The proposed textbook was written by a team of employees of the Faculty of Psychology of Moscow State University. M. V. Lomonosov as a guide for students to master the general methods of data collection used in psychology: the observation method, the survey method, the conversation method, the measurement method, the test method and the experimental method. These methods, in accordance with their name, are widely used by all psychologists, regardless of their specialty or specialization, to solve basic professional problems: conducting research, psychodiagnostic examinations, providing psychological assistance to people. IN scientific research These methods are used to empirically substantiate the theoretical explanations proposed by scientists, in psychodiagnostic examinations - to empirically substantiate conclusions about certain psychological characteristics of individuals or groups, when providing psychological assistance - to empirically substantiate interventions carried out by a psychologist in people's lives and to evaluate the effectiveness of these interventions. For students of higher educational institutions studying in all specialties and specializations of psychology, in the discipline “General Psychological Practicum”. Recommended for publication by the Academic Council of the Faculty of Psychology of Moscow State University. M. V. Lomonosov.
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1. General ethical rules and standards for the work of a psychologist
Competence.
Psychologists make every effort to raise standards and define the boundaries of competence in their work. They engage only in those activities and use only those methods for which they have documented qualifications and personal experience. Psychologists are aware of the fact that the competence required to teach, serve, or study groups of people often depends largely on the characteristics of those groups themselves. In areas where professional standards and norms have not yet been established, psychologists exercise increased responsibility and do everything possible to protect the well-being of those with whom they work. They improve their skills in their areas of activity and recognize the need in time additional training. Psychologists pay attention to scientific, professional, technical and administrative materials, trying to find their proper use.
Decency.
Psychologists strive to maintain integrity in the science, teaching, and practice of psychology. In their work, psychologists are honest, friendly and respectful of others. Psychologists should not make false, erroneous or untruthful statements when reporting their qualifications, work, research and teaching. Psychologists must be well aware of their personal values, needs, beliefs and the limitations that all this may impose on their work. To be more effective in their work, psychologists try to clarify their professional roles for others and behave in accordance with these roles. Psychologists try to avoid incorrect and potentially dangerous ambiguous relationships.
Professional and scientific responsibility.
Psychologists maintain professional work standards and are responsible for their professional and scientific activity, trying to use their methods differentiated, depending on the needs of the different groups with which they deal. Psychologists cooperate with other professionals and social institutions to better serve the interests of patients, clients or other recipients of their services. The moral standards and norms of a psychologist are as much a private matter as those of other people, except to the extent that these norms may compromise professional responsibility or diminish public confidence in psychology and psychologists. Psychologists are not indifferent to the ethical side of the scientific and professional pursuits of their colleagues. Psychologists consult with colleagues when necessary to prevent or avoid unethical practices.
Respect for human rights.
Psychologists have due respect for the fundamental rights, honor and dignity of all people. They respect people's rights to privacy, privacy, self-determination and autonomy, but are aware that their legal responsibilities may conflict with the exercise of these rights. Psychologists recognize cultural, individual, and role differences, including those related to age, gender, race, nationality, religion, sexual orientation, illness, language, and socioeconomic status. Psychologists try to reduce the impact of these factors on their work and do not knowingly engage in any discriminatory practices.
Concern for the well-being of others.
Psychologists care about the well-being of those with whom they interact. In their professional activities, psychologists consider the welfare and rights of their patients, clients, students, supervisors, research participants, and other concerned individuals. In cases where the responsibilities of psychologists conflict with ethical standards, psychologists try to resolve these conflicts, guided by non-harm. Psychologists never forget about the power over other people that psychology actually gives, or that is attributed to this profession, and they do not try to use this power for personal gain, both in professional activity and outside it.
Social responsibility.
Psychologists are aware of their professional and scientific responsibility to the society in which they work and live. They try to popularize psychological knowledge to improve the well-being of society. Psychologists do everything they can to reduce human suffering. When conducting research, they care primarily about the well-being of people and about deepening psychological knowledge. Psychologists try to avoid misusing the results of their work. Psychologists, in accordance with the law, try to develop social policy in such a way that it serves the interests of their patients, clients and the public.
Among public professional organizations of psychologists, the leading position is occupied by the Russian Psychological Society, which unites psychologists. The Code of Ethics of the Russian Psychological Society was adopted in 2003 at the 3rd Congress of the RPO.
The Code of Ethics introduces the concepts of “customer” and “client” of psychological services, describes the ethical principles and rules of activity of a psychologist.
In particular, the concept of “client” is explained as symbol a person who is the object of research, consulting, special education, training, treatment, undergoing professional selection, certification, or a subject being studied in the interests of human science.
The ethical code of the Russian Psychological Society presents the main ethical principles and rules for the activities of a psychologist:
The principle of not causing damage to the Client;
The principle of competence of a psychologist;
The principle of impartiality of the Psychologist;
The principle of confidentiality of the activities of a psychologist;
Principle of informed consent.
Each of these principles is disclosed and justified in the Code of Ethics certain rules. These principles must be known and followed in professional activities.
1. The principle of not causing harm to the Client requires the Psychologist to organize his work in such a way that neither its process nor its results cause harm to the Client’s health, condition or social status. This principle provides the following rules.
The rule of mutual respect between the psychologist and the Client.
The psychologist proceeds from respect for personal dignity, rights and freedoms proclaimed and guaranteed by the Constitution of the Russian Federation. Work with the Client is permitted only after obtaining the Client’s consent to participate in it, after notifying him of the purpose of working with him, of the methods used and how to use the information received. If the Client is not able to make a decision on his participation in the experiment, such a decision must be made by his legal representatives.
Safety rule for the Client of the methods used.
The psychologist uses only such research methods that are not dangerous to the health or condition of the Client, do not present it in the research results in a false, distorted light, do not provide information about those psychological properties and characteristics that are not related to specific, agreed upon tasks of psychological research.
Rule for preventing dangerous actions of the Customer regarding the Client.
The Psychologist formulates his recommendations, organizes the storage, use and publication of research results in such a way as to exclude their use outside of the tasks that were agreed upon between the Psychologist and the Client, and which could worsen the Client’s situation. The psychologist informs the Client about the nature of the information transmitted to the Client and does this only after receiving the Client’s consent.
2. The principle of competence of a psychologist. According to this principle, a Psychologist can provide only those services for which he has the necessary qualifications and education. In his work he is guided by scientific and professional standards and uses tried and tested techniques. The psychologist must adhere to the principle of scientific integrity and verify the results obtained. A psychologist can undertake only such work that makes it possible to comply with the above obligations. This principle is revealed by the following rules.
Rule of cooperation between Psychologist and Client.
The psychologist is obliged to notify the Customer about the real possibilities of modern psychological science in the field of questions posed by the Customer, about the limits of his competence and the limits of his capabilities. The psychologist must inform the Customer about the principles and rules of psychological activity and obtain the Customer’s consent to be guided by them in the process of work. Psychologists cannot offer special procedures, techniques or other means that they do not know or the effectiveness of which is subject to professional or scientific doubt.
Rules for professional communication between Psychologist and Client.
The Psychologist must master the methods of psychodiagnostic conversation, observation, and psychological and pedagogical influence at a level sufficient to maintain the Client’s feeling of sympathy and trust, satisfaction from communication with the Psychologist. The relationship between a psychologist and a client or patient is of a special nature due to the need to establish trust between them. A psychologist has the right to refuse to assume professional obligations or to terminate their fulfillment in the event of termination of a trusting relationship.
The rule for the validity of the Psychologist's research results.
The psychologist formulates the results of the study in terms and concepts accepted in psychological science, confirming his conclusions by presenting primary research materials, their mathematical and statistical processing and the positive conclusion of competent colleagues. When solving any psychological problems, research is carried out, always based on a preliminary analysis of literary data on the issue at hand.
3. The principle of impartiality of the Psychologist.
The principle of impartiality of the Psychologist does not allow a biased attitude towards the Client. The influence of the Customer’s positive or negative attitude towards the Client on the formulation of conclusions about the Test Subject is unacceptable. All actions of the Psychologist regarding the Client must be based only on data obtained by scientific methods. The subjective impression made by the Client and his social position should not have any influence on the Psychologist’s conclusions and actions. This principle is implemented by the following rules.
The rule of adequacy of methods used by a Psychologist.
A psychologist can use methods that are adequate to the goals of the study, age, gender, education, condition of the Client, and experimental conditions. Methods, in addition, must be standardized, normalized, reliable, valid and adapted to the population of subjects.
The rule for the scientific nature of the Psychologist's research results.
A psychologist must use methods of processing and interpreting data that have received scientific recognition and do not depend on his scientific predilections, social hobbies, personal liking for a certain type of Client, social status, or professional activity. The results of the study should contain only what any other researcher of the same specialization and the same qualifications will certainly receive if he re-interprets the primary data presented by the psychologist.
The rule for weighing information transmitted to the Customer by the Psychologist.
The Psychologist conveys to the Client the Results of the study in terms and concepts known to the Client, in the form of specific recommendations that do not allow or encourage their conjecture, consideration of the Client’s personality outside of the tasks that were assigned to the Psychologist. The psychologist is guided only by the interests of the case, and does not convey to the Customer any information that could worsen the position and condition of the Client, the Customer, or the team in which they collaborate.
4. The principle of confidentiality of a psychologist’s activities means that the material obtained by him in the process of working with the Client on the basis of a trusting relationship is not subject to deliberate or accidental disclosure outside the agreed conditions. The results of the study must be formalized in such a way that they cannot compromise either the Client, or the Customer, or the Psychologist, or psychological science. Psychodiagnostic data obtained regarding students during their training should be treated as confidential, as should information about clients or patients. When demonstrating specific cases, care must be taken to protect the dignity and well-being of the Client, in respect of whom confidentiality rules must be observed. This principle is revealed by the following rules.
Rule for coding information of a psychological nature.
The psychologist is obliged to indicate on all materials of a psychological nature, from protocols to the final report, not the surnames, first names, and patronymics of the Subjects, but the code assigned to them, consisting of an arbitrary set of numbers and letters. The document, which indicates the last name, first name, patronymic of the Client, and the corresponding code, known only to the Psychologist, is drawn up in a single copy, stored separately from the experimental materials in a place inaccessible to outsiders and transferred to the Client according to the act, if necessary under the working conditions.
Rule for controlled storage of psychological information.
The psychologist must first agree with the Customer on the list of persons who have access to materials characterizing the Customer, the place and conditions of their storage, the purposes of their use and the terms of destruction.
Rule for correct use of research results.
The psychologist is responsible for the foreseeable scientific and social consequences of his work, including the effects on individuals, groups and organizations involved in or directly affected by the research, as well as indirect effects, such as the influence of scientific psychology on public opinion and on the development of ideas about social values. The psychologist must reach an agreement with the Client to exclude accidental or intentional communication to the Client of the results of his research, which could traumatize him. Information of a psychological nature about the subject should in no case be subject to open discussion, transfer or communication to anyone outside the forms and purposes recommended by the Psychologist.
5. The principle of informed consent requires that the Psychologist, the Customer and the Client be notified of the Ethical Principles and rules of psychological activity, the goals, means and expected results of psychological activity and take voluntary participation in it.
2. Characteristics of the conversation method (interview) in psychology
Interview is a method of collecting primary data based on verbal communication.
Subject to certain rules, it allows one to obtain information no less reliable than in observations about events of the past and present, about stable inclinations, motives for certain actions, and about subjective states. It would be a mistake to think that conversation is the easiest method to use. The art of using this method is knowing how to ask, what questions to ask, how to make sure you can trust the answers you get. It is very important that the conversation does not turn into an interrogation, since its effectiveness in this case is very low.
Conversation as a method of psychodiagnostics has some differences in the form and nature of the organization. One of the most common types of conversation is an interview.
An interview is a conversation conducted according to a specific plan, which involves direct contact between the interviewer and the respondent (interviewee).
It comes in form:
♦ free (conversation without strict detail of questions, but according to a general program: a coherent strategy in general outline, and the tactics are free);
♦ standardized (with detailed development of the entire procedure, including a general conversation plan, sequence of questions, options for possible answers: sustainable strategy and tactics);
♦ partially standardized (strong strategy, but more free tactics).
A standardized form of interview is more consistent with diagnostic purposes, since it makes it possible to obtain comparable data for different subjects, limits the influence of extraneous influences, and allows all questions to be worked out in full and in the required sequence. However, it should only be used when the respondent is willing to do so. Otherwise, the result may be unsatisfactory, since a standardized interview is perceived by many people as an examination questioning situation, which limits the manifestation of spontaneity and sincerity of the respondent. The interview should not be long or boring. Logging responses should not deter the responder.
Depending on the purpose, interviews are divided into diagnostic and clinical. Diagnostic interview is a method of obtaining information general content and is aimed at probing various aspects of behavior, personality traits, character, as well as life in general: clarifying interests and inclinations, position in the family, attitude towards parents, brothers and sisters, etc. It can be controlled and uncontrollable (confessional).
A clinical interview is a method of therapeutic conversation that helps a person understand his internal difficulties, conflicts, and hidden motives of behavior.
Certain difficulties in using the conversation method arise for psychologists when working with children. In this case, a standardized interview is rarely used. The psychologist strives for more natural forms of conversation (diagnostic interview). Children most often lack any motivation to communicate with a psychologist and therefore it is not always possible to immediately establish contact with them, which is so necessary during the conversation. In these cases, the psychologist should have on hand bright toys, colored pencils, paper and other entertaining things that arouse the child’s interest and encourage him to communicate.
When talking with children, it is very important role plays a correctly formulated question. As mentioned above, questions are the main elements in the structure of a conversation. They are most often divided into three groups:
♦ direct (“Are you afraid of thunderstorms?”);
♦ indirect (“What do you do when there’s a thunderstorm?”);
♦ projective (“Are the children afraid of thunderstorms? How are you?”).
Indirect and projective questions help to identify features that are difficult to comprehend. They can be used to eliminate socially desirable responses.
When conducting a conversation, it is very important to take the right position towards the child, and the principle of non-directive psychotherapy is most suitable here:
♦ the psychologist must create human warmth, a full understanding attitude towards the child, allowing contact to be established as early as possible;
♦ he must accept the child as he is;
♦ through his attitude he must give the child a feeling of an atmosphere of mutual trust so that the child can freely express his feelings;
♦ the psychologist must tactfully and carefully treat the child’s positions; he does not condemn anything, but at the same time does not justify anything, but at the same time he understands everything.
Registration of answers should not disrupt communication and inhibit children's spontaneity. It is more preferable to use a handwritten recording than a tape recording, since it allows you to maintain the naturalness of the situation, distracts the child less, and does not constrain you. During the conversation, you should also note such moments as pauses, intonation, tone, pace of speech, etc.
3. Characteristics of the method of analyzing activity products in psychology
psychologist ethical rule conversation
Analysis of activity products (content - analysis). In psychodiagnostics, there is another way to obtain information about a person - this is a quantitative and qualitative analysis of documentary and material sources, which allows you to study products human activity.
The concept of “documentary source” means: letters, autobiographies, diaries, photographs, videos, creative results in different types arts, materials various means mass media (newspapers, magazines, etc.).
In order to overcome the subjectivity of the researcher when studying documents, identify reliable information and accurately record it, a special method was developed, called content analysis (literally “content analysis”). It first began to be used starting in the 20s. last century for processing materials from mass media. This is a more or less formalized method of document analysis, when, based on the researcher’s hypothesis, special units of information are identified in documentary materials, and then the frequency of their use is calculated. So, for example, in the 20s. XX century Russian researcher N.A. Rybnikov, in the course of analyzing essays, traced how positive and negative assessments of schoolchildren’s lives were distributed depending on age and gender. Or another example: in the 80s. XX century N. N. Lepekhin and C. A. Shakeeva conducted a content analysis of episodes of cruelty and aggression in Western and domestic films.
Thus, the main procedure of content analysis is related to the translation of qualitative information into the language of counting. For this purpose, two types of units are distinguished: semantic, or qualitative, units of analysis and counting, or quantitative units. The main difficulty when working with documentary sources is the ability to conduct a qualitative analysis, that is, to identify semantic units. This largely depends on the personal competence of the researcher and the level of his creative capabilities.
Since content analysis is based on the principle of repetition, the frequency of use of various semantic units (for example, certain concepts, judgments, images, etc.), it should be used only when there is a sufficient amount of material for analysis.
In content analysis, we gradually moved from simply counting the frequency of occurrence of certain semantic units to more complex statistical techniques (correlation techniques and factor analysis). A new stage in the development of this method was its computerization. This is especially widely used in the USA - standard programs for analyzing a variety of documents are being developed there, allowing one to quickly and reliably analyze a huge amount of information and free coders from tedious manual methods.
In psychological diagnostics, content analysis is most often used as an auxiliary method or procedure for processing data obtained from other studies. With its help, the subject's speech messages are analyzed, accompanying almost any diagnostic examination, especially during an individual procedure. Specifically, content analysis can be used when processing data obtained through projective techniques (for example, TAT, Rorschach technique, Sentence Completion Technique); interviews, content of conversations, other speech and written products of the subject; open questions questionnaires, etc. For example, in methods for diagnosing personal characteristics (anxiety, neuroticism, etc.), a content analysis of the grammatical and stylistic structures of the subject’s speech is carried out: the number of thematic statements (illness, fear, uncertainty, etc.), verbs, logical blocks, etc. Such analysis often makes it possible to identify and objectify a hidden tendency in the test subject’s answers.
4. Characteristics of the observation method in psychology
Observation is usually called a purposeful, intentional and specially organized perception, determined by the task of the observer and not requiring him to “intervene” by creating special conditions in the “life” of the observed process or phenomenon. Observation differs from aimless passive “gazing,” which also does not in any way change the conditions of existence of the phenomenon under consideration, primarily in that it is subordinated to a specific goal, is carried out according to a pre-developed plan, and is equipped with objective means for carrying out the observation process itself and recording its results.
Observation is an active form of sensory cognition, which makes it possible to accumulate empirical data, form initial ideas about objects of observation, or test initial assumptions associated with them. It is precisely because observation provides knowledge through direct contact through the senses with the object of study that it became historically the first scientific method.
General requirements to organizing surveillance.
Observation should begin with the selection of the object of observation and the situation in which the activity will be observed, the definition of units of observation, the definition of the language and form of description of the observation.
The observation record must be factual and include a description of the entire situation (subject and social). The recording is made in a categorized or free form and is entered into a continuous protocol or in an observation diary.
Facts are recorded in a continuous protocol in the form of their own description, which records what happened and how. The protocol is kept during observation; stenographic recording is also possible.
An observation diary is usually used for repeated, multi-day observations. Sometimes the diary is kept for months, years in a notebook with numbered sheets and large fields for comments. The date, time, place and situation of observation, social and subject environment must be taken into account. To accurately convey the observed facts, it is necessary to maintain unambiguity in terminology throughout the entire observation period.
Requirements for observation as scientific method:
1. focus,
2. selectivity,
3. planning,
4. consistency,
5. organization,
6. fixability,
8. completeness.
Types of observation situations:
1. natural or artificial,
2. managed or unmanaged,
3. spontaneous or organized,
4. standard or unusual,
5. normal or extreme,
6. gaming, educational, industrial, military, illegal.
7. Direct – indirect,
8. Verbal - non-verbal,
9. Short-term - long-term.
Purposeful scientific observation is used in the following main cases:
1) orientation to the problem (obtaining material that helps clarify the problem, clarify questions, formulate hypotheses); 2) basic collection of data about the object and subject of research, when other methods are unacceptable or their use is difficult; 3) addition, clarification or control of results obtained by other methods; 4) illustration of the proposed theories, hypotheses, guesses.
The advantage of observation as a research method is that the collection of information, as a rule, does not affect the course of events and does not interfere with the naturalness of the mental manifestations of those observed.
The disadvantages of the method include:
1) the passive role of an observer, waiting for events of interest to him, although the probability of their occurrence is not always high;
2) the difficulty of formalizing data, which complicates their quantitative analysis;
3) the difficulty of accurately establishing the causes of the observed phenomena due to the impossibility of taking into account all influencing factors;
4) involuntary bias of the observer, due to certain patterns of social perception such as the “halo effect”, causal attribution”, “contrasting ideas”, the effects of “primacy” and “novelty”, the phenomena of identification, empathy, reference, etc.
Types of observation method.
Objective - observation from the outside, observation of objects external to the observer.
Self-observation (introspection) is the subject’s observation of himself, of the acts of his own consciousness and behavior.
Field (natural) - observation of objects in their natural conditions Everyday life and activities.
Laboratory (experimental) - observation in artificially created conditions.
Individual - observation carried out by one observer.
Collective - observation carried out jointly by several observers.
Random - an observation not planned in advance, made due to unexpected circumstances.
Intentional is a pre-planned observation that is part of the researcher’s plan and pursues certain goals.
Systematic is a deliberate observation carried out according to a premeditated plan and, as a rule, according to a predetermined schedule.
Non-systematic is a loose observation without a specific plan.
Incomplete – observation in which the observer’s attention is drawn to the optimal (less often to the minimum) number of parameters of the situation and behavior of the observed.
Continuous – constant observation of an object without interruption.
Selective – observation carried out at separate time intervals chosen by the researcher at his own discretion.
Ascertaining is an observation in which the observed phenomena and actions are only recorded and are not subject to discussion or evaluation by the researcher during the observation.
Evaluative - observation accompanied by the observer making an assessment of the situation or recorded phenomena and facts.
Standardized – observation carried out according to a pre-developed scheme that prescribes the form of recording and the list of parameters to be recorded.
Non-standardized – unregulated observation, in which a description of what is happening is made by the observer in free form.
Open - observation in which the observed are aware of their role as the object of study.
Hidden is an observation about which subjects are not informed, carried out unnoticed by them.
Participant observation is an observation in which the observer is part of the group under study and studies it as if from the inside.
Non-involved - observation from the outside, without interaction between the observer and the object of study. Objective, external observation.
Direct (immediate) - observation carried out directly by the observer himself.
Indirect (mediated) – observation carried out through intermediaries. Obtaining data from witnesses and participants of interest to the event observer.
Provoked - observation during which the researcher provokes the observed to take any actions or actions.
Unprovoked – observation, the procedure of which does not provide for a special provoking influence on the course of the observed events.
5. Methods of zero-dimensional and one-dimensional scaling
Zero-dimensional scaling is the construction of a psychological scale that has a single meaning and zero dimension.
In many psychological research The problem arises of determining the single or special meaning of a psychological variable. This special value of a psychological variable is called a threshold. The development of experimental psychology has shown that threshold is a universal psychological characteristic, and threshold measurements have become widespread, especially in studies of cognitive processes. In terms of measurement theory, determining the threshold is finding one scale value or localizing a point on a psychological scale.
One-dimensional scaling.
The next step in the development of psychological measurements is focused on the development of methods that make it possible to construct a scale containing not just one, but all values of the psychological variable of interest to us. The first contribution to these procedures was made by Fechner (1860), who developed the first unidimensional scaling model. But the main detailed study of unidimensional scaling procedures was carried out by Thurstone (1927, 1929), and then by Stevens and his associates (1937, 1955), who developed a method for direct assessment of stimulation. These methods were further developed in the works of Swedish psychophysicists under the strong influence of Ekman (1965). The methods they developed for constructing “strong” scales enabled psychologists to quickly advance in solving many psychophysiological problems associated with various areas of cognitive processes.
These methods began to spread widely, and fundamental limitations immediately appeared related to establishing correspondence between the dimension of change in the qualitative parameters of the assessed psychological property and the gradation of the physical scale used to measure it.
In contrast to the operation of direct metric measurement of psychological stimuli, the operation of establishing order or equivalence is much simpler and more stable. A significant advantage of ordinal scaling is the possibility of its use for measuring stimuli that, due to their complexity, are not amenable to rigid, metric measurements. That is why procedures for constructing order scales are extremely common in such areas of psychology as psychodiagnostics, the study of emotions, intelligence, etc.
Bibliography
1. Vachkov I.V., Grinshpun G.B., Pryazhnikov N.S. Introduction to the profession of psychologist. M., 2002.
2. Karandashev V.N. Psychology: Introduction to the profession. M.: Smysl, Publishing Center "Academy", 2005.
3. General psychological workshop. E.O.Shamshikova, T.V.Belashina. Novosibirsk, 2009. P.-131.
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Issues for discussion
The problem of the relationship between the subject and method of psychology. Methodological principles psychological science.
General characteristics of psychological methods. What are the advantages and disadvantages of each psychological research method?
Research method and methodology. What are the differences between these two concepts?
Read the description of Stanley Milgram's experiment on submission to authority. Formulate a series of questions that you would like to ask the researcher.
Do you think there might be ethical restrictions on the dissemination of some psychological research data?
What methods of psychology can be used in the process of teaching?
Tasks for independent work
Prepare written answers to the following questions:
What are the differences between everyday and scientific knowledge? What, in your opinion, are the differences between everyday psychology and scientific psychology? Give examples of established everyday “psychological” beliefs.
Branches of modern psychological science?
In what areas of social life today can we not do without psychological knowledge?
What place does psychology occupy or can it occupy in your life? Describe those areas of your own life where the psychological knowledge you receive can be applied.
Gippenreiter, Yu.B. Introduction to general psychology. – M., 1998, p. 22-88.
Godefroy, J. What is psychology? In 2 vols. - M., 1994, vol. 1, pp. 101-126.
Myers, D. Social psychology. – St. Petersburg, 1997, pp. 278-285.
Workshop No. 2. The main stages in the development of ideas about the subject of psychology
Issues for discussion
Development of psychology within the framework of philosophy. Materialistic and idealistic directions in the study of the psyche in the history of psychology.
Psychology as a science of behavior. Behaviorism on the subject of psychology.
The contribution of psychoanalysis to the development of ideas about the human psyche.
Humanistic psychology.
Domestic psychology.
1. Make a table reflecting the contribution of each of the areas of psychology known to you to science and practice. It is recommended to include the following sections in the table: name of the direction, leading representatives, subject of research, methods of studying the subject, main provisions, possibilities of practical application.
2. The famous American psychologist Albert Bandura argued that a person learns through the assimilation of social models, role models demonstrated to a person by society. Analyze the content of one or more television programs (radio broadcasts, magazine articles). What role model does she relay? What does it teach?
1. Gippenreiter, Yu.B. Introduction to general psychology: A course of lectures. – M., 1998. – 3-36 p.
2. Reader on the history of psychology / Ed. P.Ya.Galperina, A.N.Zhdan. – M., Moscow State University, 1980. – P. 14-44.
3. Reader for the course “Introduction to Psychology”: Textbook / Ed.-comp. E.E. Sokolova. – M., 1999. – Section II. – P. 68-296.
Workshop No. 3. The image of “I” and the possibilities of its study
Personality in psychology is a systemic socio-psychological quality of a person that is formed and develops in him in the process of life in society as he masters different types of activities and communication. A person exists in the space of various relationships characteristic of society. Having consciousness, a person orients himself in complex system relationships, enters into interactions, realizes himself, comparing with others, experiences situations of success and failure. The motivational function of activity and communication is realized in the form of motivations, drives, desires, and orientation due to such personality components as needs, motives, and interests. Orientation in life, especially in people, including oneself, in interpersonal relationships, is possible thanks to cognitive processes and is revealed not only in concepts, judgments, ideas and conclusions, but also in ideals, self-awareness, beliefs, worldview. The implementation of human behavior, programming of his activities and communication are associated with goal setting, abilities, attitudes and beliefs. Regulation and control of activities, communication and relationships occurs not only due to temperament and character, but also to the aspirations and self-esteem of the individual.
Issues for discussion
The driving forces of human mental development and the formation of his personality. The role of biological and social components in human development and the formation of his personality.
The image of "I". Self-esteem and level of personality aspirations.
General understanding of self-concept.
The structure of the self-concept and its properties.
Personality self-esteem study
Purpose of the study: to determine the level of self-esteem. Materials and equipment: a list of words or a special form with words characterizing individual personality traits, a pen.
This study has two significantly different procedures for determining personality self-esteem. In both cases, you can work with one subject or with a group.
First version of the study
The basis of the study of self-esteem in this version of the methodology is the ranking method. The research procedure includes two series. The material with which the subjects work is a list of words printed on a special form that characterize individual personality traits. Each subject receives such a form at the beginning of the study. When working with a group of subjects, it is important to ensure strict independence of ranking.
First episode
The task of the first series: identify a person’s idea of the qualities of his ideal, that is, the ideal “I”. To do this, the words printed on the form must be arranged by the subject in order of preference.
Instructions to the subject:"Read carefully all the words that characterize personality qualities. Consider these qualities from the point of view of the inherent nature of their ideal personality, that is, from the point of view of usefulness, social significance and desirability. To do this, rank them, rating each on a scale from 20 to 1. Give a score of 20 in the form, in column No. 1 to the left of the quality that, in your opinion, is the most useful and desirable for people.
Rating 1 - in the same column No. 1 to the left of the quality that is least useful, significant and desirable. Rank all other ratings from 19 to 2 in accordance with your attitude to all other qualities. Make sure that no assessment is repeated twice."
Second series
Problem of the second series: identify a person’s idea of his own qualities, that is, his real “I”. As in the first series, the subject is asked to rank the words printed on the form, but from the point of view of the specificity or inherent nature of the personality traits they denote to himself.
Instructions to the subject:"Read again all the words that characterize personality qualities. Consider these qualities from the point of view of their inherent nature in you. Rank them in column No. 2, rating each from 20 to 1. Place a score of 20 to the right of the quality that, in your opinion, is characteristic of you to the greatest extent, give a score of 19 to the quality that is characteristic of you somewhat less than the first, etc. Then a score of 1 will indicate the quality that is characteristic of you less than all the others. -ranks were not repeated twice."
A form with words characterizing personality traits looks like this.
Form
|
Personality qualities | ||||
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Compliance | ||||
|
Courage | ||||
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Hot temper | ||||
|
Nervousness | ||||
|
Patience | ||||
|
Passion | ||||
|
Passivity | ||||
|
Cold | ||||
|
Enthusiasm | ||||
|
Caution | ||||
|
Moodiness | ||||
|
Slowness | ||||
|
Indecisiveness | ||||
|
Energy | ||||
|
Cheerfulness | ||||
|
Suspiciousness | ||||
|
Stubbornness | ||||
|
Carelessness | ||||
|
Shyness | ||||
|
Responsibility |
Processing the results
The purpose of processing the results is to determine the connection between the ranking assessments of personality qualities included in the ideas of the “I” - ideal and the “I” real. The measure of connection is established using the C. Spearman rank correlation coefficient. Scores from 1 to 20 of the proposed qualities in both rows are taken as their ranks. The difference in ranks that determine the place of one or another personality quality makes it possible to calculate the coefficient using the formula:
n – number of proposed personality qualities (n=20);
d – difference in rank numbers.
To calculate the coefficient, you must first calculate on the form, in a specially designated column, the difference in ranks (d) for each proposed quality. Then each obtained value of the rank difference (d) is squared and the result is written down on the form in column (d), summed up and the sum (∑d 2) entered into the formula.
The rank correlation coefficient (r) can range from –1 to +1. If the resulting coefficient is no less than -0.37 and no more than +0.37 (at p = 0.05), then this indicates a weak, insignificant connection (or its absence) between a person’s ideas about the qualities of his ideal and his real qualities. This indicator may be caused by the subject’s failure to comply with instructions. But if the instructions were followed, then a small connection means a person’s unclear and undifferentiated representation of his ideal “I” and the real “I”.
The value of the correlation coefficient from +0.38 to +1 is evidence of the presence of a significant positive connection between the “I” – ideal and the “I” – real. This can be interpreted as a manifestation of adequate self-esteem or, with R from +0.39 to -0.89, a tendency towards overestimation. But, values from +0.9 to +1 often express inadequately inflated self-esteem. The value of the correlation coefficient in the range from –0.38 to -1 indicates the presence of a significant negative relationship between the “ideal self” and the “real self.” It reflects the discrepancy or discrepancy between a person’s ideas about what he needs to be and what he thinks he really is. This discrepancy is proposed to be interpreted as low self-esteem. The closer the coefficient is to – 1, the greater the degree of discrepancy.
Second research option
The second option for studying self-esteem is based on the method of selection. The material is a list of words characterizing individual personality traits. This version of the study also consists of two series.
First episode
The task of the first series: to determine the list and number of reference qualities of the desired and undesirable image - I. The subject is asked to look through the words from the list and, having chosen, make two rows. In one row you need to write down words denoting those personality qualities that relate to the subjective ideal, that is, they constitute a “positive” set, and in the other row - those qualities that are undesirable, that is, they constitute a “negative” set.
Instructions to the subject: “Look carefully at the list of proposed words that characterize a person. In the left column on a piece of paper, write down the qualities that you would like to have in yourself, and in the right - those that you would not want to have. Qualities, the meaning of which "Don't write anywhere that you don't understand or that you can't put in one or the other column. Don't think about whether you have this quality or not, only one thing is important: do you want to have it or not."
Second series
The task of the second series: to determine a set of personality qualities of the subject, which, in his opinion, are inherent in him, among the selected reference qualities of the “positive” and “negative” set.
Instructions to the subject: “Look carefully at the words you wrote down in the left and right columns and mark with a cross or a tick those qualities that, in your opinion, are inherent in you.”
List of qualities that characterize personality
Accuracy, carelessness, thoughtfulness, hot temper, sensitivity, pride, rudeness, cheerfulness, caring, envy, shyness, rancor, sincerity, sophistication, capriciousness, gullibility, slowness, daydreaming, suspiciousness, vindictiveness, persistence, tenderness, ease, nervousness, indecisiveness, intemperance, charm, touchiness, caution, responsiveness, pedantry, mobility, suspicion, adherence to principles, poetry, contempt, cordiality, swagger, rationality, decisiveness, self-forgetfulness, restraint, compassion, modesty, patience, cowardice, enthusiasm, perseverance, compliance, coldness, enthusiasm.
Processing the results
Purpose of processing results– obtaining self-esteem coefficients for “positive” (SO+) and “negative” (SO-) sets. To calculate each of the coefficients, the number of qualities in a column identified by the subject as inherent to him (M) is divided by the total number of qualities in a given column (N). The formulas for calculating the coefficients are as follows
M+ M- CO+ = –– ; CO– = –– ; where H+ H-
M+ And M-– the number of qualities in the “positive” and “negative” sets, respectively, noted by the subject as inherent to him; Н+ and Н- – the number of reference qualities, i.e. the number of words in the right and left columns, respectively.
The level and adequacy of self-esteem is determined based on the obtained coefficients using a table.
|
Level of self-esteem |
||
|
inadequate, overpriced |
||
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adequate with a tendency to overestimate |
||
|
adequate |
||
|
adequate with a tendency to understate |
||
|
inadequate, underestimated |
When determining the level of self-esteem and its adequacy, it is important to take into account not only the value of the obtained coefficient, but also the number of qualities that make up a particular set (H+ and H-). The fewer qualities, the more primitive the corresponding standard. In addition, the level of self-esteem for the “positive” and “negative” sets may not coincide for some subjects. This requires special analysis and may be caused by personality defense mechanisms.
Analysis of results
In the two proposed options for studying self-esteem, its level and adequacy are defined as the relationship between the ideal “I” and the real “I”. A person's ideas about himself, as a rule, seem convincing to him, regardless of whether they are based on objective knowledge or subjective opinion, whether they are true or false. The qualities that a person ascribes to himself are not always adequate. The process of self-assessment can occur in two ways: 1) by comparing the level of one’s aspirations with the objective results of one’s activities and 2) by comparing oneself with other people.
However, regardless of whether self-esteem is based on a person’s own judgments about himself or interpretations of the judgments of other people, individual ideals or culturally specified standards, self-esteem is always subjective, and its indicators can be adequacy and level.
The adequacy of self-esteem expresses the degree of correspondence of a person’s ideas about himself with the objective foundations of these ideas. So, for example, inadequacy in assessing one’s appearance can be caused, on the one hand, by a person’s orientation towards external standards, assessments and a distorted idea of these assessments or ignorance of them, on the other hand.
The level of self-esteem expresses the degree of real and ideal or desired ideas about oneself. Adequate self-esteem with a tendency to overestimate can be equated to a positive attitude towards oneself, self-respect, self-acceptance, and a sense of one’s own worth. Low self-esteem, on the contrary, can be associated with a negative attitude towards oneself, self-rejection, and a feeling of one’s own inferiority.
Conclusions about the adequacy and level of self-esteem will be reliable if the results match the two methods or are confirmed by observation.
In the process of forming self-esteem, an important role is played by comparing the image of the real “I” with the image of the ideal “I”. Therefore, someone who achieves in reality characteristics corresponding to the ideal will have high self-esteem, even if the ideal image does not differ in volume and cognitive complexity. If a person reflects the gap between these characteristics and the reality of his achievements, his self-esteem is likely to be low.
The second factor, important for the formation of self-esteem, is associated with the internalization of the assessments and social reactions of other people, as well as with the position chosen by a person in the system of social and interpersonal relations. Adequate self-esteem contributes to the achievement of internal consistency.
Self-esteem and a person’s attitude towards himself are closely related to the level of aspirations, motivation and emotional characteristics of the individual. The interpretation of acquired experience and a person’s expectations regarding himself and other people depend on self-esteem.
Internal inconsistency and distortion of self-image can give rise to suffering in a person, feelings of guilt, shame, resentment, disgust, and anger. To harmonize the self-attitude system, there are methods of psychological correction and development, one of which is socio-psychological training.
Tasks for independent work
Describe your self-concept and its role in regulating your behavior?
Give a detailed definition of the concepts: self-awareness, self-knowledge, self-efficacy, self-presentation.
1. Burns, R. Development of self-concept and its properties. – M., 1986. – P. 30-66.
2. Granovskaya, R.M. Elements of practical psychology. – L., 1988. –S. 271-294.
3. Myers, D. Social psychology / Transl. from English – St. Petersburg: “Peter”, 1997. – Ch. 2. – pp. 64-79.
How to treat yourself and people [Another edition] Kozlov Nikolai Ivanovich
Psychological workshop
Psychological workshop
"The difficult life of Lena Sidorova's parents"
I most like to give the tasks of the workshop “The Difficult Life of Lena Sidorova’s Parents” to teenagers and young people. It’s easy to resent your elders until you step into their shoes yourself. And here this is what is proposed - to become parents and try your hand: the children will strain you, and you will carry out the educational process.
If you have time. Parents often have to implement quick response measures instead of education, so that the deadline for a possible catastrophe is at least pushed back...
So, you are parents, you have a 16-year-old daughter, Lena. I am sure that your daughter is developed, smart, studies well and plays music. You have a good relationship with her, she trusts you a lot, and suddenly (such a conversation happened somehow) she trusted... It turns out that your daughter... Below are several options:
Lena loves one guy, dates him and engages in petting (overt caresses) with him.
She is afraid of guys and considers them rude, but she makes love with her friend with great pleasure. Mutual tender caresses bring each other to orgasm, plus they are just good friends.
She loves one guy, dates him and has sex with him.
She meets and has sex with a guy, although she doesn’t love him. He’s handsome, she’s pleased and interested, but there’s no talk of love or marriage.
Plays strip cards with the guys. When everyone undresses, dancing without clothes begins. But, according to an unspoken agreement, there is no transition to sex.
He meets with several guys (who sometimes have a free apartment) and lives a sexual life with them.
He and his friends meet with several guys and practice group sex.
Together with his friends, he earns money (already quite good) through prostitution. True, she doesn’t sleep with everyone, but selectively: who has good money and who she likes. Has already regular customers. So that you don’t immediately die of horror, I’m making your life easier: at the same time, it turns out that she knows how to protect herself (both from pregnancy and AIDS), does it competently, and in general she likes this kind of life...
Is it really easier now?
The worst thing is that you can’t get anywhere now: you’ve already read the problem, you won’t get it out of your head now, so you’ll have to study with your daughter. Just like in life. So, dear parents, regardless of your age, do you have problems with these circumstances in your daughter’s life (for each of the options)? What makes you sad and what makes you happy? Do you consider this normal (all the more welcome) or do you consider it unacceptable and would like to ban it? Why?
On this I would ask you to dwell in more detail: really, WHY? Do you have any arguments to consider something undesirable, unacceptable and worthy of prohibition? Your argumentation system must be convincing - not only for you, but also for your daughter. Emotions, indignation, crying or a belt (as well as other means of forceful pressure) are not considered arguments.
If you decide about an option that it is not only upsetting and undesirable, but also unacceptable, what means of influencing your daughter would you consider acceptable and effective?
Remember: methods of persuasion, influence by personal example...
And also what measures to prevent undesirable situations of this kind would you consider reasonable (if you were raising your daughter again)?
I remembered something: one fool can ask so many questions that a hundred wise men will not find answers to them. But this is not about you, sorry.
Thank you. I hope you are satisfied with your answers. If, in addition to yours, you are interested in someone else’s thoughts, I can offer you mine.
Warning: interdepartmental commission under the Ministry of Education Russian Federation I did not consider these reflections at my meetings and did not approve them as completely correct.
From the book How to Treat Yourself and People, or Practical Psychology for Every Day author Kozlov Nikolay IvanovichWhen both are to blame (psychological workshop) The essence of the situation: you were given CP (for example, advice that was not relevant and at the wrong time, when you are irritated), you responded harshly, you were offended. You stepped back and became aware. What's next? To be more specific, there are two similar situations. However
From the book Formula for Success or Philosophy of Life of an Effective Person author Kozlov Nikolay IvanovichWorkshop By the way, how do you study? Check. Take a pen and write down five points of the diagram: “You have a problem, and you go to management.” 1.2.3.4.5. Can you congratulate yourself? If you are unhappy with something, think about what goals you will set for yourself and how and when you will accomplish what you planned. TO
From the book How to Treat Yourself and People [Other edition] author Kozlov Nikolay IvanovichPsychological workshop “The difficult life of Lena Sidorova’s parents” I most like to give the tasks of the workshop “The difficult life of Lena Sidorova’s parents” to teenagers and young people. It’s easy to resent your elders until you step into their shoes yourself. And here it is proposed - to become
From the book Stop Raising Children [Help Them Grow] author Nekrasova ZaryanaWorkshop Check, have you ever had the following thoughts: “What will happen to me when...?” “I’ll be lost without you...” “What about me... we...?” “I’ve done so much for you.... and you..." "For your sake... you must..." But to be honest? They visit everyone, the only difference is that someone indulges them and starts
From the book Development Training with Teenagers: Creativity, Communication, Self-Knowledge author Gretsov Andrey GennadievichPsychodiagnostics and psychological workshop in training When conducting psychological trainings With teenagers, many specialists consider it advisable to use such types of work as psychological testing and psychological workshops. They are not
From the book Achiever for Free author Kuramshina Alisa From the book How Much Are You Worth [Technology for a Successful Career] author Stepanov Sergey SergeevichWorkshop We invite you to check your understanding of what was written above in a difficult way.
From the author's bookWorkshop Wish Scanner. You will need paper and pen, a phone and the desire to do something pleasant and useful for yourself. Starting right now and for the next two days, every hour, write down what you want. This applies to the entire time you are awake. Woke up -
From the author's bookWorkshop You want something small right now (a cup of tea, a subscription to the pool, a trip to the cinema). Now let the world know about it in all the ways available to you (Internet, phone calls, personal contacts with people) and see what comes of it .Change-marathon.For special
From the author's bookWorkshop Even if you didn’t immediately understand the first part of this book, but you know at least one Achiever, then try spending at least one day with him! Observe - and keep an eye on it. Be more attentive to people. Especially those who succeed a lot. How are they
From the author's bookWorkshop Remember your acquaintances, Achievers, and try to figure out which of them is closer to which type. And what is more familiar to you. Remember those cases when you were lucky, and determine what type of luck you had - this will make it easier to determine your type
From the author's bookPractice No. 1 Try to exchange your business cards for something else, not another business card. By the way, you can send a layout of your business card to us by email. As with any security, the content of the business card is very important. To do this, you must know what you can give to people, what makes you interesting,
From the author's bookWorkshop No. 3 Print out the vepe for yourself and start with your friends. Make some kind of vape storage from which they will be easy to get and use. Ilya, for example, has an aquarium for this. Until now, we have been talking about Achievement in general and “tasty” ways
From the author's bookWorkshop No. 1 Here we wanted to write an example from our consultations, but decided to write it right away with your help. Right now, select any situation that does not suit you (i.e., a problem). Write it down on paper in one paragraph maximum. Ideally, formulate it in five
From the author's bookWorkshop No. 2 If you go from work every day along a given route, take a different one! Seven times in a row using a new route, without fail. Just think, there's a construction site there! Is there a dog there? Well, okay, because a dog is a man’s friend if you treat it with respect and not
From the author's bookPsychological workshop: production situations This task is aimed at assessing four types of leader orientation in the management process, namely: D - orientation to the interests of the business; P - orientation to relationships with people, the psychological climate in the team; O
PSYCHOLOGICAL PRACTICUM
Course curriculum
Vladivostok
Ministry of Education and Science of the Russian Federation
Vladivostok State University
economy and service
Institute of Management
Department of Philosophy and Psychology
PSYCHOLOGICAL PRACTICUM
Course curriculum
by specialty
100103.65 “Socio-cultural service and tourism”
Vladivostok
Publishing house VGUES
The curriculum for the discipline “Psychological Workshop” is compiled in accordance with the requirements of the State Educational Standard of Higher Professional Education. Designed for students of all forms of education studying in specialty 100103.65 “Socio-cultural service and tourism”.
Compiled by: , art. Lecturer at the Department of Philosophy and Psychology
Approved at a meeting of the Department of Philosophy and Psychology, protocol No. 9 of 01/01/2001
Vladivostok Publishing House
State University
economics and service, 2014
INTRODUCTION
By studying the course “Psychology”, “Psychodiagnostics”, the student masters the basic concepts of psychology, learns the peculiarities of the functioning of the psyche, but at the same time all this knowledge is theoretical in nature, and often the student has no idea how to apply the acquired knowledge in practice. “Psychological workshop” allows, on the one hand, to solve this problem, on the other hand, this course helps to study one’s own mental characteristics, and also contributes to the development of such mental phenomena as memory, attention, thinking, etc.
Understanding the characteristics of all mental phenomena and states, as well as the competent use of practical skills and abilities in professional activities, will ensure the success of future specialists in the field of socio-cultural services and tourism.
The reason for introducing the “Psychological Workshop” course is to explore the possibility of one’s own psyche during the learning process and learn to apply the knowledge gained within the framework of the “Psychology” course and the “Psychodiagnostics” course in practice.
This program is built in accordance with the requirements of the State educational standard.
1 ORGANIZATIONAL AND METHODOLOGICAL INSTRUCTIONS
1.1 Goals and objectives of the training course
The main goal of the course: is learning to apply the acquired theoretical knowledge in practice.
The main objectives of the course include tasks:
1. determine the structure of mental phenomena;
2. highlight the features of their manifestation;
3. determine methods for their development.
1.2. List of competencies acquired during
studying the discipline
The discipline “Psychological Workshop” is aimed at increasing the humanistic component in the training of specialists. The discipline is in a logical, content-methodological relationship with other parts of the educational program and is based on the knowledge gained from the study of general humanitarian and natural science disciplines: “Psychology”, “Psychodiagnostics”. A set of incoming knowledge and skills consisting of understanding and applying the basic concepts of psychology, psychodiagnostics, the required foundation of knowledge for studying the discipline “Psychological Practicum”.
The knowledge gained during the learning process can be used in the study of such disciplines as: “Professional ethics and etiquette”, “Forecasting and planning”.
1.3 Main types of occupations and their features
carrying out
Scope and timing of the discipline:
The total labor intensity of the discipline is 2 credit units, 72 hours. Of these, 34 hours are classroom work, 38 hours are independent work. Specific gravity classes conducted in interactive forms amount to 14 hours of classroom training.
Certification for the course - pass.
While studying this course, the student listens to lectures on the theoretical part of the course, attends seminars where student reports are discussed and educational discussions are held on course topics. Textbooks and teaching aids are used to prepare for seminar classes.
A special place in mastering this course is given to students’ independent work, which consists of reading and taking notes of educational and specialized literature.
For students correspondence form training report on independent work is the completion of a test on the topics proposed in clause 4.1.
1.4 Types of control and reporting
Certification of students is carried out in accordance with the “Regulations on the rating system for assessing student performance” adopted by VSUES.
The course ends with a test, which includes testing the student’s theoretical knowledge and acquired practical work skills. Required condition obtaining admission to the exam by a student is the completion of all laboratory work and availability required quantity points on current certifications in accordance with the current system for assessing student performance at VSUES. The final grade is determined in accordance with the requirements of the Regulations on the rating system for assessing student performance at VSUES.
A mandatory condition for admitting part-time students to the test is the provision of full-time defense to the teacher test work, carried out according to individual instructions.
10. Projective techniques as a method of psychodiagnostics.
11. Abilities: general ideas about abilities, natural and acquired abilities. General and special abilities. The concept of giftedness.
12. Inclinations: the concept of inclinations, inclinations as natural prerequisites for the development of abilities.
13. Motivation and needs: the relationship between motives, needs and goals. The concept of motivation as a conscious and unconscious process. Classification of human needs according to A. Maslow. Causal attribution theory. Motivation to achieve success and avoid failure.
Carrying out independent work is aimed at students mastering the fundamentals of the discipline in full-time, part-time and evening forms of study.
The defense of the topic of independent work takes place in the form of a public presentation. The student must briefly outline the main points of the work completed and answer the teacher’s questions.
The test is aimed at students mastering the basics of sexology. The topic of the test is chosen independently. Requirements for the design of the text part of test papers are given in STO 1.005-2007 General requirements for the design of the text part of graduation papers qualification works, coursework (projects), abstracts, tests, reports on practices, laboratory work.
Stages of writing a test
1. Familiarization with the topic of the test and drawing up a plan.
2. Studying literature on the chosen topic.
3. Writing a paper with examples compiled independently. Examples can be formulated based on those given in the literature.
This teaching material ensures the rational organization of students' independent work based on systematized information on the topics of the academic discipline.
During the learning process of the discipline “Psychological Workshop”, in order to master the skills of working with psychodiagnostic techniques, learn the main issues related to the application of psychological knowledge in practice. These questions can be found in the following books:
1, General psychology and psychological workshop;
M.: FORUM, 2011. This book contains almost all the techniques that are used in the process of studying the course. The techniques are collected by topic, and the book offers all the necessary stimulus material, as well as information on how to process the results obtained.
2, Psychological workshop;
M.: Academy, 2009.
In this publication you can find psychodiagnostic methods that are quite often used in the practical activities of psychologists. All methods have stimulus materials, keys and interpretations of results.
3 Dukhnovsky, Sergey Viktorovich. Diagnostics of interpersonal relationships: [psychological workshop] / . - St. Petersburg. : Speech, 2010. - 141 p.
This book contains not only techniques that allow you to study the mental characteristics of a person, but also theoretical introductory remarks that allow you to more accurately interpret the results obtained.
The list of additional literature presented below will help you supplement your knowledge and enrich it, which includes books by famous domestic and foreign authors who have devoted themselves to studying both the theoretical and practical sides of psychodiagnostics.
4.1. List of basic literature
1. Dukhnovsky, Sergey Viktorovich. Diagnostics of interpersonal relationships: [psychological workshop] / . - St. Petersburg. : Speech, 2010. - 141 p.
2. Noss, Igor Nikolaevich. Psychodiagnostics: textbook for bachelors / . - M.: Yurayt, 2013. - 439 p. - (Bachelor. Advanced course).
3. Ramendik, Dina Mikhailovna. General psychology and psychological workshop / . - M.: FORUM, 2011. - 304 p.
4. Ramendik, Dina Mikhailovna. Psychological workshop: tutorial for university students / , . - 2nd ed., ster. - M.: Academy, 2009. - 192 p. : ill.
5. Sonin, Valery Abramovich. Psychological workshop: tasks, studies, solutions: educational Toolkit/ ; Ross. Academy of Education, Moscow. psychological-social. int. - 4th ed., revised. and additional - M. : MPSI: Flinta, 2004. - 272 p. : ill.
4.2 List of further reading
1. Ilyin and motivation. – St. Petersburg: Peter, 2002.
2. Ilyin and feelings. – St. Petersburg: Peter, 2002.
3. Nemov psychology. – M., 1998.
4. Ramendik workshop: Textbook for universities. – M., 2002.
5. Rean psychodiagnostics of personality: Textbook - St. Petersburg, 2001.
6. Ramendik, Dina Mikhailovna. Psychological workshop: textbook for students. universities / , . - M.: Academy, 2008. - 192 p.
7. Smirnova in general psychology. – M., 2001.