intentions are revealed, the question arises whether the student will be able to fully master the chosen profession, at what cost will he succeed in it, i.e. this is about according to the capabilities and abilities - interests and inclinations. Sometimes a psychologist already during the initial consultation sees a clear discrepancy between the student's choice and his capabilities. In this case, he needs to study the "general" and "special" abilities of the child in order to tell him the right choice. This is about research:

typological properties of the nervous system;
mental processes;
psychomotor processes;
mental states.

Conclusions: ___________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
^ Theme VI. Work with the documentation

on professional self-determination
Method 33. “Forms of documents of a psychologist-
career consultant."
Form 1. Sheet of primary treatment.
Formulation of the reason for contacting a professional consultant:

______________________________________________________________________________________________________________

Information about family members (education, working, non-working) ______________________________________________

_______________________________________________________

1. Informativeness of the optant about the world of professions:

A) full ________________________________________

B) insufficient __________________________________

C) absent __________________________________________

D) other _____________________________________________

2. Availability of a professional plan at the optant:

A) intended profession _______________________

B) educational institution ______________________________

3. Formation of the optant's professional plan:

A) formed _________________________________

B) partially formed __________________________

C) not formed ________________________________

D) other ________________________________________

4. Awareness of the choice of profession by the optant ____________ _______________________________________________________

5. Leading motives of the optant in choosing a profession: _______

______________________________________________________________________________________________________________

Date ________ Signature of professional consultant ___________

^ Form 2. Sheet of the final results of vocational diagnostics in vocational consultation.

Information from the Optant Questionnaire:

_______________________________________________________

A) favorite activities _____________________________________

C) work experience __________________________________________

D) the success of training in the disciplines:

Natural ____________________________________________

Accurate _____________________________________________

Humanitarian _______________________________________

Labor ______________________________________________

^ Questionnaire of professional self-determination:

_______________________________________________________

______________________________________________________________________________________________________________

3. Questionnaire "Your future adult life"

_______________________________________________________

______________________________________________________________________________________________________________

Readiness for material sacrifices:

_ ______________________________________________________

______________________________________________________________________________________________________________

^ 5. Conversation "Standardized interview"

_______________________________________________________

______________________________________________________________________________________________________________

6. Differential diagnostic questionnaire (DDO):

Option 1_________________________________________

Option 2_______________________________________________

Option 3_______________________________________________

The results of the professional orientation of the individual (final version): P ___ T ___ H ___ Z ___ X ___

^ 7. Determination of focus on the purpose of work:

D ___ P ___ I ____

8. Tools and means of labor: R___A___M___P__F___

9. Various aspects of activity:

a) the degree of problematic labor situations: H___ C___ B___

B) socio-psychological parameters:

K___ S___B___

C) emotional-volitional parameters: O___U___ P/N___

^ 10. Skills and abilities for activity: (derived formula)

______________________________________________________________________________________________________________

^ 11. Identified professions according to the formula:

_______________________________________________________

_____________________________________________________________________________________________________________________________________________________________________

^ 12. Map of interests (information about cognitive interests):

1	2	3	4	5	6
7	8	9	10	11	12
13	14		16	17	18
19	20	21	22	23	24
25	26	27	28	29

^ 13. Classifier and questionnaire of professions by J. Holland: (information about the relationship between the type of personality and the scope of professional activity)

14. "Dreams of professions":

_______________________________________________________

^ 15. Questionnaire Yovaishi: (information about the area of professional preferences)

_______________________________________________________

______________________________________________________________________________________________________________

^ 16. Questionnaire of professional inclinations L.N. Kabardov

_______________________________________________________

______________________________________________________________________________________________________________

_______________________________________________________

^ 17. The severity of professional interests and inclinations:

A) are pronounced (in what field of activity?) _____

_______________________________________________________ _______________________________________________________

B) not expressed __________________________________

______________________________________________________________________________________________________________

^ 18. Questionnaire of professional preferences D. Holland:

a) option 1 ______________________________________

_______________________________________________________

b) option 2_ _____________________________________

_______________________________________________________

^ 19. Profession choice matrix.

_______________________________________________________

^ 20. Need for Achievement:

Leading motives of activity:

_______________________________________________________

______________________________________________________________________________________________________________

Motives for choosing a profession:

_______________________________________________________

______________________________________________________________________________________________________________

^ Personality Questionnaire Cattella:

14 13
12 9
8 5
4 0

MD A B C E F G H I L M N O Q1 Q2 Q3 Q4

MD - self-assessment;

A - isolation-sociability; B - intellect;

C - emotional instability - stability;

E - subordination - dominance;

F - restraint - expressiveness;

G - moral inconstancy - high normativeness of the command;

H - timidity-courage;

I - rigidity-sensitivity (empathy);

L - gullibility - suspicion (anxiety);

M - practicality - developed imagination (creativity);

N - naivety - adherence to principles;

O - self-confidence-anxiety;

Q1 - conservatism-radicalism; Q2 - dependence on the group - independence;

Q3 - low self-control - high self-control;

Q4 - relaxation - tension.

Thomas Personality Questionnaire (identifying the degree of conflict): ________________________________

______________________________________________________________________________________________________________

Questionnaire of "Communicative" and "Organizational" inclinations (KOS): ________________________

a) Ks - 1, 2, 3, 4, 5; Level:___________________

B) OS - 1, 2, 3, 4, 5. Level: ___________________

^ 26. Test "Self-assessment": (result)__________________

_______________________________________________________

^ 27. Self-assessment of business qualities:

_______________________________________________________

______________________________________________________________________________________________________________

28. Level of claims (motor test):

_______________________________________________________

______________________________________________________________________________________________________________

^ 29. Analysis of significant personal qualities:

_______________________________________________________

______________________________________________________________________________________________________________

30. Determining the type of nervous system:

_______________________________________________________

______________________________________________________________________________________________________________

^ Results of professional diagnostics:

______________________________________________________________________________________________________________

The date: __________________________________________

Consultant: ______________________________________
^ Form 3. Sheet of conclusion of a psychologist on

professional client advice.

Surname ___________________________________________

Name _______________________________________________

Middle name ___________________________________________

Age ____________________________________________

Address of residence __________________________________

___________________________________________________

Telephone ___________________________________________

educational institution __________________________________

Class \ course \ group _________________________________

The optant (not) needs in-depth professional consultation:

Paths of professionalization:____________________________
______________________________________________________________________________________________________________

Fallback Professional Choice: __________
______________________________________________________________________________________________________________

Contraindicated areas of activity: _______________
______________________________________________________________________________________________________________

Formation of a professional plan after consultation: ______

_____________________________________________________________________________________________________________________________________________________________________

Conclusions of the psychologist-consultant: ______________________

______________________________________________________________________________________________________________

_______________________________________________________

Visa of the person who conducted psychological professional consultation, professional diagnostics _________________________________ _______________________________________________________

Date __________ Signature of professional consultant ____________

^ Form 4. An example of a report on the results

primary individual psychological

professional consultations.
As a result of the analysis of the "Maps of Primary Vocational Consultation", several situations of choosing professions were identified. Awareness about the world of professions is good, a professional plan is partially formed.

1. Based on the results of studying the leading motives, it was established that professional motives are adequately formed; the motives of one's own labor, social significance and self-affirmation in labor are more significant; the motives of professional skill are less significant.

2. The data of professional orientation on the subject of work (questionnaire DDO) show that preferences are given to the following groups of professions:

- "Man-Technology" - the greatest preference;

- "Man-Pyroda", "Man-Sign system" - preference is above average;

- "Man-Artistic image" - less preferred;

- "Man-Man" - we do not prefer.

3. The results of the study of professional orientation towards the goal of labor showed that the dominant position is occupied by the "transforming" goal of labor.

4. The need to achieve PD = 13 points, which suggests average level development of this area. There is a rather critical attitude towards oneself, towards one's capabilities, one can clearly see the setting of achievable goals for oneself. Perhaps rivalry in business where there is a desire to achieve success. Doesn't refuse help.

5. The results of cognitive interests show:

The most pronounced interests	High degree denial
1. Biology	1. Literature
2. Electrical and radio engineering	2. Lightweight and food industry
3. History	3. Journalism
4. Chemistry	4. Pedagogy
5. Military specialties	5.Fine art
6. Aviation and maritime business	6. Geography
7. Physical education and sports	7. Physics
8. Construction	8. Woodworking
9. Foreign languages	9. Metalworking
10. Economy	10. Transport
11. Performing Arts	11. Law, jurisprudence
12. Economy

6. The analysis of the data obtained characterizing the type of personality and the scope of professional activity is most consistent with the Conventional type - the most preferred are such specialties as an accountant, merchandiser, economist, clerk.

7. According to the results of determining professional preferences, the sphere of technical interests is more attractive.

8. Based on the results of the Holland questionnaire, the occupational code ESC was determined. This means that the subject is close to professions in the field of trade and entrepreneurship, less interesting - in the social sphere and not at all interested in traditional professions.

9. The data obtained for the evaluation of communicative and organizational inclinations characterize their average level in a person.

10. The level of self-esteem is average, characterized as follows: a person respects himself, he knows his weaknesses and strives for self-improvement, self-development. Such a self-assessment is best for specific conditions and situations.

11. The level of claims is moderate, successfully solves a range of tasks of medium complexity, without striving to improve their achievements and move on to more complex goals.

12. In conflict situation seeks a compromise.
^ Conclusion:

Optant does not need in in-depth professional consultation.

Date ____________________ 200_

Psychologist-professional consultant: _____________________

Methodology of E. Bazhin (1984) developed on the basis of D. Rotter's locus of control scale. This experimental psychological technique is a tool for identifying indicators of the level of subjective control as a quality that characterizes a person's tendency to attribute responsibility for the results of their activities to external forces or their own abilities and efforts.

Method for studying the level of subjective control (USK) suitable for use in clinical psychodiagnostics, in professional selection, family counseling, in schools when examining students (starting from the 9th grade), etc. Developed at the Leningrad Psychoneurological Institute. V. M. Bekhtereva.
For the first time, such methods were tested in the 60s in the United States. The most famous of them is the J. Rotter locus of control scale. This scale is based on two fundamental provisions.
1. People differ among themselves in how and where they localize control over significant events for themselves. Two polar types of such localization are possible: external and internal. In the first case, a person believes that the events happening to him are the result of the action of external forces - chance, other people, etc. In the second case, a person interprets significant events as the result of his own activity. Each person has a certain position on a continuum that extends from the external to the internal type.
2. The locus of control characteristic of the individual is universal in relation to any types of events and situations that he has to face. The same type of control characterizes the behavior of a given individual both in the event of failures and in the sphere of achievements, and this applies to different degrees to different areas of social life.
Experimental work has established the relationship of various forms of behavior and personality parameters with externality-internality. Conformal and compliant behavior is more characteristic of people with an external locus. Internals, unlike externals, are less inclined to submit to the pressure of others, to resist when they feel that they are being manipulated; they react more strongly than externals to the loss of personal freedom. Individuals with internal loci of control perform better alone than under supervision or videotape. The opposite is true for externals.
Internals and externals differ in the ways of interpreting different social situations, in particular, in the ways of obtaining information and in the mechanisms of their causal explanation. Internals are more actively searching for information and are usually more aware of the situation than externals. In the same situation, internals attribute greater responsibility to the individuals involved in the situation. Internals avoid situational explanations of behavior to a greater extent than externals.
Studies linking internality-externality with interpersonal relationships have shown that internals are more popular, more sympathetic, more self-confident, and more tolerant. There is a connection between high internality and positive self-esteem, with greater consistency between the images of the real and the ideal "I". Internals were found to be more active than externals in relation to their health: they are better informed about their condition, take more care of their health, and seek preventive care more often.
Externality correlates with anxiety, depression, and mental illness.
Internals prefer non-directive methods of psycho-correction; externals are subjectively more satisfied with behavioral methods.
The most important dynamic characteristic of a developing personality is the tendency to take responsibility. It has been established that many problems of teaching and educating students are associated with "learned helplessness". It develops in those cases when a person is convinced of his inability to control and change the situation, and it becomes “obvious” for him that the causes of what is happening lie outside the field of his activity. And this, in turn, leads to a decrease in self-esteem and a refusal to take action.
The central psychological process of adolescence - the formation of self-identity - also correlates with the development of a person's ability to ascribe responsibility for the results of their activities. High levels of self-identity indicate a person's ability to take on difficult life situations responsibility for oneself. Low levels of self-identity, characterized by the presence of various psychological problems, are associated with the tendency to attribute responsibility to external forces.
The USK questionnaire consists of 44 items. Unlike the school of J. Rotter, it includes items that measure externality-internality in interpersonal and family relationships; it also includes items that measure CFR in relation to illness and health.
To increase the range of possible applications of the questionnaire, it was designed in two versions, differing in the format of the respondents' answers. Option A, intended for research purposes, requires a response to
6-point scale (-3, -2, -1, +1, +2, +3), in which the answer "+3" means "strongly agree", "-3" - "strongly disagree" with this item . Option B, intended for psychodiagnostics, requires answers on a binary scale "agree - disagree".

Instruction.“We ask you to answer each of the 44 items of the questionnaire using the answer options ¾ “agree”, “disagree”.

You answer by putting a “+” sign in the required column ¾ agree,
"-" ¾ disagree.

Questionnaire text

1. Promotion depends more on luck than on the ability and effort of a person.
2. Most divorces happen because people didn't want to fit in with each other.
3. Illness is a matter of chance; If you are destined to get sick, then nothing can be done.
4. People find themselves lonely because they themselves do not show interest and friendliness to others.
5. The fulfillment of my desires often depends on luck.
6. It is useless to make efforts in order to win the sympathy of other people.
7. External circumstances - parents and well-being - affect family happiness no less than the relationship of spouses.
8. I often feel like I have little influence on what happens to me.
9. As a rule, management is more effective when it fully controls the actions of subordinates, and does not rely on their independence.
10. My grades in school often depended on random circumstances (for example, on the mood of the teacher) than on my own efforts.
11. When I make plans, I generally believe that I can carry them out.
12. What many people think is luck or good luck is actually the result of long, focused efforts.
13. I think that the right lifestyle can help health more than doctors and medicines.
14. If people do not fit together, then no matter how hard they try, they will still not be able to establish family life.
15. The good that I do is usually appreciated by others.
16. Children grow up the way their parents raise them.
17. I think that chance or fate does not play an important role in my life.
18. I try not to plan too far ahead because a lot depends on how things turn out.
19. My grades in school depended most of all on my efforts and degree of preparedness.
20. In family conflicts, I often feel guilty for myself than for the opposite side.
21. The life of most people depends on a combination of circumstances.
22. I prefer leadership where you can decide for yourself what to do and how to do it.
23. I think that my lifestyle is in no way the cause of my illnesses.
24. As a rule, it is an unfortunate set of circumstances that prevents people from succeeding in their business.
25. In the end, the people who work in it are responsible for the poor management of the organization.
26. I often feel that I can’t change anything in the existing relationships in the family.
27. If I really want, I can win over almost anyone.
28. The rising generation is affected by so many different circumstances that the efforts of parents to educate them are often futile.
29. What happens to me is the work of my own hands.
30. It is difficult to understand why leaders act in this way and not otherwise.
31. A person who could not succeed in his work, most likely did not show enough effort.
32. More often than not, I can get what I want from my family members.
33. In the troubles and failures that were in my life, other people were more often to blame than myself.
34. A child can always be protected from colds if he is monitored and dressed correctly.
35. In difficult circumstances, I prefer to wait until problems resolve themselves.
36. Success is the result of hard work and little depends on chance or luck.
37. I feel that the happiness of my family depends on me more than on anyone else.
38. It has always been difficult for me to understand why some people like me and others don't like me.
39. I always prefer to make a decision and act on my own, rather than relying on the help of other people or on fate.
40. Unfortunately, the merits of a person often remain unrecognized, despite all his efforts.
41. In family life there are situations that cannot be resolved even with the most strong desire.
42. capable people Those who failed to realize their potential should only blame themselves for this.
43. Many of my successes were only possible with the help of other people.
44. Most of the failures in my life came from inability, ignorance or laziness and depended little on luck or bad luck.

Processing completed answers should be carried out according to the keys below, summing up the answers to the items in the “+” columns with their own sign and the answers to the items in the “–” columns with the opposite sign.

Key

1. io

As shown by studies conducted on normal subjects, the answers to all items of the questionnaire have a sufficient spread: none of the halves of the scale was chosen less often than in 15% of cases. The results of filling out the questionnaire by individual subjects are converted into a standard system of units - walls and can be visually represented in the form of a subjective control profile.
Indicators of the USK questionnaire organized in accordance with the principle of the hierarchical structure of the activity regulation system - in such a way that they include a generalized indicator of an individual USC, invariant to particular situations of activity, two indicators of an average level of generality and a number of situational indicators.
1. Scale of general internality (Io). A high score on this scale corresponds to high level subjective control over any significant situations. Such people believe that most important events in their lives was the result of their own actions, that they can control them, and thus they feel their own responsibility for these events and for how their life as a whole develops. A low score on the Io scale corresponds to a low level of subjective control. Such subjects do not see the connection between their actions and the events of their lives that are significant for them, do not consider themselves capable of controlling their development and believe that most of them are the result of a case or the actions of other people.
2. Scale of internality in the field of achievements (ID). High scores on this scale correspond to a high level of subjective control over emotionally positive events and situations. Such people believe that they themselves have achieved all the good things that have been and are in their lives, that they are able to successfully pursue their goals in the future. Low performance on the Id scale indicate that a person attributes his successes, achievements and joys to external circumstances - luck, good fortune or the help of other people.
3. Scale of internality in the field of failures (In). High scores on this scale indicate a developed sense of subjective control over negative events and situations, which manifests itself in a tendency to blame oneself for various troubles and suffering. Low Ying scores indicate that the subject is inclined to attribute responsibility for such events to other people or to consider them the result of bad luck.
4. Scale of internality in family relations (IS). High IS values mean that a person considers himself responsible for the events taking place in his family life. Low IC scores indicate that the subject considers not himself, but his partners to be the cause of significant situations that arise in his family.
5. Scale of internality in the field of industrial relations (IP). High rates of Ip indicate that a person considers his actions an important factor in organizing his own production activities, in developing relationships in a team, in his promotion, etc. Low rates of Ip indicate that the subject is inclined to attribute more importance to external circumstances - management, workmates, luck or bad luck.
6. Scale of internality in the region interpersonal relationships(Them), the degree of responsibility for relationships with other people.
7. Scale of internality in the relationship of health and disease (From). High I values indicate that the subject considers himself largely responsible for his health: if he is sick, he blames himself for this and believes that recovery largely depends on his actions. A person with low I considers health and illness to be the result of an accident and hopes that recovery will come as a result of the actions of other people, primarily doctors.
The validity of the CSC scales is demonstrated by their associations with other personality characteristics measured, in particular, using . A person with low subjective control (who believes that he has little influence on what happens to him, and tends to consider his successes and failures as a consequence of external circumstances) is emotionally unstable (factor -C), prone to informal behavior (factor -G), uncommunicative (factor +Q), he has poor self-control (factor -Q3) and high tension (factor +Q4). A person with a high subjective control index has emotional stability (factor +C), perseverance, determination (factor +G), sociability (factor -Q2), good self-control (factor +Q3) and restraint (factor -Q4). It is essential that intelligence (factor B) and many factors associated with extroversion - introversion do not correlate either with Io or with the situational characteristics of subjective control.
Subjective control over positive events (achievements, successes) is more correlated with the strength of the ego (factor + C), self-control (factor + Q3), social extraversion (factors + A; -Q2) than subjective control over negative events (troubles, failures). On the other hand, people who do not feel responsible for failures are more likely to be more practical, businesslike (factor -M) than people with strong control in this area, which is not typical for subjective control over positive events.

Method 31. "Analysis of significant personal qualities"

How are you different from others?

In what ways are you superior to your peers?

How are you behind them?

Questionnaire text

Read also