“Markovskaya I.M. Training for interaction between parents and children. - St. Petersburg: Rech, 2005. - 150 p., ill. ISBN 5-9268-0030-7 Author..."

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Markovskaya I. M.

Parent-child interaction training. - St. Petersburg: Speech,

2005. - 150 p., ill.

parents in the field of education and interaction with children. Described

experience of working with parents, carried out in the genre of group counseling

knowledge, and also contains methodological developments for the course.

The book is of interest to practical psychologists, specialists

those interested in working with children and families, as well as for parents interested in the problems of child development and building effective relationships with him.

BBK88.5 © Rech Publishing House, 2000 © Markovskaya I. M., 2000 ISBN 5-9268-0030-7 © Borozenep P. V., cover, 2000

PREFACE

I can safely say, based on extensive experience in training, practical, teaching work with a wide variety of groups of people, that a huge number of limitations, difficulties, and unused resources of our adult life should be sought in childhood. Oddly enough, serious, wise adults manage to correct and change not everything that was embedded in them in childhood; sometimes we carry the burden of unresolved childhood experiences throughout our lives. However, what is certainly within our adult awareness and control is the ability to stop moving in a vicious circle and free our children from the burden of their own problems and limitations. Group work often becomes one of the most effective means in this direction. Group effects make it possible to remove the feeling of uniqueness of one’s own difficulties, allow one to receive feedback, in this case, from both adults and children, and allow one to look at one’s family from a different point of view. In the case of communication with children, the most important condition for effective interaction is recognition of the value of the child, respect for his right to be who he is, what is called in psychology the term “acceptance.” In an individual consultation, guiding a parent along this path is often much more difficult than during group work.

The program proposed by the author is based on various theoretical approaches to understanding the relationship between an adult and a child, a brief presentation of which precedes the actual practical part. An important place is given to diagnostic methods, where, along with traditional procedures, the author’s questionnaire of parent-child relationships is proposed. A significant advantage of the work, in our opinion, is that all the procedures, exercises, and structure of classes proposed by I.M. Markovskaya were tested, verified, and included in the training program after reflection, correction and testing.

The book is intended primarily for psychologists working with children, adolescents, and parents. I would like to hope that, having served as a basis, a framework for classes, the proposed program will not remain rigid and unchanged.

Any specialist who works with people knows how lively, changeable, and that is precisely why this area of ​​activity is tempting and interesting. As for working with children, predicament and rigidity are completely unacceptable, and simply impossible for productive work. One might wish that the Training program for parents would become for practicing specialists an example of a creative, thoughtful approach to work, searching for new ways and forms.

A book aimed at specialists, however, can be useful for parents who are interested in seeking contacts and mutual understanding with their child, who are ready to recognize his personality and appreciate his right to be himself.

And one last thing. The best program and the wisest leadership cannot be implemented and bring success without work, patience, renunciation of illusions and readiness for change. I would like to wish the author of the book good luck and strength on this difficult path to its readers.

Candidate of Psychological Sciences, Associate Professor, General Director of the Training Institute Nina Khryashcheva.

INTRODUCTION

The interaction of a child with a parent is the first experience of interaction with the outside world.

This experience is consolidated and forms certain patterns of behavior with other people, which are passed on from generation to generation. In every society, a certain culture of relationships and interactions between parents and children develops, social stereotypes, certain attitudes and views on upbringing in the family emerge, and it is hardly an exaggeration to say that the civility of a society is determined not only by the attitude towards women, but also by the attitude to the children.

In the second half of our century, Western psychology saw a significant increase in research devoted to the problems of child upbringing and development in the family. Among the reasons for turning to this topic is the development of democratic relations in society, the penetration of ideas of equality into the system family relations. According to R. Dreikus, parents who continue to talk to children from a position of power and superiority do not realize that children are listening to them from a position of equality, and for this reason, authoritarian parenting methods are doomed to failure.

The growing interest in the problems of family education in our country is associated with new socio-economic conditions. Changes in ideological guidelines or their complete absence create difficulties that modern parents have to face. At the same time, the ongoing democratization of the interaction between parents and children in public institutions could not but affect family relationships.

Traditionally, psychological assistance to families is provided within the framework of individual psychological consultation. New conditions require new approaches and methods for psychologists to work with families, including group methods of working with parents, which have recently become increasingly popular. These methods can be considered as a model of group counseling work with parents, which is often more effective than individual counseling. Many parents are quite aware of the shortcomings of their upbringing, but very often they lack basic psychological literacy to solve their problems. Analysis of family situations in a group helps the parent look at himself from the outside, “through the eyes of others,” and thereby, as it were, objectify his behavior. Parents begin to better understand their own upbringing stereotypes, which are not the result of the conscious choice of the teacher, but are usually adopted either “inherited” from their parents, or are a consequence of ideas about the relationship between the child and the parent, received from the close social environment, the media communication and information.

This publication can be considered as a teaching aid for the course “Training the interaction of parents with children” conducted by the author in the second year of study at the special faculty of St. Petersburg University (Chelyabinsk branch). We hope that the training program offered to the reader will be useful in providing psychological and pedagogical assistance to parents.

GROUP FORMS

WORK WITH PARENTS

In domestic science and practice, interaction between a psychologist and parents is mainly carried out within the framework of psychological consultation. Mention of work with parent groups can be found only in some studies (A. S. Spivakovskaya, A. Ya. Varga, A. I. Zakharov), and most often such work in itself is not an end in itself, but is carried out as an addition to correctional program conducted with children, or is an integral part of psychological correction. Recently, the direction using group forms of training and therapy for parents has begun to develop more actively.

In foreign psychology and pedagogy, parent groups have established themselves as a very effective form of training and solving psychological problems of parents. Group classes with parents are most widespread in modern America. It is known that the family factor in the United States is given special attention; family assistance programs are carried out at the federal level and supported by public and religious organizations. Thus, Thomas Gordon's well-known program “Training for Effective Parenting” is carried out with the help of a variety of organizations: social service agencies, schools, churches, adult education centers, counseling centers, municipal mental health centers, etc.

I would like to hope that in our country, group methods of working with parents will become widespread and supported at the state level.

As a rule, psychological approaches to working with parent groups exist within the framework of certain theoretical concepts. Let's look at the most famous of them.

The need to address work with parents in the practice of counseling child development was first declared within the framework of the psychodynamic approach. An important merit of the psychoanalytic direction is that its founders paid attention to the early experience of interaction between parents and children and to various types of mental trauma in childhood(3. Hall, A. Freud, K. Horney). The information obtained in the works of T. Adorno, W. Schutz, J. Bowlby, E. Erikson, M. Ainsworth and others has gained wide popularity and recognition. They emphasized the importance of caring for children at an early age and treating them humanely.

Many results of psychoanalytic research have become the focus of public discussions and decisions. Thus, a conference of experts (pediatricians, psychologists, pediatric psychiatrists and social workers), organized in 1954 in Stockholm by the World Health Organization, came to the almost unanimous conclusion that hospitalization of a child could pose a danger to his healthy mental development. From this, certain requirements were derived aimed at prevention: it was recommended to avoid hospitalization if possible, admit mothers together with small children, provide the opportunity for daily visits, carry out profound changes in the regime and transform the entire hospital environment into a “more humane one.”

Langmeyer J., Mateinik 3. Mental deprivation in childhood / Transl. from Czech - Prague: Avicenum. - 1984.

9 In line with the psychoanalytic trend, the three-dimensional theory of interpersonal behavior by W. Schutz (1958) gained popularity. According to him, each individual is characterized by three interpersonal needs: the need for inclusion, the need for control and the need for love. Violation of these needs can lead to mental disorders. Behavioral patterns developed in childhood completely determine the ways in which an adult personality orients itself towards others. This position of W. Schutz’s theory reproduces the fundamental position of psychoanalysis about the determining role of early childhood in personality development. By inclusion, Schutz understands the need to be included in a group. The relationship between the child and the parents is positive if it is rich in contacts, and negative if the parents reduce communication with the child to a minimum. If a child is not adequately integrated into the family group, he may later exhibit undersocial or hypersocial behavior.

Conducting parent groups is largely based on a number of general principles for organizing their work. WITH.

Slavson introduces the concept of the “primary code of the group,” which includes three main postulates:

1) the subject of discussion is children and how parents interact with them;

2) all group members have the right to freely participate in a discussion devoid of formalism and routine;

Alfred Adler can rightfully be considered one of the pioneers in the study of adult-child interaction. The Adlerian direction in working with parents has its own methods, methods and techniques in working with parents and children; it is largely socially oriented and can be considered as different from the psychoanalytic approach. In 1919, A. Adler founded a psychopediatric center in Vienna, where he developed his innovative consulting approach and worked with children, parents and teaching parent-child interaction

–  –  –

"Christensen O.-K, Thomas K. R. Dreikus and the search for equality // Help for parents in raising children - M.: Progress - 1992.

Sidorenko E. V. The “inferiority” complex and analysis of early war memories in the concept of Alfred Adler. - C 116- St. Petersburg State University 1993, Group forms of work with parents 11 nodded equality between parents and children both in the area of ​​rights and in the area of ​​responsibility - equality, but not identity. It is necessary to teach parents to respect the uniqueness, individuality and integrity of children from a very early age, Adler believed. The main principle of family education, according to A. Adler, is mutual respect among family members. He places the child’s self-awareness directly dependent on how much he is loved and respected in the family. This area of ​​work with parents is based on their conscious and purposeful behavior. A. Adler considers parental education not only from the point of view of the development of the child and family, but also from the point of view of society - as an activity, the result of which influences his condition 4.

Among the most important results of the public recognition of A. Adler’s psychology was the emergence of family consultations and family educational study groups designed to help families establish a democratic life style based on the principles of social equality and public interest. In the USA, the stimulus for this movement was largely the work and personal enthusiasm of R. Dreikus, a student of A. Adler. For the first time, he organized parent counseling at the Center named after. Abraham Lin Colin in Chicago in 1939.

The relevance of the ideas of Adler and Draycus is undoubtedly connected with the crisis in which families found themselves in the first half of our century. Traditional methods of education, which establish relationships between parents and children according to the principles of superiority and submission, have turned out to be quite ineffective. With the development of a democratic social system and the struggle for social equality in the United States of America, the idea of ​​equality has pervaded society to such an extent that children also see themselves as socially equal to adults, and for this reason, authoritarian methods of education are doomed to failure. Talking with children “from top to bottom” leads to the fact that children, in turn, speak “from top to bottom” to their parents. This type of interaction can be observed in families with varying degrees of tension.

Hämäläinen Y. Parenting: Concepts, directions and prospects / Transl. from Finnish - M.: Enlightenment. - 1993.

12 Parent-Child Interaction Training Rudolf Dreikus pioneered the organization of discussion groups of neighborhood parents (Dreikus and Soltz, 1964). He contributed to the development of the idea of ​​the “family council” as one of the means that helps establish an atmosphere of love and trust in the home. Dreikus believed that parents should base their activities on principles such as:

the principle of logical and natural consequences, the principle of non-use of force, the principle of accepting and responding to the needs of children, as well as the principle of providing support to children. He assumed that parents would share experiences with each other, ask questions, and seek support and approval from the group. The main task of the group leader is to skillfully organize the discussion and pose questions, and each group member can periodically take on the role of group leader when exchanging information and special knowledge.

R. Dreikus reviews bad behavior as the activity of a child whose efforts, aimed at achieving goals, are directed in the wrong direction. Draycus formulated the goals of a child's negative behavior. The concept of four goals is based on Adler's assumption that people are social beings whose behavior is goal-directed and whose primary desire is to be part of a group.

Any unwanted behavior of a child may be based on the following goals:

Demand for attention or comfort;

The desire to show one’s power or demonstrative disobedience;

Revenge, retribution;

An assertion of one's insolvency or inferiority.

The goal of psychological assistance to parents, according to Draycus, is to help them and their children learn as many appropriate types of interaction as possible. Interaction should be based on the principle of equal values ​​and mutual respect. The main task of family education is to help the child become a competent person who uses constructive means to develop a sense of self-worth and achieve a certain social position.

Group forms of work with parents

–  –  –

From the point of view of X. Jaynott, parents need to provide practical help in family education through the development of their communication skills Dzhainott X. Parents and children / Trans. from English - M.: Knowledge. - 1986.

Training for parent-child interaction and child behavior management. In his works he described three various types group work with parents: psychotherapy itself, psychological counseling and personal guidance. Group psychotherapy is especially indicated for those parents who are unable to derive any benefit from pedagogical-psychological education, because their perceptions, values ​​and attitudes are too distorted and do not allow them to change the style of family education.

The model of group psychological counseling for parents allows us to bring greater objectivity into the relationships of group members with their own children. The main methods are group discussion, work in subgroups, role-playing games. The hallmark of parents who can benefit from group work is that their problems are not “chronic.”

According to Jainott, the most difficult times are when:

The child begins to walk;

They are starting to potty train him;

He is going to school;

He begins puberty;

He goes to high school.

Groups were formed in accordance with the age of the children and in accordance with certain problems of the children and their parents. In his work, Jainott used two main methodological techniques: tactful, targeted questioning about how a child might feel during difficult moments of interaction with parents, and analysis of the group members’ own emotional experiences.

According to Jainott, parent-child communication should be based on three basic principles.

First, in all situations, parents should strive to maintain a positive self-image in the child.

Secondly, you should talk about the situation, the child’s action, avoiding personal negative value judgments. The statements of an adult should not contain a diagnosis or prognosis of the future fate of the child.

Thirdly, an adult in communication should always initiate the proposal of co-Group forms of work with parents of the operation. This proposal should not be limited to a direct indication of the appropriate method of action, but should reveal to the child the possibilities of independently resolving the problem situation.

Many of Jainop's provisions are consistent with the ideas of another model of working with parents - T. Gordon's program. This program is based on the ideas of gum and mystical psychology. In Western psychology, this direction exists in line with the concepts of G. Allport, A. Maslow, C. Rogers, S. Bueller, W. Frankl, R. May and many others. G. Allport, A. Maslow and K. Rogers created a philosophy of science that combined the methods of natural science and phenomenology and recognized the priority of human subjectivity. G. Allport first used the term “humanistic psychology” in 19306. Maslow, in his work “Towards a Psychology of Being” (1962), wrote: “...[Science] turns away from the problems of love, creativity, value, beauty, imagination, ethics and joy, leaving them to the “non-scientists” - poets and diplomats. All these people may have amazing insight, pose exactly the questions that need to be asked, put forward interesting hypotheses, and may even be mostly accurate and right. But ... they will never be able to make you believe it all of humanity...Science is the only way at our disposal to force recognition of the truth.”

Despite the differences in the directions of humanistic psychology, what they have in common is the approach to man as a specific model, different from models that explain the behavior of animals or machines. A significant role is given to the activity of the individual. R. May, recognizing the importance of the influence of elements of the external environment, emphasizes that it is still impossible to attribute personal problems to facts of heredity or the environment: “A personal problem first of all requires a redistribution of stress within the individual, and not a search for causes outside”7.

Kripper S, Carvalho R. de. The problem of method in humanistic psychology // Psychological journal. 1993. T. 14. No. 2. P. 113-126.

"May R. The Art of Psychological Counseling / Translated from English - M.: NF "Class", 1994.

Parent-child interaction training Rogers believed that it is very important to be able to establish a “helping relationship” between a parent and a child, a teacher with a student, and a therapist with a client. He wrote that a helping attitude “is characterized by an acceptance of the other person as an individual of value, as well as a deep empathic understanding that enables me to see personal experience a person from his point of view."

According to Rogers, increased self-acceptance leads to increased acceptance of others, and all this ultimately leads to improved human relationships. N. Neil and J. Neil formulated the principles of a humanitarian-psychological approach to marriage, in which each spouse can remain themselves and develop their talents. These principles are associated with Maslow's concept of self-actualization and with C. Rogers's views on the innate goodness of man. According to S. Kratochvil, such ideas about a person can be considered “somewhat idealistic, and the idea of ​​marriage - to a certain extent romantic”8.

The ideas of humanistic psychology are reflected in the practice of raising children in the family and society (T. Gordon, M. Snyder, R. Snyder), where special attention is paid to the ability to listen and understand children. At the same time, understanding is considered not just as a technique or the use of the right words, but as a model of the relationship between an adult and a child9.

Recently, in Russian psychology, many scientists are increasingly based on humanistic principles. The basis of this direction in our country were the ideas of M. M. Bakhtin about the dialogical nature of human communication, the human personality. This approach to the study of man is now used by L.A.

Petrovskaya, A. U. Kharash, G. A. Kovalev, O. E. Smirnova, A. F. Kopiev and others. A. U. Kharash notes that dialogic communication has the greatest educational potential10.

The distinctive features of dialogic communication are the following:

Kratochvil S. Psychotherapy of family and sexual disharmonies. - M.: Medicine, 1991.

Snyder M., Snyder R., Snyder Jr. R. The child as a person: the formation of a culture of justice and education of conscience / Trans. from English

I. Sergeeva, V. Kagan. - M.: Meaning; St. Petersburg: Harmony, 1994.

Kharash A. U. Socio-psychological mechanisms of communicative influence. Abstract of the dissertation for academic competition. Art. Ph.D.

psychol. Sci. - M., 1983.

Group forms of work with parents

–  –  –

Representatives of the behaviorist school, of course, made a great contribution to the study of interaction between parents and children.

Back in the 40s, B.-F. Skinner suggested that a number of the most famous psychologists and specialists involved in social planning use a scientifically based methodology based on the provisions of behavioral technology as a means of strengthening the family and society as a whole. He developed a number of projects that were based on principles that help improve and increase the quantity and quality of interactions - interactions between parents and children.

There are different concepts of learning. In classical conditioning of the Pavlovian type, subjects begin to give the same response to different stimuli. With operant learning according to Skinner, a behavioral act is formed due to the presence or absence of reinforcement of one of many possible responses. These concepts do not explain how new behavior arises. A. Bandura believed that Gordon T. R. E. T. in action. - Toronto, Bantam Books, 1979.

Group forms of working with parents—reward and punishment—are not sufficient to teach new behavior13. Children acquire new behavior through imitation of a model. Learning through observation, imitation and identification is the third form of learning. Imitation-identification is a process in which a person borrows the thoughts, feelings or actions of another person who acts as a model.

Imitation leads to the fact that the child can imagine himself in the place of the model, experience sympathy, participation, and empathy for this person.

The main emphasis in this direction is on studying the parent’s behavior techniques and developing skills in modifying the child’s behavior. Most behaviorists recognize that behavior appears to result from both observable and latent factors. However, behaviorists are only interested in observable variables that can be directly measured. They have developed interaction analysis schemes that are based on an understanding of human behavior as a function of reinforcements, rewards, rewards and punishments, for example, the theory of dyadic interaction by J. Thibault and G. Kelly. T. Newcomb suggested that attraction between individuals is a function of the degree to which mutual rewards are presented in the interaction."

The efforts of practitioners in this area in working with parents are focused mainly on teaching parents how to change their child’s behavior. Thus, using behavioral methods, R. J. Wahler, J. X.

Winkel, R.-F. Peterson and D.-S. Morrison (1965) simultaneously successfully trained mothers of preschool-aged boys in the methods of extinguishing inappropriate responses, differential reinforcement, and timeout. In the study by K.-E. Allen and F.-R. Harris (1966) gives an example of how the mother of a five-year-old girl was taught to use a system of symbolic reinforcement - the so-called sign economy, which made it possible to stop the child from scratching herself.

Obukhova A.F. Child psychology: theories, facts, problems. - M.:

Trivola, 1995.

Andreeva G. M., Bogomolova N. N., Petrovskaya L. A. Modern social psychology in the West. - M.: Publishing house. Moscow State University, 1978.

20 Training for interaction between parents and children Experts in observation and experimental study of behavior have come to the conclusion that encouragement and reinforcement are much more effective in changing unwanted child behavior than punishment (K.-A. Anderson and H.-E. King, 1979).

B. Bucher and O.-I. Lovaas (1968) believed that the benefits that result from punishment methods are negligible compared to the very common negative emotional reactions15.

In the experiments of N. Miller and J. Dollard, the conditions for imitation of the leader were clarified (in the presence or absence of reinforcement). Experiments were carried out on rats and on children, and in both cases similar results were obtained. The stronger the incentive, the more reinforcement strengthens the stimulus-response connection. If there is no motivation, learning is not possible. Miller and Dollard believe that complacent people make bad students.

N. Miller and J. Dollard rely on the Freudian theory of childhood trauma. They view childhood as a period of transient neurosis, and the small child as disoriented, deceived, disinhibited, incapable of higher mental processes. From their point of view, a happy child is a myth. Hence, the task of parents is to socialize their children, to prepare them for life in society. N. Miller and J. Dollard share A. Adler’s idea that the mother, who gives the child the first example of human relationships, plays a decisive role in socialization. In this process, in their opinion, the source of conflicts can be the four most important life situations. These are feeding, toilet training, sexual identification, and the manifestation of aggressiveness in a child. Early conflicts are nonverbalized and therefore unconscious. To understand them, according to Miller and Dollard, it is necessary to use the therapeutic technique of 3. Freud. “Without understanding the past, it is impossible to change the future,” wrote Miller and Dollard.

Some practical psychologists use behavioral psychology methods in their work with parents. Application of a behavioral model in the process Simpson R.-A. Modification of child behavior // Help for parents in raising children. - M.: Progress, 1992.

Group forms of work with parents All group work with parents assumes that parents will have to master specific behavioral methods to achieve and evaluate pre-set goals. In line with this approach, the following authors can be noted: L. Berkowitz, Graziano, J. E. Simpson, Valer, etc. Proponents of behaviorism are focused on observable and measurable behavioral reactions, as well as facts of the surrounding reality that can be corrected using behavior modification techniques. These must be controlled behavioral reactions that contain movements and are amenable to external observation and recording.

In the literature you can find another name for the behaviorist approach to working with parents - the educational-theoretical model (J. Hämäläine). The goal of the educational and theoretical model of parent education is to instill in parents, and through them, their children, social behavior skills. The term “social skills” is of great importance in the theory of social learning; it is understood as such formed and reinforced behavior with the help of which an individual can carry out purposeful actions in various situations, interacting with the social environment. Parents who have social skills pass them on to their children through their behavior.

The objectives of such group work with parents boil down to the following:

First of all, parents are taught social observation skills (diagnostic skills);

F they are taught the principles of the theory and their application in raising children (learning and applying the theory);

Finally, parents are taught to create a specific assessment program to change the child's behavior (child behavior intervention).

The program leader, together with the parents, develops a system of positive reinforcements and negative sanctions, although behaviorists primarily use their entire arsenal of positive reinforcements, as well as ignoring methods.

One of the popular and frequently used models of working with parents is the model based on transactional analysis. The theory of transactional analysis was used in work with parents by such psychologists as K. Steiner, M. James and D. Jongward 16, as well as in our country E. V. Sidorenko. The technique of working in line with transactional analysis involves mastering the basic concepts of this theoretical direction and transferring them to family soil. Working in groups involves familiarizing parents with the concept of personality according to the theory of E. Berne, with the main elements of structural analysis. Thus, E.V. Sidorenko’s training program includes mastering the concept of “Pig Parent” by K. Steiner; experimenting with verbal and non-verbal signals emanating from the ego states “Pig parent”, “Caring parent”, “Adult”, “Little professor”, “Natural child”; sociodrama “Transactional Discussion” and the fight against the “Pig Parent” 17.

M. James and D. Jongward use the example method in their practice, that is, they show how to act in each situation, having previously analyzed it.

It should be noted that group work with parents is carried out by specialists in different fields. Most often, such groups are organized for psychotherapeutic purposes, but later their creators transfer their work experience into the practice of holding groups for parents whose children do not have any significant mental disorders. G.-L writes about this form of work, training in child-parent relationships, where parents learn the skills of play therapy with children. Landreth. The main form of classes is a lively discussion in a group of six to eight parents and a therapist18.

A description of group methods of working with parents, mainly within the framework of a correctional program with neurotic children, can be found in the works of domestic psychologists and psychotherapists A. Ya. Varga, A. S. Spiva, James M., Jongward D. Born to Win. - M .: Progress, 1993.

Sidorenko E. V. Experiments in reorientation training. - St. Petersburg, 1995.

Landreth G.-L. Play therapy: the art of relationships / Trans. from English

M.: International. teacher Academy, 1994.

"Varga A.Ya. Structure and types of parental relationships. Dissertation for the degree of candidate of psychological sciences. - M., 1986.

Group forms of work with parents A. I. Zakharova21. Understanding the essence of children's problems and improving the relationship between parents and children, which, according to the authors, occurs in the process of group work, increases the effectiveness of psychocorrectional activities with children.

Among other areas, one can note systems related to religious views on the upbringing of children and parents. In Russia we now know one of the leading theorists of this direction - R. Camibell. Many of his conclusions coincide with theories devoid of a Christian connotation, and especially often with the views of T. Gordon.

Thus, the areas described above are focused on different practices of working with parents, have different goals, objectives, settings, as well as different levels of complexity. The use of some models is impossible without knowledge of terminology and theory - behaviorist model, transactional analysis; other models are largely socially oriented, aim to build democratic relationships with children and pay much attention to the elements of specific interaction - the Adlerian model, T. Gordon's program. These areas complement each other in many ways, and this is associated with the use of elements of various programs in our practice of group psychological work with parents.

t Spivakovskaya A. S. Prevention of childhood neuroses. - M.: Publishing house.

Zakharov A. I. Psychotherapy of neuroses in children and adolescents. - L.:

Medicine, 1482.

DIAGNOSTICS

INTERACTIONS

PARENTS WITH CHILDREN

MAIN DIRECTIONS

DIAGNOSTICS INTERACTION

IN THE PARENT-CHILD SYSTEM

The latter are closely related to each other: relationships are included in real interaction both as conditions and as a result. Therefore, it seems reasonable that researchers often draw conclusions about a certain interaction by studying the relations of the participants of the parties to the interaction, and, on the contrary, judge the relations of the parties by the nature of the interaction.

It should be noted that methods for diagnosing parent-child interaction and parent-child relationships are closely related to the tasks of psychocorrectional work, therefore it is desirable that they are not only ascertaining, that is, they would reveal the picture of existing relationships, but also heuristic - giving and expanding opportunities Diagnostics of interaction between parents and children 25 understanding of the subjective world not only for the psychologist, but also for the person being examined. Such methods are usually not subject to very strict requirements regarding their diagnostic and prognostic validity - they serve to build working hypotheses, which are then refined and verified22.

In this area of ​​research, new requirements for methods also appear, such as the psychocorrective effect of the research procedure itself or, at least, the absence of a negative impact on the client23. It is also important that these methods contribute to the establishment of good contacts between the psychologist and children and their parents.

Shmelev points out the need to observe a certain proportion of standardized and clinical diagnostic methods of psychodiagnostics, as well as the correctional therapeutic work itself, which must be in adequate accordance with:

The psychological content and dynamics of the problem complex itself, which characterizes the current state of the family;

Objective socio-economic conditions of work of a psychologist24.

For the taxonomy of psychodiagnostic methods, various bases are used.

Thus, based on the structural features of the methods, four groups of methods for diagnosing parental attitudes are distinguished:

Conversations, interviews;

Projective;

Questionnaires;

Focused or participant observation of actual behavior and relationships.

It should be noted that not all methods lend themselves to such a clear classification; some General psychodiagnostics / Ed. A. A. Bodaleva, V. V. Stolina. - M.: 23 Ed. Moscow State University, 1987.

Bodalev A. A., Stolin V. V.

On the tasks in the field of scientific and psychological support for family services // Family and personality formation:

Sat. scientific works. - M., 1981. - P. 2-10.

"Shmelev A. G. Standardized methods of family psychodiagnostics // Family in psychological consultation / Edited by A. A. Bodalev, V. V. Stolin. - M., 1989. - P. 78-85.

Parent-child interaction training combines elements of various groups of methods.

A child’s drawing can be considered as a kind of interview given with the help of visual means, and the difference between this interview is its projective nature, since the drawing often reveals such emotional experiences of children that they are not fully aware of or about which children prefer don't tell.

According to the subject of diagnosis, A. G. Shmelev divides standard psychodiagnostic methods into the following six types.

–  –  –

In this classification, it is obvious that the category of interaction is understood in the narrow sense of the word, in its interactive meaning. However, if interaction is understood as a broader phenomenon, then it is necessary first of all to take into account the importance of the joint study of interaction and relationships.

In our opinion, three areas of study of parent-child interaction can be distinguished.

Diagnostics of interaction between parents and children 27 Study of interaction in the process of observation This is the study of visible interaction, the observable behavior of participants, interaction partners. In this case, it is possible to use certain observation schemes, structured tasks, expert assessments, analysis of the products of a specific interaction, etc. There are well-known observation methods used both in laboratory conditions and in psychological consultations. Such are, for example, hardware methods such as “homeostat”, methods of symbolic interaction, STR - a local Rorschach test. The use of these methods typically requires clear observational patterns and an orientation toward a theoretical concept.

An important feature of methods aimed at studying interaction during the observation process is that they can be used in the process of training work with parents. In our work, direct observation of the interaction between parents and children is carried out during joint classes with children. This can be observation of “spontaneously” manifested interaction and observation in the process of performing special tasks, games, exercises. Thus, joint drawing of a parent and child has proven itself well in diagnostic terms.

We carry it out in two versions:

We offer children 3-5 years old and their parents to draw a picture on a specific topic (“Our House”, “Home”, “Holiday”);

Parents with older children are given the task of drawing with one pen (pencil or felt-tip pen), but they are not allowed to negotiate or even talk to each other.

Subsequently, each drawing is presented by the participants in the creative process and a story is told about how the interaction took place in the pair.

Psychologists-observers (usually there are two of them) note in the observation map the characteristic type and features of interaction at various stages of drawing: cooperation, suppression by one of the participants, ignoring the needs of the partner, rivalry (competition), agreement, focus on the interests of the partner, etc. d.

Parent-child interaction training

–  –  –

Studying the relationships of the participants in the interaction This is the study of the relationships of the participants in the interaction, the manifested likes and dislikes towards each other, a certain degree of closeness and distance, dependence and independence, etc. The study of the relationships of the participants in the interaction process gives an indirect idea about the process of interaction itself. Nevertheless, it is very important for understanding the essence and content of interaction.

Some, methodological procedures, such as the color relationship test, the “included conflict” technique

Eidemiller E. G., Justitsky V. V. Family psychotherapy. - L.:

Medicine, 1990.

Varga A. Ya., Stolin V. V. Test questionnaire of parental attitude // Workshop on psychodiagnostics. - M.: Moscow State University Publishing House, 1988. - P. 107-113.

Etkind A. M. Color test of relationships // Workshop on psychodiagnostics. - M.: Moscow State University Publishing House, 1988. - P. 119.

Diagnostics of interaction between parents and children 29 Yu. V. Baskina28 can be used to study both children and parents. Others are intended only for children (methods “Two Houses”, “STO”, R. Gilles’ method, drawing methods) or only for parents (semantic differential, essay “My Child”).

It is important to note that, since interaction and relationships are closely related to each other, many methods can simultaneously provide information about both participants’ perceptions of interaction and their relationships (family relationship test, semantic differential, drawing methods, etc. ).

We did not set ourselves the task of describing in detail all the methods used - they can be found in the psychological literature. Below is a description of the author’s methods used in group work with parents and for individual consultation of parents on issues of raising children.

DESCRIPTION OF THE QUESTIONNAIRE

TO STUDY INTERACTION

PARENTS WITH CHILDREN

Training for interaction between parents and children running. A E. Lichko has had favorable experience in using the Bronfenbrenner Parental Position Questionnaire. Finally, when the author’s questionnaire presented to your attention was ready, data appeared in the press about I. A. Gorkova’s use of the ADOR questionnaire for adolescents29. However, none of the questionnaires mentioned above contains parallel forms - for parents and children.

At the first stage of work, we were faced with the task of choosing criteria for assessing the interaction of parents with children, which could later become questionnaire scales.

Literary data indicate that most authors identify the following parameters of parent-child interaction:

Autonomy-control (E. S. Schaeffer, R. K. Bell, S. Brody, E. E. Maccoby, W. Schutz);

Rejection-acceptance (A. Rohe, M. Segelman, A. I. Zakharov, D. I. Isaev, A. Ya. Varga);

Demandingness (E. E. Maccoby, O. Conner, P. Slater);

Degree of emotional closeness, attachment (J. Bowlby, W. Schutz, G. T. Hometauskas);

Rigor (E. E. Maccoby, P. Slater);

Inconsistency-consistency (S Brody, E. E. Maccoby, W.-H. Sewell, A. I. Zakharov).

We took these parameters as the basis for the scales of the parent-child interaction questionnaire.

The questionnaire also included the scales “cooperation” and “agreement” as important parameters of interaction, according to R.-F. Bales.

A. S. Makarenko, S. V. Kovalev also note the importance of the authority of parents and associate with it the possibility of influencing the child. We considered it necessary to include the “authority” scale in the questionnaire. One of the most important indicators is the degree of satisfaction of parents with the process of interaction with children. A parent's dissatisfaction with their relationship with their child may be an important factor in seeking psychological counseling. Satisfaction scale

included in the adult and children's versions of the questionnaire.

Initially, we were focused on making the questions understandable not only to parents, but also to I. A. DeGorkova. The influence of the family on the formation of delinquency in adolescents // Psychological Journal. 1994. T. 15. No. 2. P. 57-65.

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Sociometric methods

in psychology

Tutorial

Chelyabinsk

Markovskaya I.M. Sociometric methods in psychology. Tutorial. – Chelyabinsk: SUSU Publishing House, 1999. – 46 p.

The manual contains detailed information about sociometric methods, reveals the methods and scope of their application, outlines the history of the emergence of sociometry, and analyzes the current state of the method. A discussion of the historical and methodological foundations of sociometry allows us to better understand the strengths and weaknesses of the sociometric approach when studying small groups. A visual presentation of methods for processing sociometric data makes it possible to successfully implement sociometric methods in psychological practice, including in groups of different ages.

The manual is intended for psychologists, sociologists, graduate students and students.

References – 14 titles.

Approved by the educational and methodological commission of the Faculty of Psychology.

©SUSU Publishing House, 1999

Introduction………………………………………………………………………………...4

Sociometry as a method and theory by Ya.L. Moreno…………………………....5

Historical and methodological foundations of sociometry……………………8

Procedure for conducting a sociometric study………………13

Types of sociometric criterion……………………………………….17

Methods of processing sociometric data………………………….21

Autosociometric methods………………………………………………………31

Use of sociometric methods

in groups of different ages…………………………………………………………….33

Applications………………………………………………………..….42

Introduction

Sociometry is one of the most frequently used psychodiagnostic procedures in the socio-psychological analysis of group relations. Since its creation, this method has enjoyed constant success among specialists, and has been developed in various modifications, improving the procedures for calculating data and interpreting the results obtained. Sociometric methods provide ample opportunities to study the structure of interpersonal relationships in a group; their use in combination with other psychodiagnostic methods allows one to obtain important information about the dynamics of the development of relationships in a group. The sociometric approach is also used to study personality and its possible influence on other members of the group. Sociometry is used in both scientific and applied research. Practicing psychologists use it to determine the effectiveness of group training work, to study the psychological climate of the team, to diagnose observation skills, for the purpose of correct distribution into teams, brigades, and so on.

Although easy to implement, this method requires careful preparation and special knowledge, therefore its development is given a special place in the learning process at the Faculty of Psychology. Experience shows that understanding the processes occurring in a group is a necessary condition for the formation of the thinking of a specialist psychologist. Sociometry is not the only, but an important means for carrying out this process. Despite the many options for using sociometry, one thing remains common to all of them - the essence of the method, which can be defined as follows: sociometry - 1 method aimed at identifying the structure of interpersonal relationships by recording mutual feelings of sympathy and hostility among group members.

Traditionally, relationships are recorded during a sociometric survey, the procedure for which is given a lot of attention in this manual, but there are other forms of sociometric research. Familiarity with the autosociometric version of the study of intragroup relations allows one to deepen knowledge and understanding of the phenomena of interpersonal cognition in a team. Various ways of conducting sociometry make it more accessible to use, starting with groups kindergarten. This manual describes in detail how to process the data obtained, however, we are confident that final mastery of the method is only possible through the process of using it independently and discussing the results with a specialist.

Any specialist using this method must first understand its purpose, strengths and weaknesses.

: 55°20′44″ n. w. 39°49′45″ E. d. /  55.3457000° N. w. 39.8293944° E. d. / 55.3457000; 39.8293944(G) (I)

50, 90, 150, 190, 750

Name

In written sources the village is mentioned as Markovskaya .

The name probably came from a personal name Mark or last names Markov .

Story

First mentioned in the scribe books of the Vladimir district of the 17th century as a village Markovskaya Babinskaya kromina, Muromsky Selts volost, Vladimir district. The village belonged to Prince Ivan Kropotkin.

According to the X revision of 1858, the village belonged to Agrafena Mikhailovna Lyalina, princes Peter and Dmitry Nikolaevich Kropotkin, Elena Andreevna Afanasyeva, Marya Efremovna Konivalskaya and the Trufanovskys Nikolai, Vera, Ekaterina.

The last owners of the village before the abolition of serfdom were Prince Kropotkin, landowners Afonasyev, Palitsin, Protopopov, Protasyev and landowner Lyalina.

After the abolition of serfdom, the village became part of the Korobovskaya volost.

During Soviet times, the village was part of the Dmitrovsky Village Council.

Population

Write a review on the article "Markovskaya (Moscow region)"

Notes

2. , Page 157.
3. , Pages 366-369.
5. , Pages 94-95.
6. , Page 70.
8. , Pages 342-369.
9. , Page 108.
10. Collection of statistical information on the Ryazan province. Volume V. Issue. I. Yegoryevsky district. - Ryazan, 1886.
11. Ryazan province. List of populated places according to information from 1859 / Ed. I. I. Wilson. - Central Statistical Committee of the Ministry of Internal Affairs. - St. Petersburg. , 1863. - T. XXXV. - 170 s.
12. Memorial book of the Ryazan province for 1868. - Ryazan: Ryazan Provincial Statistical Committee, 1868.
13. Populated places of the Ryazan province / Ed. I. I. Prokhodtsova. - Ryazan Provincial Statistical Committee. - Ryazan, 1906.
14. . - Moscow statistical department. - M., 1929. - 2000 copies.
15. Kazakov V. M. Watch book. History of Shatura villages. Book one. - M.: Publishing house of the magazine “Moscow”, 1995. - 244 p. - ISBN 5-89097-002-X.
16. 2002 Census data: Table 2C. M.: Federal State Statistics Service, 2004
17. (RTF+ZIP). Development of local self-government in the Moscow region. Retrieved February 4, 2013. .
18. (DOC+RAR). M.: Territorial body of the Federal State Statistics Service for the Moscow Region (2013). Retrieved October 20, 2013. .
19. base.garant.ru/36729102/ Resolution of the Administration of the Shatursky Municipal District dated November 16, 2011 No. 2799 “On creating conditions for providing food and industrial goods to citizens living in rural settlements of the Shatursky Municipal District”

Literature

• Shatura district, Moscow region. Cultural and natural heritage (Explanatory text for the map, index of heritage sites). - M.: Russian Research Institute of Cultural and Natural Heritage named after D.S. Likhacheva, Administration of the Shatura district of the Moscow region, 2003. - 104 p. - ISBN 5-86443-084-6.
• Davydov N.V. Shatura region under Tsar Mikhail Fedorovich in letters and measures of the prince. V.P. Kropotkin. - M.: Publishing house "Izvestia", 2010. - 480 p. - ISBN 978-5-206-00783-1.
• Kazakov V.M. Watch book. History of Shatura villages. Book one. - M.: Publishing house of the magazine "Moscow", 1995. - 244 p. - ISBN 5-89097-002-X.
• Ryazan province. List of populated places according to information from 1859. / Ed. I. Wilson. - St. Petersburg, 1862. - pp. 29-43.
• Collection of statistical information on the Ryazan province. Volume V. Issue. I. Egoryevsky district.. - Ryazan, 1886.
• Collection of statistical information on the Ryazan province. Volume V. Issue. II. Egoryevsky district.. - Ryazan, 1887.
• Populated places of the Ryazan province / Ed. I.I. Prokhodtsova. - Ryazan, 1906.

Links

• . .

Excerpt characterizing Markovskaya (Moscow region)

“Well, that’s it now,” said Kutuzov, signing the last paper, and, standing up heavily and straightening the folds of his white plump neck, he headed towards the door with a cheerful face.
The priest, with blood rushing to her face, grabbed the dish, which, despite the fact that she had been preparing it for so long, she still did not manage to serve on time. And with a low bow she presented it to Kutuzov.
Kutuzov's eyes narrowed; he smiled, took her chin with his hand and said:
- And what a beauty! Thank you, my dear!
He took out several gold pieces from his trouser pocket and placed them on her plate.
- Well, how are you living? - said Kutuzov, heading towards the room reserved for him. Popadya, smiling with dimples on her rosy face, followed him into the upper room. The adjutant came out to Prince Andrei on the porch and invited him to have breakfast; Half an hour later, Prince Andrei was called again to Kutuzov. Kutuzov was lying on a chair in the same unbuttoned frock coat. He held a French book in his hand and, at Prince Andrei’s entrance, he laid it with a knife and rolled it up. It was “Les chevaliers du Cygne”, the composition of Madame de Genlis [“Knights of the Swan”, Madame de Genlis], as Prince Andrei saw from the wrapper.

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1 Questionnaire “Parent-Child Interaction” (I.M. Markovskaya) Practical work with parents has shown the insufficiency of tools that can be used to diagnose parent-child relationships and interactions. It turned out to be important to know not only the assessment of one side of the parents, but also the vision of this interaction on the part of the children. As the basis for the questionnaire scales, the author took the following parameters identified in a number of studies on this issue: autonomy-control (E.S. Sheffer, R.K. Bell); rejectionacceptance (A.I.Zakharov, A.Ya.Varga); demandingness (O. Conner); degree of emotional closeness (V. Schutz, G.T. Khomentauskas); rigor (P. Slater); inconsistency-consistency (A.I. Zakharov); collaboration (R.F. Bales); consent (R. F. Bales); authority (I. Markovskaya); satisfaction (I. Markovskaya). The adult and children's versions of the questionnaire include 60 questions each and have a similar structure. Teen version. Instructions. Please indicate your level of agreement with the following statements using a 5-point scale. Rate the statements separately for each parent on the answer sheet: under the letter M for mother, under the letter O for father. 5 undoubtedly yes (very strong agreement); 4 in general, yes; 3 both yes and no; 2 rather no than yes; 1 no (absolute disagreement) 1. If he (s) demands something from me, he will definitely achieve it. 2. He (s) always punish me for my bad deeds. 3. I rarely tell him (her) where I am going and when I will return. 4. He (s) considers me a completely independent person. 5. I can tell him (her) about everything that happens to me.

2 6. He (s) thinks that I won’t achieve anything in life. 7. He (s) more often notices my shortcomings than my advantages. 8. He (s) often entrusts me with important and difficult tasks. 9. It is difficult for us to reach mutual agreement. 10. Sometimes he (a) can allow something that he forbade yesterday. 11. I always take into account his (her) point of view. 12. I would like my future children to treat me the same way I treat him (her). 13. I rarely do what he asks me to do the first time. 14. He (s) rarely scolds me. 15. He (s) tries to control all my actions and actions. 16. Believes that the main thing is to obey him (her). 17. If I have a misfortune, first of all I share it with him (her). 18. He (s) does not share my hobbies. 19. He (s) does not consider me as smart and capable as he (she) would like. 20. He (s) can admit he was wrong and apologize to me. 21. He (s) often follows my lead. 22. You can never say for sure how he (s) will react to my words. 23. I can say that he (s) is an authoritative person for me. 24. I like our relationship with her (him). 25. At home, he (s) gives me more responsibilities than in the families of most of my friends. 26. It happens that he (s) applies physical punishment to me. 27. Even if I don’t want to, I have to do as he (s) wishes. 28. Believes that he (s) knows better what I need. 29. He (s) always sympathizes with me. 30. It seems to me that he understands me. 31. He (s) would like to change a lot about me. 32. When making family decisions, he (s) always takes my opinion into account.

3 33. He (s) always agrees with my ideas and suggestions. 34. You never know what to expect from him (her). 35. He (s) is a standard and example for me in everything. 36. I believe that he (s) is raising me correctly. 37. He makes a lot of demands on me. 38. By character he is a gentle person. 39. Usually he (s) allows me to return home whenever I want. 40. He (s) strives to protect me from the difficulties and troubles of life. 41. He (s) does not allow me to notice his (her) weaknesses and shortcomings. 42. I feel that he (she) likes my character. 43. He (s) often criticizes me over trifles. 44. He (s) is always willing to listen to me. 45. We disagree with him (her) on many issues. 46. ​​He (a) punishes me for such actions as he himself does. 47. I share most of his (her) views. 48. I get tired of everyday communication with him (her). 49. He often forces me to do things I don’t want to do. 50. He (s) forgives me for what others would punish. 51. He (s) wants to know everything about me: what I think about, how I treat my friends, etc. 52. I don’t consult with him (her) about who I should be friends with. 53. I can say that he is the person closest to me. 54. He (s) always expresses dissatisfaction with me. 55. I think he (s) welcomes my behavior. 56. He (s) takes part in things that I come up with. 57. He (she) and I imagine my future life differently. 58. My identical actions can cause him (her) either reproaches or praise.

4 59. I would like to be like him (her). 60. I want him to always treat me the same way he does now. Option for parents of teenagers. Instructions. Please indicate your level of agreement with the following statements using a 5-point scale. Rate the statements separately for each child on the answer sheet. 5 undoubtedly yes (very strong agreement); 4 in general, yes; 3 both yes and no; 2 rather no than yes; 1 no (absolute disagreement) 1. If I demand something from him (her), then I will definitely achieve it. 2. I always punish him (her) for bad deeds. 3. He (s)rarely tells me where he is going and when he will return. 4. I consider him (her) to be a completely independent person. 5. My son (daughter) can tell me about everything that happens to him (her). 6. I think that he (s) will not achieve anything in life. 7. I tell him (her) more often about his (her) shortcomings than about his advantages. 8. I often entrust him (her) with important and difficult tasks. 9. It is difficult for us to reach mutual agreement. 10. It happens that I allow him (her) something that I forbade yesterday. 11. My son (daughter) always takes into account my point of view. 12. I would like him to treat his children the same way I treat him (her). 13. He (s) rarely does what I ask the first time. 14. I very rarely scold him (her). 15. I try to control all his (her) actions and actions. 16. I think that the main thing for him (her) is to obey me.

5 17. If he (she) has a misfortune, first of all he (s) shares it with me. 18. I don’t share his (her) hobbies. 19. I don’t consider him (her) as smart and capable as I would like. 20. I can admit that I was wrong and apologize to him (her). 21. I often follow his (her) lead. 22. It is difficult for me to predict my behavior towards him (her). 23. I think that I am an authoritative person for him (her). 24. I like our relationship with her (him). 25. At home he (she) has more responsibilities than most of his (her) friends. 26. We have to apply physical punishment to him (her). 27. He (she) has to do as I say, even if he (s) doesn’t want to. 28. I think I know better what he (she) needs. 29. I always sympathize with my child. 30. I think I understand him (her). 31. I would like to change a lot about him (her). 32. When making family decisions, I always take into account his (her) opinions. 33. I always agree with his (her) ideas and suggestions. 34. My behavior is often unexpected for him (her). 35. I am a standard and example for him (her) in everything. 36. I think that in general I am raising my son (daughter) correctly. 37. I make a lot of demands on him (her). 38. I am a gentle person by nature. 39. I let him/her come home whenever he/she wants. 40. I strive to protect him (her) from the difficulties and troubles of life. 41. I don’t allow him to notice my weaknesses and shortcomings. 42. I like his (her) character.

6 43. I often criticize him (her) over little things. 44. I am always willing to listen to him (her). 45. We disagree with him (her) on many issues. 46. ​​I punish him (her) for actions that I commit myself. 47. He (s) shares most of my views. 48. I get tired of everyday communication with her (him). 49. I have to force him (her) to do something he (she) doesn’t want. 50. I forgive him (her) for what others would punish. 51. I would like to know everything about him (her): what he (s) thinks about, how he treats his friends, etc. 52. He (s) does not consult with me about who he (she) should be friends with. 53. I think that for him (her) I am the closest person. 54. I applaud his (her) behavior. 55. I often show my dissatisfaction with him/her. 56. I take part in things that he (s) comes up with. 57. We imagine his (her) future life differently. 58. It happens that I reproach and praise him (her), in essence, for the same thing. 59. I think he (she) would like to be like me. 60. I want him to always treat me the same way he does now. Option for parents of preschoolers and younger schoolchildren. Instructions. Please indicate your level of agreement with the following statements using a 5-point scale. Rate the statements separately for each child on the answer sheet. 5 undoubtedly yes (very strong agreement); 4 in general, yes; 3 both yes and no; 2 rather no than yes; 1 no (absolute disagreement)

7 1. If I demand something from him (her), then I will definitely achieve it. 2. I always punish him (her) for bad deeds. 3. He usually decides what clothes to wear. 4. My child can safely be left unattended. 5. My son (daughter) can tell me about everything that happens to him (her). 6. I think that he (s) will not achieve anything in life. 7. I tell him (her) more often about what I don’t like about him than about what I like. 8. We often do homework together. 9. I am constantly worried about the health of my child. 10. I feel that I am inconsistent (flax) in my requirements. 11. There are often conflicts in our family. 12. I would like him to raise his children the same way I did his. 13. He (s) rarely does what I ask the first time. 14. I very rarely scold him (her). 15. I try to control all his (her) actions and actions. 16. I think that the main thing for him (her) is to obey me. 17. If he (she) has a misfortune, first of all he (s) shares it with me. 18. I don’t share his (her) hobbies. 19. I don’t consider him (her) as smart and capable as I would like. 20. I can admit that I was wrong and apologize to him (her). 21. I often think that something terrible might happen to my child. 22. It is difficult for me to predict my behavior towards him (her). 23. My child's upbringing would be much better if other family members did not interfere. 24. I like our relationship with him (her). 25. At home he (she) has more responsibilities than most of him (her)

8 friends. 26. We have to apply physical punishment to him (her). 27. He (she) has to do as I say, even if he (s) doesn’t want to. 28. I think I know better than he (she) what he (she) needs. 29. I always sympathize with my child. 30. I think I understand him (her). 31. I would like to change a lot in him (her). 32. When making family decisions, I always take into account his (her) opinion. 33. I think that I am an anxious mother (anxious father). 34. My behavior is often unexpected for him (her). 35. It happens that when I punish a child, my husband (wife, grandmother, etc.) begins to reproach me for being too strict. 36. I think that in general I am raising my son (daughter) correctly. 37. I make a lot of demands on him. 38. I am a gentle person by nature. 39. I let him (her) walk alone in the yard of the house. 40. I strive to protect him (her) from the difficulties and troubles of life. 41. I don’t allow him to notice my weaknesses and shortcomings. 42. I like his (her) character. 43. I often criticize him (her) over little things. 44. I am always willing to listen to him (her). 45. I believe that it is my duty to protect him (her) from all dangers. 46. ​​I punish him (her) for actions that I commit myself. 47. It happens that I unwittingly set my child against other family members. 48. I get tired of everyday communication with him (her). 49. I have to force him (her) to do something he (she) doesn’t want. 50. I forgive him (her) for what others would be punished for. 51. I would like to know everything about him (her): what he (s) thinks about, how he treats his friends, etc.

9 52. He (s) chooses what to do at home in his free time. 53. I think that for him (her) I am the closest person. 54. I applaud his (her) behavior. 55. I often express my dissatisfaction with him (her). 56. I take part in things that he (s) comes up with. 57. I often think that someone might offend him (her). 58. It happens that I reproach and praise him (her), in essence, for the same thing. 59. It happens that if I tell him (her) one thing, then the husband (wife, grandmother, etc.) specifically says the opposite. 60. It seems to me that my relationship with my child is better than in the families of most of my friends. Registration form Full name age class M mother's assessment; O father's assessment M 0 M 0 M 0 M 0 M Calculation and processing of the results of the BPP questionnaire. All three forms of the questionnaire (children and adults) are processed according to a similar scheme. The total number of points on each scale is calculated, taking into account whether the statements are direct or reverse. Converse statements are translated into points in this way:

10 answers points In the key forms, the return questions are indicated with asterisks, since scales 3 and 5 contain 10 statements each, and not 5, as in the others, the arithmetic sum of points on these scales is divided by 2. The total score is entered in the last column of the registration form . Each line of the answer form belongs to one scale (see key). For example, the 1st scale includes statements 1, 13, 25, 37, 49; to the 10th scale 12, 24, 36, 48, 60; to the 3rd scale 3, 4, 15, 16, 27, 28, 39, 40, 51, 52, etc. Key to the BRR questionnaires for adolescents and their parents Points Points Points Points Points 1 13 *** *** *** 50 *** 2. 3 *** *** Sum for each scale 4 *** *** / *** *** 18 *** *** 5. 7 *** 19 *** 31 *** 43 *** 55 / *** *** *** 22 *** 34 *** 46 *** 58 *** *** Scales of the VRR questionnaire for adolescents and their parents 1. Undemanding and demanding. 2. Gentleness and severity.

11 3. Autonomy control. 4. Emotional distance and closeness. 5. Rejection and acceptance. 6. Lack of cooperation cooperation. 7. Disagreement agreement. 8. Inconsistency consistency. 9. The authority of the parent. 10. Satisfaction with the relationship with the child (parent). Key to the VPP questionnaire for parents of preschoolers and primary schoolchildren Points Points Points Points Points 1 13 *** *** *** 50 *** 2. 3 *** *** Amount for each scale 4 *** *** / *** *** 18 *** *** 5. 7 *** 19 *** 31 *** 43 *** 55 / *** *** *** 22 *** 34 ** * 46 *** 58 *** *** Scales of the VPP questionnaire for parents of preschoolers and primary schoolchildren 1. Undemanding, exacting, Gentle, strict. 3. Autonomy control. 4. Emotional distance and closeness. 5. Rejection and acceptance.

12 6. Lack of cooperation cooperation. 7. Anxiety for the child. 8. Inconsistency consistency. 9. Educational confrontation in the family. 10. Satisfaction with the relationship with the child. To interpret the data from the VPP questionnaire, you can use the results of percentile standardization presented in Tables 1, 2 and 3. Percentage standardization of the VPP questionnaire on a sample of high school students (100 people) Table 1. Scales of the questionnaire Percentiles, Table 2. Percentage standardization of the VPP questionnaire on a sample of parents of high school students (70 people) Questionnaire scales Percentiles,

13, Percentage standardization of the VPP questionnaire on a sample of parents of preschoolers and primary schoolchildren (280 people) Table 3. Questionnaire scales Percentiles, Literature: 1. Diagnosis and correction of the mental development of preschoolers. Edited by Y.L. Kolominsky, E.A. Panko. Mn.: Universitetskae, Kornilova T.V., Grigorenko E.L., Smirnov S.D. Adolescent risk group. SPb.: Peter, p. (Series “Practical Psychology”). 3. Kronik A., Kronik E. Starring: you, we, he, you, me: the psychology of significant relationships. M.: Mysl, Markovskaya I.M. Parent-child interaction training. SPb.: LLC Publishing House "Rech", p.

Questionnaire “Parent-child interaction” (Markovskaya I.M.) Purpose of the technique. The technique is intended to diagnose the characteristics of interaction between parents and children. The questionnaire allows you to find out not only

Appendix 1 Questionnaire for parents Dear parent! Answer the questions below. A complete and detailed answer is welcome. Do you know any scientific and methodological literature for parents?

Family Relationship Analysis (FAA) Dear parent! The questionnaire we offer you contains statements about raising children. Statements are numbered. The same numbers are in the “Answer Form”. Read

Analysis of family relationships E.G. Eidemiller and V.V. Justitskis (ASV) Text of the questionnaire for parents of children aged 11 to 21 Dear parent! The questionnaire offered to you contains statements about education

Published by decision of the editorial and publishing council Diagnosis of family dysfunctions in adoptive families: a methodological manual. Angarsk Irkutsk: UMC RSO, 2017. 44 p. Compiled by: Arbatskaya E. S.

Private social service institution “Center for the development of family forms of placement of children” Family strengthening project “Together with mother” (Murmansk) E.N. Kropiva Program for optimization of parent-child relationships

Parental Attitude Questionnaire (A.Ya. Varga, V.V. Stolin) The Parental Attitude Questionnaire (PRO) is a psychodiagnostic tool aimed at identifying parental attitudes

Childhood Depression Questionnaire Developed by Maria Kovacs (1992) and adapted by employees of the Laboratory of Clinical Psychology and Psychiatry of the Research Institute of Psychology, it allows you to determine quantitative indicators

Test-questionnaire of parental attitude A.Ya.Varga, V.V.Stolin. ORO methodology. The Parental Attitude Questionnaire (PRA), authors A.Ya. Varga, V.V. Stolin, is a technique for diagnosing parental

PHILLIPS' METHOD FOR DIAGNOSING THE LEVEL OF SCHOOL ANXIETY The purpose of the methodology (questionnaire) is to study the level and nature of anxiety associated with school in children of primary and secondary school age.

ADAPTATION OF FIFTH-GRADER CHILDREN TO NEW STUDYING CONDITIONS. Emerging problems: a lot of different teachers; unusual schedule; many new offices; new children in the class; new class teacher; Problems

METHOD OF COMMUNICATION IN THE FAMILY (ALESHINA YU.E., GOZMAN L.Y., DUBOVSKAYA E.M.) Purpose of the test The technique is designed to study the nature of communication between spouses. Test instructions Select the answer that

Methodological department Methodology for studying the socialization of a child’s personality (M.I. Rozhkov) Purpose: to identify the level of social adaptation, activity, autonomy and moral education of children. Procedure

Phillips' method for diagnosing the level of school anxiety The purpose of the method (questionnaire) is to study the level and nature of anxiety associated with school in children of primary and secondary school age.

Albert Ellis test. Methodology for diagnosing irrational attitudes The A. Ellis test has 50 questions, 6 scales, of which 4 scales are basic and correspond to 4 groups of irrational thinking attitudes, identified

ATTITUDE TOWARDS CHILDREN (PARENTAL ATTITUDE TEST) Parental attitude is understood as a system of various feelings and actions of adults towards children. From a psychological point of view, parental

PHILLIPS SCHOOL ANXIETY TEST The purpose of the study is to study the level and nature of anxiety associated with school in children of primary and secondary school age. The test consists of 58 questions that can

Phillips School Anxiety Test Study of the level and nature of school-related anxiety in children of primary and secondary school age. The test consists of 58 questions that can be read to schoolchildren,

Questionnaire “What is your communication and parenting style?” Much depends on the communication and parenting style that parents choose. You can check which style is typical for you. To do this, run the test (modification

Diagnosis of personal anxiety The method form contains instructions and a task, which allows it to be carried out collectively. The methodology includes situations of three types: 1. Situations related to school,

Phillips School Anxiety Test Phillips School Anxiety Test (Almanac psychological tests, 1995) allows us to study in detail the level and nature of anxiety associated with school in young children

DIAGNOSTICS OF PARTIAL POSITIONS OF INTERNALITY-EXTERNALITY OF PERSONALITY (E.F.BAZHIN, E.A.GOLYNKINA, A.M.ETKIND) Purpose: This technique is aimed at studying partial scales of locus of control.

Working with parents on career guidance Dear parents! Your child is finishing school and has to choose a profession. This is a difficult and responsible step that affects his entire future life. Your attention

Parent meeting 2. “We are the closest people!” Form: conversation hour. Goals: Correction of relations between parents and adolescent children; fostering a value-based attitude towards family. Progress of the meeting 1. Questionnaire

Formation of cooperation skills “child-parent” Markova Natalya Vladimirovna, psychologist ZNZ 81. Formation of cooperation skills of child-parent. Goal: developing communication skills with a child. Task:

Philips School Anxiety Test Purpose: to determine the level and nature of school anxiety. Instructions. Guys, now you will be asked a questionnaire, which consists of questions about how you feel

Is the father the breadwinner or the educator? Mother nature, Man is diminished by you. Why won’t you give motherhood to a man? If a Child had stuck in him, There, under his heart, for no reason, Then, probably, he would be cruel.

METHODOLOGY FOR DIAGNOSIS OF LEARNING MOTIVATION AND EMOTIONAL ATTITUDE TO LEARNING IN MIDDLE AND HIGH SCHOOL GRADES APPENDIX 5 Proposed method for diagnosing learning motivation and emotional attitude to teaching

Test material for psychological and pedagogical support of the educational process in the context of the implementation of the Federal State Educational Standard for 5th grade students in secondary schools in the city of Yoshkar-Ola for 2015-2016 academic year

Test form 1 for conducting diagnostic studies to identify the readiness of schoolchildren for online learning (methodology by E.V. Korotaeva) Instructions for the student: Dear friend! Write it down

We are raising a child. HOW? Do you want to make your child happy, but at the same time educated and well-mannered, then check out the following useful tips and recommendations. Love your child

Determination of personality orientation (B. Bass) To determine personal orientation, an orientation questionnaire is currently used, first published by B. Bass in 1967. The questionnaire consists

SELF-ATTLEMENT TEST QUESTIONNAIRE (V.V. Stolin, S.R. Panteleev) The Self-Attitude Questionnaire (SOS) test is built in accordance with the hierarchical model of the structure of self-attitude developed by V.V. Stolin. This

Principles of using punishment Punishment is effective when it is understandable to the child and he considers it fair. When using punishment, you must not insult the child. Punishment should not harm the child’s health

Topic of the parent meeting: “Adaptation of fifth-graders to new learning conditions Class teacher of the 5th grade Popkova N.A. need for a decent position in a group of peers, in the family; increased

Questionnaire for fathers 1 Dear fathers! In order to cooperate with a preschool institution in the upbringing and development of your children, please answer the following questions: 1. Please select those images that

QUESTIONNAIRE FOR PARENTS Full name Age Place of work Family composition (who lives together, age, education, profession) 5. Housing conditions (separate apartment, dormitory, etc.). 6. Financial situation

A test for diagnosing the cohesion and flexibility of the family system by D. Olson, D. Portner and I. Lavi The test was created in 98. We use the translation of the methodology carried out by A.G. Leaders. There is also a form

Questionnaire “Psychological portrait of a parent” (G.V. Rezapkina) Scales: priority values, psycho-emotional state, self-esteem, parenting style, level of subjective control Purpose of the test: methodology

Full Version of the Narcissism Test (NPI-40) (Raskin, Terry) Read each of the following statements carefully, and in each pair, choose the one that best describes your perception of yourself. Authority:

Methodology “Children's version of the manifest anxiety scale” (CMAS, adapted by A.M. Prikhozhan) Diagnostic capabilities The scale is a questionnaire that identifies anxiety as a chronic generalized

5th International Scientific Conference “PSYCHOLOGY AND LIFE: PSYCHOLOGICAL PROBLEMS OF A MODERN FAMILY” November 4-25, 2011 COLLECTION OF ABSTRACTS 1 FAMILY AS A LEADING FACTOR IN THE SOCIALIZATION OF THE TEENAGER’S PERSONALITY V.

Adolescence, its features and first problems Here they are, these main truths: They noticed late, they took into account late No, children are not born difficult, They just weren’t helped in time. Stage one 10-13 years: “Leave

Questionnaire “True Friend” (Prutchenkov A.S.) 1. Shares news about his successes. 2. Provides emotional support. 3. Voluntarily helps in times of need. 4. Strive to make your friend feel good

I had a stomach ache. In this case, we do not talk about the details. How are you feeling now? So-so. voice Last night I had no voice. breathe over the steam steam sweat sweat We have a new student today.

SWorld 18-27 December 2012 http://www.sworld.com.ua/index.php/ru/conference/the-content-of-conferences/archives-of-individual-conferences/december-2012 MO DERN PROBLEMS AND WAYS O F THEIR SO LUTIO N IN

Dear parents of fifth graders! Your child has reached an important time, he has moved to the second stage of education, and has become a fifth grader! This is a very responsible and difficult period in the life of every student.

Scale for assessing the need for achievement Achievement motivation, desire to improve results, dissatisfaction with what has been achieved, persistence in achieving one’s goals, desire to achieve one’s own goal

Description of the methodology “Psychological safety of the educational environment of the school” (author I.A. Baeva) // Quoted from the source: Ensuring psychological safety in an educational institution / Ed.

Beck Depression Inventory Instructions: “This questionnaire contains groups of statements. Read each group of statements carefully. Then identify one statement in each group that is best

Educator's PORTFOLIO senior group Ivanova Marina Egorovna MDOU 72 Ivanova Marina Egorovna, born on June 27, 1958. secondary special education specialty "preschool education" general pedagogical

What is children's pain From children to parents It especially hurts when your parents call you stupid and a loser... You begin to doubt yourself. It especially hurts when your parents call you stupid and a loser...

Words about mom Page 1 We say THANK YOU to moms Everyone knows that the most dear and beloved person for us can only be a mom. After all, she always gives her child only tenderness and attention.

PARENTS MEETING OF FATHERS Prepared by Educator preparatory group Raeva T.V. Parents' meeting of fathers "One father means more than a hundred teachers." D. Herbert Preparatory work. 1. Offer

Dangerous phrases, or How negative life scenarios are created “When a word flies out, you can’t catch it” Popular proverb Do we think about what exactly a child hears when we ask him for something?

Diagnostic methods Modified method 1. “Test to identify readiness for online learning” E.V. Korotaeva Goal: To identify the student’s level of readiness for learning in an interactive

To help young parents. The selection of material was prepared by teacher Lipa O.V. Little whys. There comes a time in the life of any family when a child asks all sorts of “whys.” And, of course, parents

Glod N.V. Social and psychological attitudes of adolescents in the structure of parent-child relationships /A. M. Gadilia, N. V. Glod // Psychology of learning. - M, 2013. 8 96-106 p. SOCIO-PSYCHOLOGICAL ATTITUDES

DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN CHILDREN Over the past decade, scientists have discovered how huge a role emotions play in our lives. They learned that success and happiness in all areas of life are determined by

Consultation on the topic: “Friendly relations between adults and children in the family is the basis for nurturing positive character traits in a child.” The relationship between children and parents in the family, in my opinion, is a very important point

Prepared by: Valeria Sergeevna Gavrilova, educational psychologist, definition of anxiety; signs of anxiety in children; causes of anxiety in children; methods of psychological diagnosis of anxiety; recommendations

MINI-MULT QUESTIONNAIRE The Mini-Mult questionnaire is an abbreviated version of the MMPI, contains 7 questions, scales, of which are evaluative. The first rating scales measure the sincerity of the subject, the degree of reliability

In a home correction program for children with attention deficit hyperactivity disorder, the behavioral aspect should prevail: 1. Changing the behavior of an adult and his attitude towards the child: - show enough