Instructions. Statements will be read out to you, you need to write down their numbers and one of three answer options: yes, no, I don’t know, which is more consistent with your behavior in a similar situation. You need to answer quickly, without hesitation.

I usually expect success in my affairs.

Most of the time I am in a depressed mood.

Most guys consult with me (consider me).

I lack self-confidence.

I'm about as capable and resourceful as most of the people around me (the kids in the class).

At times I feel like no one needs me.

I do everything well (any task).

It seems to me that I will achieve nothing in the future (after school).

In any case, I consider myself right.

I do a lot of things that I later regret.

When I hear about the success of someone I know, I feel it as my own failure.

It seems to me that others look at me judgmentally.

I don't worry much about possible failures.

It seems to me that various obstacles that cannot be overcome are preventing me from successfully completing assignments or tasks.

I rarely regret what I've already done.

The people around me are much more attractive than myself.

I think that someone always needs me.

It seems to me that I do much worse than others.

I'm more often lucky than unlucky.

In life I am always afraid of something.

Processing the results. The number of consents under odd numbers is counted, from which the number of consents under even numbers is subtracted. A result from -10 to -4 – low self-esteem. From -3 to +3 – average self-esteem, from 4 to 10 – high self-esteem.

Test "Map of Interests"

Instructions. Answer quickly without hesitation. The correct answer is the one that comes to mind first. Possible answers:

I like it very much (++);

Like (+);

I do not like (-);

I don't like it at all (--).

Do you like? Do you like it? Do you want?

Learn about advances in the automotive industry.

Learn about discoveries in chemistry, about the life and work of outstanding chemists.

Learn about animal life and plants.

Learn about how people have learned to fight diseases, about advances in the field of medicine.

Get to know different countries using descriptions and geographical maps.

Be interested in the history of the development of art, listen to classics, jazz music.

Take an interest in the work of a teacher or psychologist.

Be interested in the art of cooking, interior design, designing clothes, cars and other automotive equipment.

Learn about human rights issues.

Be interested in popular science literature about physical discoveries.

Find out the structure of machines and mechanisms.

Attend computer and office equipment exhibitions.

Conduct chemistry experiments and monitor the progress of a chemical reaction.

Study botany, zoology, biology,

Get acquainted with the structural features and functions of the human body.

Learn about exploration of new mineral deposits, study minerals.

Discuss current political events in the country and abroad.

Get acquainted with literary critical articles.

Discuss films, theatrical performances, art exhibitions, think about the aesthetic side.

Be interested in the inner world of a person, find out the reasons for actions, help in overcoming difficulties.

Take care of the comfort in your home, classroom, and arrange interior elements to your liking.

Meet with military equipment, special equipment of the Ministry of Emergency Situations, intelligence equipment of the FSB, etc. Read about the life and work of great intelligence officers.

Be interested in legal literature.

Conduct experiments in physics.

Solve math problems.

Do car work in a club or section.

Work on computer.

Prepare solutions, weigh reagents.

Take care of plants, monitor their growth, conduct observations, work in the garden, in the vegetable garden.

Study the causes of various diseases.

Be interested in the environmental situation in the region, in the country, in the world.

Study the history of the emergence of peoples and states.

Write articles for the school newspaper, participate in the work of the editorial board, cultural events

Recite, sing, perform on stage.

Work with children, resolve conflicts, find a way out.

Sewing, knitting, cooking, crafting, repairing household appliances, devices, furniture, etc.

Take part in military sports competitions.

Get acquainted with the constitutional structure of various states.

Participate in a physical circle.

Study in a math club.

Repair auto and motorcycle equipment.

Understand computer programs.

Study in a chemistry club.

Study in a biology club.

Get to know the work of a nurse and doctor.

Draw up geological and geographical maps.

Visit historical museums and get acquainted with cultural monuments.

Express your thoughts, observations in writing, keep a diary.

Study in a drama club.

Explain to your comrades the procedure for completing educational tasks.

Provide people with various services (printing a PC report, etc.).

Watch TV programs about military service, the work of the FSB and rescuers, the Ministry of Internal Affairs.

Be interested in the content of the Criminal Code, Code of Administrative Offenses, Civil Code, etc.

Participate in physical olympiads.

Participate in math competitions.

Participate in auto and motorsports competitions.

Participate in chemical olympiads.

Participate in computer science Olympiads.

Participate in biological olympiads.

Caring for the sick, being interested in the effect of medications on the human body depending on the disease.

Conduct topographic surveys of the area.

Give reports on historical events.

Study in a literary and linguistic circle.

Play musical instruments, draw, design, etc.

Perform the work of the class leader, leaders (organizers) responsible for the sectors.

Take care of saving the family budget, advise parents.

Attend military schools, educational institutions of the Ministry of Emergency Situations, the Ministry of Internal Affairs.

Prepare legal reports on legal topics.

Make presentations on new physical discoveries.

Organize math competitions.

Study the structure and principle of operation of components and assemblies of motor vehicles.

Study the structure and operating principle of computer and office equipment.

Take part in chemistry clubs, evenings dedicated to issues in the field of chemistry.

Conduct experiments in biology.

Study the painful conditions of people, provide first aid.

Participate in environmental and geographical expeditions, monitor the environmental situation (water intakes).

Study the history of your native land.

Participate in the preparation and writing of scripts for KVN, etc.

Take part in amateur artistic activities.

Organize games for younger children and peers.

During hikes, prepare food, take photographs, provide service, and provide comfort.

Study military affairs.

Be interested in new regulations and peculiarities of legislation.

I – Physics

II – Mathematics

III – Avtodelo

IV – Computer and office equipment

V – Chemistry

VI – Biology and Agriculture

VII – Medicine

VIII – Geography, ecology

IX - History

X – Philology, journalism

XI - art

XII - pedagogy

XIII – work in the service sector

XIV – military affairs, Ministry of Emergency Situations

Research results

So, testing was carried out with all students using the following methods: “Study of general self-esteem using the questionnaire of G.N. Kazantseva”, Methodology for identifying “communicative and organizational inclinations” (kos-2), L. Mikhelson test (translation and adaptation by Yu.Z. Gilbukh).

After conducting all the planned tests with the subjects, we obtained the following results (Appendix 2).

Using the method “Studying general self-esteem using the questionnaire of G.N. Kazantseva” Of all the students in grades 5 “A” and “B,” seven people have a high level of self-esteem, which is 35% of the total number of subjects in these classes. In the 6th grade, three teenagers showed a high level of self-esteem, which amounted to 15% of the parallel students. In 7th grade, four teenagers showed a high level of self-esteem - 20%, respectively.

These guys have inappropriately high self-esteem, since they showed test results in the range from +4 to +10. These teenagers are arrogant in their behavior with their peers. Teenagers with inadequately high self-esteem are very mobile, unrestrained, quickly switch from one type of activity to another, and often do not finish the job they start. They are not inclined to analyze the results of their actions and deeds; they try to solve any problems, including very complex ones, “on the fly” and at the same time are not aware of their own failures. They always try to be visible, to stand out from others, they advertise their knowledge and skills, trying in every possible way to attract attention to themselves, sometimes violating discipline (for example, shouting something from their seats).

Five fifth-grade teenagers have average (adequate) self-esteem - 25% of students, since they showed test results in the range from -3 to +3. In the sixth grade, twelve children showed an average level of self-esteem, which amounted to 60% of all students in these classes. Eleven seventh-graders also noted an average level of self-esteem, which amounted to 55% of students.

These teenagers are friendly and sociable, self-confident and active, and, most interestingly, they tend to analyze the results of their activities. Teenagers with adequate self-esteem are persistent in achieving goals, quickly switch from one activity to another, strive to cooperate and help others.

Enough a large number of 5th grade students, namely 8 people have low level self-esteem, which is 40% of all fifth-graders studied. Five teenagers in the 6th and 7th grades each noted a low level of self-esteem, which amounted to 25% of students in these classes.

These teenagers have low self-esteem, since they showed test results in the range from -4 to -10. Teenagers with low self-esteem are indecisive, uncommunicative, distrustful, silent, anxious, unsure of themselves, and constrained in their movements. They are not able to stand up for themselves, are very sensitive, do not strive for contacts, and find it difficult to join in general activities. Such teenagers are characterized by a desire to avoid failure, so they have little initiative, and failure in any activity immediately leads to a complete abandonment of it.

Fig.1 Data from the ascertaining experiment in grades 5, 6 and 7 using the method: “Studying general self-esteem using the questionnaire of G.N. Kazantseva.”

From Figure 1 it is clear that the data on the level of self-esteem in the 5th, 6th and 7th grades are different, but, nevertheless, based on these results we can form 2 groups according to the level of self-esteem.

Thus, further all teenagers, regardless of class, who showed low and inadequately high levels of self-esteem will form the experimental group of subjects, and teenagers with adequate self-esteem will be included in the control group.

Among the students in the experimental group, not a single student showed the highest level of communicative inclinations; one person has a high level of manifestation of communicative inclinations, which is only 3% of the total number of subjects in the group. This teenager does not get lost in a new environment, quickly makes friends, and strives to expand the circle of his acquaintances.

Fifteen teenagers showed an average level of manifestation of communicative inclinations - 46% of students. These teenagers strive for contact with people and defend their interests, but the potential of their inclinations is not highly stable. Further educational work is required to form and develop these personality traits.

Seven teenagers in the group - 21% - have a low level of manifestation of communicative inclinations. They do not strive for communication; they prefer to spend time alone with themselves. They feel constrained in a new company or team. Have difficulty establishing contacts with people. They don’t defend their opinions and take grievances hard. They rarely take initiative and avoid making independent decisions.

Ten teenagers in the experimental group showed a very low level of manifestation of communicative tendencies, which amounted to 30% of all subjects.

Fig.2

From Figure 2 it can be seen that the majority of adolescents in the experimental group have an average level of manifestation of communicative inclinations.

The main group consists of adolescents with very low and low levels of manifestation of communicative inclinations. Only one teenager in this group showed a high level of manifestation of communicative tendencies.

In the control group the situation is exactly the opposite. Not a single teenager showed low or very low levels of communicative tendencies.

Eight teenagers showed an average level of manifestation of communicative inclinations, which amounted to 30% of students. They strive for contacts with people, defend their own, but the potential of their inclinations is not highly stable. Further educational work is required to form and develop these personality traits.

Twelve people showed a high level of manifestation of communicative inclinations - 44%. These teenagers do not get lost in a new environment, quickly find friends, strive to expand the circle of their acquaintances, help relatives and friends, show initiative in communication, and are able to make decisions in difficult, non-standard situations.

The highest level of manifestation of communicative tendencies was shown by seven people, which amounted to 26% of all adolescents in this group. This indicates that adolescents have developed a need for communicative activities. They quickly navigate difficult situations. They behave at ease in a new team.

Fig.3

From Figure 3 it is clear that the main group of adolescents in the control group has high and higher levels of manifestation of communicative inclinations.

A smaller number are teenagers with an average level of manifestation of communicative inclinations.

In the experimental group, eighteen people showed a predominance of dependent type of communication, which amounted to 55% of all adolescents in this group.

Fig.4

Fourteen people in the group noted the predominance of an aggressive type of communication - 42% of adolescents. And one teenager in this group has a competent type of communication, which is 3%.

From Figure 4 it can be seen that the majority of adolescents in the experimental group have a dependent type of communication. A slightly smaller number of students noted an aggressive type of communication. Only one teenager in this group showed a competent type of communication.

In the control group, the dependent type of communication was noted by one teenager, which amounted to 4% of the entire group. The remaining 26 adolescents showed a predominantly competent type of communication - 96%. None of the subjects in this group showed an aggressive type of communication.

Fig.5

From Figure 5 it is clear that the absolute majority of adolescents in the control group have a competent, and therefore correct type communication. Only one teenager in this group showed a dependent type of communication.

So, based on the data that was obtained as a result of the ascertaining experiment, we can conclude that as a result of dividing adolescents into 2 groups according to the level of self-esteem, a certain pattern was identified in the indicators of communicative competence. Thus, adolescents with low and high self-esteem have low rates of manifestation of communicative inclinations and the wrong type of communication - dependent or aggressive. Adolescents with adequate self-esteem note high rates of manifestation of communicative inclination and a competent type of communication. Therefore, we will try to assume that the use of a correction program will give us the opportunity to change the level of self-esteem of adolescents in the experimental group, which, in turn, should affect the communicative competence of adolescents.

Chapter 2 Conclusion

Before the actual research, the purpose and objectives of the upcoming work were determined. Next, the stages of the pilot study were highlighted. Methods were selected in accordance with the purpose and objectives of the experimental work. After preliminary preparation, a confirmatory experiment was conducted to determine the level of self-esteem and level of communicative competence of adolescents.

After selecting the methodological base, a description of the research methods was given. For research work The following methods were selected:

1. “Study of general self-esteem using the questionnaire of G.N. Kazantseva.”

2. Methodology for identifying “communicative and organizational inclinations” (kos-2).

3. Test by L. Michelson (translation and adaptation by Yu.Z. Gilbukh).

Using the method “Studying general self-esteem using the questionnaire of G.N. Kazantseva” among 5th grade students, 35% of teenagers, in 6th grades - 15% of teenagers, in 7th grades - 20% of teenagers have a high level of self-esteem.

25% of 5th grade students, 60% of all sixth grade students and 55% of seventh grade students have average (adequate) self-esteem.

40% of 5th grade teenagers and 25% of 6th and 7th grade students each showed low levels of self-esteem.

Based on these results, 2 groups were formed according to the level of self-esteem: experimental - adolescents with low and inadequately high self-esteem, control - adolescents with adequate self-esteem.

According to the method of identifying “communicative inclinations” (kos-2) in the experimental group, the results are as follows: a high level of manifestation of communicative inclinations - 3%, an average level of manifestation of communicative inclinations - 46% of students, 21% have a low level of manifestation of communicative inclinations, a very low level of manifestation 30% of all subjects showed communicative inclinations.

In the control group, the results are as follows: the average level of manifestation of communicative inclinations was shown by 30% of students, the high level of manifestation of communicative inclinations was shown by 44%, the highest level of manifestation of communicative inclinations was shown by 26% of all adolescents in this group.

According to the “Mikhelson Test of Communication Skills (adapted by Yu.Z. Gilbukh)” method, 55% of the experimental group showed a predominance of a dependent type of communication, a predominance of an aggressive type of communication - 42% of adolescents, and a competent type of communication was shown by 3%.

In the control group, 4% of adolescents showed a dependent type of communication, and 96% showed a competent type of communication.

Instructions. “Some provisions will be read to you. You need to write down the position number and against it - one of three answer options: “yes” (+), “no” (-), “I don’t know” (?), choosing the answer that most closely matches your own behavior in similar situation. You need to answer quickly, without thinking.”
Questionnaire text.
1. I usually expect success in my affairs.
2. Most of the time I am in a depressed mood.
3. Most guys consult with me (consider me).
4. I lack self-confidence.
5. I am about as capable and resourceful as most of the people around me (the kids in the class).
6. At times I feel like no one needs me.
7. I do everything well (any task).
8. It seems to me that I will achieve nothing in the future (after school).
9. In any matter, I consider myself right.
10. I do a lot of things that I later regret.
11. When I learn about the success of someone I know, I feel it as my own defeat.
12. It seems to me that others look at me disapprovingly.
13. I am little worried about possible failures.
14. It seems to me that various obstacles that I cannot overcome are preventing me from successfully completing assignments or tasks.
15. I rarely regret what I have already done.
16. The people around me are much more attractive than I am.
17. I myself think that someone always needs me.
18. It seems to me that I am doing much worse than others.
19. I am more often lucky than unlucky.
20. In life I am always afraid of something.

Processing the results. The number of agreements (“yes”) under odd numbers is counted, then the number of agreements with provisions under even numbers is counted. The second result is subtracted from the first result. The final result can be in the range from -10 to +10.
A score from -10 to -4 indicates low self-esteem.
Result from -3 to +3 about average self-esteem.
A result from +4 to +10 indicates high self-esteem.

^ Studying the self-esteem of a high school student’s personality
Instructions. We bring to your attention a series of judgments. There are five possible answers. Please select one of them for each judgment and mark it in the appropriate box.

^ Emotion Test(Bass-Darkey test modified by G.V. Rezapkina)
Target. Diagnosis of various forms of aggressive behavior.
Instructions. Everyone has found themselves in a situation where it is difficult to control their emotions. Read the statements. If you react in a similar way, mark the question number on the form. (Answer "Yes" or "No" to the following questions.)

Test

1. If I get angry, I might hit someone.
2. Sometimes I get so irritated that I throw something.
3. I get irritated easily, but calm down quickly.
4. Until I am asked in a good way, I will not fulfill the request.
5. It seems to me that fate is unfair to me.
6. I know that people talk about me behind my back.
7. I can’t resist arguing if people don’t agree with me.
8. I have had to fight more than once.
9. When I get irritated, I slam doors.
10. Sometimes people irritate me simply by their presence.
11. I break laws and rules that I don’t like.
12. Sometimes envy gnaws at me, although I don’t show it.
13. I think that many people don't like me.
14. I demand that people respect my rights.
15. I know people who can bring me to a fight.
16. Sometimes I express my anger by banging on the table.
17. I often feel like I could explode like a powder keg.
18. If someone tries to command me, I act against him.
19. I am easily offended.
20. Many people envy me.
21. If I'm angry, I may swear.
22. If they don’t understand the words, I use force.
23. Sometimes I grab the first object that comes to hand and break it.
24. I can be rude to people I don't like.
25. When people talk down to me, I don’t want to do anything.
26. I usually try to hide my bad attitude towards people.
27. Sometimes it seems to me that they are laughing at me.
28. If someone annoys me, I say everything I think about him.
29. I respond to a blow with a blow.
30. When arguing, I often raise my voice.
31. I get irritated over little things.
32. I try to put someone who likes to command in his place.
33. I deserve more praise and attention than I receive.
34. I have enemies who would like to harm me.
35. I can make threats, although I am not going to carry out the threats.
Processing the results.

Key to the test

Scales Questions
F 1 8 15 22 29
TO 2 9 16 23 30
R 3 10 17 24 31
N 4 11 18 25 32
ABOUT 5 12 19 26 33
P 6 13 20 27 34
WITH 7 14 21 28 35

For each match with the key, (1) point is awarded. A match with the key is considered to be the answer “Yes” to the questions in the table above. First, the scores for each of the seven scales are summed.

Study of adolescent self-esteem (questionnaire by G.N. Kazantseva)

INSTRUCTIONS FOR TEST TESTS

Some provisions will be read to you. You need to write down the position number and against it one of three answer options: “yes” (+), “no” (–), “I don’t know” (?), choosing the option that most closely matches your own behavior in a similar situations. You need to answer quickly, without hesitation.

TEST MATERIAL

• 1. I usually expect success in my affairs.
• 2. Most of the time I am in a depressed mood.
• 3. Most guys consult with me (consider me).
• 4. I lack self-confidence.
• 5. I am about as capable and resourceful as most of the people around me (the kids in the class).
• 6. At times I feel like no one needs me.
• 7. I do everything well (any task).
• 8. It seems to me that I will achieve nothing in the future (after school).
• 9. In any matter, I consider myself right.
• 10. I do a lot of things that I later regret.
• 11. When I learn about the success of someone I know, I feel it as my own defeat.
• 12. It seems to me that others look at me disapprovingly.
• 13. I am little worried about possible failures.
• 14. It seems to me that various obstacles that I cannot overcome are preventing me from successfully completing assignments or tasks.
• 15. I rarely regret what I have already done.
• 16. The people around me are much more attractive than I am.
• 17. I think that someone constantly needs me.
• 18. It seems to me that I am doing much worse than others.
• 19. I am more often lucky than unlucky.
• 20. In life I am always afraid of something.

PROCESSING RESULTS

The number of agreements (“yes”) under odd numbers is counted, then the number of agreements with provisions under even numbers is counted. The second result is subtracted from the first result. The final result can be in the range from – 10 to +10. Result:

• from – 10 to –4 indicates low self-esteem;
• from –3 to +3 – about average self-esteem;
• from +4 to +10 – about high self-esteem.

Identification of temperament type (Eysenck test)

The development of the methodology is based on the fact of repetition of a set of similar general psychological types in various author’s classifications (Cettell, Leongard, Eysenck, Lichko, etc.). The proposed methodology contains the Eysenck questionnaire (teenage version), classification depending on the ratio of the results of the neuroticism scale and the introversion scale, a verbal description of the characteristics of each type and the main direction of the tactics of relationships with adolescents of each type.

Used as main Eysenck test (adolescent version), a scale for grading results and developed typological characteristics and recommendations for correction. The technique is designed for subjects aged 12 to 17 years. Accordingly, it can be used:

• when forming class teams;
• when introducing a teacher or educator to newly admitted teenagers to a class or group;
• in the activities of employment service workers and human resources departments when hiring teenagers;
• in the professional selection of young people for various types of professions (in particular, for professions of the “person-to-person” type);
• in professional selection of production groups in order to achieve optimal business and social cooperation;
• in sports practice when selecting teams;
• in pedagogical practice in order to correct relationships in the “student-teacher” and “student-class” systems.

The work takes place in several stages:

• 1. Carrying out the Eysenck test.
• 2. Calculation of results.
• 3. Gradation of results according to the type table.
• 4. Selection of data where the score on the “False” scale is greater than five.

Instructions for the psychologist: the subject must answer “yes” or “no” to the proposed questions without hesitation. The answer is entered on the questionnaire under the appropriate number.

EYSENCK QUESTIONNAIRE

• 1. Do you like noise and bustle around you?
• 2. Do you often need friends who could support you?
• 3. Do you always find a quick answer when you are asked for something?
• 4. Does it ever happen that you are irritated by something?
• 5. Do your mood often change?
• 6. Is it true that you find it easier and more enjoyable with books than with guys?
• 7. Do different thoughts often prevent you from falling asleep?
• 8. Do you always do as you are told?
• 9. Do you like to make fun of someone?
• 10. Have you ever felt unhappy, although there was no real reason for this?
• 11. Can you say about yourself that you are a cheerful, lively person?
• 12. Have you ever broken the rules of behavior at school?
• 13. Is it true that you are often irritated by something?
• 14. Do you like to do everything at a fast pace? (If, on the contrary, you are inclined to take your time, answer “no.”)
• 15. Are you worried about all sorts of terrible events that almost happened, although everything ended well?
• 16. Can you be trusted with any secret?
• 17. Can you easily add some life to a boring group of peers?
• 18. Does it ever happen that your heart beats strongly for no reason (physical activity)?
• 19. Do you usually take the first step in order to make friends with someone?
• 20. Have you ever told a lie?
• 21. Do you get upset easily when you and your work are criticized?
• 22. Do you often joke and tell funny stories to your friends?
• 23. Do you often feel tired?
• 24. Do you always do your homework first, and everything else later?
• 25. Are you usually cheerful and happy with everything?
• 26. Are you touchy?
• 27. Do you really like to communicate with other guys?
• 28. Do you always fulfill your family’s requests for help with housework?
• 29. Do you ever get dizzy?
• 30. Does it ever happen that your actions and actions put other people in an awkward position?
• 31. Do you often feel that you are tired of something?
• 32. Do you like to brag sometimes?
• 33. Do you most often sit and remain silent when you find yourself in the company of strangers?
• 34. Do you sometimes worry so much that you can’t sit still?
• 35. Do you usually make decisions quickly?
• 36. Do you never make noise in class, even when there is no teacher?
• 37. Do you often have scary dreams?
• 38. Can you give free rein to your feelings and have fun with friends?
• 39. Are you easily upset?
• 40. Have you ever spoken badly about someone?
• 41. Is it true that you usually speak and act quickly, without particularly stopping to think?
• 42. If you find yourself in a stupid situation, do you worry for a long time?
• 43. Do you really like noisy and fun games?
• 44. Do you always eat what is served to you?
• 45. Do you find it difficult to answer “no” when you are asked for something?
• 46. ​​Do you like to visit often?
• 47. Are there times when you don’t want to live?
• 48. Have you ever been rude to your parents?
• 49. Do guys consider you a cheerful and lively person?
• 50. Do you often get distracted when doing your homework?
• 51. Do you sit and watch more often than take an active part in the general fun?
• 52. Do you usually find it difficult to fall asleep because of different thoughts?
• 53. Are you ever absolutely sure that you can cope with the task that you have to do?
• 54. Do you sometimes feel lonely?
• 55. Are you embarrassed to be the first to talk to new people?
• 56. Do you often realize when it’s too late to fix something?
• 57. When one of the guys shouts at you, do you also shout back?
• 58. Does it happen that you sometimes feel happy or sad for no reason?
• 59. Do you find it difficult to truly enjoy the lively company of your peers?
• 60. Do you often have to worry because you did something without thinking?

KEY

Extraversion (E)		Neuroticism (N)
1, 3, 9, 11, 14, 17, 19, 22, 25, 27, 30, 35, 38. 41, 43, 46, 49, 53, 57	6, 33, 51, 55,	2, 5, 7, 10, 13, 15, 18, 21, 23, 26, 29, 31, 34, 37, 39, 42, 45, 47, 50, 52, 54, 56, 58, 60		8, 16, 24, 28, 36, 44	4, 12, 20, 32, 40, 48

Standards for adolescents 12–17 years old to classify them as a certain type of temperament (Table 3.3): extraversion (E) – 11–14 points, “lying” – 4–5 points, neuroticism (N) – 10–15 points.

Table 3.3

Temperament type

	Eysenck test data			Eysenck test data

SPECIFIED TYPES AND WAYS OF CORRECTION

Type No. 1 (E: 0 – 4; N: 0 – 4)

Serene, peaceful, unperturbed. He is modest in the group. He doesn’t force friendship, but he doesn’t reject it either if it’s offered to him. Tends to be stubborn if he feels he is right. Not funny. The speech is calm. Patient. Cold-blooded.

Ways of correction. Educators are little bothered, which means they always suffer from the inattention of teachers, coaches, and bosses. The main thing in the approach is to increase self-esteem by attracting the attention of the group to to this person. It is desirable that the individual has the opportunity to choose the pace of work. Emphasize the value of such qualities as modesty and composure.

Type No. 2 (E: 20 – 24; N: 0 – 4)

Characterological manifestations. Joyful, sociable, talkative. Loves to be seen. Optimist, believes in success. Superficial Easily forgives insults and turns conflicts into a joke. Impressive, loves novelty. Enjoys universal love, but is superficial,

careless Whimsical. Artistic. Does not know how to achieve results (gets carried away, but quickly cools down).

Ways of correction. Encourage hard work, use natural artistry and a penchant for novelty. It is advisable to gradually teach perseverance, discipline, and organization (for example, by offering original tasks). It is recommended to help organize time (with club work, participation in expeditions, etc.).

Type No. 3 (E: 20 – 24; N: 20 – 24)

Characterological manifestations. Active, has well-developed fighting qualities. Mocking. Strives to communicate with everyone “as equals.” Very ambitious. In case of disagreement with the position of a senior person, he takes an actively opposing position. Can't stand indifference addressed to him.

Ways of correction. The main tactic is emphasized respect. Relationships should be built on conviction, a calm, friendly tone of communication. With affective behavior, an ironic reaction is possible. You should not “sort things out” at the time of conflict. It is better to discuss problems later in a calm situation, while it is advisable to focus attention on the problem and the possibility of solving it without much effort. emotional stress. Teenagers of this type need the opportunity to demonstrate organizational abilities, as well as realize their energy potential (sports achievements, etc.).

Type No. 4 (E: 0 – 4; N: 20 – 24)

Characterological manifestations. Restless, wary, unsure of himself. Looking for custody. Unsociable, therefore has biased assessments and self-esteem. Highly vulnerable. Adaptation takes a long time, so actions are slow. Does not like an active lifestyle. Contemplator. Often inclined towards philosophy. Easily dramatizes the situation.

Ways of correction. Strive to support and protect from ridicule. Highlight positive aspects (thoughtfulness, tendency to monotonous activities). Select activities that do not require active communication, strict time regulations, and are not included in a strict chain of command. Activate interest in others. Gradually bring people into contact with people who are friendly and energetic.

Type No. 5 (E: 0 – 4; N: 4 – 8)

Characterological manifestations. Contemplative, calm. Has a low level of interest in real life, which means

and low achievement. Aimed at internal fictitious or subtracted collisions. Obedient - indifferent.

Ways of correction. There is an urgent need to increase self-esteem, as this destroys indifference and increases the level of aspirations, and, consequently, the quality of work or study. It is advisable to find strengths (abilities, inclinations) to get you excited about work.

Type No. 6 (E: 0 – 4; N: 16 – 20)

Characterological manifestations. Reserved, timid, sensitive, shy in an unfamiliar situation. Unsure, dreamy. Likes to philosophize, does not like crowds. Has a tendency to doubt. He has little faith in himself. Overall balanced. I am not inclined to panic and dramatize the situation. Anxious. He is often indecisive. Prone to fantasies.

Ways of correction. Try to support, patronize, and emphasize positive qualities and manifestations (seriousness, good manners, sensitivity) in front of the group. You can get carried away by an idea (for example, helping someone weaker). This will increase self-esteem and give rise to a more optimistic feeling about life.

Type No. 7 (E: 0 – 4; N: 8–16)

Characterological manifestations. Modest, active, focused on business. A fair, devoted friend. A very good and skillful assistant, but a poor organizer. Shy. Prefers to remain in the shadows. As a rule, he doesn’t belong to companies, he’s friends together. Gives relationships great importance. Sometimes a little boring - moralizing.

Ways of correction. It is advisable to provide a free regime in activities and encourage them, as this activates initiative. Try to liberate him so that he can act independently, and not under orders (we are subordinate by nature). Avoid public criticism. Instill confidence in your abilities and rights. Do not allow blind faith in someone else’s authority.

Type No. 8 (E: 4 – 8; N: 0 – 4)

Characterological manifestations. Calm, prone to socializing in groups. Aesthetically gifted. More of a contemplator than a doer. Balanced. Indifferent to success. Likes to live “like everyone else.” In relationships he is even, but does not know how to worry deeply. Easily avoids conflicts.

Ways of correction. The main task is to intensify the need for activity, to find an activity that can interest (rather

everything, something related to artistic manifestations). Encourage success. It is advisable to communicate with a teenager more often, paying attention to the development of social intelligence.

Type No. 9 (E: 8–16; N: 0–4)

Characterological manifestations. Active, cheerful. Communicative. Indiscriminate in communication. Easily falls into antisocial groups due to poor resistance to disorganizing conditions. Prone to novelty, inquisitive. Social intelligence is poorly developed. There is no ability to build adequate assessments and self-esteem. Often there are no firm principles. Energetic. Trusting.

Ways of correction. A more rigid, mobilizing regime is desirable. It is necessary to establish a friendly relationship, and the teenager must feel that he is being watched. It is necessary to strive to direct energy in a useful direction (for example, to be captivated by the global idea of ​​achieving something: enrolling in a prestigious university, etc.). However, in this case, it is necessary to plan the upcoming work together, fix deadlines and volumes, and strictly control implementation. It is advisable to introduce a teenager of this type into a group or brigade with a strong leader and positive attitudes.

Type No. 10 (E: 16 – 20; N: 0 – 4)

Characterological manifestations. Artistic. Loves to entertain. Not persistent enough. Sociable. Shallow. Balanced.

Ways of correction. Support efforts aimed at achieving interesting goals (you yourself have enough initiative to choose some activity or goal, but lack perseverance). Encourage artistry, but do not allow it to become a clown.

Type No. 11 (E: 20 – 24; N: 4 – 8)

Characterological manifestations. Active, sociable, noble, ambitious. Easily agrees to risky entertainment. Not always picky about friends, about means of achieving goals. Noble. Often selfish. Charming. Has organizational tendencies.

Ways of correction. Encourage and develop organizational abilities. Can be a leader, but control is required. Keep from arrogance. A leadership position in a team easily corrects looseness and laziness. Loves to be on horseback. Collective criticism can be allowed if necessary.

Type No. 12 (E: 20 – 24; N: 8 – 16)

Characterological manifestations. Easily submits to discipline. Has self-esteem. Organizer. Inclined towards art and sports. Active. In love. Easily gets carried away by people and events. Impressive.

Ways of correction. By nature, he is a leader of both emotional and business levels. It is necessary to support leadership efforts, help, guide in business and personal terms.

Type No. 13 (E: 20 – 24; N: 16 – 20)

Characterological manifestations. Complex type. Vain. Energetic. Cheerful. As a rule, it does not have a high spiritual orientation. Immersed in the joys of life. He considers everyday needs to be the most important in life. Bows to prestige. He strives with all his might to achieve good luck, success, and profit. He despises losers. Sociable, demonstrative. He makes his demands harshly.

Ways of correction. The goal of the elder is to keep the teenager “in line,” since he is prone to arrogance and subjugation of those around him. It is better to act calmly and firmly. Highlight others by emphasizing positive personal qualities. You can offer the role of organizer, but at the same time demand fulfillment of responsibilities. Aesthetic education is desirable.

Type No. 14 (E: 16 – 20; N: 20 – 24)

Characterological manifestations. Powerful, suspicious, suspicious, pedantic. Always strives for championship. Petty. Enjoys any superiority. It’s caustic – bilious. Tends to mock the weaker. Vengeful, dismissive, despotic. We get tired.

Ways of correction. You cannot perceive it indifferently: you can treat it friendly, you can treat it with irony. Give him the opportunity to take a leadership position, but he should choose a post in which he would pay more attention to papers than to people. Encourage will and perseverance. At the same time, it is advisable for a teenager to cultivate a positive emotional attitude towards others and positive attitudes.

Type No. 15 (E: 8 – 16; N: 20 – 24)

Characterological manifestations. Always dissatisfied, grumpy, prone to nagging. Petty - demanding. Not inclined to be sarcastic. Easily offended over trifles. Often gloomy and irritable. Envious. Unsure of business. In a relationship - subordinate. He gives in to difficulties. In a group or class he stays away. Grudge-bearing. Has no friends. Commands his peers. The voice is quiet, sharp.

Ways of correction. It is advisable to establish at least minimal relationships. This is easier to do based on the suspiciousness of such a subject: in a confidential conversation, you can inquire about his well-being and successes. As some kind of social burden that allows you to have support in relationships, you can give clerical work (pedantic properties will allow you to do it well). Encourage performance in front of the entire team, which will somehow improve relationships with peers. Teenagers of this type require constant attention and individual interaction.

Type No. 16 (E: 4 – 8; N: 20 – 24)

Characterological manifestations. Highly sensitive type, distrustful, secretly passionate, silent, withdrawn - touchy. Proud, independent, has a critical mind. Pessimist. Tends to generalized thinking. Often experiences self-doubt.

Ways of correction. A protective regime, encouragement in front of classmates, goodwill, and respect are desirable in the approach. Fair critical judgments should be supported, but the development of moralizing and criticism in the teenager should be avoided.

Type No. 17 (E: 16 – 20; N: 4 – 8)

Characterological manifestations. Very emotional. Enthusiastic, cheerful, sociable, amorous. He is indiscriminate in his contacts and has a friendly attitude towards everyone. Fickle, naive, childish, gentle. Enjoys the sympathy of others. Dreamer. Does not strive for leadership, preferring intimate and friendly connections.

Ways of correction. Maintain a positive attitude. It is advisable to develop aesthetic inclinations and support hobbies (encourage, take interest, offer to speak in front of a class or group). Pay attention to the development of strong-willed qualities (perseverance, level of aspirations).

Type No. 18 (E: 4 – 8; N: 16 – 20)

Characterological manifestations. Empathetic. Very compassionate, inclined to support the weak, prefers intimate and friendly contacts. The mood is often calm – low. Modest, shy. Not confident in myself. Contemplator. In unfavorable conditions, he easily becomes wary and suspicious.

Ways of correction. It is recommended to establish a gentle developmental regime. Control gradually, treat calmly - benevolently. Help in difficult situations, such as in this case are achieving goals, forming an active position, establishing contacts (with peers and adults). Exclude public discussion if negative assessments are possible.

Type No. 19 (E: 4 – 8; N: 4 – 8)

Characterological manifestations. Calm, silent, reasonable. Slow - active, very consistent, self-sufficient, independent, painstaking. Impartial, modest, low-emotional. Sometimes distracted from reality.

Ways of correction. In adolescents of this type, one must try to increase self-esteem, develop a system of aspirations, and reveal inclinations and abilities. You can interest a teenager by giving him some kind of work with high personal responsibility (the type of activity should be more related to papers than to people). Teenagers of this type need advice on various issues, but expressed in a sensitive manner.

Type No. 20 (E: 16 – 20; N: 16 – 20)

Characterological manifestations. Very demonstrative, does not know how to empathize. Emotionally poor. Likes to oppose himself to the team. He is very assertive in achieving values ​​that are significant to himself. Prestigious. Often false. Practical.

Ways of correction. The mode of interaction is soft, tolerant, so as not to aggravate negative qualities. Involve in sports or technical activities so that the teenager can transfer energy into a positive direction, and the need to fight for championship into an acceptable form. Aesthetic education is desirable. Involve in positive social groups with a strong, influential leader.

Type No. 21 (E: 12 – 16; N: 8 – 12)

Characterological manifestations. Very energetic and cheerful. "Public Favorite" Teenagers of this type are considered lucky. Indeed, they are often very gifted, easy to learn, artistic, and tireless. However, the presence of these qualities often has negative results. From childhood, teenagers (and young people) get used to the fact that everything is available to them, as a result of which they do not learn to seriously work towards achieving their goals. They give up everything easily, often

tearing apart friendship. Superficial. They have rather low social intelligence.

Ways of correction. They require a friendly and strict attitude. In a team, you should not choose for leadership positions (it is better to often offer one-time organizational-type assignments). Strictly demand that orders be followed. It is advisable to find some meaningful goal together with the teenager (for example, to master foreign language), divide the deadline into periods, schedule tasks in time and monitor implementation. On the one hand, this will help you achieve your goal, and on the other hand, it will teach you to work in an orderly manner.

Type No. 22 (E: 8 – 12; N: 8 – 12)

Characterological manifestations. Largely passively indifferent. Self-assured. Strictly demanding in relation to others. He is vindictive. Often displays passive stubbornness. Very pedantic, petty. Reasonable, cold-blooded. He is indifferent to other people's opinions. Rigid, prefers familiar affairs and monotony of life. Speech intonations are unexpressive. Unaesthetic.

Ways of correction. Create a feeling in the teenager that the teacher (coach, etc.) is interested in him. Be interested in the little things of everyday life and well-being. Among public assignments, it is advisable to choose something that requires careful execution (keeping a journal or time sheet, keeping records of something, etc.). Praise for performance. Help in choosing activities (preferably individual, not group sports or amateur performances).

Type No. 23 (E: 16 – 20; N: 8 – 12)

Characterological manifestations. Sociable, active, proactive, enthusiastic, and at the same time knows how to manage himself. Able to achieve the intended goal. Ambitious. Likes to lead and knows how to be an organizer. Enjoys the trust and sincere respect of others. The character is light, aesthetic, and evenly animated.

Ways of correction. Create leadership opportunities. Help in solving group and individual problems. Ensure that the workload (academic, work and social) is within reasonable limits.

Type No. 24 (E: 12 – 16; N: 4 – 8)

Characterological manifestations. Active, balanced, energetic. Average sociability. Attached to a few

friends. Ordered. Able to set goals and achieve solutions. Not competitive. Sometimes touchy.

Ways of correction. A calm, trusting attitude of others is preferable. It is advisable to establish clear business contacts.

Type No. 25 (E: 8 – 12; N: 4 – 8)

Characterological manifestations. Active, sometimes explosive, sometimes carefree - cheerful. Often calm - indifferent. Shows almost no initiative, acts according to orders. Passive in social contacts. Not inclined to deep emotional experiences. Tends to monotonous, painstaking work.

Ways of correction. It is advisable to have a calm, business-like attitude. Find and recommend better individual sessions. Copes well with administrative work.

Type No. 26 (E: 4 – 8; N: 8 – 12)

Characterological manifestations. Calm, balanced, patient, pedantic. Ambitious. Purposeful. Has strong principles. Touchy at times. Likes trusting relationships and a calm pace of work. Not prone to familiarity.

Ways of correction. It is advisable to encourage students in the class (group) for accuracy, diligence, and to work on increasing self-confidence.

Type No. 27 (E: 4 – 8; N: 12 – 16)

Characterological manifestations. Balanced - melancholic, subtly sensitive, affectionate, values ​​confidential - intimate relationships, calm. Appreciates humor. In general, he is an optimist. Sometimes he panics, sometimes he becomes depressed, but more often he is calm and thoughtful.

Ways of correction. Create an environment of active – calm activity. It is advisable to avoid strict regulation. Recommend aesthetic and literary classes.

Type No. 28 (E: 8 – 12; N: 16 – 20)

Characterological manifestations. Melancholic, ambitious, persistent, serious. Sometimes prone to a sad and anxious mood. He is friends with a small circle of people. Not touchy, but sometimes suspicious. Independent in decisions regarding fundamental issues, but dependent on loved ones in emotional life.

Type No. 29 (E: 12 – 16; N: 16 – 20)

Characterological manifestations. Severely demanding of others, stubborn, proud, very ambitious. Energetic, sociable, often in a combative mood. Hides failures. Loves to be seen. Cold-blooded.

Ways of correction. Relationships must be built on the basis of respect and high demands. You can laugh at shortcomings if the teenager is arrogant.

Type No. 30 (E: 16 – 20; N: 12 – 16)

Characterological manifestations. Proud, strives for primacy, vindictive. Strives for leadership in everything. Energetic, persistent. Calm, calculating. Loves risk, adamant in achievements. Not devoid of artistry, although a bit dry.

Ways of correction. Avoid arrogance. Support positive efforts. Help in leadership, do not allow a command style of relationships. Neutralize anger. Develop social intelligence.

Type No. 31 (E: 8 – 12; N: 12 – 16)

Characterological manifestations. Shy, unenvious, strives for independence, affectionate. Friendly. With close people he shows observation and a sense of humor. Prone to deep trusting relationships. Avoids situations of risk and danger. Can't stand the imposed pace. Sometimes prone to making quick decisions. He often repents of his actions. Blames only himself for failures.

Ways of correction. Provide a calm, friendly environment. Try to involve in active resolution of business issues. Encourage social activity, involve in participation in any events (seminars, conferences, etc.).

Type No. 32 (E: 12 – 16; N: 12 – 16)

Characterological manifestations. Ambitious, failures do not reduce self-confidence. Arrogant. He is vindictive. Energetic. Stubborn. Purposeful. Prone to conflict. Doesn't give in, even if he's wrong. He does not experience any “pangs of conscience”. In communication, he is not inclined to empathy. Values ​​only information content. Emotionally limited type.

Ways of correction. Do not support in conflict situations. Influence through ambition. Maintain smooth relationships, trying to gradually develop social intelligence.

• Modified by T.V. Matolina.

Instructions. Against each statement, put one of three answer options: “yes” (+), “no” (-), “I don’t know” (?), choosing the answer that most closely matches your behavior in a similar situation. You need to answer quickly, without hesitation.

1. I usually expect success in my affairs.

2. I feel depressed most of the time.

3. Most guys consult with me (consider me).

4. I lack self-confidence.

5. I am about as capable and resourceful as most of the people around me (the kids in the class).

6. At times I feel like no one needs me.

7. I do everything well (any task).

8. It seems to me that I will achieve nothing in the future (after school).

9. In any matter, I consider myself right.

10. I do a lot of things that I later regret.

11. When I learn about someone’s success, I feel it as my own defeat.

12. It seems to me that others look at me disapprovingly.

13. I am little worried about possible failures.

14. It seems to me that various obstacles that I cannot overcome prevent me from successfully completing assignments or tasks.

15. I rarely regret what I have already done.

16. The people around me are much more attractive than I am.

17. I think that someone always needs me.

18. It seems to me that I am doing much worse than others.

19. I am more often lucky than unlucky.

20. I'm always afraid of something.

Processing the results. The number of agreements (answers “yes”) with provisions under odd numbers is counted, then the number of agreements with provisions under even numbers. The second result is subtracted from the first result. The final result can be in the range from -10 to +1. A result from -10 to -4 indicates low self-esteem; from +4 to +10 - about high self-esteem; from -3 to +3 about adequate self-esteem.

A person with adequate self-esteem really evaluates himself. Sees positive and negative qualities, is able to respond to circumstances, change and adapt to changing conditions. He is ready to accept new things and learn from mistakes. With adequate self-esteem, a person tries to set achievable goals that can be implemented in practice.

Based on inflated self-esteem, a person develops an incorrect idea of ​​himself, an idealized image of his personality and capabilities, his value to others, to the common cause. Such people are confident in their own infallibility, and then it is difficult to interact with them, since they are not ready to “hear” others, to perceive signals from the outside that require some changes in their behavior. Any remark is perceived as an unfair criticism. Failure appears as a consequence of someone’s machinations or unfavorable circumstances, which in no way depend on the actions of the individual himself.

Self-esteem may be low , those. below the real capabilities of the individual. This usually leads to self-doubt, timidity and lack of daring, and the inability to realize one’s abilities. Such people do not set difficult-to-achieve goals, limit themselves to solving ordinary problems, and are too critical of themselves. Low self-esteem is characteristic of people who tend to doubt themselves, take comments personally, have difficulty making decisions, and do not like to accept compliments.

Too high or too low self-esteem disrupts the process of self-government and distorts self-control. This is especially noticeable in communication, where people with high and low self-esteem cause conflicts. With inflated self-esteem, conflicts arise due to a dismissive attitude towards other people and a disrespectful attitude towards them, too harsh and unfounded statements addressed to them, intolerance to other people's opinions, manifestations of arrogance and conceit. Low self-criticism prevents them from even noticing how they offend others with arrogance and indisputable judgment.

7. “My health” (G.V. Rezapkina)

Instructions. Read the phrases and put a plus on the form next to its number if you agree with it. If you don't agree, put a minus.

1. It’s hard for me to get up on time in the morning; I don’t feel alert.

2. I find it difficult to concentrate when I get to work.

3. When something upsets me or when I am afraid of something, an unpleasant feeling arises in my stomach.

4. In the morning I limit myself to just a cup of tea or coffee.

5. I often feel cold.

6. When I have to stand for a long time, I want to lean on something.

7. When I bend over sharply, I feel dizzy or my vision becomes dark.

8. I feel uneasy at heights or in closed spaces.

9. I often have headaches.

10. When I need to concentrate, I can swing my leg, bite my nails, draw something, etc.

11. I usually use the elevator because it is difficult for me to walk.

12. When performing, my heart begins to pound and my hands sweat.

13. Sitting motionless in one place makes me sleepy.

14. I know what it means to “turn red to the roots of my hair.”

15. Some events made me feel sick or lose my appetite.

Processing the results

Count the number of pluses.

1-5 - you have less reason to worry about your health than other people. You cope well with physical and mental stress. It is difficult to get you out of your emotional balance. Your physical well-being allows you to successfully cope with life's challenges.

6-10 – even if you feel good now, you should pay attention to the body’s signals that are expressed in unpleasant sensations. Pay attention to your lifestyle, work and rest schedule.

11-15 - probably study or work comes at the cost of significant stress. You need to pay more attention to your health. If you intend to choose study or work related to chronic neuro-emotional and physical activity, consult your doctor.