Determining the child's anxiety level.
Test Description
The experimental material consists of 14 drawings measuring 8.5*11 cm. Each drawing represents a certain situation typical for the life of a primary school student.
Each drawing is made in two versions: for girl(the picture shows a girl) and for boy(the picture shows a boy). The child's face is not drawn in the drawing, only the outline of the head is given. Each drawing is accompanied by two additional drawings of a child's head, sized exactly to match the contour of the face in the drawing. One of the additional drawings shows a smiling face of a child, the other a sad one.
The drawings are shown to the child in a strictly listed order, one after another. The conversation takes place in a separate room. After presenting the child with the drawing, the teacher gives instructions.
Test instructions
- Playing with younger children. “What kind of face do you think the child will have: happy or sad? He (she) plays with the kids.”
- Child and mother with baby.“What kind of face do you think this child will have: sad or happy? He (she) is walking with his mother and baby.”
- Object of aggression
- Dressing. “What kind of face do you think this child will have? He (she) gets dressed.”
- Playing with older children. “What kind of face do you think this child will have: happy or sad? He (she) plays with older children.”
- Going to bed alone. “What kind of face do you think this child will have: sad or happy? He (she) is going to bed.”
- Washing. “What kind of face do you think this child will have: happy or sad? He (she) is in the bathroom.”
- Rebuke. “What kind of face do you think this child will have: happy or sad?”
- Ignoring. “What kind of face do you think this child will have: sad or happy?”
- Aggressive attack. “What kind of face do you think this child will have: happy or sad?”
- Collecting toys. “What kind of face do you think this child will have: happy or sad? He (she) puts away the toys.”
- Insulation. “What kind of face do you think this child will have: sad or happy?”
- Child with parents. “What kind of face do you think this child will have: happy or sad? He (she) is with his mom and dad.”
- Eating alone. “What kind of face do you think this child will have: sad or happy? He (she) eats.”
To avoid perseverative choices, the child's instructions alternate definitions of faces. The child is not asked additional questions.
The child’s choice of the appropriate person and the child’s verbal statements can be recorded in a special protocol.
Test material
Analysis of test results
Quantitative Analysis
Based on the protocol data, it is calculated anxiety index child (IT), which is equal to the percentage of the number of emotionally negative choices (sad face) to the total number of drawings (14):
IT = (number of emotional negative choices / 14) * 100%
Depending on the level of anxiety index, children are divided into 3 groups:
- high anxiety level (IT above 50%);
- average level of anxiety (IT from 20 to 50%);
- short anxiety level (IT from 0 to 20%).
Qualitative analysis
Each child's answer is analyzed separately. Conclusions are drawn regarding the possible nature of the child’s emotional experience in this (and similar) situations. Drawings No. 4 (“Dressing”), No. 6 (“Going to bed alone”), No. 14 (“Eating alone”) have especially high projective meaning. Children who make negative emotional choices in these situations are most likely to have the highest IT anxiety index; children making negative emotional choices in situations depicted in pictures No. 2 (“Child and mother with baby”), No. 7 (“Washing”), No. 9 (“Ignoring”) and No. 11 (“Collecting toys”), with are more likely to have a high or average IT anxiety index.
Usually, the highest level of anxiety manifests itself in situations that model child-child relationships (“Playing with younger children”, “Object of aggression”, “Playing with older children”, “Aggressive attack”, “Isolation”). The level of anxiety is significantly lower in drawings modeling child-adult relationships (“Child and mother with baby”, “Reprimand”, “Ignoring”, “Child with parents”), and in situations modeling everyday actions (“Dressing”, “Laying to bed”) sleeping alone”, “Washing”, “Gathering toys”, “Eating alone”).
Sources
- Anxiety test (R. Tamml, M. Dorki, V. Amen)/ Dermanova I.B. Diagnostics of emotional and moral development - St. Petersburg, 2002. P.19-28
- Ovcharova R.V. Practical psychology in elementary school - M., 1999.
The task is to examine and evaluate the child’s anxiety in typical life situations, where the corresponding personality quality is manifested to the greatest extent. At the same time, anxiety itself is considered as a personality trait, the function of which is to ensure a person’s safety at the psychological level and which, at the same time, has negative consequences. They consist, in particular, in inhibiting the child’s activity aimed at achieving success. High anxiety is usually accompanied by a highly developed need to avoid failure, which significantly impedes the desire to achieve success.
The anxiety experienced by a person in relation to a certain situation will not necessarily manifest itself in the same way in another social situation, and this depends on the negative emotional experience acquired by the child in this and other life situations. It is negative emotional experience that increases and generates anxiety as a personality trait and anxious, restless behavior of the child.
An increased level of personal anxiety indicates insufficiently good emotional adaptability and adaptation of the child to life situations that cause anxiety. Psychodiagnostics of anxiety evaluates the internal attitude of a given child to certain social situations, provides useful information about the nature of the relationships that a given child has with people around him, in particular in the family, in kindergarten.
Psychodiagnostic visual material in this technique is represented by a series of drawings measuring 8.5 x 11 cm (Fig. 33-46). Each drawing represents a certain situation typical for the life of a preschool child.
Each of the described drawings is made in two versions:
for boys (the picture shows a boy) and for girls (the picture shows a girl). During the testing process, the subject identifies himself with a child of the same gender as himself. The face of this child is not completely drawn, only the general outline of his head is given.
Each drawing is accompanied by two additional images of a child's head, exactly matching in size
Rice. 1. A child’s play with younger children. The child in this situation is playing with two kids.
Rice. 2. Child and mother with baby. The child walks next to his mother, who is pushing a stroller with a baby.
Rice. 3. Object of aggression. A child runs away from a peer attacking him.
Rice. 4. Dressing. The child sits on a chair and puts on his shoes. 134
Rice. 5. Playing with older children. A child plays with two children who are older than him.
Rice. 6. Going to bed alone. The child goes to his crib, but the parents do not notice him and sit in a chair with their backs to him.
Rice. 7. Washing. The child washes himself in the bathroom.
Rice. 8. Reprimand. The mother, raising her index finger, sternly reprimands the child for something.
Rice. 9. Ignoring. The father plays with the baby, and the older child stands alone.
Rice. 10. Aggressive attack. A peer takes a toy from a child.
Rice. 11. Collecting toys. Mother and child put away toys.
Rice. 12. Isolation. Two peers run away from the child, leaving him alone.
Rice. 13. Child with parents. The child stands between mother and father.
Rice. 14. Eating alone. The child sits alone at the table.
contour of the child's face in the drawing. One of the additional images shows a child's smiling face, while the other shows a sad face.
The proposed drawings depict typical life situations that preschool children face and which can cause them increased anxiety. It is assumed that the child’s choice of one person or another will depend on his own psychological state at the time of testing.
Ambiguous drawings in the technique have the main “projective” load. The meaning a child attaches to these particular drawings indicates his typical emotional state in such life situations.
During the process of psychodiagnostics, the drawings are presented to the child in the sequence in which they are presented here, one after the other. After showing the child the drawing, the experimenter gives instructions to each of them - an explanation of the following content:
Rice. 1. Game with younger children: “What kind of face do you think the child will have, happy or sad? He (she) plays with the kids.”
Rice. 2. Child and mother with baby: “What kind of face do you think this child will have: sad or happy? He (she) is walking with his mother and baby.”
Rice. 3. Object of aggression: “What kind of face do you think this child will have: happy or sad?”
Rice. 4. Dressing: “What kind of face do you think this child will have: happy or sad? He (she) gets dressed.”
Rice. 5. Game with older children: “What kind of face do you think this child will have: happy or sad? He (she) plays with older children.”
Rice. 6. Going to bed alone: “What kind of face do you think this child will have: happy or sad? He (she) is going to bed.”
Rice. 7. Washing: “What kind of face do you think this child will have: happy or sad? He (she) is in the bathroom.”
Rice. 8. Reprimand: “What kind of face do you think this child will have: happy or sad?”
Rice. 9. Ignoring: “What kind of face do you think this child will have: happy or sad?”
Rice. 10. Aggressive attack: “What kind of face do you think this child will have: happy or sad?”
Rice. eleven. Collecting toys: “What kind of face do you think this child will have: happy or sad? He (she) puts away the toys.”
Rice. 12. Isolation: “What kind of face do you think this child will have: happy or sad?”
Rice. 13. Child with parents: “What kind of face do you think this child will have: happy or sad? He (she) is with his mom and dad.”
Rice. 14. Eating alone: “What kind of face do you think this child will have: happy or sad? He (she) eats.”
The child’s choice of the appropriate person and his verbal statements are recorded in a special protocol.
The protocols received from each child are further analyzed, which has two forms: quantitative and qualitative.
Quantitative the analysis is as follows. Based on the protocol data, the child’s anxiety index (IT) is calculated, which is equal to the percentage ratio of the number of emotionally negative choices to the total number of drawings.
Sample protocol for the “Choose the right person” method
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Child's name: Child's age: Date of examination: |
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Survey data |
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child's statement (examples) |
face selection |
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sad |
1. Playing with younger children |
2. Child and mother with baby |
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3. Object of aggression |
Wants to hit him with a chair. |
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He has a sad face |
4. Dressing |
5. Playing with older children |
Because he has children |
6. Going to bed alone |
I always take a toy with me to bed |
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7. Washing |
Because he washes his face |
8. Reprimand |
Walking with mom. I like to walk with my mother |
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9. Ignoring |
Because the baby is here |
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The purpose of the technique: Determine the child's anxiety level. The technique is intended for children 4-7 years old. The degree of anxiety indicates the level of the child’s emotional adaptability to social situations, shows the child’s attitude to a certain situation, and provides indirect information about the nature of the child’s relationships with peers and adults in the family and in the team.
Experimental material: 14 drawings (8.5x11 cm) made in two versions: for a girl (the picture shows a girl) and for a boy (the picture shows a boy). Each drawing represents some typical situation in a child’s life. The child's face is not drawn in the drawing, only the outline of the head is given. Each drawing is accompanied by two additional drawings of a child's head, sized exactly to match the contour of the face in the drawing. One of the additional drawings shows a smiling face of a child, the other a sad one.
Conducting research: The drawings are shown to the child in a strictly listed order, one after another. The conversation takes place in a separate room. After presenting the child with the drawing, the researcher gives instructions.
Instructions
- Playing with younger children. “What kind of face do you think the child will have: happy or sad? He (she) plays with the kids"
- Child and mother with baby. “What kind of face do you think this child will have: sad or happy? He (she) is walking with his mother and baby"
- Object of aggression. “What kind of face do you think this child will have: happy or sad?”
- Dressing. “What kind of face do you think this child will have, sad or happy? He (she) gets dressed"
- Playing with older children. “What kind of face do you think this child will have: happy or sad? He (she) plays with older children"
- Going to bed alone. “What kind of face do you think this child will have: sad or happy? He (she) is going to bed."
- Washing. “What kind of face do you think this child will have: happy or sad? He (she) is in the bathroom"
- Rebuke. “What kind of face do you think this child will have: sad or happy?”
- Ignoring. “What kind of face do you think this child will have: happy or sad?”
- Aggressive attack “What kind of face do you think this child will have: sad or happy?”
- Collecting toys. “What kind of face do you think this child will have: happy or sad? He (she) puts away the toys"
- Insulation. “What kind of face do you think this child will have: sad or happy?”
- Child with parents. “What kind of face do you think this child will have: happy or sad? He (she) is with his mom and dad"
- Eating alone. “What kind of face do you think this child will have: sad or happy? He (she) eats.”
The child’s choice of the appropriate person and the child’s verbal statements can be recorded in a special protocol (forms must be prepared in advance).
Sample protocol
Name: Nikolay Age: 6 years Date: 11/10/96
| Drawing | Statement | Choice | |
| 1. Playing with younger children | He's tired of playing | +||
| 2. Child and mother with baby | Walks with mom, I like to walk with mom | +||
| 3. Object of aggression | I want to hit him with a chair. He has a sad face | +
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| 4. Dressing | He will go for a walk. Gotta get dressed | +||
| 5. Playing with older children | Because he has children | +||
| 6. Going to bed alone | I always take a toy to bed | +||
| 7. Washing | Because he washes his face | +||
| 8. Reprimand | Mom wants to leave him | +||
| 9. Ignoring | Because there's a baby | +||
| 10. Aggressiveness | Because someone is taking away the toy | +||
| 11. Collecting toys | Mom forces him, but he doesn't want to | +||
| 12. Isolation | They don't want to play with him | +||
| 13. Child with parents | Mom and dad walk with him | +||
| 14. Eating alone | Drinks milk and I love thread milk | +||
Analysis of results:
The protocols of each child are subjected to quantitative and qualitative analysis.
Quantitative Analysis
Based on the protocol data, the child’s anxiety index (IT) is calculated, which is equal to the percentage of the number of emotionally negative choices (sad face) to the total number of drawings (14):
Depending on the level of anxiety index, children are divided into 3 groups:
- a) high level of anxiety (IT above 50%);
b) average level of anxiety (IT from 20 to 50%);
c) low level of anxiety (IT from 0 to 20%).
Qualitative analysis
Each child's answer is analyzed separately. Conclusions are drawn regarding the possible nature of the child’s emotional experience in this (and similar) situations. Fig. has a particularly high projective value. 4 (“Getting Dressed”), 6 (“Going to Bed Alone”), 14 (“Eating Alone”). Children who make negative emotional choices in these situations are likely to have high IT; children making negative emotional choices in the situations depicted in Fig. 2 (“Child and mother with baby”), 7 (“Washing”), 9 (“Ignoring”) and 11 (“Picking up toys”) are more likely to have high or moderate IT.As a rule, the highest level of anxiety manifests itself in situations that model the child-child relationship (“Playing with younger children”, “Object of aggression”, “Playing with older children”, “Aggressive attack”, “Isolation”). The level of anxiety is significantly lower in drawings modeling child-adult relationships (“Child and mother with baby”, “Reprimand”, “Ignoring”, “Child with parents”), and in situations modeling everyday actions (“Dressing”, “Laying to bed”) sleeping alone”, “Washing”, “Gathering toys”, “Eating alone”).
Stimulus material for the anxiety test (V. Amen)
Pictures for the test for girls:
Drawing tests for preschoolers
The use of drawing tests to identify a person’s personal characteristics is based on the principle of projection, i.e. on externalizing one’s experiences, ideas, aspirations, etc. When drawing this or that object, a person involuntarily, and sometimes consciously, conveys his attitude towards it. It is unlikely that he will forget to draw what seems to him the most important and significant; but what he considers secondary will be given much less attention. If a topic particularly worries him, then when depicting it, signs of anxiety will appear. A drawing is always some kind of message encrypted in images.
Like other projective tests, drawing techniques are very informative, that is, they allow you to identify many psychological characteristics of a person.At the same time, they are easy to carry out, take little time and do not require any special materials other than a pencil and paper.
Unlike most other tests, drawing techniques can be performed repeatedly and as often as desired without losing their diagnostic value.
Of course, drawing methods are not without their drawbacks. The main one is the relatively low reliability of the results obtained, associated with the subjectivity of interpretation. Unlike more formal tests, such as intelligence tests or personality questionnaires, drawing tests generally do not quantify the mental properties being assessed. The terms in which drawings are interpreted usually lack the rigor and unambiguity that is characteristic of formalized tests. Because of this, it is difficult to scientifically confirm the reliability and validity of drawing techniques.
Carrying out drawing tests
To carry out these tests. As a rule, simple and colored pencils are used. Each test is performed on a separate sheet of unlined paper. It is advisable to use an A4 sheet (21 x 30 cm), but a smaller format is also acceptable.
Before starting drawing, the instructions for each test must be reproduced verbatim, without modifications or additions. At the end of the drawing they express approval, regardless of the result achieved. Then it is useful to discuss the resulting drawing with your child. The conversation, unlike the instructions, should take place in a free form. It is possible to modify the questions and introduce additional ones.
Diagnostics begins during the drawing process. During the testing process, the following facts are monitored and noted in the protocol:
pace of task completion, pauses and interruptions in work, erasing;
the sequence in which different parts of the image were taken;
questions and statements of the child;
summary of the subsequent conversation.
After being evaluated
- graphological aspects of drawing.
line analysis, line direction;
the nature of the contour and shading;
pressure force;
location in space;
ratio of the sizes of the parts of the picture; color;
limiting space, filling out the sheet.
- meaningful aspects of the drawing.
who is depicted, for example: are all family members, correspondence to reality
activity, everyone is busy with a common cause or everyone on their own;
mood;
Kindergarten drawing
The goal is to determine the degree of emotional comfort of the child during his stay in kindergarten.
Projective drawing techniques are the best way to determine the emotional and psychological climate in a group. They are very informative. By depicting this or that object, the child involuntarily, and sometimes consciously, conveys his attitude towards it.
Methodology.
The experimenter addresses the child with the words: “You have been going to kindergarten for a long time, to your group. Every morning you are greeted by teachers. While mom and dad are at work, you spend the whole day in kindergarten and do a variety of things. Please draw one day in the life of your group in kindergarten. The drawing can be called “My Favorite Band.” No further explanation is required. If a child starts asking questions like “What should I draw?”, you should answer: “Draw what you do in kindergarten, what you like most, why you love your group.”
Interpretation.
The presence in the drawings of each of the subjects of the pedagogical process, their interaction, is an important indicator of a preschooler’s positive attitude towards kindergarten. It was this indicator that was used as the basis for the classification of children's work.
1 group of drawings – high level
In the presence offavorable emotional atmosphere in the group and trusting relationship with the teacher, the picture should depict the child himself, other children (his friends) and the teacher.
depicts the general activities of all group members,
no shading,
bright colors predominate,
good quality lines,
these drawings indicate emotional well-being and good interaction with teachers. These drawings completely lack symptom complexes that can be used to diagnose anxiety, conflict, feelings of inferiority or hostility. The color scheme of the picture is also important. A positive emotional mood is indicated by the child’s use of warm colors (yellow, pink, orange) and calm, cold colors (blue, cyan, green). It’s good if the picture shows decoration elements like flowers, the sun, birds - all these are details that indicate “peace” in the soul.
2nd group of drawings: (intermediate level)
The absence of one or another member of the team in the picture, the image of only oneself in a group room or on a walk suggests conflict, non-involvement in common activities
- children draw both themselves and their friends : “I play with the girls on the carpet in a group.” To the question: “Where was the teacher at that time?” - the children answered: “I went to make calls,” “Writing assignments at the table.” And to the question “Why didn’t you draw it?” -Forgot”, “Didn’t fit in”, “Took a long time to draw” “I didn’t draw the teacher because she doesn’t play blind man’s buff with us, but sits at the table in the bedroom”
- Picture of yourself and the teacher , losing sight of other children “It’s me and the teacher. We draw, we have fun. I like to study and draw.” To the question: “Where are the other children?” - the subjects answered: “They went for a walk,” “In the bedroom,” etc. Such work may indicate tense relationships with peers and their lack of significance for the child. . It is important how the teacher turns to the child - with her back or face, how much space she takes up in the picture, how her hands and mouth are depicted. The emphasis on the mouth and the many lines around it may indicate that the child perceives the teacher as a bearer of verbal aggression. Abuse of black color, thick shading that presses through the paper, similar to crossing out, signal the child’s increased anxiety and emotional discomfort. A rich violet color, which covers large areas of the picture, may indicate the stress that the child is experiencing, and an abundance of red may indicate an excess of emotional stimuli.
Group 3 (low level)
Problematic signs:
- Image of teacher only - the child does not want to be in kindergarten, unless he is in a group room or on a walk - this may be a conflicting attitude towards the teacher, towards the children.
During the conversation, a conflictual attitude towards the teacher often did not appear: “There is no teacher because he is talking in a group with the nanny.” But sometimes the children spoke directly about their feelings: “It’s me in the group. There are no children because they are sleeping, there is no teacher, I don’t know where she is...
The last group of drawings is the most disturbing. When drawing in the form of a plan, top view, no people, only inanimate objects are represented: kindergarten building or empty room. If there is nothing in the picture except a building, it means that the baby perceives the kindergarten as something alienated, faceless. This means that life in kindergarten does not evoke positive emotions in him and he does not identify with the events taking place there; the group room and the question: “Where are you, the other children and the teacher?” - they answered that “the children are punished and are sleeping, they behaved badly at lunch, and the teacher is walking around the group.” Why didn't you draw it? Because I don’t want her here!”
Bykova M., Aromshtam M. I am in kindergarten. Test to check the psychological comfort of children in a kindergarten group // Preschool education. – 2002 - №12
Diagnosis of anxiety in older children.
School drawing.
An important moment in senior preschool age is preparation and admission to school, so manifestations of anxiety on this topic occur, it can be situational anxiety, or manifestations of personal anxiety. There is no classical methodology for the school, so when interpreting the school’s drawing, you can use the methods “DCH”, “Family” because there is an image of a person, a building .
A picture of a kindergarten reveals the child’s current state, and a picture of a school reveals his expectations.
Projective technique “School Drawing” Source Psyoffice . ru
Target : determining the child’s attitude towards school and the level of school anxiety.
The child is given an A4 sheet of paper, colored pencils and asked: “Draw a school here on a piece of paper.”
Conversation, clarifying questions about what was drawn, comments are written on the back of the drawing.
Processing the results : The emotional attitude towards school and learning is assessed according to 3 indicators:
color spectrum
line and character of the drawing
plot of the drawing
When analyzing a drawing, a score is assigned for each of these indicators, then the scores are added up.
1. Color range:
2 points – the drawing is dominated by bright, clean, light colors and their combinations (yellow, light green, blue, etc.)
1 point – light and dark tones are equally present.
0 points – the drawing is made in dark colors (dark brown, dark green, black).
2. Line and character of the drawing:
2 points – objects are drawn carefully and accurately; long, complex lines of varying thickness are used, there are no “breaks” in the contour.
1 point – both characteristics are present in the picture.
0 points – objects are depicted deliberately carelessly, schematically; double lines, interrupted, of the same length and thickness, weak line.
3. The plot of the drawing:
2 points – symmetrical image (the school’s drawing occupies a central place on the sheet); the presence of details and decorations, decorative elements, images of various objects that enliven the landscape (flowers, trees, posters, flags, window curtains, etc.); an image of children going to school or sitting at their desks, a teacher and the “learning process”; season – spring, summer (sun, no clouds); image of daylight hours.
1 point – both characteristics are present.
0 points – asymmetrical pattern; lack of details and decorations; absence of people or images of children leaving school; time of year – autumn, winter (dark sky, raining or snowing); time of day - night or evening.
Analysis of results
6-5 points – the child has developed an emotionally favorable attitude towards school and learning, he is ready to accept educational tasks and interact with the teacher.
4-2 points - the child has some anxiety about schooling as an unfamiliar situation for him, it is necessary to expand the range of his knowledge and ideas about school and educational activities, to form a positive attitude towards the teacher and classmates; The causes of anxiety may be nervousness and thoughtless statements from adults, or negative experiences of older children studying at school.
1-0 points – the child has a clearly expressed fear of school, which often leads to rejection of educational tasks and refusal of educational activities, difficulties in communicating with the teacher and classmates.
Test "Cactus" M.A. Panfilova
Target : identifying the state of the child’s emotional sphere, identifying the presence of aggression, its direction and intensity.
Age : preschool, conducted with children from 4 years old.
Material : paper (A4 format), pencil.
Instructions : “On a piece of paper, draw a cactus the way you imagine it!”
Questions and additional explanations are not allowed. The child is given as much time as he needs. Upon completion of drawing, a conversation is held with the child.
Conversation :
Home or wild cactus?
Can you touch it?
Does the cactus like to be looked after?
Does a cactus have neighbors?
What plants are its neighbors?
When the cactus grows, what changes in it?
Interpretation :
Aggression: the presence of needles, the needles are long, stick out strongly and are closely spaced.
Impulsiveness: abrupt lines, strong pressure.
Egocentrism: large drawing, in the center of the sheet.
Dependency, uncertainty: small drawing at the bottom of the sheet.
Demonstrativeness, openness: the presence of protruding processes, unusual forms.
Stealth, caution: arrangement of zigzags along the contour or inside the cactus.
Optimism: use of bright colors.
Alarming: use of dark colors, inner shading, broken lines.
Femininity: the presence of decoration, flowers, soft lines, shapes.
Extroversion: presence of other cacti, flowers.
Introversion: only one cactus is depicted.
Desire for home protection: having a flower pot.
The desire for loneliness: a wild cactus is depicted.
After completing the drawing, you can ask additional questions:
1. Is this cactus domestic or wild? Where does it grow (at someone’s home or in what desert)?
2. Does this cactus prick? Can you touch it?
3. Does anyone care about him?
4. Does the cactus grow alone or with some plant next door?
5. When the cactus grows, how will it change (needles, volume, shoots)?
Interpretation of the "Cactus" drawing test
Common parameters:
Spatial position:
At the bottom of the page - low self-esteem, at the top - high self-esteem, on the middle line - adequate self-esteem. On the right is orientation to the future, on the left is going into the past, in the center is concentration in the present.
Pattern size:
Less than 1/3 of a page is low self-esteem, more than 2/3 of a page is high self-esteem.
A large drawing located in the center of the sheet - egocentrism, the desire for leadership.
A small drawing located at the bottom of the sheet - self-doubt, addiction.
Line characteristics:
Hatching - anxiety, abrupt lines - impulsiveness, clear lines - confidence.
Pencil pressure It’s convenient to look from the “wrong side” of the sheet:
Strong pressure - tension (especially if some detail is emphasized), impulsiveness; weak pressure - weakness, decreased mood.
APPLICATION.
Interpretation of drawing at an early age.
The child draws not only what he sees, but also what he learns about objects and phenomena, what he imagines.A child’s drawing is a reflection of the child’s personality, his feelings, experiences, and an indicator of his development.
Already inaged 2-3 years the baby can draw individual elements: doodles, dashes, circles, cobwebs, spirals. These “masterpieces” can be interpreted in a certain way.
Doodles reflect the level of psychomotor control and mental functions. By observing how a child holds a pencil - tightly squeezing or loosely - one can judge the constraint and fear of making mistakes or free manipulation when learning and playing. Heavily tangled circles - tangles, shaded cobwebs, scratched leaves - indicate tension, anxiety, emerging aggression, fear, and excitement in the baby. Barely visible circles, thin lines that a child draws, only lightly touching the paper with a pencil, indicate timidity, shyness, and inability to establish contact; perhaps this indicates an authoritarian family.
The child should be encouraged to tell what he depicted. A comment can provide more diagnostic information than the drawing itself.
After 3 years the child is trying to imitate a person. The people in these drawings often look funny: a huge head and arms, legs - sticks. You should pay attention to the fact that if a child paints over the face of a drawn person. He probably feels parental pressure, cannot control his emotions, is whiny and anxious.
If after 3.5 years the child does not respect the boundaries of the sheet, this may indicate some delay in the development of sensory-motor coordination. If a child “scribbles” the entire space of the sheet and makes another on top of one drawing, leaving no empty spaces, this indicates a feeling of anxiety. Perhaps the child feels lonely. He lacks security. By displacing the feeling of worry and anxiety, the child eliminates all the blind spots, indirectly signaling the need for greater adult participation in his life.
In the drawings of young children, you should also pay attention to the lines. Straight lines. Drawn separately and commented by the child as a “ladder”, they speak of emotional balance. Curved lines (like a bowstring, up or down), drawn with strong pressure, indicate hidden aggression, unwillingness to give in, and imbalance.
A frequently broken line (dotted line) indicates the child’s timidity, indecisiveness, and lack of initiative.
The lines are wavy, with even pressure, indicating self-control and balance, while the baby may sometimes seem indifferent and apathetic.
A line similar to a cardiogram means the child is experiencing tension and a disturbance in his emotional state.
A line of segments of different sizes, drawn either with strong or weak pressure, speaks of the child’s distrust and inability to stand up for himself.
Children who are self-confident and have an easy-going character use lines of different types and different lengths. Vertical lines with strong pressure are drawn by children with a stubborn character, who always want to insist on their own. Sharp broken lines indicate the decisive, sometimes aggressive nature of the child. Vertical lines in a “corkscrew” pattern are drawn by cheerful, observant, noisy children.
Also, when diagnosing using drawing tests, attention is paid to color. However, correlating the choice of color with the mental state is not always correct. Young children are poorly versed in colors and shades; they prefer to use red, yellow, blue, green - that is, the main colors of the spectrum, the brightest. And if the entire space of the sheet is painted red, this speaks less of the child’s aggressiveness, and more of the joyful emotions he is experiencing at the moment. The only thing that should be alarming is the constant and excessive use of black. While drawing, you should find out with what feelings the child associates this or that color, and ask for an explanation for the choice of this or that color.
You should not make a judgment about the character and characteristics of a child based on one or more drawings. This is only material for putting forward hypotheses regarding his mental state and development.
Table 1: Symptom complexes of the “house – tree – person” test
Symptom complex
Symptom
Points
Insecurity
Drawing in the very center of the sheet
0;1;2;3
Drawing in the upper corner of the sheet
0;1;2;3
House, tree - from the very edge
0;1;2
Drawing at the bottom of the sheet
0;1;2;3
Lots of minor details
0;1;2;3
Tree on the mountain
0;1
Very emphasized roots
0;1
Disproportionately long arms
0;1
Wide Legs
0;1
Other Possible Signs
Anxiety
Clouds
0;1;2;3
Selecting individual parts
0;1
Space limitation
0;1;2;3
Hatching
0;1;2;3
Line with strong pressure
0;1;2;3
Lots of erasing
0;1;2;3
Dead tree, sick man
0;2
Underlined base line
0;1;2;3
Thick line of house foundation
0;2
Intensely shaded hair
0;1
Other Possible Signs
Lack of self-confidence
Very weak drawing line
0;2
House from the edge of the sheet
0;1
Weak trunk line
0;1
One-dimensional tree
0;1
Very small door
0;1
Self-justifying statements while drawing, covering the drawing with your hand
0;1
Other Possible Signs
Feelings of inferiority
The drawing is very small
0;1;2;3
Legs and arms are missing
0;2
Hands behind your back
0;1
Disproportionately short arms
0;1
Disproportionately narrow shoulders
0;1
Disproportionately large branch system
0;1
Disproportionately large two-dimensional leaves
0;1
A tree that died from rotting
0;1
Other Possible Signs
Hostility
No windows
0;2
Door - keyhole
0;1
Very big tree
0;1
Tree with leaf edge
0;1
Reverse profile of tree, person
0;1
Branches of two dimensions, like fingers
0;1
Eyes - empty sockets
0;2
Long, sharp fingers
0;2
Grin - teeth visible
0;1
Aggressive stance of a man
0;2
Other Possible Signs
Conflict
Space limitation
0;1;2;3
(frustration)
Bottom perspective (worm's view)
0;1;2;3
Redrawing an object
0;2
Refusal to draw any object
0;2
Tree like two trees
0;2
A clear discrepancy in the quality of one of the drawings
0;2
Contradiction between drawing and statements
0;1
Accentuated waist
0;1
No pipe on the roof
0;1
Other Possible Signs
Difficulties
No door
0;2
Communications
Very small door
0;1
No windows
0;2
Excessively closed windows
0;1
Windows - openings without frames
0;1
Selected person
0;1
Face drawn last
0;1
Lack of basic facial details
0;2
Man drawn schematically from sticks
0;2
House, man in profile
0;1
Door without handle
0;1
Hands in a defensive position
0;1
Statement about the drawn man as lonely, without friends
0;1
Other Possible Signs
Depression
Placing pictures at the very bottom of the sheet
0;1;2;3
Top view of a tree or house
0;1
Base line going down
0;1
Line weakening as you draw
0;2
Extreme fatigue after drawing
0;2
Very small drawings
0;2
Other Possible Signs
When interpreting the DHD test, it is necessary to assume the integrity of all drawings. The presence of only one sign does not indicate the presence of a certain psychological feature.
DDH test patterns may indicate organic dysfunction of the central nervous system. There are 5 indicators of organic damage to the central nervous system: 1. Double lines in the drawing; 2. Lines not connected to each other; 3. Strong slant of the drawn figure; 4. A very large head or 5. Inadequately highlighted in the drawing of a person. The presence of more than 5 signs in the drawings suggests that the child who drew may have an organic lesion of the central nervous system. The presence of organic dysfunction of the central nervous system does not yet indicate a child’s mental retardation. Often this can manifest itself as local difficulties in certain areas of intellectual activity or at certain stages. Such children may soon get tired and be less attentive.
EXAMPLES
Indicators of a child having a high level of emotional anxiety. In the drawing, the boy depicted a line of the earth, which expresses a feeling of anxiety, self-doubt, reflecting his real position in the system of relationships with others (the boy has an unfavorable status category). A fence was depicted near the house, which speaks of a feeling of insecurity. When drawing, the child used shading (shaded the entire person), the shading is sweeping and extends beyond the contour, this can tell us about difficulties in social contacts, which are associated with excessive emotional stress. When drawing, I pressed the pencil hard and corrected the drawing several times. When I drew a person, I depicted my hands in the form of fists, which may indicate existing signs of aggression, and may be the cause of difficulties in communicating with children. The hands are widely spaced, indicating a need for a wide range of social contacts, but this need for communication is not satisfied. The child placed all three drawings at the very bottom of the sheet, so we can assume that the child is unsure of himself and may have low self-esteem.
In some drawings, children depict military themes: a person in an aggressive pose, hands in the form of fists, which may indicate the presence of aggressive tendencies in some children (for example, a drawing by Sasha Ch., Dima D.)
In the drawings of many children, elements of demonstrativeness are observed. This is especially evident in the girls Lera T., Yaroslava Ya.. The girls depict princesses in lush dresses, with crowns; There are many different, unusual shapes of pockets, stripes, and decorations on the dresses. This degree of decoration of the figure may indicate the prevailing demonstrative tendencies in children.
Demonstrative children are very successful in play activities; they can offer varied and interesting games. Therefore, their peers willingly and often contact them, which creates the impression that their relationships are successful. These children have an increased need for attention, so they may have problems in relationships both in the family and in the peer group.
Despite their demonstrativeness, the girls are popular in the group, children are drawn to them. According to the results of sociometry, they have a favorable status category, and many children willingly communicate with them.
Analyzing Yulia K.’s drawing, we discovered a high level of anxiety. Girls have difficulties communicating with children; Yulia K. is in the “not accepted” status category and has no choice.
When examining a drawing, one can also talk about the manifestation of demonstrativeness, but of a different type, i.e. It can be assumed that in Yulia K. demonstrativeness manifests itself in the form of “flight into imagination.”
A child with this appearance is less successful in communication: experiencing a need for communication: he cannot realize it due to his inherent anxiety, which further aggravates the anxious component in the structure of his personality, and demonstrative tendencies are transferred to the imaginary plane.
Compensating for the lack of attention he experiences, such a child sometimes lies, which causes a negative attitude towards him on the part of children (especially if such a trait is negatively assessed by the teacher). When drawing a person, a child with this type of demonstrativeness compensates for his feelings of insecurity, as a rule, by depicting himself as a princess or other unusual characters, that is, by decorating his image. However, in Yulia K.’s drawing, the elements of decoration are more restrained in nature than the decoration of the figures in the drawings of Lera T and Yaroslava Y. There are some indicators in the drawing that indicate unfavorable personal development. One of the distinguishing features of demonstrativeness, as a personal trait, from demonstrativeness, which is of a compensatory nature, is the drawing of the legs.
In the first case, the girls drew a long dress and elegant shoes peeking out from under it. In compensatory demonstrativeness (drawing by Yulia K.), the legs were drawn out of proportion. Children with compensatory demonstrativeness, even if they draw shoes, are not decorated and sometimes have very impressive sizes, as if they are intended to impart significance and weight to the entire human figure.
During the drawing process, Yulia K. often asked for support, asked whether she was drawing correctly and whether she was doing everything correctly. When drawing, I relied heavily on a pencil. The “alarm line” indicates an increased degree of anxiety. In the picture of the house shown, there are no doors, from which we can conclude that the child has difficulty opening up to others (especially in the home circle). Reduced hands indicate a child’s reduced communication practice. However, the need for communication is not necessarily reduced. It is possible that a girl, on the contrary, may have a very high need for communication, but due to unfavorable relationships, this need is suppressed and driven inside. The girl depicted her hair with strong shading, which can also indicate anxiety associated with thinking or imagination.
Examining the drawings of some children, one can see the most striking manifestation of anxiety. For example, consider a drawing by Andrei K. First of all, it must be said that the child behaved restlessly when drawing and covered the drawing with his hand. The figure shows a strong line of pressure between the pencil and the paper. In the drawing of a person, Andrei strongly emphasized the torso: it is too large, which indicates the presence of unsatisfied needs that are acutely aware of the child; the body is heavily shaded, which indicates the presence of anxiety in the child. The hands are too large, i.e. the child has a strong need for better adjustment in social relationships with feelings of inadequacy and a tendency to impulsive behavior. At the same time, the human figure is depicted as if in the wind, which speaks of this child’s need for love, affection, and warmth. There is no door in the house drawn, i.e. we can say that the child experiences difficulties in trying to open up to others, there are difficulties in communicating with children, perhaps due to an increased level of anxiety. When sketching a tree, I depicted only the trunk and branches. The branches are drawn in different directions - this is a search for self-affirmation, contacts, fussiness, sensitivity to the environment.
Dima D., according to sociometric research, has a favorable status category in the system of relationships, however, based on the analysis of the picture, we can say that signs of aggression are showing, namely: strong arms, one hand hidden behind his back, which may indicate a feeling of guilt and self-doubt. The other hand is strongly extended forward, the fingers are large and long, like nails, which indicates hostility, open aggression. The tree pattern is characterized by the fact that the trunk is somewhat blackened, which may indicate internal anxiety, fear of abandonment, suspicion, and hidden aggression may be manifested.
The drawing of a tree is characterized by sweeping shading, especially the branches of trees that are directed upward are highlighted - a manifestation of anxiety and at the same time - an impulse, a desire for power. In the picture of the house - the windows are very open, maybe the child behaves somewhat cheekily and straightforwardly, the absence of a door, i.e. There may be difficulties in communication. A thin stream of smoke is shown coming from the chimney, which indicates a feeling of lack of emotional warmth at home, which is most likely the cause of the child’s aggression.
Perhaps Dima D. is an aggressive leader; when studying his drawing, a desire for power is revealed. The boy is popular, has received many choices of children, but he prefers to communicate with only two of them (this is a mutual election). These children have the same “star” status category as him. The children have formed their own social circle, into which they do not want to accept other children.
Pavel P. Placed all three drawings at the very bottom of the sheet of paper, the drawings are very small, which may indicate the child’s insecurity, lack of self-confidence, and a feeling of inferiority. In all three drawings, the child intensely highlighted some details - this shows the child’s high anxiety. In the drawing of a person, the legs are widely spaced, this may indicate neglect (insubordination, ignoring or insecurity) of the child. The feet are disproportionately long - the child’s need for safety, or perhaps the need to demonstrate masculinity. In the drawing of a tree, the branches are drawn in different directions, which shows the search for contacts with the environment, sensitivity to the environment.
The house is small, located at the very edge of the sheet of paper, which indicates the child’s dependence on others and lack of self-confidence. The absence of a door indicates isolation, dissatisfaction with the need for communication.
Nastya T. depicted the earth line in the drawing - this is an indicator of the child’s feeling of anxiety and uncertainty, reflecting his real position in the system of relationships with others. According to sociometric research, we know that Nastya has few choices (maybe the reason is that the girl just recently appeared in the group and perhaps contact with the children has not yet been established).
In the drawing, the girl highlighted the hair, the dress of a person, the foliage of a tree with shading - this also indicates signs of anxiety. The arms are depicted as short, the hands are not highlighted, which indicates reduced communication practice. There is a need for communication, but it is not satisfied. The shading of the hands also indicates difficulties in social contacts, which Nastya is associated with excessive emotional stress. While drawing, Nastya behaved calmly, covering her drawing from other children with her hand.
Methodology “Drawing of a non-existent animal”
Aspects of drawing analysis are divided into formal and substantive. The formal aspect includes:
a) semantics of location in space;
b) graphological features;
Semantics of the space of projective drawing. The space of the drawing is semantically heterogeneous. It is associated with the emotional coloring of experiences and the time period - present, past and future, as well as with the effective and ideal.
On the sheet, the left side and bottom of the picture are associated with negatively colored emotions, depression, uncertainty, and passivity. The right side (corresponding to the dominant right hand) and the top - with positively colored emotions, energy, activity, specificity of action.
Normally, the drawing is located along the midline (or slightly to the left) and slightly above the middle of the sheet of paper. The position of the sheet closer to the upper edge of the sheet (the larger, the better expressed) is interpreted as high self-esteem and dissatisfaction with one’s own position in society and insufficient recognition of others, claims for advancement, a tendency to self-affirmation, the need for recognition. Increasing the position of the drawing on a sheet of paper indicates a desire to meet a high social standard, a desire for emotional acceptance from the environment. An increase in drawing is also associated with a decrease in fixation on obstacles to achieving situational needs.
The position at the bottom of the sheet is the opposite indicator: self-doubt, low self-esteem, depression, indecisiveness, no interest in one’s social position, lack of desire to be accepted by others, a tendency to fixate on obstacles to achieving situational needs.
The right and left half-plane of the sheet have opposite connotations according to the oppositions “passivity - activity”, “internal - external”, “past - future”. Accordingly, the location of the drawing to the right and left of the midline of the sheet is assessed, as well as the orientation of the animal’s head and body to the right, left, and in front. The location rather symbolizes the states and reactions ready for implementation at the moment of drawing, while the orientation of the head and body symbolizes the general orientation towards achieving certain states within the specified positions.
It is necessary to be careful when interpreting drawings that occupy more than 2/3 of the area of a sheet of paper. A special category consists of small drawings located in the upper left corner of the sheet. This type of localization often indicates high anxiety, a tendency toward regressive behavior and escapism (the desire to get out of a situation, going into the past or into fantasy), and avoidance of new experiences. There may be pronounced disharmony between self-esteem and level of aspirations.
A number of interpretive techniques for working with space include paying attention to the sensations caused by the drawing (for example, unsteadiness-stability, which relates to orientation in society, self-esteem, etc.) You can try to imagine where the animal will move if you “unfasten” it from the plane ( right, left, up, down), or it will remain in place.
B) Graphological aspects of interpretation.
The first aspect involves line analysis.
An oscillating, interrupted line, “islands,” lines overlapping each other, unconnected nodes, “smudged” drawings indicate mild tension, an increased level of anxiety, which is typical of neurotics. The contours of the drawing here may be blurry, “hairy”; uncertainty and awkwardness may be felt throughout the entire execution.
The second aspect analyzes the direction of the line and the nature of the contour.
“Falling lines” and a predominant direction from top to bottom to the left indicate quickly exhausted effort, low tone, and possible depression.
“Rising lines”, the predominance of movement from bottom to top to the right - good energy supply for movement, a tendency to waste energy, aggressiveness.
The degree of aggressiveness is expressed by the number, location and nature of sharp corners in the drawing, regardless of their connection with a particular detail. Particularly significant in this regard are direct symbols of aggression - claws, beaks, teeth.
Examples
Analyzing the drawing by Yaroslav Ch., we see elements of aggression that are manifested in such symbols of aggression as sharp teeth and the grin of an animal. You can talk about aggression by the name of the picture. The boy named his animal a dinosaur - sharptooth. The drawing shows signs of anxiety: the boy erased the drawing many times and did not know where to place it. When drawing, he asked if he was drawing correctly and covered the drawing with his hand. When drawing, I pressed the pencil very hard. The drawing turned out to be very large, and as if “dirty,” which indicates mild tension and an increased level of anxiety.
Analyzing the drawing of Yulia K. we can also say about the existing elements of aggression, since in the drawing of the animal Yulia depicted long fingers with sharp claws. I erased the drawing several times and didn’t know how to position it. While drawing, the girl was a little tense, which indicates an increased level of anxiety. Increasing the position of the drawing on a sheet of paper indicates a desire to meet a high social standard, a desire for emotional acceptance from the environment. The girl may have a need to communicate with children, but it is not satisfied (Yulia has an unfavorable status category).
Natasha B. named her animal "cobra". This name indicates some signs of aggression. When drawing, Natasha behaved quietly, covering her drawing with her hand so that other children could not see what she was drawing. The drawing shows strong pressure on the pencil; the drawing was erased several times - these signs indicate increased anxiety. The drawing is located slightly lower from the center of the sheet, some self-doubt is possible.
Nastya T. depicted her drawing in the lower left corner of the sheet, the drawing is very small. Analyzing the picture based on these signs, we can say that the girl experiences a feeling of self-doubt, possible low self-esteem, depression, indecision, she is not interested in her social position, lack of desire to be accepted by the environment, a tendency to fixate on obstacles to achieving situational needs. Instead of an animal, the girl portrayed a human alien, since she was not entirely attentive to the instructions. Also in the drawing we see some signs of anxiety - strong pressure on the pencil while drawing.
Nastya S. named her drawing “man - horse”. The drawing is depicted slightly below the middle line of the sheet, which may be due to the child’s negative emotions that day, since the girl was capricious all day before drawing and did not want to play with the children. The drawing has a “smudged” appearance, which indicates some tension during drawing and an increased level of anxiety. The animal’s body was also greatly obscured by the uncertain line of the drawing, which also indicates increased anxiety. We can also talk about some signs of aggression, since aggression is characterized by a large number of sharp corners; eyes are empty sockets.
Andrey K. named his drawn animal “dinosaur”. The drawings show signs of aggression: sharp claws, long fingers, teeth, grin, aggressive pose of the animal. Signs of increased anxiety are also visible: the boy heavily shaded the drawing of the animal’s body and washed it many times. The animal is located at the top of the sheet. This position of the drawing on a sheet of paper can indicate a desire to meet a high social standard, a desire for emotional acceptance from the environment. A high placement of the pattern may be associated with a decrease in fixation on obstacles to achieving situational needs. While drawing, he behaved calmly and drew with concentration.
Comparing the results of two tests - “House - tree - person” and “Non-existent animal”, we can conclude that the same children show increased anxiety. Many children's drawings reflect signs of aggression, which may indicate egocentrism characteristic of children of this age (senior preparatory group, 6-7 years old).
The purpose of the technique is to study the level and nature of anxiety in children of primary and secondary school age.
The test consists of 58 questions that can be read to students, or can be offered in writing. Each question requires a clear answer “Yes” or “No”.
Instructions: “Guys, now you will be asked a questionnaire, which consists of questions about how you feel at school. Try to answer sincerely and truthfully, there are no right or wrong, good or bad answers. Don't think about the questions for too long.
When answering a question, write down its number and the answer “+” if you agree with it, or “-” if you disagree.”
Questionnaire text.
1. Is it difficult for you to stay on the same level with the whole class?
2. Do you worry when the teacher says that he is going to test how much you know the material?
3. Do you find it difficult to work in class the way the teacher wants you to?
4. Do you sometimes dream that the teacher is furious because you don’t know the lesson?
5. Has it ever happened that someone in your class hit or hit you?
6. Do you often want the teacher to take his time when explaining new material until you understand what he is saying?
7. Do you worry a lot when answering or completing a task?
8. Does it ever happen to you that you are afraid to speak up in class because you are afraid of making a stupid mistake?
9. Do your knees shake when you are called to answer?
10.Do your classmates often laugh at you when you play different games?
11. Does it happen that you are given a lower grade than you expected?
12.Are you concerned about whether they will keep you for a second year?
13. Do you try to avoid games where choices are made, because you usually don’t get chosen?
14.Does it happen at times that you tremble all over when you are called to answer?
15.Do you often have the feeling that none of your classmates do what you want?
16.Are you very nervous before starting a task?
17. Is it difficult for you to get the grades that your parents expect from you?
18.Are you sometimes afraid that you will feel sick in class?
19.Will your classmates laugh at you if you make a mistake when answering?
20.Are you like your classmates?
21.After completing a task, do you worry about whether you did it well?
22.When you work in class, are you sure that you will remember everything well?
23. Do you sometimes dream that you are at school and cannot answer the teacher’s question?
24. Is it true that most guys treat you in a friendly manner?
25. Do you work more diligently if you know that the results of your work are compared in class with the results of your classmates?
26. Do you often wish you could worry less when people ask you questions?
27.Are you sometimes afraid to get into an argument?
28.Do you feel your heart start beating fast when the teacher says that he is going to test your readiness for the lesson?
29.When you get good grades, do any of your friends think that you want to curry favor?
30. Do you feel good with those of your classmates to whom the guys treat with special attention?
31.Does it happen that some guys in the class say something that offends you?
32. Do you think those students who fail to cope with their studies lose their favor?
33.Does it seem like most of your classmates don't pay attention to you?
34.Are you often afraid of looking ridiculous?
35.Are you satisfied with the way your teachers treat you?
36. Does your mother help in organizing evenings, like other mothers of your classmates?
37.Have you ever worried about what others think of you?
38. Do you hope to study better in the future than before?
39. Do you think that you dress as well as your classmates for school?
40. When answering in class, do you often think about what others think about you at this time?
41. Do capable students have any special rights that other children in the class do not have?
42. Do some of your classmates get angry when you manage to be better than them?
43.Are you satisfied with the way your classmates treat you?
44. Do you feel good when you are left alone with the teacher?
45.Do your classmates sometimes make fun of your appearance and behavior?
46. Do you think that you worry about your school affairs more than other guys?
47. If you can't answer when asked, do you feel like you're about to cry?
48.When you lie in bed in the evening, do you sometimes think with anxiety about what will happen at school tomorrow?
49. When working on a difficult task, do you sometimes feel that you have completely forgotten things that you knew well before?
50. Does your hand tremble slightly when you are working on a task?
51. Do you feel yourself getting nervous when the teacher says he is going to give the class an assignment?
52.Does having your knowledge tested at school scare you?
53.When the teacher says that he is going to give the class a task, do you feel afraid that you won’t be able to cope with it?
54. Have you sometimes dreamed that your classmates can do something that you cannot?
55.When the teacher explains the material, do you think that your classmates understand it better than you?
56. On the way to school, are you worried that the teacher might give the class a test?
57.When you complete a task, do you usually feel that you are doing it poorly?
58.Does your hand tremble slightly when the teacher asks you to do a task on the board in front of the whole class?
Processing and interpretation of results.
When processing the results, questions are identified whose answers do not coincide with the test key. For example, to the 58th question the child answered “yes,” while in the key to this question the answer is “no.” Answers that do not match the key are manifestations of anxiety. During processing the following is calculated:
1. The total number of mismatches for the entire test. If it is more than 50%, we can talk about increased anxiety in the child, if more than 75% of the total number of test questions indicate high anxiety.
2. The number of matches for each of the 8 anxiety factors identified in the test.
The level of anxiety is determined in the same way as in the first case. The overall internal emotional state of a schoolchild is analyzed, which is largely determined by the presence of certain anxiety syndromes (factors) and their number.
Factors No. of questions
1. General anxiety at school 2, 3, 7, 12, 16, 21, 23, 26, 28, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58; sum = 22
2. Experiencing social stress 5, 10, 15, 20, 24, 30, 33, 36, 39, 42, 44; sum = 11
3. Frustration of the need to achieve success 1, 3, 6, 11, 17, 19, 25, 29, 32, 35, 38, 41, 43; sum =13
4. Fear of self-expression 27,31,34,37, 40, 45; amount = 6
5. Fear of knowledge testing situations 2, 7, 12, 16,21,26; amount = 6
6. Fear of not meeting the expectations of others
3,8,13,17,22; amount = 5
7. Low physiological resistance to stress
9,14,18,23,28; amount = 5
8. Problems and fears in relationships with teachers
2,6,11,32,35,41,44,47; sum = 8
KEY TO QUESTIONS
1 — 7- 13- 19- 25 + 31 — 37- 43 + 49- 55-
2- 8- 14- 20 + 26- 32- 38 + 44 + 50- 56-
3- 9- 15- 21 — 27- 33- 39 + 45- 51 — 57-
4- 10- 16- 22 + 28- 34- 40- 46- 52- 58-
5- 11 + 17- 23- 29- 35 + 41 + 47- 53-
6- 12- 18- 24 + 30 + 36 + 42 — 48- 54-
1. General anxiety at school is the general emotional state of a child associated with various forms of his inclusion in school life.
2. Experiences of social stress are the child’s emotional state, against the background of which his social contacts develop (primarily with peers).
3. Frustration of the need to achieve success is an unfavorable mental background that does not allow the child to develop his needs for success, achieving high results, etc.
4. Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one’s capabilities.
5. Fear of knowledge testing situations - a negative attitude and the experience of anxiety in situations of testing (especially public) knowledge, achievements, and opportunities.
6. Fear of not meeting the expectations of others - focus on the importance of others in assessing one’s results, actions and thoughts, anxiety about the assessments given by others, expectation of negative assessments.
7. Low physiological resistance to stress - features of the psychophysiological organization that reduce the child’s adaptability to stressful situations, increasing the likelihood of an inadequate, destructive response to a disturbing environmental factor.
8. Problems and fears in relationships with teachers are a general negative emotional background of relationships with adults at school, reducing the success of a child’s education.