RU2497440C1 - Method of estimating psychoemotional level and level of socialisation of disadapted children and teenagers in process of correction of psychoemotional disorders - Google Patents

Abstract

FIELD: medicine.SUBSTANCE: invention relates to pedagogy, social sphere, medicine and can be applied in work of institutions, dealing with education and rehabilitation of children and teenagers who are in a difficult life situation. Group, into which children with reduced possibilities of socialisation are included, is created. Disadapted teenager, who was preliminary prepared, is introduced into the group as a leader. Testing is carried out three times. In the process of testing children select cards of rectangular shape, and disadapted teenager selects a circle-shaped card. Figure of a small man in a pose is depicted on cards. Tested children colour the figure, draw or erase parts of body, picture of face or clothes of a small man, and place cards on tree crown. Children place cards on tree by moving farther from or closer to card of disadapted teenager, in which way they demonstrate their attitude to him/her, as well as move cards with respect to each other, placing them closer or farther, thus demonstrating developing connections of consolidation or dissociation of group; for this purpose transparent stencil in form of circle with radius equal to the height of four rectangular cards on tree crown, is superposed on crown area or its model. Obtained data are analysed in the following way. K, estimation of emotional- bahaviour state of tested person, K, estimation of emotional sphere, Kestimation of psychoemotional disorders, K, estimation of comfort of position in group, are determined. Value in points is determined for each of estimations. Comfort of tested child and disadapted teenager position in group position, K, is estimated by degree of distance and position on tree crown of his/her card relative to cards of other children from group. Estimation of state of psychoemotional sphere and socialisation of children from group and disadapted teenager is determined by summing up estimations K, K, K, K, and if the sum is 11-15 points, state of tested child or disadapted teenager is considered to be good stable psychoemotional state, indicating adequate behaviour. If the sum is 6-10 points, state is estimated as satisfactorily stable psychoemotional state, at which manifestation of emotional disorders has situational character, expressed in some behavioural disorders. If the sum is 0-5 points, state is estimated as unstable psychoemotional state, manifested by behavioural disorders with discomfort caused by feeling if inferiority, with withdrawal into oneself. Group consolidation and position of tested child and disadapted teenager in collective is determined by calculation of number of cards in the zone of stencil, the centre of which is superposed with card of disadapted teenager or tested child. If 50-100% of cards of children from group are in stencil zone A-D, which is a comfort zone, group is considered to be consolidated, disadapted teenager is considered to be integrated into collective, its socialisation activity is considered to be effective, and tested child is considered to be accepted into collective. If fewer than 50% of cards of children from group are in zone of comfort, group is considered to be dissociated, socialisation activity of disadapted teenager is considered to be ineffective, and it is considered that tested child is not accepted into collective. method makes it possible to estimate change of psychoemotional state of children in group and disadapted teenager at correction stages.EFFECT: method makes it possible to obtain vivid picture, which reflects interrelationships in group and their development in collective, estimate process of disadapted teenager socialisation in group of children, through estimation of consolidation and comfort of being in collective of its other members, determine effectiveness of correction work with children in group, obtain objective estimation of relationships in collective, that were formed as a result of work of teachers and specialists.1 tbl, 14 dwg, 2 ex

Description

The invention relates to pedagogy, social sphere, medicine and can be used in the work of institutions involved in the training, rehabilitation of children and adolescents in difficult situations, with developmental disabilities, including children with disabilities, children who are not accepted, unsuccessful at school, primary school children socially neglected, maladaptated adolescents.

Obviously, the behavior of the student in society and in the process of communication is mediated by his psycho-emotional state. In the study of L.S. Vygotsky, A.D. Kosheleva, A.V. Zaporozhets, E.P. Ilyina, A.N. Leotieva et al. Noted that the state of emotional development is recognized as one of the central factors in the adaptation and socialization of children in society.

In the set of main factors (along with disability) that impede the successful integration of the child into society, the determining ones are emotional disorders that wear masks of symptoms of various diseases (enuresis, chronic skin diseases, asthmatic manifestations, etc.) Often, these symptoms hide fear, overvalued ideas and schemes, illusory experiences that are not even known to parents. The child’s psycho-emotional difficulties are also reflected in various behavioral disorders.

With the remaining unresolved difficulties of emotional distress in adolescence, behavioral disorders develop into depression with suicidal disposition, toxic and drug addiction, and criminal behavior. It is this category of adolescents that makes up the bulk, which, having a borderline state, with certain risks, can go into another group of deviation. On the other hand, this category of young people is more susceptible to positive changes.

At present, there is no simple and accessible mechanism for tracking the level of psycho-emotional state, identifying facts of emotional distress, the processes of rapprochement of maladaptive children and adolescents in school and other groups due to insufficient development of methods for timely detection of facts of emotional and behavioral disorders, which affects the quality and effectiveness of tracking phased results in the provision of psychological, social and pedagogical assistance and implementation of the act overt methods of educational work.

There are ways that determine emotional disturbances, allowing to identify personality disorders in children, to determine the mechanisms of negative impact on their development (biological, psychological, social). In particular, there are diagnostic methods to determine the emotional state, mood and well-being, for example, the Anxiety Test, developed by American psychologists R. Temmle, M. Dorki and V. Amen (Anxiety Test (R. Temml, M. Dorki, V. . Amen) / Dermanova IB Diagnosis of emotional and moral development - St. Petersburg, 2002. S.19-28). The method can be used to study the level of anxiety of a child in relation to a number of life situations typical for him of communication with other people.

In the process of diagnosis, the child is shown plot pictures in a certain sequence and asked the following questions:

1. The game with the youngest children: “what do you think, what will the child have: happy or sad?”

2. Object of aggression: “what do you think, what will the child have: happy or sad?”

3. A game with older children: “what do you think, what will the child have: happy or sad?”

4. A child with parents: “what do you think, what will the child have: happy or sad?” Etc. (A total of 14 drawings).

The experimental material consists of 14 drawings 8.5 × 11 cm in size. Each figure represents a situation typical of a child’s life.

Anxiety Index (IT) is calculated based on the data for each child

In IT, children are divided into 3 groups:

- high level of anxiety (IT above 50%);

- average level of anxiety (IT from 20% to 50%);

- low level of anxiety (IT from 0 to 20%).

Qualitative analysis involves an individual analysis of the child's responses. Conclusions are drawn regarding the possible nature of emotional experience in a given situation.

The disadvantages of this method are:

- age restrictions: test children 4-7 years old;

- this test reveals not personal anxiety, but situational anxiety of children;

- insufficient range of choice of situations offered to children;

- there is no opportunity to trace changes in the child during the rehabilitation process (quantitative and qualitative characteristics).

To assess the psychoemotional state and level of neuropsychic resistance, identify intrapersonal conflicts and people prone to depressive states and affective reactions, the M. Luscher color test is used. (Color test of relations. Gosstandart of Russia SE “IMATON” St. Petersburg, 1995)

The test contains 8 color cards, which are laid out in random order and presented to the test subject to select the most attractive color. Further, according to the instructions, the color from the remaining ones is selected. The color picking procedure is usually repeated three times. The election is recorded in digital conventions: gray - 0, blue - 1, green - 2, red - 3, yellow - 4, purple - 5, brown - 6, black - 7.

The disadvantage of this method is:

- the group examination procedure is hindered by the fact that one experimenter can work with only one subject;

- the subject involuntarily remembers his layout of colors and it is impossible to guarantee that during further examinations this memory will not affect his color preferences;

- situationality when choosing a color.

The prototype of the new method can be considered the projective method “Color your feelings”, developed with the help of B. Elliot's materials (Method “Color your feelings”, http://studentbank.ru/view.php?id=18779&p=4).

The technique allows you to identify the feelings that the child experiences, and their places of localization in the body. In addition, by painting a little man, a child can exteriorize, show feelings suppressed by him.

The child is given a sheet of paper on which a little man is schematically depicted, and pencils: yellow, orange, green, blue, red, brown, black. The host invites the child to introduce himself as a fairy-tale hero, in which he would like to become, to imagine what feelings this hero can experience in different parts of the body and color them.

For example, joy is yellow, fear is black.

When a child paints a little man, you can talk with him about why he painted in this way, and not otherwise. The disadvantage of this method is:

- conventions in the interpretation of colors;

- situationality;

- static.

The objective of the invention is to create a simple, visual, informative, in the form of a game, way to assess the level of psycho-emotional state of children and adolescents.

Achievable technical result of the method is the identification of facts of emotional distress, determining the processes of adaptation and social interaction with adults and peers in various situations in the process of correction of psycho-emotional disorders and behavior.

The problem is achieved by assessing the psychoemotional level and the level of socialization of maladaptive children and adolescents in the process of correction of psychoemotional disorders.

The method includes testing children and adolescents by coloring the image of a man in the colors associated with their feelings. An assessment of the psycho-emotional level, depending on the colors selected for coloring.

To implement the method, a group is created in which children with reduced opportunities for socialization are introduced: children in difficult situations and / or children with disabilities, and a maladaptated teenager with the status of counselor is introduced into the group, with whom preliminary preparatory work is carried out. The process of correction of psychoemotional disorders and behavior in the created group of children is carried out during their socialization. Test the maladaptive teenager and children of the group at the initial, intermediate and final stages of correction. When testing, children of the group choose cards of a rectangular shape, and a maladaptive teenager selects a card in the shape of a circle. Test children sign the card with their last name on the outside or back. The cards depict the figure of a man in the pose depicted in Figure 1 - Figure 5. Test children paint the figure of a man, paint or erase individual parts of the body, the image of a person or clothes of a man, put cards on the crown of a tree. The tree is made in the form of a plastic trunk and crown from a green grid with a mesh size of no more than 2 cm. The tested children of the group and the maladaptive teenager can repeat the card selection and other actions with it, change the position of the card on the crown during the correction period. Children of a group place cards on a tree by moving farther or closer to a card of a maladaptive teenager, than show their attitude to it, and also move cards relative to each other's cards, drawing them closer or apart, which indicate emerging ties of uniting or disconnecting the group. After each change in the position of the cards, the crown of the tree is photographed and the information about the cards with the figures of men is entered into the accounting card. An analysis of the data obtained is carried out as follows: K ₁ is determined — an assessment of the testee’s emotional and behavioral state, K ₂ — an assessment of the emotional sphere, K ₃ — an assessment of psychoemotional disturbances, K ₄ — an assessment of the comfort position in the group. For each assessment, its value is determined in points, namely: with a pose of a little man as in figure 1, set the score K ₁ equal to (5), with a pose of a little man as in figure 2, equal to (4), with a pose of a little man like figure 3, equal to (3), with the pose of the little man as in figure 4, equal to (2), with the pose of the little man as in figure 5, equal to (1). Establish a score of K ₂ equal to (5), when using five colors reflecting emotionally positive feelings, equal to (4), when using three or four colors reflecting emotionally positive feelings, equal to (3), when using one or two colors reflecting emotionally positive feelings equal to (2) when using colors that reflect emotionally positive and emotionally negative feelings, equal to (1) when using colors that reflect emotionally negative feelings or when not coloring people erychka. Establish a rating of K ₃ equal to (-1), with a large number of shaded details small relative to the size of the figure, interpreted as fear and anxiety, equal to (-1), with a large size of the image details, with strong pressure, clearly drawn teeth, nostrils, fingers , the presence of objects in the hands - like anger, aggression equal to (-1), with an undrawn blackened face - like the presence of deep intrapersonal conflicts, equal to (-1), with very small details regarding the size of the figure - as excessive retardation equal to (-1 ), when used and spectrally contrasting colors are possible with sharp angular lines - like overvoltage, internal excitation equal to (-1), with a large number of minor details, significant hatching area - like anxiety, tension, concern, uncertainty equal to (-1), with a small amount details, schematics - as a lack of strength, unwillingness to exert effort, weak interest equal to (-1), with bright lines, bulging or let down eyes, distinguished legs - as rudeness equal to (-1), when lines are broken, to other details, omissions and accentuation when painting - as a conflict equal to (-1), when depicting a large number of buttons, plaques of the belt, hats, underlining the vertical axes of the figure, pockets - as a dependence equal to (-1), with lines of inhomogeneous brightness - as tension equal to (-1), with jagged jagged lines, image of eyes with empty eye sockets - as impudence, hostility equal to (-1), with an unclear dull face, fragmented dashed broken lines of strokes, when drawing long lines of strokes - as timidity Vigilance, uncertainty, equal to (-1), with thick-fat strokes - like tension, effort, high muscle tone, uncontrollable sensuality, instinctive behavior equal to (-1), with black-sharp strokes, when a thin and strong touch stroke - as excessive tension and volitional effort equal to (-1), with obscure, varied, variable strokes - as insecurity, lack of perseverance, perseverance, equal to (-1), with "shaggy" strokes in coloring - like overstrain, internal excitement, search for a way out of any situation equal to (-1), etc. using the same color - as a fear of emotional arousal equal to (-1), when erasing - as anxiety, cautiously. The comfort of the position of the tested child and the maladaptive teenager in the group of children K _{4 is} assessed by the degree of remoteness and the position on the crown of the tree of his card relative to the cards of the children of the group. To do this, a transparent stencil in the form of a circle with a radius equal to the height of four rectangular cards is imposed on the crown area or its layout, the stencil is divided into 4 parts: part A with a radius equal to the height of one rectangular card, part B with a radius equal to the height of two cards, part C with a radius equal to the height of three cards, part D with a radius equal to the height of four cards. Combine the center of the stencil with the card of the maladaptive teenager and / or the tested child of the group and count the number of cards located in parts of the circle A, B, C, D, considering them to be in the comfort zone, and cards outside the circle - part D, are considered to be in the area of discomfort. Establish an assessment of the comfort of the situation in group K 4, equal to (1) when more than 50% of the cards are in part D, equal to (2) when more than 50% of the cards are in parts A-D, equal to (3) when more than 50 are found % of cards in parts A-B, equal to (4) - when more than 50% of cards are found in parts A-B, equal to (5) - when more than 50% of cards are found in part A.

An assessment of the state of the psycho-emotional sphere and socialization of the children of the group and the maladaptive teenager is determined, summarizing the estimates of K ₁ , K ₂ , K ₃ , K ₄ , and with a total of 11-14 points, the condition of the tested child or maladaptive teenager is considered as a good stable psycho-emotional state, indicating adequate behavior , willingness to cooperate, friendly support, socialization at a high level, including communication and the ability to establish social contacts, with a total of 6-10 points - consider the state of the tested child or a maladaptive teenager as a satisfactory stable psycho-emotional state in which the manifestation of emotional disturbances is situational in nature, which is expressed in some behavioral disturbances, shyness, shyness, aggravation of feelings of self-doubt, aggressiveness in some situations, an underestimated level of socialization, with the sum 0- 5 points - consider the condition of the tested child or maladaptive teenager as an unstable psycho-emotional state, expressed by edencheskimi disorders, feelings of discomfort from his inferiority, with withdrawal, detachment from collective cases, high levels of anxiety, self-doubt, irritability, low levels of adaptation, possible neurotic disorders, low socialization. Determine the group cohesion and position of the tested child and the maladaptive teenager in the team by counting the number of cards in the stencil area, the center of which is combined with the card of the maladaptive teenager or the tested child. If 50-100% of the group’s children’s cards are located in the AG zone of the stencil, which is a comfort zone, then they consider the group a united, maladaptive teenager considered iterated into the team, its socialization activity is effective, and the tested child is considered accepted into the team. If less than 50% of the group’s children’s cards are in the comfort zone, then they consider the group divided, the activities of the maladaptated teenager on socialization are not effective, and the tested child is considered not accepted into the team.

The novelty of the invention.

1. Create a group of children into which children with reduced opportunities for socialization are introduced: children in difficult situations and / or children with disabilities, a disadapted adolescent in the status of counselor is introduced into the group in order to socialize the disadapted adolescent through volunteering with children, having similar or more acute problems, in particular health. Mutual positive influence of these two sensitive groups is used.

2. The process of correction of psycho-emotional disorders and behavior of the created group is carried out during the period of socialization, for example, during a summer vacation in a day camp, a country camp, in rehabilitation groups organized on the basis of social rehabilitation centers, psychological and pedagogical assistance centers and accompanying students.

3. Testing is carried out three times: at the initial, intermediate and final stages of the correction period. This allows you to identify errors and shortcomings in the work and timely carry out the correction of activities.

4. Children of the group choose cards of a rectangular shape, and a maladaptive teenager selects a card and in the shape of a circle, the testees sign the card with their last name on the outside or the back. The cards depict the figure of a man in the pose depicted in Figure 1-Figure 5, the test persons paint the figure of a man, draw or erase individual parts of the body, the image of a person’s face or clothes, I place the card on the tree’s crown. The shape of the card allows you to quickly find the card of a maladaptive teenager and visually cordon off the location of the cards of the children of the group relative to her, even without a thorough analysis see the development of relations in the team. The pose of the little man on the card shows the emotional, physical state and behavioral component. Through coloring and painting the figure, the child subconsciously clarifies his emotional state, reflecting the positive or negative feelings experienced by him, and the presence of psychoemotional disorders.

5. The tree is made in the form of a plastic trunk and crown from a green grid with a mesh size of no more than 2 cm, the tested children and a maladaptive teenager can repeat the card selection and other actions with it, change the position of the card on the crown during the correction period. Work with a tree gives testing a game form. Moving cards on the tree’s crown, the child subconsciously places them closer or further from the card of the maladaptive teenager and the cards of other children, which clearly reflects the development of relationships in the team. This allows you to identify the unconscious levels of the relationship system.

6. They photograph the crowns of the tree and enter the information into the accounting card, which allows you to create a database, transfer the data to a computer and analyze.

7. In the analysis, the coefficients are determined: K ₁ - assessment of the emotional and behavioral state of the test person, K ₂ - assessment of the emotional sphere, K ₃ - assessment of psychoemotional disorders, K ₄ - assessment of the comfort position in the group; for each assessment determine its value in points.

8. Establish a score of K ₁ depending on the pose of the man in figure 1-figure 5.

9. Establish a score of K ₂ , depending on the use of colors that reflect emotional feelings.

10. Establish a score of K ₃ , depending on the type and characteristics of the parts applied by children to the image of the little man.

11. Evaluate the comfort of the position of the tested child and the maladaptive teenager in the group of children To ₄ but the degree of remoteness and the position on the crown of the tree of his card relative to the cards of the children of the group. For this, a transparent stencil in the form of a circle having certain zones is applied to the crown area or its layout. Combine the center of the stencil with the card of the maladaptive teenager and / or the tested child of the group and count the number of cards located in parts of the circle A, B, C, D, considering them to be in the comfort zone, and cards outside the circle - part D, are considered to be in the area of discomfort. The shape and size of the stencil are selected empirically, based on the size of the crown and the number of cards, which depend on the number of children in the group. The presence of cards in the stencil area indicates that the children feel free, easily make contact, and are ready for joint activities.

12. Determine the assessment of the state of the psycho-emotional sphere and socialization of the children of the group and the maladaptive teenager, summarizing the grades K ₁ , K ₂ , K ₃ , K ₄ , and with a total of 11-14 points, consider the condition of the tested child or maladaptive teenager as a good stable psycho-emotional state, indicating adequate behavior, willingness to cooperate, friendly support, socialization at a high level, including communication and the ability to establish social contacts, with a total of 6-10 points - consider the state of the tested child nca or maladaptation of a teenager as a satisfactory stable psycho-emotional state in which the manifestation of emotional disturbances is situational in nature, which is expressed in some behavioral disturbances, shyness, shyness, aggravation of feelings of self-doubt, aggressiveness in some situations with an underestimated level of socialization, with an amount of 0-5 points - consider the state of the tested child or maladaptive teenager as an unstable psycho-emotional state, expressed as behavioral disorders, with discomfort from a sense of self-inferiority, with withdrawal into oneself, detachment from collective affairs, high levels of anxiety, self-doubt, irritability, low level of adaptation, possible neurotic disorders, low level of socialization. The proposed assessment system takes into account various factors that affect the condition of children, such as mood, adequacy of feeling in a group, well-being due to health characteristics, comfort in relations with elders (teachers, counselors), therefore it allows you to evaluate this condition and track its changes during the correction of the psychoemotional state, socialization of children.

13. Determine the group cohesion and position of the tested child and the maladaptive teenager in the team by counting the number of cards in the stencil area, the center of which is combined with the card of the maladaptive teenager or the test child, if 50-100% of the group's children’s cards are in the stencil area AG , which is a comfort zone, they consider the group of a united, maladaptive teenager considered integrated into the team, its socialization activities are effective, and the child being tested is considered inactive in the team, if less than 50% of the group's children’s cards are in the comfort zone, then they consider the group fragmented, the activities of the maladaptive teenager on socialization are not effective, and the tested child is considered not accepted into the team.

The method allows to obtain a new technical result:

- To reveal facts of emotional distress that determine the processes of adaptation and social interaction with adults and peers in various situations in the process of correction of psycho-emotional disorders and the behavior of maladaptated children and adolescents.

- Visually assess the change in the psychoemotional state of the children of the group and the maladaptive teenager at the initial, intermediate and final stages of correction.

- The simplicity of the conduct and the seemingly simple interpretation, however, makes it possible to easily obtain an assessment of the emotional state of the child, to affect the improvement of interpersonal relationships among peers.

- The technique is simple to implement, affordable, interesting for children, does not cause them resistance.

- The proposed method allows you to: determine the level of emotional distress, identify the facts of emotional maladaptation of adolescents, get a visual picture that reflects the relationship in the group and their development in the team, evaluate the process of socialization of the maladaptive teenager in the group of children, by assessing the cohesion and comfort of other members of the team , determine the effectiveness of correctional work with children in the group, get an objective assessment of the existing relations in the team as a result of dagogov and specialists.

- To provide high information content, by taking into account several factors.

- Indirectly evaluate the effectiveness of the work of teachers, psychologists and the entire team of specialists in the socialization of disadapted adolescent counselors and the integration of children with disabilities into a group of children and, therefore, in the future in society.

- To assess the level of socialization of maladaptated adolescents in the collective in schools and other children's groups, for example, during correctional work with children and adolescents in a health camp or social rehabilitation institution for the rehabilitation of maladaptated adolescents.

Modeling the situation by moving cards with figures of men on the tree’s crown is at the same time a game element, a means of sociometric research and group correction of children with reduced opportunities for socialization.

During the correction, it is important for specialists to take into account the psychological characteristics of adolescence - a sense of their own strength, the need for freedom and independence, in respect and recognition among peers and significant adults. The goal is also achieved through the active inclusion of maladaptated adolescents in the system of tolerant relations and joint activities with team members - group children.

The method allows to increase the effectiveness of adaptation of children with disabilities, children with disabilities, who are more difficult than others to integrate into the team. Practice shows that they, especially in the first days of staying in a group of children, have low self-esteem, high anxiety and a level of claims, and reduced communication skills.

It is possible to use the method for correcting relationships in a group and building individual psychotherapeutic work with children. The role of educational psychologists is, basically, to set uniform “rules of the game” for all adults and children alike, to solve adaptive, strategic, communicative, and health problems, to create a social environment that is different from the usual environment higher in content and intensity characteristics of joint activities and communication, that is, in the formation of the necessary conditions for self-assertion, personal development in the team, taking into account all the possibilities and effective training of maladjusted adolescents links to forms and methods of working with other children, the atmosphere of a positive emotional state from the process to the result of joint activities. They are guided by new priorities that require innovative forms that include adolescents in the social environment with the help of pedagogical, psychological, social technologies, methods and techniques that arouse keen interest among adolescents.

It is easier for children, teenagers by moving cards on a tree to reflect their position in the team before and after corrective actions, than to describe this in words when talking with psychologists and specialists. The catalyst for changes in this case is a clear example of more active children of the group, whose behavior makes it possible to imitate them by observing their actions. Thus, there is a process of involving inactive and sick children in joint activities, including through the indirect influence of a teacher and a maladaptive teenager, a counselor who has previously been trained. Communication with peers experiencing similar problems forms their qualities such as voluntariness, awareness, and promotes the adolescent’s confidence in himself in choosing means and ways to achieve his goal. Thus, a maladaptive teenager enters into equal process with other members of a group of children in a common process in which you can gain new knowledge and reveal your creative potential.

The invention is illustrated by drawings in Fig.1-14.

In Fig.1 - a pose of a man, symbolizing a comfortable state, normal adaptation, neutral posture.

Figure 2 - pose of a little man, symbolizing sociability, friendly support.

Figure 3 - pose of a little man, symbolizing aggression.

Figure 4 - the pose of a man, symbolizing isolation, anxiety, withdrawal, withdrawal from the team.

Figure 5 - pose of a man, symbolizing fatigue, general weakness, a small reserve of strength, shyness, cripple.

Figure 6 - shows a tree with a trunk and crown.

Figure 7 - shows the placement of cards in the form of a rectangle of the children of the group and the combination of the stencil with a card in the form of a circle of a disadapted teenager Alena, at the beginning of the correction period. A circle-shaped stencil is shown divided into parts with radii: A, B, C, D and part D located outside the circle.

On Fig. - shows the placement of cards and the combination of a stencil with a card in the form of a circle of a maladaptated teenager Alena, in the middle of the correction period.

Figure 9 - shows the placement of cards and the combination of the stencil with a card in the form of a circle of a disadapted teenager Alena, at the end of the correction period.

Figure 10 - shows the placement of cards and the combination of the stencil with the card of one of the children of the group - Svetlana, whose card is highlighted by hatching at the beginning of the correction period.

11 - shows the placement of cards and the combination of the stencil with the card of one of the children of the group - Svetlana, whose card is highlighted by hatching in the middle of the correction period.

On Fig - shows the placement of cards and the combination of the stencil with the card of one of the children of the group - Svetlana, whose card is highlighted by hatching at the end of the correction period.

On Fig a, b, c - shows the shape of the little men on the card, coloring the figures, the maladaptive teenager Alena at the beginning, middle and end of the correction period.

On Fig a, b, c - shows the shape of the little men on the card, coloring the figures with the child of the group Svetlana, at the beginning, middle and at the end of the correction period.

The following designations are presented in the figures: 1 - trunk, 2 - crown, 3 - card in the form of a rectangle of children in a group, 4 - card in the shape of a circle of a maladaptive teenager, 5 - card of a child of the group Svetlana - hatched. A, B, B, D - the radius of the circle-pattern, D - the area of the crown of the tree outside the stencil.

Colors: 6 - blue, 7 - green, 8 - red, 9 - yellow, 10 - brown, 11 - black.

12 - large size of the image details, with strong pressure, well-defined lips, 13 - spectrally contrasting colors with sharp angular lines were used, 14 - bright lines, 15 - buttons, belt plaque, vertical axis of the figure, pockets are underlined, 16 - eyes are depicted with empty eye sockets, 17 - clearly sharp strokes.

Terms used in the application.

Counselor - a teenager, a child who has received certain skills to work with peers or younger children, acting in a short period (summer season in a recreation camp, during the rehabilitation period) under the patronage of a teacher and informing the children’s team about his status, and performing assignments during leisure activities , socially significant and other activities for collective and individual activities.

Counselor (squeeze) - to know, make friends, be led, merge into something (Vl. Dahl. Explanatory Dictionary of the living great Russian language, volume 1. p. 224. Moscow "Russian language. 1981)."

A maladaptive teenager is a teenager who has a disruption in the process of socialization; there are problems “on the part of the interaction of the individual and the environment” (Andreeva G.M. Social Psychology. 2002).

Integration is a process of mutual adaptation, expansion of economic and industrial cooperation, the unification of national economies of 2 or more states. Modern Dictionary of Foreign Words: 20,000 words - 3rd ed. - M.: Russian language; 2,000.

Comfort - a state of comfort and satisfaction, provided by a combination of positive psychological and physiological sensations of a person in the process of activity (Russian Encyclopedia on Labor Protection. General editing by NI Markin. ENAS, 2006).

Correction (Psychocorrection) - an activity aimed at correcting the features of psychological development that do not correspond to the optimal model, using special means of psychological influence; and also - activities aimed at the formation of the necessary psychological qualities in a person to increase his socialization and adaptation to changing living conditions (electronic resource hhtp //m.wikipedia.org).

Disabled child - a child with disabilities, children with a violation of psycho-physical development.

Socialization is a process during which individuals integrate into an existing society (Social Pedagogical Psychology. A.A. Rean, Ya.L. Kolominsky. St. Petersburg: Peter, 1999).

Socialization is the process of human development in interaction with the outside world (Psychological and Pedagogical Dictionary. V. A. Mizherikov. Rostov-on-Don, 2000).

Cohesion is a characteristic of intra-group relationships, showing the degree of coincidence, assessments, attitudes, and positions of the group in relation to objects, people, ideas, events, and other things that are especially significant for the group as a whole (Brief Dictionary of Psychology. RUDY, 2004).

The subjects are group children and a maladaptive teenager-counselor.

The method is as follows.

Create a group or several groups into which children with reduced opportunities for socialization are introduced: children in difficult situations and / or children with disabilities. A maladjusted teenager with the status of counselor is introduced into each group, with whom preliminary preparatory work is carried out. Pre-trained disadapted adolescents who will be counselors. The training includes joint activities that allow future counselors and specialists to better understand each other: attend exhibitions, talk about the psychological characteristics of children, watch and discuss films together.

The training begins with modeling situations that are identical to the problems, difficulties experienced by children with disabilities and with children from families in difficult situations. The possibilities of helping these children are being studied, which allows teenagers to identify problems and find ways to solve their own, often artificially complicated ones.

Throughout the training, surveillance is carried out publicly, and in the case of a teenager's refusal, the disadapted teenager is secretly monitored. He is supervised by a social educator or educational psychologist and unobtrusively works on the emotional sphere and the formation of positive attitudes towards communication.

It is explained to the future counselor that they “lead” the team, and social educators and psychology educators act as consultants and help if necessary. At the end of each day there is a discussion of the upcoming day, and teachers offer their help in organizing this or that event. They solve practical problems in preventing and resolving conflicts and difficulties with modeling situations.

The process of correction of psychoemotional disorders and behavior in the created groups of children is carried out during the correction period, which can take place in a summer camp, in groups organized on the basis of social rehabilitation centers, centers for psychological and pedagogical assistance, and comprehensive schools.

The children of the group and the maladaptive teenager, who are a new team, are tested at the beginning, middle and end of the correction period to track the changes that occur in them. The team may consist of children and adolescents from families in difficult situations and children with disabilities.

During the implementation of the method, a circle of specialists who will work with children and adolescents is determined. Usually these are social educators, psychologists, and social work specialists.

Establishment of primary psychological contact between the specialists and children of the group and the disadapted adolescent-counselor is carried out by means of self-presentation of teachers using theatricality, humor, photo work and the results of personal hobbies. They conduct classes with a psychologist aimed at introducing and rallying the team, through the awareness of the problems of children in the team as a teenager disadapted, the development of compassion for them, and the creation of an atmosphere of support for these children who need help in the team. Through the emergence of a sense of compassion, the significance of the problems of a maladapted teenager decreases and a rethinking of his place in the collective, in society is carried out.

On the third day of the correctional period in conditions, for example, of a summer camp, the members of the created collective of children are introduced to the Tree, decorated in the hall on the wall, and talk about its significance in human life. Testing is conducted in a group of children and a maladaptive teenager three times during the correction period, which allows us to follow the dynamics of changes in adolescents and children in the process of their active participation in the developing social environment, analyze the activities of specialists, and differentiate assessments.

Children are offered a choice of 5 types of figures of "little men" on cards of 21 cm × 15 cm in size, depicted in the conventional manner Figure 1-5: gender, age, social status are not clear. Poses, expression of gestures of "little men" allow you to determine the background of the mood, the position of the individual: active, aggressive, passive, passive, benevolent.

For convenience of observation, each figure is assigned its own number, which only specialists know about:

Figure 1 - comfortable condition, normal adaptation, neutral posture;

Figure 2 - sociability, friendly support;

Figure 3 - aggression;

Figure 4 - isolation, anxiety, withdrawal, withdrawal from the team;

Figure 5 - fatigue, general weakness, a small margin of strength, shyness, mutilation.

In the process of communicating with children, the teacher explains to the children that each figure is interesting in its own way, there is no bad or good one, that they can choose any “man” and even make changes to his body parts.

When testing, the children of the group choose cards of rectangular shape 3, and the maladaptive teenager selects a card in the form of a circle 4.

Testers sign their card on the back with their last name or on the outside.

Identifying themselves with this or that “little man”, the children of the group color the selected figure in accordance with their mood, inner experience, physical state of health, malaise, which they may experience in different parts of the body. At the same time, the teacher tells them: “You are offered 6 colors of pencils, you can paint the figure with one color, if you wish, with several colors, finish your face, clothes. You can change the shape, erase the excess. "

Each child is given 6 colors of pencils from a standard box. To evaluate the selected colors, the M. Luscher color test is used. (Color test of relations. Gosstandart of Russia SE “IMATON” St. Petersburg, 1995). At the same time, blue, green, red, yellow, brown colors are considered to reflect emotionally positive feelings, and black color is emotionally negative feelings.

A group of children, together with specialists, approaches a tree that has a trunk 1 and a crown 2 and places cards on the crown 2 of the tree. Cards children of the group and maladaptive teenager, place at will. In order to hang the card in the upper zone of the tree crown, there is a special staircase near the wall.

Moreover, the process of placing cards allows you to identify the conscious unconscious levels of the relationship system and obtain information about the internal state of children and adolescents. Placing cards on the crown of 2 trees allows psychologists and specialists to navigate in such problems as the relationship between children in the team.

The tree is made in the form of a plastic trunk 1 and crown 2 from a green grid with a mesh size of not more than 2 cm, the test person can change the position of the card on the crown during the rehabilitation period as desired. Children of a group place cards on a tree by moving farther or closer to a card of a maladaptive teenager, than show their attitude to it, and also move cards relative to each other's cards, drawing them closer or apart, which indicate emerging ties of uniting or disconnecting the group.

Specialists take pictures of the crown of the tree and enter the information into the accounting card.

The crown of the tree fits into a rectangle with a width of at least the width of the card, multiplied by the number of members of the group of children and multiplied by a factor of 0.5 and a height equal to at least half the width.

An analysis of the data is carried out as follows: determine K ₁ - assessment of the emotional and behavioral state of the test person, K ₂ - assessment of the emotional sphere, K ₃ - assessment of psychoemotional disorders, K ₄ - assessment of the comfort position in the group. For each assessment, its value is determined in points, namely: with a pose of a little man as in figure 1, set the score K ₁ equal to (5), with a pose of a little man as in figure 2, equal to (4), with a pose of a little man like figure 3, equal to (3), with the pose of the little man as in figure 4, equal to (2), with the pose of the little man as in figure 5, equal to (1).

Establish a score of K ₂ equal to (5), when using five colors reflecting emotionally positive feelings, equal to (4), when using three or four colors reflecting emotionally positive feelings, equal to (3), when using one or two colors reflecting emotionally positive feelings equal to (2) when using colors that reflect emotionally positive and emotionally negative feelings, equal to (1) when using colors that reflect emotionally negative feelings or when not coloring people erychka. Fig. 13 a, b, c, Fig. 14 a, b, c.

Establish a score of K ₃ equal to (-1), with a large number of shaded details small relative to the size of the figure, interpreted as fear and anxiety, equal to (-1), with a large size of the image details, with strong pressure, clearly drawn teeth, nostrils, fingers - as anger, aggression equal to (-1), with a blackened face not drawn - as the presence of deep intrapersonal conflicts, equal to (-1), with very small details regarding the size of the figure - as excessive retardation equal to (-1), when using spectrally contrast x colors possibly with sharp angular lines - like overvoltage, internal excitation equal to (-1), with a large number of minor details, a significant hatching area - like anxiety, tension, concern, insecurity equal to (-1), with a small number of details, schematics - as a lack of strength, unwillingness to exert effort, weak interest equal to (-1), with bright lines, bulging or let down eyes, distinguished legs - as rudeness equal to (-1), with line breaks, blurred details, gaps and accentuation when painting - as a conflict equal to (-1), when depicting a large number of buttons, plaques, belt, hats, underlining the vertical axes of the figure, pockets - as a dependence equal to (-1), with lines of non-uniform brightness - as a voltage equal to (-1), with jagged jagged lines, the image of eyes with empty eye sockets - like insolence, hostility equal to (-1), with an unclear dull face, fragmented dotted broken lines of strokes, when drawing long lines of strokes - like fearfulness, shyness, uncertainty , equal to (-1), with thick-fat strokes - like tension, effort, high muscle tone, uncontrollable sensuality, instinctive behavior equal to (-1), with black-sharp strokes, when a dull and strong touch stroke is unnecessary tension and volitional effort equal to (-1), with vague, varied, variable strokes - as insecurity, lack of tenacity, perseverance, equal to (-1), with "shaggy" strokes in coloring - like overstrain, internal excitement, search for a way out any situation equal to (-1) when using one color that - as the fear of emotional arousal equal to (-1), when erasing - as anxiety, cautiously Figure 13 a, b, c. Fig. 14 a, b, c.

The comfort of the position of the tested child and the maladaptive teenager in group K _{4 is} assessed according to the degree of remoteness and the position on the tree’s crown of his card relative to the cards of the children of the group, for this a transparent stencil in the form of a circle with a radius equal to the height of four rectangular cards is applied to the square of the crown or its layout, the stencil is divided into 4 parts: part A with a radius equal to the height of one rectangular card, part B with a radius equal to the height of two cards, part C with a radius equal to the height of three cards, part D with rad mustache equal to the height of four cards. Combine the center of the stencil with the card 4 of the disadapted teenager of Fig. 7, Fig. 8, Fig. 9, and / or the card 5 of the test child of the group of Fig. 10, Fig. 11, Fig. 12 and count the number of cards located in parts of the circle A, B, C, D, while they are considered to be in the comfort zone, and cards that are outside the circle - part D, are considered to be in the zone of discomfort.

Establish an assessment of the comfort of the situation in group K 4, equal to (1) when more than 50% of the cards are in part D, equal to (2) when more than 50% of the cards are in parts A to G, equal to (3) when more than 50 are found % of cards in parts A-B, equal to (4) - when more than 50% of cards are found in parts AB, equal to (5) - when more than 50% are found, cards in part A.

An assessment of the state of the psycho-emotional sphere and socialization of children is determined by summing up the assessments of K ₁ , K ₂ , K ₃ , K ₄ , and with a total of 11-14 points, consider the condition of the tested child or maladaptive teenager as a good stable psycho-emotional state, indicating adequate behavior, willingness to cooperate , friendly support, high-level socialization, including communication and the ability to establish social contacts, with a total of 6-10 points - consider the condition of the tested child or maladaptated teenager as a satisfactory stable psycho-emotional state in which the manifestation of emotional disturbances is situational, which is expressed in some behavioral disturbances, shyness, shyness, aggravation of feelings of self-doubt, aggressiveness in some situations, an underestimated level of socialization, with the sum of 0-5 points - consider the condition of a tested child or a maladaptive teenager as an unstable psycho-emotional state, expressed by behavioral disorders, with a disk a fort from the feeling of one’s inferiority, with withdrawal into oneself, detachment from collective affairs, a high level of anxiety, self-doubt, irritability, low level of adaptation, possible neurotic disorders, low level of socialization.

The group cohesion and position of the tested child in the team is determined by counting the number of cards located in the stencil area A, B, C, D whose center is combined with the card of the maladaptive teenager 4 or the tested child 3, if 50-100% of the group children’s cards are in zone L -G stencil, which is a comfort zone, then consider the group of a united, maladaptive teenager integrated into the team, its socialization activities are effective, and the tested child is considered accepted into the team if less than 50 % of the cards of the children of the group are in the comfort zone, they consider the group divided, the activities of the maladaptated teenager on socialization are not effective, and the tested child is considered not accepted into the team.

Adults observe the procedure and fill out the appropriate form to analyze group interactions and the emotional atmosphere in the group. After each testing, experts discuss the need to change the ways and methods of exposure to a team of children and a maladaptive teenager in case of low efficiency of rehabilitation work.

Based on the results of rehabilitation, during the entire period in an informal setting, a discussion of the results of joint activities with teenagers and plans for the future takes place.

Example 1

In a team consisting of 19 children aged about 10 to 13 years old, a disadapted teenager Alena worked as a counselor. The group includes: socially safe children 10, children from families in difficult situations: 5 children from large families, low-income families, incomplete categories of families, 4 children - children with disabilities.

Alena passed preparatory courses for counselors-volunteers, opened on the basis of the Family Center in Mezhdurechensk, which is helping families and children who find themselves in difficult situations.

In preparatory classes, Alena gained knowledge on the main responsibilities of organizing interesting events, competitions, taking care of the comfortable state of children during their stay in a team, resolving conflicts, helping the weak, protecting their interests; about responsibility for one’s behavior, about an example in clothes and actions.

At the same time, Alena was undisciplined at the preparatory classes, she was often late, for which she received comments, studied without interest, initiative and activity, constant monitoring by the teacher over the assignment was required. On the other hand, the teenager was distinguished by sociability, artistry, enjoyed authority from peers. Despite the fact that Alena is from a prosperous family, she had serious violations in relations with her mother and teachers.

When testing on the 3rd day (Fig. 13 a) of the correction and socialization period, she chose a card (Fig. 3) / K1 - 3 points /, which indicates her provocative, demonstrative behavior, stress, despite the rather light colors - 6 blue trousers, 8 red shoes, 9 yellow sweaters - three emotionally positive colors / K2 - 4 points /, emphasized aggressiveness with clearly sharp strokes in the form of protruding hair (position 17 - (-1 point), dependence - with highlighted pockets (position 15 - ( -1 point)) and used spectrally contrasting colors, sharply outlining all parts of the clothing (position 13 - (-1 point), which amounted to a total of / K3 - (-3) point /. We put a stencil in the shape of a circle, combining its center with card 4 (Fig. 7), count the number of cards in the stencil area. cards in the circle zone (parts A-B-V-G) relative to Alena's card is 12 (more than 50%), / K4 - 2 points /, which indicates that the group is not united, Alena is poorly integrated into the team.

As a result of the corrective work of psychology teachers with Alena and, especially, with her mother, as well as the work of Alena with children under the guidance of a teacher, significant positive changes have occurred. She began to show interest in work, ask questions related to her activities, take part in group events. In intermediate testing after 10 days, Fig.13b, chose a card with a "positive" figure (Fig.1,) / K1 - 5 points /, painted it with four emotionally positive colors: 6 blue, 7 green, 9 yellow, 10 brown / K2 - 4 points /, Fig.13b. At the same time, restrictive sharp lines remain in the clothes, (position 13 - (-1 point) / K3 - (-1 point) /, which indicates the normal course of adaptation processes, but an unstable state. The number of cards in parts of the A-B-C zone the circle relative to the card of Alena is 11 (more than 50%) (Fig. 8) / K4 - 3 points /, which indicates positive changes, the cohesion of the group, the integration of Alena into the team.

After a second discussion of the results with Alena and her family, psychologists conducted additional classes with her.

Towards the end of the rehabilitation period, the counselor not only began to take an active part in the preparation and conduct of events, but also became the author and organizer of some holidays. She became friendly to others, which made it possible to concentrate most of the children around herself, which indicates a high level of team cohesion.

The results of the third test (Fig.13c) show that Alena chose a card with a positive figure of a man as in Fig. 1 / K1 - 5 points /, used five emotionally positive colors for coloring: 6 blue, 7 green, 8 red, 9 yellow, 10 brown / K2 - 5 points /, but left clearly defined lines that limit the parts of clothing (position 13 - (-1) point) / K3 - (-1) /, children’s cards surrounded the card of Alena with a dense ring, more 50% of them (9 cards) are located in parts A-B / K4 - 4 points /, which indicates an increase in collectivity willow around Alena. Alena successfully integrated into the team, there is a high level of comfort of team members.

The results of all three stages of testing are given in the table. The test results showed that teachers and specialists timely responded to the difficult situation of the girl in the group and the presence of an internal conflict in the teenager, especially in connection with the inadequate attitude of the mother to the child, took preventive measures, worked with the family and ensured that the socialization process was successful , Alena joined the team, began to show leadership qualities, bring new interesting ideas to the collective affairs of the team, thanks to which a group of children repeatedly won prizes in events conducted during the rehabilitation period. Thanks to the professionalism of the teachers, the disparate group has become a team.

Thus, the proposed method is simple, informative. The proposed method allows you to get a visual picture that reflects the relationships in the group and their development in the team in dynamics, to evaluate the process of socialization of a maladaptive teenager into a team, by assessing the cohesion and comfort of staying in a team of its members and a maladaptive teenager. Get an objective assessment of the existing relations in the team as a result of the work of teachers and specialists. The method allows you to indirectly evaluate the work of teachers and specialists working with the team.

The total number of points in the first correction period is 6. The total number of points in the middle of the correction period is 11. The total number of points in the third correction period is 13. The data indicate successes in the child's socialization.

Table 1 period 2 period 3 period Total Surname, first name K1 K2 K3 K4 K1 K2 K3 K4 K1 K2 K3 K4 1 period of points 2 period points 3 periods od Druchinina Alena 3 four -3 2 5 four -one 3 5 5 -one four 6 eleven 13 Ivanova Svetlana four 2 -5 one four 3 -2 one 5 5 -2 2 2 6 10

Example 2

In the summer recreation camp "Rainbow" in the same team, there was a child of Ivanov Svetlana with health problems in order to correct the characteristics of psychological development. Svetlana is 12 years old. A girl with disabilities is diagnosed with cerebral palsy. A closed, uncommunicative child who is afraid to communicate with adults does not look in the eye, is anxious, and at the same time can cause tantrums in public places, screaming, swearing. Periodically, once a year, she experiences spontaneous vomiting. She doesn’t want to study.

At the beginning of her rehabilitation, she had conflicts with her peers in a group of children, which manifested themselves in inappropriate aggressive behavior, hysterical emotional reactions: when communicating with teachers, she didn’t keep her distance, she insulted her peers, provoked a conflict alternating with passivity (unmotivated refusals to participate in joint activities treatment procedures).

When testing on the 3rd day of the correction period (Fig.14a), she chose the figure of a man as in Fig.2 / K 1-4 points /, for her coloring she used two emotionally positive colors - red 8, brown 10, and one emotionally negative color - black 11, / K2 - 2 points /, in addition, she used additional details, such as empty eye sockets (position 16 - (-1 point), sharply outlined black teeth (position 12 - (-1 point), spectrally contrasting colors with sharp lines (position 13 (-1 point)), the presence of a handbag in the hand (position 14 (-1 point)), which about rudeness, internal overexcitation, aggression, the presence of a hat (position 15 (-1 point) on dependence. The choice of a figure, color and details characterize Svetlana as an anxious child, often with a protective reaction expressed by aggressive forms of behavior, emotional tension, and a feeling of insecurity .

Red lines along the body, coloring with red trousers can indicate the incidence of the spine and legs / K3 - (-5) points /. The card of Svetlana relative to the card of the counselor Alena is outside the circle zone (Figure 10), therefore, she is poorly integrated into the team, that is, her condition is uncomfortable / K4 - 1 point /.

Teachers developed a plan for correction of the girl, which includes medical and recreational procedures, individual and in a small group the work of a social psychologist to relieve aggression, reduce anxiety, play therapy to develop confidence and communication skills. The counselor is instructed to accompany the girl for treatment, to support her in games.

Within 10 days, changes in her behavior were minor. As before, there was tension, emotional restraint (during a conversation, often with a calm speech it goes to a cry, which is accompanied by vegetative symptoms: hyperemia or sharp pallor of the face, increased sweating of the palms), negativity.

But along with them, teachers observed the first signs of positive changes: there were weak contacts with children, conflicts decreased, she performed therapeutic exercises with her mood, but she ignored some rules, preferring to just lie on the rug. At the same time, Svetlana is getting in touch not only with a psychologist, teacher, but also with other specialists. The counselor began to respond less to the outbursts of aggression of the girl, as they explained to her that she could experience pain and outwardly show negative emotions, and Svetlana began to trust the counselor, since she sympathized with her.

During the intermediate testing on the ninth day (Fig.14b), she chose a card with a little man as in Fig.2 / K1 - 4 points /. The changes are confirmed by the color change: a “skirt” of light tones appeared on the figure, three emotionally positive colors were selected: blue 6, red 7, green 8 / K2 - 3 points /. Teeth were not drawn, pupils appeared in the eyes, the object was removed from the girl’s hands, but there were contrasting vertical lines (position 15 (-1 point)), a sharply defined mouth (position 12 (-1 point), / K3 - (-2 point) /. Judging by the new location of Svetlana’s card relative to the counselor’s card on the tree (Fig. 11), he is outside the zone of the counselor’s circle, but has moved closer to the group / K4 - 1 point / - yet Svetlana is poorly integrated into the team, that is, her condition in the team is uncomfortable.

By the end of the correction period, Svetlana became calmer, did not show aggressive behavior, but retained verbal aggression. Over the past four days, she has been actively involved in group games and joint events, while expressing emotion, often unrestrained, in a rude manner, and was happy to receive wellness treatments. She took part in the conversation: she talked about the family, family life events, smiled more. The counselor was considered a friend and called her Alyonushka. Changed the figure of the little man from Figure 2 to the little man of Figure 1 / K1 - 5 points /. 1-1a Fig.14c, painted a smiling mouth, on the blouse - not a lock, but buttons, there are decoration elements, used five emotionally positive colors: blue 6, green 7, red 8, yellow 9, brown 10) / K2 - 5 points /, at the same time left vertically outlined axes, a lot of buttons (position 15 (-1 point), brightly drawn teeth (position 12 - (-1 point), / K3 - (-2 points) /.

During the last test, the card of Svetlana on the tree’s crown relative to the card of counselor Alena was close to part Г to the circle zone / K4 - 2 points /.

The results of all three stages of testing are given in the table. Obviously, the changes have occurred not so significant, but the acquisition of social experience was mine in the conditions of psychological and pedagogical support.

The method allows to track and coordinate in time work with a child in a difficult life situation, a sick child with behavioral, emotional state, indirectly evaluate the work of teachers and specialists working with the children's team,

The total number of points in the first correction period is 3 The total number of points in the middle of the correction period is 11 The total number of points in the third correction period is 8, which indicates success in the child's socialization.

Claims (1)

A method for assessing the psychoemotional level and the level of socialization of maladaptive children and adolescents in the process of correction of psychoemotional disorders, including testing children and adolescents by selecting cards with a schematically depicted little man and coloring the man in the colors associated with their feelings, assessing the psychoemotional level depending on those chosen for coloring flowers, characterized in that they create a group of children into which children with reduced opportunities for socialization are introduced : children in difficult life situations and / or children with disabilities are introduced into the group a maladaptive teenager in the status of counselor, with whom preliminary preparatory work is carried out; the process of correction of psychoemotional disorders and behavior in the created group of children is carried out during the correction of the psychoemotional state; testing a maladaptive teenager and children of the group at the initial, intermediate and final stages of the rehabilitation period: during testing, the children of the group choose cards of a rectangular shape, and the maladaptive teenager selects a card in the shape of a circle, the testees sign the card with their last name on the outside or the back, the figure is shown on the cards a person located in the pose depicted in Figure 1 - Figure 5, the test persons paint the figure of a person, paint or erase individual parts of the body, ie the person or clothing man, placed the card on the crown of the tree; the tree is made in the form of a plastic trunk and crown from a green grid with a mesh size of no more than 2 cm, the test people can repeat the choice of the card and other actions with it, change the position of the card on the crown during the rehabilitation period, the children of the group place the cards on the tree by moving further or closer to the card of the maladaptive teenager, than they show their attitude to him, and they also move the cards relative to each other's cards bringing them closer or apart, than show the arising connections of rallying or separation oppy, after each change in the position of the cards, they photograph the crowns of the tree and enter information about the cards with figures of men in the accounting card, analyze the data as follows: determine K ₁ - assess the emotional and behavioral state of the test person, K ₂ - assess the emotional sphere, K ₃ - an assessment of psycho-emotional disorders, K ₄ - an assessment of the comfort position in the group; for each assessment, its value is determined in points, namely: with a pose of a little man as in figure 1, an estimate of K ₁ equal to (5) is set, with a pose of a little man as in figure 2, equal to (4), with a pose of a little man as in FIG. .3, equal to (3), with the pose of the little man as in figure 4, equal to (2), with the pose of the little man as in figure 5, equal to (1); establish a score of K ₂ equal to (5), when using five colors that reflect emotionally positive feelings - blue, green, red, yellow, brown, equal to (4), when using 3-4 colors that reflect emotionally positive feelings, equal to (3 ), when using 1-2 colors that reflect emotionally positive feelings, equal to (2), when using colors that reflect emotionally positive and emotionally negative feelings, equal to (1), when using colors that reflect emotionally negative feelings - black, or and coloring equal to man (2); establish a score of K ₃ equal to (-1), with a large number of shaded details small relative to the size of the figure, interpreted as fear and anxiety, equal to (-1), with a large size of the details of the images, with strong pressure, clearly drawn teeth, nostrils, fingers , the presence of objects in the hands - like anger, aggression equal to (-1), with an undrawn blackened face - like the presence of deep intrapersonal conflicts, equal to (-1), with very small details regarding the size of the figure - as excessive retardation equal to (-1 ) when using and spectrally contrasting colors are possible with sharp angular lines - like overvoltage, internal excitation equal to (-1), with a large number of minor details, significant hatching area - like anxiety, tension, concern, uncertainty equal to (-1), with a small amount details, schematics - as a lack of strength, unwillingness to exert effort, weak interest equal to (-1), with bright lines, bulging or let down eyes, distinguished legs - as rudeness equal to (-1), when lines break, art to other details, omissions and accentuation when painting - as a conflict equal to (-1), when depicting a large number of buttons, plaques of the belt, hats, underlining the vertical axes of the figure, pockets - as a dependence equal to (-1), with non-uniform brightness lines - as tension equal to (-1), with jagged jagged lines, image of eyes with empty eye sockets - as impudence, hostility equal to (-1), with an unclear dull face, fragmented dashed broken lines of strokes, when drawing long lines of strokes - as timidity shadiness, uncertainty, equal to (-1), with thick-fat strokes - like tension, effort, high muscle tone, uncontrollable sensuality, instinctive behavior equal to (-1), with black-sharp strokes, when the stroke is thin and strong by pressure - as excessive tension and volitional effort equal to (-1), with obscure, varied, variable strokes - as insecurity, lack of perseverance, perseverance, equal to (-1), with "shaggy" strokes in coloring - like overstrain, internal excitement, search for a way out of any situation equal to (-1), etc. and the use of one color - as a fear of emotional arousal, equal to (-1), when erased - as anxiety, cautiousness; assess the comfort of the position of the tested child and the maladaptive teenager in group K ₄ by the degree of remoteness and the position on the tree’s crown of his card relative to the cards of the children of the group, for this a transparent stencil in the form of a circle with a radius equal to the height of four rectangular cards on tree crown, the stencil is divided into 4 parts: part A with a radius equal to the height of one rectangular card, part B with a radius equal to the height of two cards, part C with a radius equal to the height of three cards a check, part D with a radius equal to the height of four cards, combine the center of the stencil with the card of the maladaptive teenager and / or the tested child of the group and count the number of cards located in parts of the circle A, B, C, D, while they are considered to be in the comfort zone , and cards that are outside the circle — part D, are considered to be in the discomfort zone, establish an assessment of the comfort position in group K ₄ equal to (1) when more than 50% of the cards are in part D, equal to (2) when more than 50% of the cards in parts AG, equal th (3) - when the cards more than 50% in parts A-B equal to (4) - when the cards more than 50% in parts A-B equal to (5) - when the cards more than 50% of part A; determine the assessment of the state of the psycho-emotional sphere and socialization of children and a maladaptive teenager, summarizing the estimates of K ₁ , K ₂ , K ₃ , K ₄ , and with a total of 11-15 points, consider the condition of the test person as a good stable psycho-emotional state, indicating adequate behavior, willingness to cooperate, friendly support, high-level socialization, including communication and the ability to establish social contacts, with a total of 6-10 points - consider the state of the test person as a satisfactory stable psycho-emotional state a condition in which the manifestation of emotional disorders is situational in nature, which is expressed in some behavioral disorders, the manifestation of timidity, shyness, aggravation of feelings of self-doubt, aggressiveness in some situations, an underestimated level of socialization, with a total of 0-5 points - consider the state of the test person as unstable psycho-emotional a condition expressed by behavioral disorders, with discomfort from a sense of inferiority, with withdrawal into oneself, detachment from collective affairs, high level of anxiety, self-doubt, irritability, low level of adaptation, possible neurotic disorders, low level of socialization; determine the group cohesion and position of the tested child in the team by counting the number of cards located in the stencil area, the center of which is combined with the card of the maladaptive teenager or the tested child, if 50-100% of the group's children’s cards are in the stencil area AG, which is a comfort zone, they consider the group of a united, maladaptive teenager integrated into the team, its socialization activities are effective, and the tested child is considered accepted into the team if less than 50% of the cards children of the group are in a comfort zone, they consider the group divided, the activities of the maladaptated teenager on socialization are not effective, and the tested child is considered not accepted into the team.

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