Projective drawing test I'm at school. Methodology for assessing the motivational component of psychological readiness for schooling in school

Sections: School psychological service

“Every child is an artist. The difficulty is to remain an artist beyond childhood.”

Pablo Picasso.

Currently, drawing projective techniques are becoming increasingly popular among psychologists, teachers and other specialists. They are a valuable tool for understanding and assessing personality characteristics and individuality. In drawings, a person expresses his feelings, shares with others his impressions and reactions to the world around him, and actively and spontaneously structures unconscious material.
Interpretation of drawings from the standpoint of how the inner, hidden, mental is manifested in them through symbols, allows one to obtain a lot of information about the emotional, mental, and behavioral characteristics of the author of the drawing. However, using drawing techniques is not an easy task.
In order to learn to understand the meaning of drawings, deep theoretical training in the basics of interpreting projective graphic tests is necessary. A deep understanding of the sphere of the unconscious and especially the mechanisms of projection is also necessary: ​​in drawings a person projects his unconscious feelings, conflicts, reactions. Projection is especially pronounced when a person experiences a feeling of threat or defenselessness. Analyzing drawings is one way to clarify these unconscious feelings.
Interpretation of the drawings provides important information for identifying areas of conflict, opportunities and difficulties in resolving this conflict. To do this, you need to pay attention to the nature of the drawings and their content. The style and manner in which an image is presented can vary greatly from person to person, and even from one person to another in different drawings. The manner of depiction is often related to how a person approaches his life situation, which makes it possible to find out not only the personal characteristics of the person drawing, but also his attitude towards various aspects of life.
It is known that behind the conscious part of a conflict situation there is often hidden unconscious dynamics that influence the development of the conflict. It often happens that when unconscious content is realized and introduced into consciousness, the conflict resolves itself. In this sense, drawing methods can be used not only as diagnostic tools, but also as correction tools.
The interpretation of drawing tests must be approached with caution. So, for example, when analysis of a drawing indicates some important personal problem of a person, then for a more reliable diagnosis it is necessary to obtain additional information through interviews and other standard psychological techniques, as well as through observation. The most significant personal characteristics appear in all data obtained using different methods.

1. Advantages and limitations of projective drawing tests

There are many conflicting views on the use of projective drawing tests. Despite this, practitioners continue to use drawing tests to assess personality problems. Drawing tasks enable a person to express them fully with minimal influence from the experimenter. The drawings are easy to perform and do not make a person feel threatened when performing this task. In addition, they often help to “melt the ice” in relationships and help establish contact between the subject and the experimenter. It is not always entirely clear to the subject how these drawings can be used and what information can be obtained with their help. It is very difficult to falsify a drawing and consciously direct it in a certain direction; unconscious material manifests itself bypassing defense mechanisms. For people who have difficulty verbally expressing their feelings and thoughts, this kind of expressive technique is extremely valuable.
Many practitioners use drawing tests in psychotherapy as a method to promote self-expression, self-understanding and personal growth. To assess personality characteristics, drawing methods can be used well in combination with a number of other standardized tests.

Projective (pictorial) tests are one of the most common methods in clinical psychology; they are also widely used in psychological counseling, psychotherapy (family, child-parent, etc.). Projective techniques have their pros and cons. Thus, the advantages include their validity and reliability, a wide age range of application (starting from senior preschool age), the possibility of repeated repeated administration, unlike some standardized tests, and the disadvantages are the factor of subjective assessment in the interpretation process.

Drawing tests make it possible to imagine a person as a whole and create his psychological portrait. However, to create a more or less complete picture, it is necessary to conduct a battery of tests. Repeated conduct allows you to monitor the dynamics of the condition.

2. Nuances of performing projective techniques:

It is better to perform classical projective techniques with a simple pencil (M, TM), since it takes less time and better reflects the nature of the movement, the degree of pressure, etc.;
- It is advisable to stop using an eraser, because... the first option is the most “correct”, most connected with the unconscious, all adjustments are conscious.
However, some people, such as those with high anxiety, may refuse to draw without an eraser. If the client still requires the use of an eraser, then it is better to offer an eraser on a pencil - it erases worse and, accordingly, corrections are better visible.

Materials with strong resistance are more suitable for a hyperactive child, and vice versa for an anxious child.

Descriptive characteristics of materials:

Smooth paper has less resistance, rough paper has more resistance;
- Dry pastel - shades are paler, resistance is greater;
- Oil pastel - the shades are brighter, the resistance is less, it applies softer.

It is a mistake to believe that projective techniques are more suitable for primary school age.
You can consider some of the techniques used in my work, both with younger and older schoolchildren.
The technique presented below can be used in groups of different ages.

3. Method “Four drawings”

Instructions: “Fold a piece of paper in half and then in half again. Number the resulting rectangles. Number one will be the drawing “I am in the form of an animal,” number two is “I am in the form of a plant,” number three is “I am in the form of an inanimate object,” and number four is “I am in the form of a landscape.”

Meaning and brief interpretation of the pictures:

- “I am in the form of an animal” reflects the image of “I”(what I am, essence, internal qualities, some aspects of the past).
- pipe tail - contentment;
- panther - hidden strength, the ability to stand up for oneself;
- “I am in the form of a plant” reflects growth (physical and spiritual), temporary s e ideas, ideas about the present and especially about the future (analogy with a tree in the test “House - tree - person”). A small plant means not enough resources and strength; big - upcoming achievements, ambitions, inner strength.
A trimmed stem does not mean self-sufficiency; the prospects for further growth are vague.
Many flowers / bouquet - versatility of interests, development prospects.
- “I am in the form of an inanimate object” - reflection of a significant area of ​​activity, interests, hobbies, “I - concepts”.
- deputy O k - closeness;
- open lock O k - high selectivity, internal content;
- chest, closet - accumulation of something, for example, experience, achievements.
- “I am in the form of a landscape” is interpreted as a general emotional mood, features of the relationship with the outside world. The meanings of individual landscape elements:
river - movement, flexibility;
waves - emotional outbursts;
stones are obstacles;
flowers - positive attitude;
mountain - difficulties and at the same time the way up;
sun - the need for warmth / the desire to give warmth to others.

Max 15 years old

When using drawings, one should not forget about the limited diagnostic capabilities of this type of technique. There is a widespread belief that drawing techniques cannot be the only ones used in diagnosis. Here, a lot depends on the ability of schoolchildren to draw and a number of other subjective reasons. Therefore, when diagnosing, the drawing technique is usually used along with other techniques.

4. This version of the drawing technique is recommended for use starting from the 2nd half of the 1st grade.

From this time on, students begin to be graded, and the student’s attitude toward learning becomes more pronounced, which is reflected in the drawing.
- The technique is as follows. Schoolchildren are asked to draw two drawings: “About the most interesting things” and “At the school of animals”.

The need to use two drawings for diagnosis is explained by the fact that
firstly, they show the student’s ability to draw;
secondly, they allow you to compare two drawings by color, and therefore more accurately determine the emotional attitude towards what is depicted;
thirdly, the inclusion of a school theme in the drawing “About the Most Interesting” indicates a clearly expressed positive attitude towards school.

Both drawings should be given to schoolchildren at home. If the drawing “At school...” is given in a lesson, then most schoolchildren draw what they see before their eyes - they get stereotypical images of a chalkboard, cabinets, and only with a clearly expressed positive or negative attitude towards learning are individual bright drawings found.

To diagnose learning motivation For younger schoolchildren, in relation to each of the selected indicators, 2 types of characteristics of drawings are used:

1) formal characteristics that reveal the student’s emotional attitude towards school;
2) substantive characteristics that reveal the student’s attitude to learning.

To formal characteristics include the following:

A) color of the drawing: dark, cold tones (dark brown, blue, etc.) are considered a manifestation of negative emotions, that is, a negative attitude towards what is depicted, as the use of a non-imitative color that does not correspond to reality; light, warm colors (yellow, red, etc.) are considered a manifestation of positive emotions, i.e., a positive attitude towards what is depicted.

B) careful drawing of the details of the drawing: with a positive attitude, what is depicted is drawn with all diligence, with a negative attitude, it is drawn deliberately carelessly.

C) creative attitude to drawing: dynamism, freedom of composition, presence of a plot, its completeness. A creative attitude to drawing is determined by the presence of the above characteristics.

As additional characteristics, which can be used to diagnose the emotional attitude towards the depicted, can also act as:

a) ornaments and symmetrical compositions to express a positive attitude towards the image;

b) hyperbolization, exaggeration of the real dimensions of a significant element of an object.

Thus, the formal characteristics of the drawing, which reveal the student’s emotional attitude to learning, show how significant what is depicted is for the subject, i.e. on their basis, an assumption can be made about whether learning is a personally significant activity for the student.

To the content characteristics, identifying indicators for diagnosing the learning motivation of younger schoolchildren include the following:

1. Number of drawings “At school...”:

A) if a student brought one or several drawings “About the most interesting things” and not a single drawing “At school...”, despite numerous reminders, this indicates his negative attitude towards learning;
b) if a student brought on his own initiative more than one drawing on a school theme, this indicates his positive attitude towards learning.

2. Is the school theme included in the drawing “About the most interesting things”. If yes, then this reliably indicates the student’s most positive attitude towards learning.

3. What moment of school life is reflected in the picture:

Anya 11 years old

a) lesson;
b) change;
c) a situation externally associated with the school - “leaving the school” - when only the school building is depicted; drawing on a theme with a changed title - “To school...”.

The content of the student’s drawing is assessed according to these characteristics in terms of the severity of a positive (a) or negative (b, c) attitude towards learning. If a lesson is depicted, this can serve as an indicator that learning is a personally meaningful activity for the student;
- if a change or other situations external to learning are depicted, therefore, for the student, it is not the educational activity that is personally significant, but, for example, the gaming activity.

4. Reflection of training content:

a) the presence in the drawing of details related to individual school subjects;
b) the presence in the drawing of details indicating an orientation towards assessment. The presence of these characteristics in the picture may also indicate that learning is a personally significant activity for the student.

5. Picture of yourself with other subjects:

Senya is 11 years old.

a) with the teacher, b) with peers; c) the author himself is depicted, d) the teacher and students are depicted, e) a student of the same class is depicted, but not him.

These possible options for including subjects in the content of the picture can be interpreted in different ways, depending on the content of the picture as a whole.

However, the image of a teacher, as a rule, indicates his personal significance for the student. At the same time, we must not forget that some schoolchildren simply do not know how to draw people.

The identified formal and substantive characteristics of the drawing are not equivalent for diagnostics of learning motivation of junior schoolchildren. Among the formal characteristics of a drawing, color is of decisive importance for diagnosis.

In general, the drawing technique makes it possible to determine the student’s real attitude towards learning if the student’s positive attitude towards learning is known. To adequately interpret the content of the drawing according to the selected indicators, it is necessary, after the student has brought the drawing, to have a conversation to clarify its content.

5. Historical use of the technique "Drawing of a Family"(RS) is associated with general
development of "projective psychology".

It is believed that the idea of ​​using a family drawing to diagnose intrafamily relationships arose from a number of researchers, among whom the works of W. Wolff (Wolff W., 1947), V. are mentioned. Hulse W., 1951), I. Minkowski, M. Poro, L. Corman (Corman L., 1964), etc. The works of Soviet authors also draw attention to the connection between the characteristics of the family pattern and intrafamily interpersonal relationships (Zakharov A .I., 1977; Koltsova N.N., 1980; Mukhina V.S., 1981; Khomentauskas G.T., 1985, etc.).

Purpose: methodology "Drawing of a Family" and its modifications can be used, on the one hand, to study the structure of the family, the characteristics of the relationships between family members (“family through the eyes of a child”). On the other hand, this technique can be considered as a procedure that primarily reflects the child’s experiences and perception of his place in the family, the child’s attitude towards the family as a whole and its individual members, the characteristics of the child’s “I-image”, his gender identification. Both of these aspects - “family through the eyes of a child” and “child development in the family” - one way or another, are the object of interest of family psychologists and researchers in the field of family psychology.

Diagnostic procedure: For research you need: a sheet of white paper (21x29 cm), six colored pencils (black, red, blue, green, yellow, brown), an eraser. The child is given instructions:

(RS) -"Please draw your family."
(RS) -"Draw a family as you imagine it."
(cattle) -“Draw your family, where everyone is doing their usual things.”
(cattle) -"Please draw your family, where each family member and you do something. Try to draw whole people, not cartoons or stick people. Remember: portray everyone doing something, any action"*.

Under no circumstances should you explain what the word “family” means, as this distorts the very essence of the study. If a child asks what to draw, you just need to repeat the instructions. The task completion time is not limited (in most cases it lasts no more than 35 minutes). When completing a task, the following should be noted in the protocol:

A) the sequence of drawing parts;
b) pauses of more than 15 seconds;
c) erasing details;
d) spontaneous comments of the child;
e) emotional reactions and their connection with the depicted content.

After completing a task, I usually ask the following questions:
- Tell me, who did you draw?
- Where are they located?
- What are they doing?
-Are they in a happy mood or sad? Why?
-Who is the happiest here? Why?
-Which of them is the most unfortunate? Why?

The last two questions provoke child to openly discuss feelings, which not every child is inclined to do. Therefore, if the child does not answer them or answers formally, you should not insist on an explicit answer. When interviewing, you need to try to find out the meaning of what the child drew:
- feelings for individual family members; why didn’t the child draw a picture of one of the family members (if this happened);
- what certain details of the drawing (birds, animals, etc.) mean to the child. In this case, if possible, you should avoid direct questions and insist on an answer, as this can induce anxiety and defensive reactions.

You can use indirect questions:

“If a person were drawn instead of a bird, who would it be?”
"Who would win in a competition between your brother and you?"
“Who will mom invite to go with her?” it. P.

To interpret the “Family Drawing” technique We need to have objective information:

A) about the age of the child being studied;
b) about the composition of his family, the age of his brothers and sisters;
c) if possible, have information about the child’s behavior in the family, kindergarten or school.

We can conditionally divide the interpretation of the figure into three parts:
- Analysis of the structure of the “Family Drawing”;
- Interpretation of features of graphic presentations of family members;
- Analysis of the drawing process.

Analysis of the structure of the "Drawing of a Family" and comparison of the composition of the drawn and real family

It is expected that a child who experiences emotional well-being in the family will draw a picture of a complete family.

Alena is 7 years old.

Ivan 8 years old

Distortion of the real composition of the family always deserves close attention, since behind this there is almost always an emotional conflict and dissatisfaction with the family situation.

Artyom 8 years old.

Extreme options are drawings in which:

A) no people are depicted at all;
b) only people not related to the family are depicted. Such defensive avoidance of a task is quite rare in children.

Behind such reactions we can assume the following:

A) traumatic experiences associated with the family;
b) feeling of rejection, abandonment
c) autism;
d) feeling of insecurity, high level of anxiety;
e) this may be the result of poor contact between the psychologist and the child.
In my practical work, I more often encounter less pronounced deviations from the actual composition of the family.
Children reduce the composition of the family, “forgetting” to draw those family members with whom they have conflicting relationships. By not drawing them, the child seems to defuse the unacceptable emotional atmosphere in the family and avoids negative emotions associated with certain people.

Semyon is 7 years old - there is no image of his grandmother.

When I encountered the absence of brothers or sisters in the drawing test, I became convinced that this was due to the competitive situations observed in families. In this way, the child “monopolizes” the missing love and attention of the parents.

Artyom 8 years old - no image of his younger brother (family without a father).

Answers to the question why this or that family member is not drawn are, as a rule, defensive:
“I didn’t draw it because there was no space left”;

"He went for a walk" etc.

But sometimes children give more emotional answers to this question:

“He didn’t want to - he fights”;
“I don’t want him to live with us,” etc.

Interpretation of features of graphic images of family members.

Analysis of the features of drawn figures can give us, psychologists, information of a wide range:
- about the child’s emotional attitude towards an individual family member,
- about how the child perceives him,
- about the child’s “I-image”, his gender identification, etc.

When assessing emotional attitude child to family members should pay attention to the following points:

1) the number of body parts. Are there: head, hair, ears, eyes, pupils, eyelashes, eyebrows, nose, cheeks, mouth, neck, shoulders, arms, palms, fingers, legs, feet;
2) decoration (clothing details and decorations): hat, collar, tie, bows, pockets, belt, buttons, hairstyle elements, complexity of clothing, jewelry, patterns on clothing, etc.;
3) the number of colors used to draw the figure.

Kolya is 7 years old.

As a rule, a good emotional relationship with a person is accompanied by a positive picture of him, which as a result is reflected in more details. And vice versa, a negative attitude towards a person leads to a more schematic and incomplete image of him. Sometimes the omission of significant parts of the body (head, arms, legs) in the drawing may also indicate aggressive impulses towards this person.

The perception of other family members and the “I-image” of the person drawing can be judged on the basis of a comparison of the sizes of the figures, the features of the presentation of individual parts of the body and the entire figure as a whole. Children, as a rule, draw their father or mother as the largest, which corresponds to reality.
When analyzing a drawing, I pay a lot of attention to the image of the hands.

Hands are the main means of influencing the world, physically controlling the behavior of other people. If a child draws himself with his arms raised up, with long fingers, then this is often associated with his aggressive desires. Sometimes such pictures are drawn by outwardly calm, easy-going children. It can be assumed that the child feels hostility towards others, but his aggressive impulses are suppressed. Such drawing of oneself may also indicate the child’s desire to compensate for his weakness, the desire to be strong, to dominate others.

Head- center of localization of the “I”, intellectual activity; The face is the most important part of the body in the communication process. Children 3 years old must already depict the head and some parts of the body in the drawing. If children over five years of age (of normal intelligence) miss parts of the face (eyes, mouth) in the drawing, this may indicate serious impairments in communication, isolation, or autism. If, when drawing other family members, one omits the head, facial features, or shades the entire face, then this is often associated with a conflictual relationship with this person, a hostile attitude towards him.
Images of teeth and mouth highlighting are common in children prone to aggression. If a child draws this way not of himself, but of another family member, then this is often associated with a feeling of fear, the perceived hostility of this person towards the child or other family members.
Location of family members indicates some psychological characteristics of relationships in the family.

Family cohesion, drawing family members with joined hands, and their unification in common activities are indicators of psychological well-being.

Drawings with opposite characteristics (disconnected family members) may indicate a low level of emotional connections. Caution in interpretation is required in those cases when the close arrangement of figures is due to the intention of placing family members in a limited space (boat, small house, etc.). Here, close proximity may, on the contrary, indicate the child’s attempt to unite and unite the family. Psychologically more interesting are those drawings in which part of the family is located in one group, and one or more individuals are located distantly. If a child remotely draws himself, this indicates a feeling of exclusion and alienation. In the event of separation of another family member, one can assume a negative attitude of the child towards him, and sometimes judge the threat posed by him. There are often cases when such an image is associated with the real alienation of a family member, with its little significance for the child.
Grouping family members in a drawing sometimes helps highlight the psychological microstructures of the family.

Analysis of the drawing process

When analyzing the drawing process, you should pay attention to:

A) the sequence of drawing family members;
b) the sequence of drawing parts;
c) erasure;
d) return to already drawn objects, details, figures;
e) pauses;
f) spontaneous comments of the child during the drawing process.

The interpretation of the drawing process in general implements the thesis that behind the dynamic characteristics of drawing lie changes in thoughts, actualization of feelings, tensions, conflicts; they reflect the significance of certain details of the child’s drawing.

The drawing process is enjoyable for children with different physical abilities. In addition to diagnostic purposes, we can use drawings for classes in mini-groups, including children with disabilities. Thus, creativity and the ability to interact with other participants in the process develop - this helps the socialization process.

Literature:

1. General Psychodiagnostics/Ed. A.A. Bodaleva, V.V. Stolin. - M.: Moscow State University Publishing House, 1987. P. 206 - 221.
2. Burns R.S., Kaufman S.H. Kinetic Drawing of the Family: An Introduction to Children's Understanding through Kinetic Drawings. M.: Smysl, 2000. S. 20 - 21.
3. Furmanov I.A., Aladin A.A., Furmanova N.V. Psychological work with children deprived of parental care: A book for psychologists. - MN: "THESUS", 1999. pp. 157 - 164.
4. Projective graphic techniques: methodological recommendations. - Vitebsk: UE "VOG IPK and PRR and SO", 2006.

Interpretation of results. Mathematical standardization of the questionnaire was not carried out. The practice of its use shows that the presence of school anxiety in a child is indicated by 5-6 or more signs noted in the “yes” column when answering questions 1-J6. Question 17 may also provide the psychologist with valuable additional information in some cases.

3. Projective drawings as a means of diagnosing school anxiety

Projective drawings as a means of diagnosing school anxiety are very diverse. Among the most “diagnostic” we can list such as “School of Animals” (Panchenko S., 2000, in our modification), “I’m at school” (, 1996), “My teacher” (, 1999a), “I’m on a test (on exam)”, “After the parent meeting”, “My classmates”. The first two pictures are intended to diagnose general school anxiety. The rest allow us to determine the characteristics of the attitude towards potentially stressful objects and situations.

The purpose of the technique. Projective drawings make it possible to identify students’ school anxiety, either general or related to a particular situation. Thus, the drawing “My Teacher” allows you to determine the level of school anxiety in relations with the teacher (for high school - with an individual teacher or teachers in general, which is clarified during the post-drawing survey). “I’m on a test (exam)” is a drawing in which anxieties associated with examination and assessment situations are manifested. The picture “After the parent-teacher meeting” illustrates the relationship between a child’s school anxiety and the family situation. The drawing “My Classmates” projects the child’s system of relationships with the class.

Age restrictions. Drawing techniques are applicable to subjects of any age. Limitations can only be associated with difficulties in understanding the instructions. Thus, the experience of using these methods shows that first-graders do not always understand the instructions for the “School of Animals” and “After the Parents’ Meeting” methods.

Diagnostic procedure. Diagnostics can be carried out both individually and in group form. Upon completion of drawing, a post-drawing survey is necessary to clarify the plot of the drawing and the student’s attitude to its individual elements. In grades 1-2, the post-drawing survey is carried out individually. Starting from the 3rd grade, it can be carried out frontally in written form, provided that the questions are clearly formulated. An important condition is the absence of the teacher (teachers) at the time of drawing and post-drawing questioning, since, according to the results of numerous experiments, the very presence of a teacher (or simply his portrait!) often limits students’ freedom to choose a statement or form of behavior.

Necessary materials. To carry out diagnostics, you need A4 paper, simple and colored pencils, and erasers.

Instructions. There are separate instructions for each diagnostic option.

For the drawing “School of Animals”, the author, S. Panchenko, proposed instructions, including a clearly defined stage of visualizing the image that will form the basis of the drawing: “Now you and I will make an amazing journey into a magical forest. Sit comfortably, relax, close your eyes. Imagine that you find yourself in a large sunny forest clearing. Listen to the rustle of the leaves above your head, feel how the grass touches your feet. In the clearing you see the School of Animals. Look around. What animals study at this school? And what animal is the teacher in her? What do students do there? What animal do you see yourself as? How do you feel?.. You can stay a little longer in the School of Animals and come back while I count to ten. Take a pencil and paper and try to draw what you saw. Look carefully at your drawing, find the animal that could be you. Place the letter “I” next to it.”

Experience with this instruction has shown a number of limitations that it imposes on the psychodiagnostic process. Firstly, some children fail to create a visual image of the “school of animals” or later translate it into a drawing, which causes them a lot of negative emotions and, in some cases, even refusal to complete the task. Secondly, the text of this instruction clearly defines the individual parameters of its interpretation: the emotional background (“sunny meadow”), the necessary characters (“teacher”, “animals that study at school”, “I”), their activities (“study "), which reduces the projectivity of the results, essentially setting the plot of the drawing.

We have formulated and repeatedly tested instructions that allow us to avoid rigid structuring of the plot of the drawing: “Please draw a picture on the following topic: what would happen if our school turned into a school for animals, and not for children?”

Instructions for the drawing “My Teacher”: “On this sheet of paper, please draw your teacher. I know many of you will say that you can't draw well. It's no problem. In this case, it is important that you “draw your teacher as you see her. We are all very different” (Poe, 1999a).

Instructions for the drawings “I’m at school”, “I’m on a test (exam)”, “After the parent-teacher meeting”, “My classmates”: “Please draw a drawing on the topic... (name of the drawing).” If a student expresses doubt that he will be able to draw a good drawing, it is necessary to explain that the quality of the drawings will not be assessed. It is important to reflect the “author’s view” on a given topic.

In the post-drawing survey needs to be clarified:

□ What are the characters in the picture doing now?

□ What is their mood?

□ Which of the characters drawn could be the author himself?
drawing? (if the instructions suggest the possibility of it
availability). Where is the author himself now if he is not in the picture?

Processing the results. Analysis of the results obtained requires qualitative data processing. The presence or absence of signs of anxiety in the drawing is assessed, on the basis of which a conclusion is made about the student’s level of school anxiety and the advisability of including him in the “risk group”.

Interpretation of results. To interpret the drawings, the following levels of analysis are used (Allan J., 1998; Romanova E. S., 2000, Romanova E. S., SytkoT I., 1996):

1) formal graphic;

2) color;

3) the level of generally accepted interpretations;

4) level of integrated™ drawing;

5) symbolic;

6) plot.

The most general signs indicating the manifestation of school anxiety (both general and situationally specific) are presented in Table.

The drawings “School of Animals” and “I’m at School,” in addition to the indicated purposes, can also be used for a comprehensive diagnosis of the level of school adaptation of students (see additional rating scales).

Qualitative processing of school diagnostic resultsanxiety using projective drawings

Rating scales	Criteria for evaluation
General school anxiety	Hatching, too much or too little pressure. Depiction of obviously unpleasant situations. Multiple erases
Anxiety in relationships with teachers	Absence of a teacher figure. Emphasizing the teacher’s figure (size, color), carefully drawing its elements. Depiction of apparently unpleasant interactions with the teacher. Separating your own image from the teacher with lines and other “barriers”. Hatching, too much or too little pressure, erasing when depicting a teacher
Anxiety in relationships with classmates	Lack of pictures of classmates. Separating your own image from your classmates with lines and other “barriers.” Emphasizing images of classmates, carefully drawing their elements. Depiction of apparently unpleasant interactions with classmates Hatching, too much or too little pressure, erasing when depicting classmates
Emotional background of attitude towards school (negative)	Negative emotional states of the characters in the drawing. Disharmonious color scheme. Violation of image integrity
Self-reported school anxiety	Hatching, too much or too little pressure, erasing when depicting students. Small size of students' figures (compared to the teacher). Small size of your own image (compared to classmates). Depiction of “negative evaluation” situations

Additional rating scales for interpreting the projective drawings “I’m at school” and “School of animals”

Rating scales and evaluation criteria

Rating scales	Criteria for evaluation
"Total energy" (insufficient)	Insufficient number of elements in the drawing (compared to the drawings of peers). Lack of detail, sketchy image
Identification with school (violation)	The absence of a character in the drawing that could be identified as “I”. Doubts about the existence of such a character
School motivation		The educational process and its attributes are depicted (desks, blackboard, students, teacher, etc.)
		Extracurricular interaction of students is depicted
		The process of the game is depicted (independent or with classmates)
	uncertain	There are no signs that would allow us to determine the type of school motivation

* The table shows the maximum number of points that can be awarded on each scale. Depending on the severity of the characteristics of a particular scale, the number of points assigned can range from zero to the maximum possible indicator

4. Method of unfinished sentences

The method of unfinished sentences allows us to identify the main components of the educational environment that cause anxiety in the subject. It is an indirect method of establishing semantic connections (Petrenko V. F., 1988), which allows one to freely identify the subject’s basic ideas about a given subject (in our case, the components of the educational environment) and emotional attitudes towards it.

The purpose of the technique. The technique allows us to identify the peculiarities of the emotional attitude of schoolchildren to various components of the educational environment.

Age restrictions.

Diagnostic procedure. The technique can be carried out both individually and in group form. In the first (and sometimes in the second) grade, while the child has not yet sufficiently mastered writing skills, the technique is carried out only in an individual mode, in the form of a conversation. At subsequent stages of schooling, it is possible to use a group form of psychodiagnostics

Necessary materials. The diagnostic form contains instructions and tasks - sentences that the test subject needs to complete. It also indicates the student's last and first name, his age and the date of diagnosis. For individual (oral diagnostics), it is necessary to prepare means of recording the child's answers (a voice recorder may be used).

Instructions.

For oral diagnosis. “Now we will play this game, I name the beginning of the sentence, and you come up with how it ends.”

For a written diagnostic form: “Please complete the following sentences. There are no “right” or “wrong” answers in this task, so write the first thing that comes to mind.”

Text of the methodology. Incomplete sentences may be modified for specific diagnostic purposes. In our work we use the modification below.

1. When I go to school...

2. On the test...

3. Probably during the exam...

4. When I answer at the board...

5. If I get a D...

8. When I’m waiting for my parents from a parent-teacher meeting...

9. When I think about school...

The most typical “favorable” and “unfavorable” answerschildren when completing the task “Unfinished sentences”

Offer	"Prosperous Answers"	"Dysfunctional Answers"
1. When I go to school...	…every day. ...I'm going to study	Everything annoys me I don't want to go there
2. On the test...	Everyone solves problems. I always get a B or an A because I prepare	People feel like fools. Even if I know something, I immediately forget
3. Probably during the exam...	Everything will be OK. Nothing special will happen	I will fail miserably. People can die from fear
4. When I answer at the board...	Then they give me a grade. ... I always ask myself	Everyone is laughing at me Unpleasant, like in the circus
5. If I get a D...	I'll fix it later. So what?	I feel bad because I'm trying. My parents will scold me and won’t let me go out
6. When the teacher asks a question, I...	I answer. Almost every lesson	I want to crawl under the desk. I don't like answering in class
7. When I meet my classmates after the holidays...	Cool! And I see them on vacation too	I think: “What a freak!” I haven't liked them for a long time
8. When I’m waiting for my parents from a parent-teacher meeting..	I am cooking dinner I'm watching a video	Worried. I'm expecting a spanking
9. When I think about school...	Every morning. This is normal for a student	I would like to finish it soon. It infuriates me!

Processing the results. When processing the results, the “emotional well-being” of each child’s answer is assessed. “Emotionally safe” answers include those that indicate a positive or neutral attitude towards the situations specified in unfinished sentences. Responses indicating the experience of anxiety, fear, resentment, anger and other negative emotions can be considered “emotionally dysfunctional”

Interpretation of results. The general level of anxiety is calculated based on the child’s “dysfunctional” responses. It is quite difficult to provide exact quantitative criteria for assessing the projective method, but our experience shows that anxious children give 6 or more “dysfunctional” answers.

By analyzing the characteristics of the test subjects’ answers to each question of the methodology, it is possible to obtain interesting material concerning the specifics of school anxiety in each individual child. This material can be discussed during a consultation with the child or during group work with children.

As a separate point of interpretation, it is necessary to consider cases in which the subject finds it difficult to answer the method question (“refusals”). “Refusals” are interpreted as the result of the work of psychological defenses (1983) or as the subject’s conscious desire to protect personal boundaries (which, however, also involves unconscious elements of psychological defenses).

5. Color-associative technique

The Color-Associative Method (1998) is a modified version of the well-known Color Relationship Test and belongs to the group of psychosemantic methods of psychological diagnostics. The main methodological technique used in this technique is the projection of a set of objects onto a certain alphabet of indices. In this case, color cards from M. Luscher’s ranking test are used as such an alphabet of indices.

The purpose of the technique. The technique allows us to study the emotional and evaluative attitude of students to various aspects of school life.

Age restrictions. The technique can be used at any stage of school education.

Diagnostic procedure. It is possible to conduct research both individually and in group form. During the study, students are asked to determine which of the eight colors is associated with the concept named by the experimenter (depending on the purpose of the study, the list of concepts may include a list of school subjects, the names of teachers working in the class or classmates), and put the color number in the corresponding box on on a standard form next to the name of the object being assessed. All concepts are read aloud by the experimenter. At the end, students are asked to rank the color cards in order of preference, from most pleasant to most unpleasant, and arrange the color numbers in accordance with their individual preferences in the section of the form specially designated for this procedure.

Necessary materials. To carry out testing, a questionnaire and Luscher test color cards are required. For a group version of psychodiagnostics, it is convenient to place all eight cards on one sheet of A4 format.

Instruction 1(given before the start of the main experimental procedure). “Everything in our world has its own color. What color do you think Baba Yaga is? And Zmey Gorynych? Sound "a"? Please look at the board. You see eight colored cards there. Each color is designated by its own number: blue - No. 1, green - No. 2, red (orange) - No. 3, yellow - No. 4, crimson (purple) - No. 5, brown - No. 6, black - No. 7, gray - No. 8. There is a form in front of you, the names of your classmates are listed on it. Think about what color you associate each of them with, and write the color number in the cell next to each name. Please work very carefully and don’t miss anyone.”

Instruction 2(given after the end of the color-associative procedure). “Out of eight colors, choose the one you like best. Enter its number in the first column of the table at the bottom of the form. From the remaining colors, choose the most pleasant one and enter its number in the second column. Next, arrange the numbers of all colors in order from the most pleasant to the most unpleasant.”

Stimulus material. Below we provide a sample form for conducting the Color-Associative Method. We remind you once again that the list of concepts is compiled by a psychologist individually, depending on the clarification of the attitude towards which particular component of the educational environment seems most relevant.

Date ________________

Class________________

First Name Last Name_________

Think about what color you associate each academic subject with, and write the color number in the cell opposite its name. Work very carefully, don't miss anything.

Colors: 1 - blue, 2 - green, 3 - orange, 4 - yellow,

5 - crimson, 6 - brown, 7 - black, 8 - gray.

Algebra Chemistry History

Geometry Physics Geography

Russian language English. life safety language

Literature Physical education JIVT

Biology Drawing History of the city

From the eight colors above, choose the one you like best. Enter its number in the first column. From the remaining colors, choose the most pleasant one and enter its number in the second column. And then arrange all the colors in order from the most pleasant to the most unpleasant, and enter their numbers sequentially into the table.

Processing and interpretation of results. I would like to immediately make a reservation that out of the whole variety of data processing options using the DsAM technique, we will identify only a few that are most closely related

Purpose: to determine the child’s attitude towards school and the level of school anxiety.

The child is given an A4 sheet of paper, colored pencils and asked: “Draw a school here on a piece of paper.”

Conversation, clarifying questions about what was drawn, comments are written on the back of the drawing.

Processing the results

The emotional attitude towards school and learning is assessed according to 3 indicators:

1) color scheme;

2) line and character of the drawing;

3) the plot of the drawing.

When analyzing a drawing, a score is assigned for each of these indicators, then the scores are added up.

1) Color range:

2 points – the drawing is dominated by bright, clean, light colors and their combinations (yellow, light green, blue, etc.)

0 points – the drawing is made in dark colors (dark brown, dark green, black).

1 point – light and dark tones are equally present.

2) Line and character of the drawing:

2 points – objects are drawn carefully and accurately; long, complex lines of varying thickness are used, there are no “breaks” in the contour.

0 points – objects are depicted deliberately carelessly, schematically; double lines, interrupted, of the same length and thickness, weak line.

1 point – both characteristics are present in the picture.

3) The plot of the drawing:

2 points – symmetrical image (the school’s drawing occupies a central place on the sheet);

the presence of details and decorations, decorative elements, images of various objects that enliven the landscape (flowers, trees, posters, flags, window curtains, etc.);

an image of children going to school or sitting at their desks, a teacher and the “learning process”;

season – spring, summer (sun, no clouds);

image of daylight hours.

0 points – asymmetrical pattern;

lack of details and decorations;

absence of people or images of children leaving school;

time of year – autumn, winter (dark sky, raining or snowing);

time of day – night or evening.

1 point – both characteristics are present.

Analysis of results

6-5 points – the child has developed an emotionally favorable attitude towards school and learning, he is ready to accept educational tasks and interact with the teacher.

4-2 points - the child has some anxiety about schooling as an unfamiliar situation for him, it is necessary to expand the range of his knowledge and ideas about school and educational activities, to form a positive attitude towards the teacher and classmates; The causes of anxiety may be nervousness and thoughtless statements from adults, or negative experiences of older children studying at school.

1-0 points – the child has a clearly expressed fear of school, which often leads to rejection of educational tasks and refusal of educational activities, difficulties in communicating with the teacher and classmates.

Source of material: http://www.psihologu.info/index.php

Projective technique “School Drawing”

Target: determining the child’s attitude towards school and the level of school anxiety.

The child is given an A4 sheet of paper, colored pencils and asked: “Draw a school here on a piece of paper.”

Conversation, clarifying questions about what was drawn, comments are written on the back of the drawing.

Processing the results: Emotional attitude towards school and learning is assessed according to 3 indicators:

color spectrum

line and character of the drawing

plot of the drawing

When analyzing a drawing, a score is assigned for each of these indicators, then the scores are added up.

1. Color range:

2 points – the drawing is dominated by bright, clean, light colors and their combinations (yellow, light green, blue, etc.)

1 point – light and dark tones are equally present.

0 points – the drawing is made in dark colors (dark brown, dark green, black).

2. Line and character of the drawing:

2 points – objects are drawn carefully and accurately; long, complex lines of varying thickness are used, there are no “breaks” in the contour.

1 point – both characteristics are present in the picture.

0 points – objects are depicted deliberately carelessly, schematically; double lines, interrupted, of the same length and thickness, weak line.

3. The plot of the drawing:

2 points – symmetrical image (the school’s drawing occupies a central place on the sheet); the presence of details and decorations, decorative elements, images of various objects that enliven the landscape (flowers, trees, posters, flags, window curtains, etc.); an image of children going to school or sitting at their desks, a teacher and the “learning process”; season – spring, summer (sun, no clouds); image of daylight hours.

1 point – both characteristics are present.

0 points – asymmetrical pattern; lack of details and decorations; absence of people or images of children leaving school; time of year – autumn, winter (dark sky, raining or snowing); time of day - night or evening.

Analysis of results

6-5 points – the child has developed an emotionally favorable attitude towards school and learning, he is ready to accept educational tasks and interact with the teacher.

4-2 points - the child has some anxiety about schooling as an unfamiliar situation for him, it is necessary to expand the range of his knowledge and ideas about school and educational activities, to form a positive attitude towards the teacher and classmates; The causes of anxiety may be nervousness and thoughtless statements from adults, or negative experiences of older children studying at school.

1-0 points – the child has a clearly expressed fear of school, which often leads to rejection of educational tasks and refusal of educational activities, difficulties in communicating with the teacher and classmates.

Projective drawing “What do I like about school?” (according to N.G. Luskanova)

The technique reveals children’s attitude towards school and children’s motivational readiness to study at school.

Instructions

“Children, draw what you like most about school. You can draw whatever you want. Draw as best you can, no grades will be given for it.”

Here is an approximate scheme for analyzing and evaluating drawings:

1. Inconsistency with the topic indicates:

A) lack of school motivation and the predominance of other motives, most often gaming. In this case, children draw cars, toys, military actions, patterns, etc. Indicates motivational immaturity;

B) children's negativism. In this case, the child stubbornly refuses to draw on a school theme and draws what he knows best and loves to draw. This behavior is typical of children with an inflated level of aspirations and difficulties in adapting to strictly fulfilling school requirements;

C) misinterpretation of the task, its understanding. Such children either do not draw anything or copy scenes from others that are not related to the topic. Most often this is typical for children with mental retardation.

2. Compliance with the given topic indicates the presence of a positive attitude towards school, while taking into account the plot of the drawing, i.e. what exactly is shown:

A) educational situations - a teacher with a pointer, students sitting at their desks, a board with written assignments. Evidence of high school motivation and educational activity of the child, the presence of cognitive learning motives;

B) non-educational situations - school assignments, students at recess, students with briefcases. Characteristic of children with a positive attitude towards school, but a greater focus on external school attributes;

C) play situations - swings in the schoolyard, playroom, toys and other objects in the classroom (for example, a TV, flowers on the window, etc.)

P.). Characteristic of children with a positive attitude towards school, but with a predominance of play motivation.

For greater reliability in assessing children's drawings during an examination, it is advisable to ask the child what he depicted, why he drew this or that object, this or that situation.

In some cases, from children’s drawings one can judge not only the level of their educational motivation and their attitude towards school, but also identify those aspects of school life that are most attractive to the child.

For example, schoolchildren with psychomotor disinhibition and increased motor activity often depict playing football in physical education class, fighting with kids during recess, or can draw a picture of a class in which everything is turned upside down. Sensitive, sentimental children, when drawing a learning situation, always include decorative elements (ornaments, flowers, small details of the classroom interior). However, analyzing the content of drawings is a complex independent task and requires the experimenter to have good command of projective techniques.

Projective drawing “I am in the past, I am in the present, I am in the future”

Target: identification of internal well-being, ideas about oneself in a time perspective, self-attitude, self-worth, the presence of difficulties in contacts with others, internal balance, comfort or the presence of anxiety, discomfort, adequacy of age and gender identification.

Instructions

On a piece of paper divided into 3 parts, first draw yourself when you were little, then what you are now, then what you will be like in the future when you grow up. Next to the drawing, write what you will be like. (The drawing is done with colored pencils and felt-tip pens.)

Processing the results