Projective technique "magic world". The magical world of a child Interview the magical world

Do you know everything about your child? What worries him, what is important to him? The baby himself may not be fully aware of his desires and needs, or he may avoid answering if asked directly. In this case, psychologists recommend using a projective interview technique, which will be an exciting game for the child, and for parents an opportunity to better know how their child lives and thinks.

In a conversation, ask a younger schoolchild or preschooler to become an omnipotent wizard who can do whatever he wants in a magical land and in our real world: turn into any creature, any animal, become small or adult, a boy become a girl and vice versa, etc. P.

By the end of the conversation, the child gradually emerges from the role of a wizard and becomes himself again.

Such a fairy-tale interview is convenient because it makes it possible to establish closer contact with the child, allowing him to experience many moments that are significant to him in the game. After each answer, it’s good to ask the child why he would do this or that thing, turn into someone, etc. To better understand his motivation.

It is better to talk alone with the child. It is better to write down answers to questions verbatim so that you can analyze the information more carefully later. It is better to use a voice recorder discreetly or not to use it at all if this can cause constraint in the child, introduce tension into communication, or distract him from the content of the conversation. Remember that you perceive the child’s answers as neutrally as possible, whatever they may be, trying to refrain from any assessments and comments.

So, are you ready to travel to the magical world of your child? Well, then put on your observer's mask and hit the road!

Text of a fabulous interview

Do you like fairy tales? Little children always love fairy tales. Of course, you are not little anymore, but I think you will like this slightly fairy-tale game.

- Imagine that you have a magic rocket that has transported you to a fairyland. Everything there is like in a fairy tale: the people are fabulous, and so are you. Can you imagine this?

A. - Now tell me, who would you like to be in this fabulous country? Why?

b. - Who wouldn’t you like to be in fairyland? Why? We'll stay here for a minute longer. Now imagine that you are a wizard (fairy): you are very strong, with the help of magic you can do anything you want. You can create, change, disenchant, make something completely disappear.

So tell me, wizard, what would you do? And for what? You are still a wizard (fairy). You get into the rocket and return back to the world we are familiar with. First of all, let's go to your house - imagine this.

Now you are at home. You are an all-powerful wizard, what would you do? (Additional questions: for dad, for mom, etc.).

Then the wizard goes to school (or kindergarten).

You have the power to do something, change, destroy, do it the way you want.

Now you are at school (kindergarten). What would you do? (Additional questions: for teachers, classmates? Or educators, classmates). Why?

Now you, a wizard, are playing with the guys. What would you do for them? Why?

Almost forgot about you!

A. - What would you do for yourself? Why?

b. -What would you change or destroy? Why?

- And for me, wizard, what would you do? Why?

Thank you, you are a real wizard!

If you became a wizard, you could take on any form you wanted, turn into anyone or anything you wanted.

A. - Tell me, what or who would you like to turn into? Why?

b. - What or who would you never want to turn into? Why?

You can turn into any animal.

A. - What kind of animal would you like to become? Why?

b. -What kind of animal do you not want to be? Why? Of course, you know a lot of animals and little animals. I will name different animals for you, and you will say whether you would like to become one of them or not, and why.

c) a small kid, a fawn,

g) monkey,

j) dog,

l) bird (for example, tit).

You did a great job.

You are a wizard, you have enormous opportunities, you can choose one of three: become a small child, an adult, or remain as you are.

A. - Tell me, who do you want to be - small, adult or as you are? Why?

b. - Why don’t you want to become... (1st option not chosen)?

V. - Why... (2nd option not selected)?

Would you like to become a girl (boy)? Why?

You did a great job, but every game ends, and so does ours. And now you are again not a wizard, but (child’s first and last name).

By the way, do you like your name? I do not like? Why? What about the last name? I do not like? Why? Would you like to be called differently? Why? And what is your name, parents, friends in class, guys?

Very good, let’s imagine (only this will no longer be a fairy-tale game) that all your wishes come true, any, but only 3.

Why a, b, c?

Great. Think about it:

A. -What are children most afraid of? Why?

b. - What gives children the greatest joy? Why?

V. - What brings them the greatest grief? Why?

Well done! What did you like most about the game?

What lies behind the answers

After the child has enjoyed the game, it's time for parents to get the most out of their answers. To better understand the magical world of a child, it is important to pay attention to his explanations of “why” and “why”, because in them children talk about their needs and significant problems. Again, no matter who the child is talking about, he talks about his experiences, desires, and fears. In the role of a wizard, it is simply easier for a child to express his feelings and intentions, transferring them to other characters.

It is also necessary to pay attention to the emotional mood and facial expressions of the child in order to understand how important and significant for him what he is talking about now. In general, we must also take into account that based on our request to imagine himself as a wizard, the child may try to show himself in the best light.

Perhaps a professional psychologist can extract more information from the interview, but loving and caring parents can better feel their child and give him exactly the warmth, support, and love that the baby needs at the moment. Happy research!
If you have any questions, write in the comments to the article.

Alla Slotvinskaya

(This is the 15th article from the Chest of New Year's miracles, join us to be the first to receive the following ideas, miracles, fairy tales and crafts from us)

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ANIMAL FAMILY

When examining adults, this test often turns out to be more informative than the “Family Drawing” and “Dynamic Family Drawing” tests. Like the Family Drawing test, it is available to children from the age of four.

Conducting testing. A sheet of paper is placed horizontally in front of the subject. Instructions: “Draw a family of animals so that all family members are different animals.” It can be explained that we are talking about a fairy-tale family, since in fact animal families consist of identical animals.

The subject is not told that his own family is being depicted. On the contrary, according to the instructions, a certain abstract family should be drawn. However, the subject’s associations are still determined by his sense of self in his family.

The subject may say that he does not know how to draw animals. Then they explain to him that it is not scary, and if it is not clear who he drew, he will say who it is, and the inspector will write it down. After finishing the drawing, the examiner finds out what animals they are and who they are in the family (who is which family member). The answers are recorded in the protocol. When asking questions, you cannot say the words “mom”, “dad”, “child”, “grandmother”, etc. You must use the neutral phrase “family member”.

Discuss the drawing in the same way as in the “Family Drawing” test.

If the subject “closes himself” from the examiner, then the “Animal Family” test often turns out to be more revealing than the “Family Drawing” and “Dynamic Family Drawing” tests, since its focus is less obvious. It can be used instead of or in combination with the Family Drawing Test to obtain additional data.

There are cases when in the “Family Drawing” test the subject reproduces real family relationships, and in the “Animal Family” test - idealized ones (the way he would like to see them). There is also an inverse relationship: in order to make a favorable impression, the subject depicts an idealized picture in the “Family Drawing” test, and in the “Animal Family” test, due to its greater neutrality, a direct projection of real family relationships appears. A content analysis of the drawings allows us to determine which option occurs in each specific case.

INTERVIEW “MAGICAL WORLD”

Projective technique.

Purpose: studying the needs, significant experiences and problems of the child. It is a semi-standardized interview in which the general “logic” (outline) of the questions asked is outlined.

The first part of the diagnostic complex can be attributed to the catharsis technique. In the interview, the child is asked to identify himself with an omnipotent wizard who can do whatever he wants in a magical land and in our real world: turn into any creature, into any animal, become small or adult, a boy can become a girl and vice versa, etc. . As the interview progresses, identification with the omnipotent wizard weakens, and at the end of the interview the psychologist removes the child from the role of the wizard.

It is recommended to conduct the examination alone with the child. Answers to interview questions should be recorded verbatim. It is not recommended to use a tape recorder, as this can add tension to communication, cause reciprocal tightness, constraint in the child, and distract him from the content of the conversation. In turn, emotional contact with the child during the interview is necessary for moving on to the next stage of diagnostic work or to psychocorrection. After each answer, the child should be asked why he would do this or that thing, turn into someone, etc.

This technique is a convenient way to establish contact with a child, allowing him to experience many moments that are significant to him in the game. This is the psychotherapeutic effect of this technique.

Text of the methodology.

Do you like fairy tales? Little children always love fairy tales. Of course, you are not little anymore, but I think you will like this slightly fairy-tale game.

Imagine that you have a magic rocket that has transported you to a fairyland. Everything there is like in a fairy tale: the people are fabulous, and so are you. Can you imagine this?

A. - Now tell me, who would you like to be in this fabulous country? Why?

B. - Who wouldn’t you like to be in fairyland? Why? We'll stay here for a minute longer. Now imagine that you are a wizard (fairy): you are very strong, with the help of magic you can do anything you want. You can create, change, disenchant, make something completely disappear.

So tell me, wizard, what would you do? And for what? You are still a wizard (fairy). You get into the rocket and return back to the world we are familiar with. First of all, let's go to your house - imagine this.

Now you are at home. You are an all-powerful wizard, what would you do? (Additional questions: for dad, for mom, etc.).

Then the wizard goes to school.

You have the power to do something, change, destroy, do it the way you want.

Now you're at school. What would you do? (Additional questions: for teachers, classmates?). Why?

Now you, a wizard, are playing with the guys. What would you do for them? Why?

Almost forgot about you!

A. - What would you do for yourself? Why?

B. - What would you change or destroy? Why?

And for me, wizard, what would you do? Why?

Thank you, you are a real wizard!

If you became a wizard, you could take on any form you wanted, turn into anyone or anything you wanted.

A. - Tell me, what or who would you like to turn into? Why?

B. - What or who would you never want to turn into? Why?

You can turn into any animal.

A. - What kind of animal would you like to become? Why?

B. - What animal do you not want to be? Why? Of course, you know a lot of animals and little animals. I will name different animals for you, and you will say whether you would like to become one of them or not, and why.

A) Cat,

C) a small goat, a fawn,

G) monkey,

K) dog,

L) bird (for example, tit).

You did a great job.

You are a wizard, you have enormous opportunities, you can choose one of three: become a small child, an adult, or remain as you are.

A. - Tell me, who do you want to be - small, adult or as you are? Why?

B. - Why don’t you want to become... (1st option not chosen)?

V. - Why... (2nd option not selected)?

Would you like to become a girl (boy)? Why?

You did a great job, but every game ends, and so does ours. And now you are again not a wizard, but (child’s first and last name).

By the way, do you like your name? I do not like? Why? What about the last name? I do not like? Why? Would you like to be called differently? Why? And what is your name, parents, friends in class, guys?

Very good, let’s imagine (only this will no longer be a fairy-tale game) that all your wishes come true, any, but only 3.

Why a, b, c?

Great. Think about it:

A. - What are children most afraid of? Why?

B. - What gives children the greatest joy? Why?

V. - What brings them the greatest grief? Why?

Well done! What did you like most about the game?

Interpretation.

The interpretation of data is largely based on the child’s answers to the questions “why” and “why”, since in them children talk about their needs and significant experiences. Another basis for interpretation is a meaningful analysis of the answers, which allows us to deepen our understanding of the child’s experiences and the real life situation. Nonverbal manifestations also provide a lot of information for the practicing psychologist. It is from them that one can judge the depth of the child’s experiences, the subjective significance of certain problems that he mentions. Finally, formal analysis of statements also yields interesting results: their length, development, vocabulary, and grammatical structure can confirm or cast doubt on the assumptions that arise during the interpretation of the results.

In general, when interpreting the results, it should be taken into account that the child’s identification with the wizard is given by the instructions and, therefore, is conscious, as a result of which the child’s statements may be subject to a tendency towards socially approved responses, i.e. the desire to show oneself in the best light.
“COMPLETION OF SENTENCES” CHILDREN’S METHOD

(version by V. Michal)

Purpose: Projective methodology for personality research. The test relates to complementary methods and partly to associative methods and is aimed at diagnosing the child’s attitude towards parents, brothers, sisters, children’s informal and formal groups, teachers, school, his own abilities, as well as identifying goals, values, conflicts and significant experiences . The sequence of 24 sentences proposed by V. Michal is a modification of the Sachs test (SSCT) for children.

This test can be used on its own, but the author of the technique recommends using it after conducting the “Magic World” interview. All child responses should be recorded verbatim.

The version of the test presented here is slightly modified in comparison with the Russian translation of the original. Stylistic translation errors have been eliminated and the order of sentences has been changed.

Instructions.

Every morning...

Many authors, including Michal, recommend recording reaction times using a stopwatch. At the same time, this can introduce unnecessary nervousness into communication with a psychologist and distract the child. Therefore, it is better to use a watch with a second hand, doing it unnoticed while the child is thinking about the answer, counting down 3 seconds to himself. and put a period in the protocol after each such interval. The test must be carried out individually and only orally.

In the presented list, the proposals are grouped according to diagnostic focus on studying the child’s attitude towards different persons and different problems - towards mother, father, brothers, sisters, peers; to school, teachers; views for the future, etc. The serial number before the beginning of each sentence corresponds to its place in the list proposed for diagnostic use. The order can be changed, but so that sentences on the same topic are distributed evenly, and not grouped together.
Instructions.

I can offer you this game. I will tell you the beginning of the sentence, and you will finish it.

Now - attention! You need to answer quickly and each time what comes to mind first, but so that you get a sentence that is complete in meaning. Before we start the game, you can practice a little. For example, I say the beginning of a sentence:

Every morning...

Praise the child, tell him that he understood everything correctly, and if it seemed that he did not say the first ending of the sentence that came to his mind, remind him of the instructions again. One more example can be offered:

I would give a lot for me to...

If necessary, explain the rule again.

Stimulus material.

1. I think that there are more people...

2. A child in the family...

3. We love mom, and...

4. We are among children, but...

5. My brother (sister)...

6. I'm smart enough to...

7. Fathers sometimes...

8. The children I play with...

9. What would our dad...

10. My loved ones think of me that I...

11. If my brother (sister)...

12. My friends often...

13. I wish I didn’t have...

14. Sick child...

15. I thought that mom most often...

16. If there were no school...

17. I shake all over when...

18. When I think about school, then...

19. If all the guys knew how afraid I am...

20. I would be very happy if I...

21. I am the weakest...

23. My teacher (teacher, teachers)...

24. I always dream...
Key.

The proposals in the methodology are grouped into the following categories:

A) attitude towards mother - 3, 15;

B) attitude towards father -7.9;

C) attitude towards brothers and sisters - 5, 11;

D) attitude towards family - 2, 10;

D) attitude towards peers - 4.8, 12;

E) attitude towards teachers and school - 23, 16, 18;

G) attitude towards people in general - 1;

H) attitude towards one’s own abilities - 6, 21;

I) negative experiences, fears - 13, 17, 19;

J) attitude towards the disease - 14;

K) dreams and plans for the future - 20, 22, 24.

Interpretation.

The interpretation is based on a meaningful analysis of the answers, the frequency of the additional part of the sentence, the time of the answer, as well as the child’s statements about how well the proposed phrases correspond to reality (according to our data, children talk about this quite often).

The child's social position is examined by proposals aimed at studying his relationship with his peer group, teachers, parents and family members. It should be noted that cases where all endings of phrases in this group contain signs of tension and conflict should attract special attention from a practicing psychologist, since maladjustment in all areas of interpersonal relationships is a symptom of abnormal personality development. The author of the method, following Sachs, recommends assigning points to the answers (2 points - serious violations requiring psychotherapy, 1 point - moderate violations).

The child's self-understanding is studied through proposals aimed at exploring the child's significant experiences, assessing his own capabilities, as well as reflective self-esteem, which is formed by the beginning of adolescence. Thus, the answer of a 12-year-old child: “I don’t know what I think about myself” to the sentence: “My loved ones think about me that I...” indicates a delay in the formation of a reflexive assessment, but may also be a manifestation of psychological defense. In this case, sentences about family members will have a neutral emotional connotation or contain signs of conflict. The above example shows how, firstly, the same answer in different contexts can mean different characteristics of the child’s personality and, secondly, how a sentence can be confirmed or refuted based on data from the same test of unfinished sentences.

For interpretation of individual sentences, they are grouped into the following categories:

A) attitude towards mother;

B) attitude towards father;

C) attitude towards brothers and sisters;

D) attitude towards family;

D) attitude towards peers;

E) attitude towards teachers and school;

G) attitude towards people in general;

H) attitude towards one’s own abilities;

I) negative experiences, fears;

K) attitude towards the disease;

K) dreams and plans for the future.

Method "Incomplete sentences" (Sachs-Levy test)

A variant of this method, developed by Sachs and Levy, includes 60 unfinished sentences, which can be divided into 15 groups, characterizing to varying degrees the system of relations of the subject to the family, to representatives of the same or opposite sex, to sexual relations, to superiors in official position and subordinates. Some groups of sentences relate to the fears and concerns a person experiences, to his sense of awareness of his own guilt, indicate his attitude towards the past and future, affect relationships with parents and friends, and his own life goals.

For each group of sentences, a characteristic is derived that defines this system of relations as positive, negative or indifferent.

This technique needs to be confirmed by other tests, since its reliability and validity are low, which is due to the small number of sentences “working” on one scale.

Key

Such a quantitative assessment facilitates the identification of a disharmonious system of relationships in the subject. But more important, of course, is a qualitative study of additional proposals.

Research using the open-ended sentence method must be preceded by establishing contact with the subject to obtain sincere, natural responses. But even if the test taker views the study as an undesirable procedure and, trying to hide the world of his deep experiences, gives formal, conditional answers, an experienced psychologist can extract a lot of information reflecting the system of personal relationships.

METHOD "UNFINISHED SENTENCES"

Test taker form__________________________________________________________

Instructions:“On the test form you must complete the sentences with one or more words.” .

1. I think that my father rarely

2. If everything is against me, then

3. I always wanted

4. If I were in a leadership position

5. The future seems to me

6. My boss

7. I know it's stupid, but I'm afraid

8. I think I'm a true friend

9. When I was a child

10. The ideal woman (man) for me is

11. When I see a woman next to a man

12. Compared to most others, my family

13. I work best with

14. My mother and me

15. I would do anything to forget

16. If only my father wanted

17. I think that I am capable enough to

18. I could be very happy if

19. If anyone works under my direction

20. I hope for

21. My teachers are at school

22. Most of my comrades don’t know that I’m afraid

23. I don’t like people who

24. Once upon a time

25. I think that most boys (girls)

26. Married life seems to me

27. My family treats me like...

28. People I work with

29. My mother

30. My biggest mistake was

31. I wish my father

32. My greatest weakness is

33. My hidden desire in life is

34. My subordinates

35. The day will come when

36. When my boss approaches me

37. I wish I could stop being afraid

38. Most of all I love those people who

39. If I were young again

40. I believe that most women (men)

41. If I had a normal sex life

42. Most families I know

43. I like to work with people who

44. I think that most mothers

45. When I was young, I felt guilty if

46. ​​I think that my father

47. When I start to feel unlucky, I

48. More than anything I would like in life

49. When I give instructions to others

50. When I'm old

51. People whose superiority over myself I recognize

52. My fears have forced me more than once

53. When I'm not there, my friends

54. My most vivid childhood memory is

55. I really don’t like it when women (men)

56. My sex life

57. When I was a child, my family

58. People who work with me

59. I love my mother, but

60. The worst thing I ever did was

Rene Gilles technique

The technique is visual-verbal and consists of 42 pictures depicting children or children and adults, as well as text tasks. Its focus is to identify behavioral characteristics in a variety of life situations that are important for the child and affect his relationships with other people.

Before starting to work with the technique, the child is informed that he is expected to answer questions based on the pictures. The child looks at the drawings, listens or reads the questions and answers. The child must choose a place for himself among the people depicted, or identify himself with a character occupying one or another place in the group. He can choose it closer or further from a certain person. In text tasks, the child is asked to choose a typical form of behavior. Thus, the technique allows you to obtain information about the child’s attitude towards various people around him (the family environment) and phenomena.

The simplicity and schematic nature that distinguishes R. Gilles’ method from other projective tests not only makes it easier for the child being tested, but also makes it possible to formalize it relatively more. In addition to the qualitative assessment of results, the children's projective method of interpersonal relationships allows one to present the results of a psychological examination on a number of variables and quantitatively.

Psychological material characterizing the child’s system of personal relationships can be divided into two large groups of variables:

1) Variables characterizing the child’s specific personal relationships: attitude towards the family environment (mother, father, grandmother, sister, etc.), attitude towards a friend, towards an authoritative adult, etc.

2) Variables that characterize the child himself and manifest themselves in various relationships: sociability, isolation, desire for dominance, social adequacy of behavior.

There are 12 signs in total:
- attitude towards mother,
- attitude towards father,
- attitude towards mother and father as a family couple,
- attitude towards brothers and sisters,
- attitude towards grandparents,
- attitude towards a friend,
- attitude towards the teacher,
- curiosity,
- desire for dominance,
- sociability,
- fenced off,
- adequacy.

The attitude towards a certain person is expressed by the number of choices of this person, based on the maximum number of tasks aimed at identifying the corresponding attitude.

R. Gilles' method cannot be classified as purely projective; it represents a transitional form between a questionnaire and projective tests. This is its great advantage. It can be used as a tool for in-depth personality study.

Conduct testing and then refer to the key to evaluate your results.

Key

1. 
   Here is a table with different people sitting at it. Mark with a cross where you will sit.

1. 
   Mark with a cross where you will sit.

1. 
   Now place several people and yourself around this table. Indicate their family relationships (father, mother, brother, sister) or (friend, comrade, classmate).

1. 
   At the head of the table sits a man whom you know well.
   Where would you sit?
   Who is this man?

1. 
   You and your family will spend your holidays with your owners, who have a large house. Your family has already occupied several rooms. Choose a room for yourself.
   
2. 
   Once again with friends. Label some people's rooms and your room.
   
3. 
   It was decided to give one person a surprise.
   Do you want this done?
   To whom?
   Or maybe you don't care?
   Write below
4. 
   You have the opportunity to go away for a few days to rest, but where you are going there are only two free places: one for you, the second for another person.
   Who would you take with you?
   Write below.
5. 
   You have lost something that is very valuable.
   Who will you tell first about this trouble?
   Write below.
6. 
   Your teeth hurt and you have to go to the dentist to have the bad tooth pulled out.
   Will you go alone?
   Or with someone?
   If you go with someone, who is that person?
7. 
   You passed the exam.
   Who will you tell about this first?
   Write below
8. 
   You're on a walk outside the city. Mark with a cross where you are.

1. 
   Another walk. Mark where you are this time.

1. 
   Where are you this time?

1. 
   Now place several people and yourself in this picture. Draw or mark with crosses.
   Write down what kind of people they are

1. 
   You and some others were given gifts. Someone received a gift much better than others.
   Who would you like to see in his place?
   Or maybe you don't care?
   Write.
2. 
   You are going on a long journey, traveling far from your family.
   Who would you miss the most?
   Write below.
3. 
   Your friends are going for a walk. Mark with a cross where you are.

1. 
   Who do you like to play with:
   with friends your age?
   younger than you?
   older than you?
   Underline one of the possible answers.
2. 
   This is a play area. Mark where you are.

1. 
   Here are your comrades. They are fighting for a reason unknown to you. Mark with a cross where you will be.

1. 
   These are your comrades quarreling over the rules of the game. Mark where you are.

1. 
   Your comrade deliberately pushed you and knocked you down. What will you do:
   will you cry?
   Will you complain to the teacher?
   will you hit him?
   will you reprimand him?
   won't you say anything?
   Underline one of the answers.
2. 
   Here is a man well known to you. He says something to those sitting on the chairs. You are among them. Mark with a cross where you are.

1. 
   Do you help your mom a lot?
   Few?
   Rarely?
   Underline one of the answers.
2. 
   These people are standing around the table, and one of them is explaining something. You are among those who listen. Mark where you are.

1. 
   You and your comrades are on a walk, one woman explains something to you. Mark with a cross where you are.

1. 
   During the walk, everyone sat on the grass. Mark where you are.

1. 
   These are people who are watching an interesting performance. Mark with a cross where you are.

1. 
   The teacher shows the tables to the students. Mark with a cross where you are.

1. 
   One of your comrades laughs at you. What will you do:
   Are you going to cry?
   Will you shrug?
   Will you laugh at him yourself?
   Are you going to call him names and beat him?
   
2. 
   One of your comrades laughs at your friend. What will you do:
   Are you going to cry?
   Will you shrug?
   Will you laugh at him yourself?
   Are you going to call him names and beat him?
   Underline one of these answers.
3. 
   A friend took your pen without permission. What will you do:
   Cry?
   Complain?
   Scream?
   Will you try to take it away?
   Are you going to start beating him?
   Underline one of these answers.
4. 
   You play lotto (or checkers, or another game), and lose twice in a row. You're not happy. What will you do:
   Cry?
   Continue playing?
   Don't you say anything?
   Are you starting to get angry?
   Underline one of these answers
5. 
   Your father doesn't allow you to go for a walk. What will you do:
   Won't you answer?
   Are you pouting?
   Are you going to start crying?
   Will you protest?
   Underline one of these answers.
6. 
   Mom doesn't allow you to go for a walk. What will you do:
   Won't you answer?
   Are you pouting?
   Are you going to start crying?
   Will you protest?
   Will you try to go against the ban?
   Underline one of these answers.
7. 
   The teacher came out and entrusted you with supervising the class. Are you able to complete this assignment? Write below.
8. 
   You went to the cinema with your family. There are many empty seats in the cinema. Where will you sit? Where will those who came with you sit?

1. 
   There are many empty seats in the cinema. Your relatives have already taken their places. Mark with a cross where you will sit.

1. 
   Back at the cinema again. Where will you sit?

The interpretation of data is largely based on the child’s answers to the questions “why” and “why”, since in them children talk about their needs and significant experiences. Another basis for interpretation is a meaningful analysis of the answers, which allows us to deepen our understanding of the child’s experiences and the real life situation. Nonverbal manifestations also provide a lot of information for the practicing psychologist. It is from them that one can judge the depth of the child’s experiences, the subjective significance of certain problems that he mentions. Finally, formal analysis of statements also yields interesting results: their length, development, vocabulary, and grammatical structure can confirm or cast doubt on the assumptions that arise during the interpretation of the results.

In general, when interpreting the results, it should be taken into account that the child’s identification with the wizard is given by the instructions and, therefore, is conscious, as a result of which the child’s statements may be subject to a tendency towards socially approved responses, i.e. the desire to show oneself in the best light.

Test, unfinished sentences

This test can be used on its own, but the author of the technique recommends using it after conducting the “Magic World” interview. The sequence of 24 sentences proposed by V. Michal is a modification of the Sachs SSCT test for children. The test refers to the methods

additions and partly to associative techniques and is aimed at diagnosing the child’s attitude towards parents, brothers, sisters, children’s informal and formal groups, teachers, school, his own abilities, as well as identifying goals, values, conflicts and significant experiences. All child responses should be recorded verbatim.

The version of the test presented here is slightly modified in comparison with the Russian translation of the original. In our edition, stylistic errors in translation have been eliminated and the order of sentences has been changed.

Instructions

I can offer you this game. I will tell you the beginning of sentences, and you will finish it.

Now - attention! You need to answer quickly and each time what comes to mind first, but so that you get a sentence that is complete in meaning. Before we start the game, you can practice a little. For example, I say the beginning of a sentence:

Every morning...

Praise the child, tell him that he understood everything correctly, and if it seemed that he did not say the first ending of the sentence that came to his mind, remind him of the instructions again. One more example can be offered:

I would give a lot for me to...

If necessary, explain the rule again. Many authors, including Michal, recommend recording the reaction time using a stopwatch. In our opinion, this can introduce unnecessary nervousness into communication with a psychologist and distract the child. Therefore, it is better to use a watch with a second hand, doing it unnoticed while the child is thinking about the answer , count down 3 seconds to yourself and put a dot in the protocol after each such interval.The test must be carried out individually and only orally.

In the presented list, proposals are grouped according to diagnostic focus on studying attitudes

the child to different persons and different problems - to mother, father, brothers, sisters, peers; to school, teachers; views for the future, etc. The serial number before the beginning of each sentence corresponds to its place in the list that we propose for diagnostic use. The order can be changed, but so that sentences on the same topic are distributed evenly, and not grouped together.

Unfinished sentences

3. We love mom, and...

15. I thought that mom most often...

7. Fathers sometimes...

9. What would our dad...

5. My brother (sister)...

11. If my brother (sister)... 2. A child in the family...

10. My loved ones think of me that I...

4. We are among children, but...

8. The children I play with...

12. My friends often...

23. My teacher (teacher, teachers)...

16. If there were no school...

18. When I think about school, then...

1. I think that there are more people...

6. I am dexterous enough to... 21. I am the weakest...

13. I wish I didn’t have...

17. I shake all over when...

19. If all the guys knew how afraid I am...

20. I would be very happy if I...

24. I always dream...

14. Sick child...

Test interpretation

The interpretation is based on a meaningful analysis of the answers, the frequency of the additional part of the sentence, the time of the answer, as well as the child’s statements about what

how much the proposed phrases correspond to reality (according to our data, children talk about this quite often).

“Our material,” writes the author of the projective interview, V. Michal, “is a multiply modified Sachs and Levy test - SSGT. The test is focused on determining social position and self-understanding.” The child's social position is examined by proposals aimed at studying his relationship with his peer group, teachers, parents and family members. It should be noted that cases where all endings of phrases in this group contain signs of tension and conflict should attract special attention from a practicing psychologist, since maladjustment in all areas of interpersonal relationships is a symptom of abnormal personality development. “The author of the method, following Sachs, recommends assigning points to the answers (2 points - serious violations requiring psychotherapy, 1 point - moderate violations).

The child’s self-understanding is studied through proposals aimed at exploring the child’s significant experiences, assessing one’s capabilities, as well as reflective self-esteem, which is formed by the beginning of adolescence. Thus, the answer of a 12-year-old child: “I don’t know what I think about myself” to the sentence: “My loved ones think about me that I...” indicates a delay in the formation of a reflexive assessment, but may also be a manifestation of psychological defense. In this case, sentences about family members will have a neutral emotional connotation or contain signs of conflict. The above example shows how, firstly, the same answer in different contexts can mean different characteristics of the child’s personality and, secondly, how a sentence can be confirmed or refuted based on data from the same test of unfinished sentences.

For interpretation of individual sentences, they are grouped into the following categories:

a) attitude towards mother - 3, 15,

b) attitude towards father - 7, 9,

c) attitude towards brothers and sisters - 5, 11,

d) attitude towards family - 2, 10,

e) attitude towards peers - A, 8, 12,

f) attitude towards teachers and school - 23, 16, 18,

g) attitude towards people in general - 1,

h) attitude towards one’s own abilities - 6, 21, i) negative experiences, fears - 13, 17, 19,

j) attitude towards illness - 14,

k) dreams and plans for the future - 20, 22, 24.

Series of stories "Children's World"

This series refers to apperceptive techniques similar to TAT, SAT and their modifications. This part of the diagnostic complex is aimed at diagnosing the child’s attitude towards people around him (parents, teachers, peers), as well as identifying significant experiences (anxiety, fear). The full version of the technique consists of 10 figures, the short version - of 4 (Fig. 1, 2, 3, 10). Unlike the “Magic World” method, where identification with a certain character is specified by instructions, in this task the child identifies himself with the hero of the story spontaneously and unconsciously. The author of the technique recommends having a conversation with the child after testing, discussing individual stories in more detail. Discussion of stories can play a psychocorrective role (see pp. 218-223).

Thus, all parts of the projective interview belong to different groups of projective techniques, and, consequently, the diagnostic results highlight the child’s problems from different angles, contributing to successful psychocorrection work. It is also significant that the results of examining children using a complex of projective interviews reflect two levels of motives: conscious, “goal motives” in the terminology of A.N. Leontiev (interview “The Magic World”, partly a test of unfinished sentences), and unconscious, “ motives-meanings" ("Children's World" method). Consequently, based on the results of a survey using a projective interview, one can judge the degree of awareness of the child

com of your problems, which is very important when moving to psychocorrection.

At the stage of mastering the technique, it is recommended to follow the instructions and complete the entire sequence of tasks. However, an experienced practitioner, depending on the goals and objectives of the study, can make some changes to the method test: omit some questions, sentences, replace them with others, change the order of presentation of unfinished sentences and “Children’s World” drawings, but be sure to maintain the general context of each part of the method.

The interpretation of all three parts of the projective interview complex is predominantly substantive. It should be emphasized that there is no clear connection between the child’s answers to individual questions and symptoms of psychological distress, and diagnostic conclusions about the nature of the child’s difficulties are not justified if they are based only on individual answers. Such conclusions are justified only when they are confirmed by a number of statements by the child in all 3 parts of the interview (for example, the conclusion that the cause of the child’s difficulties is family trouble, which he is acutely experiencing, is legitimate if in all parts of the diagnostic complex there is confirmation of this hypotheses).

Using the Rosenzweig technique in working with children

The technique was developed and tested by V.V. Dobrov and is presented in the author’s presentation. In our practical activities, we encountered a number of problems, in the course of solving which we were forced to create a modified version of the Rosenzweig technique.

The tasks that led to the change in methodology were of a purely specific nature. In our work, we often have to deal with such a phenomenon as the crisis that students find themselves in when moving from primary to secondary level. The “transition crisis” has been described in the literature, although incompletely.

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Test material for the “Children's World” method

Complaints from parents and teachers are usually cited that the child has become inattentive, absent-minded, has trouble remembering, doesn’t know what he’s thinking about in class, has become irritable, touchy, etc.

In order to carry out consultative and corrective work with students, teachers and parents, it was necessary to find out the nature of the changes and in what significant relationships for the child this occurs.

The first change that we made to the children's version of Rosenzweig's technique was the selection of three types of relationships: the child's relationships with parents (“Family”), relationships with teachers (“School”), relationships with peers (“Peers”). The second change was to reduce the amount of stimulus material from 24 to 15 cards, five cards for the corresponding type of relationship. Conducting the classic version of the method frontally, with the class, we noticed that by the end of testing, many students get tired, they lose interest in the work and, as a rule, the nature of their answers changes. This was what caused the reduction in the amount of stimulus material. The third change concerns the instructions. Repeated experimentation with the instructions gave us reason to assert that the majority of children in grades 3, 5, 6 experience significant difficulties when they are asked to answer the question: “What do you think the second character depicted in the picture will say?” Projection mechanisms, it seems to us, are not well developed in children of this age. From the nature of the answers, it is clear that they reformulate the instructions into how the second character should answer, therefore the students’ answers are of a socially desirable nature, i.e. children know how a person should behave in a given situation.

The instructions that we offered transform the technique from projective to self-evaluative. However, before carrying out the technique, the psychologist needs to establish full contact with the class, and only in a situation of trust can this technique be carried out.

Instructions

“The picture shows two characters. Imagine that the words spoken by a parent, teacher or peer are addressed to you. What would you answer him in this situation? And then, the form of the answer may be one, but you may experience different feelings that do not coincide with the form of the answer. Therefore, write your possible answer, and in brackets what you felt.” After this we usually talk about what feelings and emotions there are. To create a sense of security in students, anonymous completion of the task is also practiced. The answers received, in your opinion, speak for themselves.

Example: 1 situation. Answer: “I don’t know where they came from (twos), (I feel ashamed). Or 4 situation. Answer: “Okay, I’ll take a look (let me sit again) - it’s an insult.

Next, the answers are assessed and indexed in accordance with the main methodology. Based on our goals, we only indexed the feelings that students experienced. Working with the main method, we abandoned the use of the key and the calculation of GGR, because We consider this indicator to be ineffective. The result is assessed at the level of analysis of trends and individual reactions. For more convenient analysis, we convert the received points into percentages, and the points received for each type of relationship, for example, for “Family,” are taken as 100%, and, based on this, the percentage of individual reactions is calculated. At the end, a table is compiled for all three types of relationships. Thus, processing is carried out in several stages: indexing student responses, compiling tables (“Family”, “School”, “Peers”, general) for each student in points, summing the results into general 4th tables (in points) and then This is the calculation of the percentages described above. As a result, we get results for both one student and a kind of portrait of the class.

Test material for the children's version of the Rosenzweig technique

Interview "Magic World" - page No. 1/1

Interview "Magic World"

This technique is used to get to know the child (junior schoolchild) and his main problems. In the interview, the child is asked to identify himself with an omnipotent wizard who can do whatever he wants in a magical land and in our real world: turn into any creature, into any animal, become small or adult, a boy can become a girl and vice versa, etc. As the interview progresses, identification with the omnipotent wizard weakens, and at the end of the interview the psychologist removes the child from the role of the wizard.

This technique is a convenient way to establish contact with a child, allowing him to experience many moments that are significant to him in the game. This is the psychotherapeutic effect of this technique. After each answer, the child should be asked why he would do this or that thing, turn into someone, etc. These explanations are the basis for meaningful interpretation of the results.

It is recommended to conduct the examination alone with the child. Answers to interview questions should be recorded verbatim. It is not recommended to use a tape recorder, as this can add tension to communication, cause reciprocal tightness, constraint in the child, and distract him from the content of the conversation. In turn, emotional contact with the child during the interview is necessary for moving on to the next stage of diagnostic work or to psychocorrection.

Text of the methodology

Do you like fairy tales? Little children always love fairy tales. Of course, you are not little anymore, but I think you will like this slightly fairy-tale game.

Imagine that you have a magic rocket that has transported you to a fairyland. Everything there is like in a fairy tale: the people are fabulous, and so are you. Can you imagine this?

Now tell me, who would you like to be in this fairyland? Why?

Who wouldn't you like to be in fairyland? Why? We'll stay here for a minute longer. Now imagine that you are a wizard (fairy): you are very strong, with the help of magic you can do anything you want. You can create, change, disenchant, make something completely disappear.

So tell me, wizard, what would you do? And for what? You are still a wizard (fairy). You get into the rocket and return back to the world we are familiar with. First of all, let's go to your house - imagine this.

Now you are at home. You are an all-powerful wizard, what would you do? (Additional questions: for dad, for mom, etc.)

Then the wizard goes to school.

You have the power to do something, change, destroy, do it the way you want.

Now you're at school. What would you do? (Additional questions: for teachers, classmates?) Why?

Now you, a wizard, are playing with the guys. What would you do for them? Why?

Almost forgot about you!

What would you do for yourself? Why?

What would you change or eliminate? Why?

And for me, wizard, what would you do? Why?

Thank you, you are a real wizard!

If you became a wizard, you could take on any form you wanted, turn into anyone or anything you wanted.

Tell me, what or who would you like to turn into? Why?

What or who would you never want to turn into? Why?

You can turn into any animal.

a) cat
c) small goat, fawn

d) snake

e) mouse

h) tiger
i) hare

l) bird (for example, tit)

You did a great job.

You are a wizard, you have enormous opportunities, you can choose one of three: become a small child, an adult, or remain as you are.

- Tell me, who do you want to be - small, adult or as you are? Why?

Why don’t you want to become... (1st unchosen option)?

Why... (2nd unselected option)?

- Would you like to become a girl (boy)? Why?

You did a great job, but every game ends, and so does ours. And now you are again not a wizard, but (child’s first and last name).

By the way, do you like your name? I do not like? Why? What about the last name? I do not like? Why? Would you like to be called differently? Why? And what is your name, parents, friends in class, guys?

Very good, let’s imagine (only this will no longer be a fairy-tale game) that all your wishes come true, any, but only 3.

A. - What kind of animal would you like to become? Why?

b. -What kind of animal do you not want to be? Why?

Of course, you know a lot of animals and little animals. I will name different animals for you, and you will say whether you would like to become one of them or not, and why.

Why a, b, c?

Great. Think about it:

A. -What are children most afraid of? Why?

b. - What gives children the greatest joy? Why?

V. - What brings them the greatest grief? Why?
- Well done! What did you like most about the game?

Interpretation of results

The interpretation of data is largely based on the child’s answers to the questions “why” and “why”, since in them children talk about their needs and significant experiences. Another basis for interpretation is a meaningful analysis of the answers, which allows us to deepen our understanding of the child’s experiences and the real life situation. Nonverbal manifestations also provide a lot of information for the practicing psychologist. It is from them that one can judge the depth of the child’s experiences, the subjective significance of certain problems that he mentions. Finally, a formal analysis of statements also yields interesting results: their length, development, vocabulary, and grammatical structure can confirm or cast doubt on the sentences that arise during the interpretation of the results.

In general, when interpreting the results, it should be taken into account that the child’s identification with the wizard is given by the instructions and, therefore, is conscious, as a result of which the child’s statements may be subject to a tendency towards socially approved responses, i.e. the desire to show oneself in the best light.