Introduction

Chapter 1 Usage psychological test"Who am I" in sociology

Chapter 2 Pilot study the image of "I" using the test of M. Kuhn and T. McPartland "who am I?"

Conclusion

Bibliography

INTRODUCTION

The relevance of the work. Sociological research is the collection of new facts and their interpretation in terms of a theoretical model chosen or built in accordance with the task in hand, using methods that are adequate to the operational definitions of the properties of the constructs that underlie this model. Sociology cannot exist without extracting information of the most diverse nature - about the opinion of voters, the leisure of schoolchildren, the president's rating, the family budget, the number of unemployed, the birth rate.

The work of a sociologist begins with the formulation of the topic (problem), the goals and objectives of the study, the definition and clarification of the basic concepts - theoretical concepts, the establishment of links between them and the definition of the content of these links (logical, semantic, functional, etc.). This intellectual creative work requiring a fairly broad erudition, good knowledge theoretical foundations of sociology. Sociological research begins with the study of the problem, the advancement of goals and hypotheses, the construction of a theoretical model, and the selection of research methods. The basis of all sociological research is various methods, without which research is not possible.

By studying different spheres of society or different qualities of a person, etc. sociologist uses different methods in his work. One of the methods in sociology that allows you to comprehensively explore the "I-concept" of a person is the test "Who am I?", The authors of which are well-known sociologists M. Kuhn and T. McPartland. This test allows you to comprehensively study the perception of the individual himself. Test M. Kuhn and T. McPartland "Who am I?" often used in sociology in studies of the personality of the subject and is a technique that gives reliable results.

The purpose of the work is to explore the use of the psychological test "Who am I" in sociology.

Work tasks:

) To study the features of using the test "Who am I?" in sociology.

) Experimentally explore the image of "I" using the test of M. Kuhn and T. McPartland "who am I?".

The object of the work is the technique of M. Kuhn and T. McPartland "who am I?".

The subject of the work is the peculiarities of using the psychological test "Who am I" in sociology.

Research methods: analysis of literary sources on the topic, synthesis, generalization, abstraction, statistical method of data processing, observation, sociological research.

Work structure. The work consists of an introduction, two chapters, a conclusion and a list of references.

CHAPTER 1. USING THE PSYCHOLOGICAL TEST "WHO AM I" IN SOCIOLOGY

Sociological research is a systematic study of social processes and phenomena, characterized by: a comprehensive essential analysis of the subject of research; an empirical way of obtaining data on the studied phenomenon, process; statistical processing of data on individual manifestations of social reality. This is a system of theoretical and empirical methods for examining social reality using methods statistical processing data. Sociological research plays a significant role in sociology for two reasons. First, sociological research provides an opportunity for adequate self-assessment of its purpose and the limits of its impact on society and the individual. Secondly, theoretical concepts and special research methods help draw public attention to significant changes, realistically assess and predict the development of social problems and conflicts that affect specific life situations of clients, analyze the infrastructure of the social sphere, study the expectations and moods of various categories of the population, without which it is absolutely impossible to perform the function social work- to promote positive changes both in society and in the position of the individual.

What categories of sociology are the basis of concepts, methods, research practices in sociology? These include: society, personality, social processes, social problems, social groups, social adaptation, gender, social fears, resourcefulness, social conflicts, social deviations, social subjectivity, social role, social mobility, anomie, social action, etc. How we see, the list (it can be continued) is very impressive. Social research in different societies may have different orientations, reflected in models of social infrastructure, personnel training, public educational standards, legal and financial support, etc. The basis of all sociological research is various methods, without which research is not possible. By studying different spheres of society or different qualities of a person, etc. sociologist uses different methods in his work. One of the methods in sociology that allows you to comprehensively explore the "I-concept" of a person is the test "Who am I?", The authors of which are well-known sociologists M. Kuhn and T. McPartland.

The structure and specificity of the relationship of the individual to his own "I" have a regulatory influence on almost all aspects of human behavior. Self-attitude plays an important role in establishing interpersonal relationships, in setting and achieving goals, in ways of forming behavior strategies, resolving crisis situations, as well as in professional and personal development. The problem of self-attitude is one of the most acute today. A positive self-attitude provides a person with stable development. In order to develop a certain attitude towards yourself, you need to know your strengths and weak sides. Self-respect, sympathy, self-acceptance, self-love, a sense of disposition, self-esteem, self-confidence, self-abasement, self-accusation - this is not a complete list of features used to denote a holistic self-relationship or its individual aspects. Such a wide variety of concepts was noted in the analysis of various views on the structure of self-relationship. Sometimes behind these terms there are differences in the theoretical orientations of researchers, sometimes - different ideas about the phenomenological content of self-relationship, but more often - just differences in word usage, which are based on poorly reflected preferences. This leads to the fact that some authors consider sympathy the basis of self-relationship, others insist that self-relationship is, first of all, experiences of one's own value, expressed in a sense of self-respect, others try to harmonize these ideas by highlighting one or another fixed set in self-relationship. aspects or structural elements, but these sets are also often different and difficult to compare. A number of studies have shown that the individual parameters of assessments and self-assessments in different people can be so different that the problem arises of justifying universal fixed measurements obtained on heterogeneous samples of subjects, whether they are the result of averaging individual data. Moreover, each point of view has a well-founded argumentation. Ultimately, discussions about the essence of the relationship turn into disputes about words.

The concept of self-relationship in the context of the meaning of "I" allows, to a certain extent, to remove these problems, since the meaning of "I" implies a certain language of its expression, and this "language" may have some specificity both for different individuals and for different social groups or other social communities. Moreover, the alphabet of this language should be wide enough, because in connection with the inconsistency of being, the enumeration of activities and the “confrontation of motives”, the subject should experience a fairly wide range of feelings and experiences in his address. Of the domestic attempts to reconstruct the emotional system of self-attitude, the only study by V.V. Stolin, in which three dimensions of self-attitude are distinguished: sympathy, respect, closeness. Similar results were obtained by other researchers: L.Ya. Gozman, A.S. Kondratieva, A.G. Shmelev, but they are only indirectly related to self-attitude, as they were obtained in the study of emotional, interpersonal descriptive features. A number of irrelevant factors affect self-description or expression of attitude towards oneself, such as: social desirability, self-presentation tactics (self-presentation), self-disclosure area, etc. This gives some authors reason to believe that such forced self-descriptions of the self-concept are actually self-reports, it is not the same. The content of these terms is close, but not the same. In their opinion, the self-concept is everything that an individual considers himself or his own, everything that he thinks about himself, all the ways of self-perception and self-evaluation characteristic of him. On the other hand, a self-report is a self-description given to another. This is a statement about yourself. Of course, the self-concept influences these statements. However, there can be no complete identity between them. Self-report, in their opinion, is an example of introspection and, as such, cannot be considered an objective indicator, not only from the standpoint of modern phenomenological psychology, but even from the standpoint of earlier, traditional areas of psychological thought.

Other researchers believe that the situation of self-reporting initiates a special behavior of the subject - "evoked verbal self-presentation", which is not a direct equivalent of self-attitude, but is associated with it, and this connection must be conceptually and operationally framed. The formulated understanding of self-relationship as an expression of the meaning of "I" for the subject just allows us to conceptualize this connection and explore self-relationship by means of experimental psychosemantics, which has an effective and reasonable apparatus for reconstructing and analyzing group and individual subjective systems of meanings.

The specificity of the space of self-relationship, apparently, should also have one more feature, noted by V.F. Petrenko when working with such spaces: “A feature of the subject code for describing the personality of another or oneself is its holistic integrative character, where the units of its “alphabet” are not individual signs, but integral categorical schemes, standards, generalized images. The content of such a factor is a holistic construct, which can be understood only by presenting holistic images of people who contrast in these qualities.

The M. Kuhn and T. McPartland test is a technique based on the use of non-standardized self-description followed by content analysis. The test is used to study the content characteristics of a person's identity. The question "Who am I?" is directly related to the characteristics of a person's own perception of himself, that is, with his image of "I" or I-concept. The subject is asked for 12 minutes to give 20 different answers to the question addressed to himself: "Who am I?". The subject is also instructed to give answers in the order in which they spontaneously arise, and does not care about sequence, grammar and logic. Within 12 minutes, the subject must give as many answers as possible to one question related to yourself: "Who am I?". Each new answer must start on a new line (leaving some space from the left edge of the sheet). The subject can answer as he wants, fix all the answers that come to his mind, since there are no right or wrong answers in this task.

It is also important for the examinee to notice which emotional reactions arise during the performance of this task, how difficult or easy it was for him to answer this question. When the subject finishes answering, he is asked to perform the first stage of processing the results - quantitative: The subject must number all the individual answers-characteristics he made. To the left of each answer, the subject must put its serial number. Evaluate each individual characteristic according to a four-digit system:

"+" - the plus sign is put if, in general, the subject personally this characteristic Like;

“-” - “minus” sign - if, in general, the subject personally does not like this characteristic;

“±” - plus or minus sign - if the subject both likes and dislikes this characteristic at the same time;

"?" - question mark - if the subject does not know this moment time, how exactly he relates to the characteristic, he does not yet have a definite assessment of the answer in question.

The sign of your assessment must be placed to the left of the characteristic number. The subject can have assessments of both all types of signs, and only one sign or two or three. After the test subjects have evaluated all the characteristics, the result is summed up:

How many answers were received;

How many answers of each sign.

The modification of the test involves 10 different answers to the question addressed to oneself: "Who am I?". The recorded indicators are the totality of the answers of the subject, their quantitative characteristics, as well as the number of all words in the answer. What is behind a person's application of the "±" rating regarding their characteristics? If the subject uses the “plus-minus” (“±”) sign, then this indicates the ability of the subject to consider a particular phenomenon from 2 opposite sides, characterizes the degree of balance of the subject, the “weightedness” of his positions in relation to an emotionally significant phenomenon . Conditionally allocate subjects belonging to the emotionally polar, balanced and doubting type. A person of emotionally polar typology includes those who evaluate the totality of all their own identification characteristics only as liking or not liking him, he does not use the plus or minus sign at all in the assessment. Such a person is characterized by the presence of maximalism in assessment, fluctuations in emotional states, in relation to such a person they say "from love to hate is one step." This is an emotionally expressive person, whose relationship with another person strongly depends on how much he likes or dislikes a person.

If the number of signs "±" reaches 10-20% (of the total number of signs), then such a person belongs to a balanced typology. For him, in comparison with a person of emotionally polar typology, he is characterized by the presence of great stress resistance, he quickly resolves a conflict situation, knows how to maintain a constructive relationship with different people: both with those who like and with those who do not cause sympathy; more tolerant of the shortcomings of another person. If the number of signs "±" exceeds 30-40% (of the total number of signs), then such a person belongs to a doubting typology. Such a quantitative characteristic of the signs "±" occurs in people experiencing a situation of crisis own life, and indicates that such a person has such a character trait as indecision (a person makes a difficult decision, doubts, considers different options).

What is behind a person's use of the evaluation "?" about their characteristics? The presence of the sign "?" when assessing identification characteristics, it speaks of a person’s ability to endure a situation of internal uncertainty, which means that it indirectly indicates a person’s ability to change, readiness for change.

This evaluation mark is used by people quite rarely: one or two signs "?" put only 20% of the surveyed. The presence of three or more characters "?" in self-assessment, it assumes that a person has crisis experiences. In general, the use by a person in self-assessment of the signs "±" and "?" is a favorable sign of the good dynamics of the consultative process. People using these signs, as a rule, quickly reach the level independent solution own problems.

As in the technique "Who am I?" Are there gender differences? Gender (or gender) identity is part of the individual self-concept, which comes from the individual's knowledge of his belonging to a social group of men or women, along with the assessment and emotional designation of this group membership. Features of gender identity are manifested:

First, in how a person designates his gender identity;

Secondly, in what place in the list of identification characteristics is the mention of one's gender.

The designation of one's gender can be done:

Direct;

Indirectly;

Absent at all.

Direct designation of gender - a person indicates his gender in specific words that have a certain emotional content. From this, four forms of direct gender designation can be distinguished:

Neutral;

Alienated;

Emotionally positive;

Emotionally negative.

The presence of a direct designation of gender suggests that the sphere of psychosexuality in general and comparison of oneself with representatives of one's own sex in particular are an important and internally accepted theme of self-awareness. Indirect gender designation - a person does not indicate his gender directly, but his gender is manifested through social roles (male or female), which he considers his own, or by the endings of words. Indirect ways of designating gender also have a certain emotional content.

The presence of indirect gender designation indicates knowledge of the specifics of a certain repertoire of gender-role behavior, which can be:

Wide (if it includes several gender roles);

Narrow (if it includes only one or two roles).

The presence of both direct and indirect variants of emotionally positive designation of one's gender indicates the formation of a positive gender identity, the possible variety of role behavior, the acceptance of one's attractiveness as a representative of the sex, and allows one to make a favorable forecast regarding the success of establishing and maintaining partnerships with other people. The absence of a gender designation in self-identifying characteristics is stated when the entire text is written through the phrase: "I am a person who ...". The reasons for this may be as follows:

Lack of a holistic view of gender-role behavior at a given point in time (lack of reflection, knowledge);

Avoidance of considering one's gender-role characteristics due to the traumatic nature of this topic (for example, the displacement of the negative result of comparing oneself with other members of the same sex);

Lack of formation of gender identity, the presence of an identity crisis in general.

When analyzing gender identity, it is also important to take into account where the text of the answers contains gender-related categories:

at the very beginning of the list;

In the middle;

In the end.

This indicates the relevance and significance of gender categories in a person's self-consciousness (the closer to the beginning, the greater the significance and degree of awareness of identity categories). How does reflection manifest itself when performing the “Who Am I?” technique? A person with a more developed level of reflection gives on average more answers than a person with a less developed self-image (or more "closed"). Also, the level of reflection is indicated by the subjectively assessed by the person himself, the ease or difficulty in formulating answers to the key question of the test. As a rule, a person with a more developed level of reflection quickly and easily finds answers regarding his own individual features. A person who does not often think about himself and his life answers the test question with difficulty, writing down each answer after some thought. We can talk about a low level of reflection when a person can give only two or three answers in 12 minutes (it is important to clarify that the person really does not know how else to answer the task, and not just stopped writing down his answers due to his secrecy) . A fairly high level of reflection is evidenced by 15 or more different answers to the question "Who am I?".

How to analyze the temporal aspect of identity? The analysis of the temporal aspect of identity must be carried out on the basis that the success of a person's interaction with others implies the relative continuity of his past, present and future "I". Therefore, consideration of a person's answers to the question "Who am I?" should occur from the point of view of their belonging to the past, present or future tense (based on the analysis of verb forms). The presence of identification characteristics corresponding to different temporal regimes indicates the temporal integration of the personality. A special role should be given to the presence and expression in the process of self-description of indicators of a promising "I-concept", i.e., identification characteristics associated with the prospect, wish, intention, dream, which belong to different life areas.

If in the process of self-description the subject is dominated by verb forms in the future tense, then such a subject can be characterized as insecure in his own personality, striving to get away from the difficulties of life on given time due to the fact that the person being tested is not sufficiently realized at the present time. The presence of predominance in the process of self-description of verb forms in the present tense indicates that the subject is characterized by activity, as well as consciousness of his own action. What does the analysis of the correlation of social roles and individual characteristics in identity give? The question "Who am I?" logically connected with the characteristics of a person's own perception of himself, that is, with his image of "I" (or I-concept). Answering the question "Who am I?", a person indicates the social roles and characteristics-definitions with which he relates himself, identifies, that is, he describes social statuses that are significant for him and those features that, in his opinion, are associated with him. Thus, the ratio of social roles and individual characteristics indicates how much a person realizes and accepts his uniqueness, as well as how important it is for him to belong to a particular group of people. The absence in the self-description of individual characteristics (indicators of reflexive, communicative, physical, material, active identities) when indicating many social roles (“student”, “passerby”, “voter”, “family member”, “Russian”) may indicate a lack of confidence in itself, about the person's fears in connection with self-disclosure, a pronounced tendency to self-defense.

The absence of social roles in the presence of individual characteristics may indicate the presence of a pronounced individuality and difficulties in fulfilling the rules that come from certain social roles. Also, the absence of social roles in identification characteristics is possible during an identity crisis or infantilism of a person. Behind the correlation of social roles and individual characteristics is the question of the relationship between social and personal identities. Personal identity prevails in people with a high level of certainty of the "I - others" scheme and a low level of certainty of the "we - others" scheme. Successful establishment and maintenance of partnerships is possible by a person who has a clear understanding of his social roles and accepting their individual characteristics.

What does the analysis of the spheres of life represented in the identity give? Conventionally, there are six main areas of life that can be represented in identification characteristics:

Family (related, parent-child and marital relations corresponding roles);

Work (business relationships, professional roles);

Study (need and need to acquire new knowledge, ability to change);

The sphere of intimate-personal relations (friendly and love relationships);

Rest (resources, health).

All identification characteristics can be divided into the proposed areas. After that, correlate the complaints made by the client, the wording of his request with the distribution of identity characteristics by areas: draw a conclusion as to how the area corresponding to the complaint in the self-description is represented, how these characteristics are evaluated. What does physical identity analysis provide? Physical identity includes a description of one's physical data, including a description of appearance, painful manifestations, eating habits, and bad habits. The designation of one's physical identity is directly related to the expansion of the boundaries of the conscious inner world by a person, since the boundaries between "I" and "not I" initially pass through the physical boundaries of their own body. It is the awareness of one's body that is the leading factor in the system of human self-awareness. What does the analysis of active identity give? An active identity also provides important information about a person and includes the designation of occupations, hobbies, as well as self-assessment of abilities for activity, self-assessment of skills, abilities, knowledge, achievements. Identification of one's "active self" is associated with the ability to focus on oneself, restraint, balanced actions, as well as diplomacy, the ability to work with one's own anxiety, tension, maintain emotional stability, that is, it is a reflection of the totality of emotional-volitional and communicative abilities, the features of existing interactions.

What does the analysis of the psycholinguistic aspect of identity give?

Analysis of the psycholinguistic aspect of identity includes determining which parts of speech and which content aspect of self-identification are dominant in a person's self-description.

Nouns

The predominance of nouns in self-descriptions speaks of a person's need for certainty, constancy;

The lack or absence of nouns is about the insufficient responsibility of a person.

Adjectives:

The predominance of adjectives in self-descriptions speaks of demonstrativeness, emotionality of a person;

The lack or absence of adjectives is about the weak differentiation of a person's identity.

The predominance of verbs in self-descriptions (especially when describing areas of activity, interests) speaks of the activity, independence of a person; lack or absence of verbs in self-description - about insufficient self-confidence, underestimation of one's effectiveness. Most often, nouns and adjectives are used in self-descriptions.

The harmonious type of linguistic self-description is characterized by the use of an approximately equal number of nouns, adjectives and verbs. The difference in the common sign of the emotional-evaluative tone of identification characteristics determines different types of identity valency:

Negative - in general, negative categories prevail when describing one's own identity, shortcomings, identification problems are described more (“ugly”, “irritable”, “I don’t know what to say about myself”);

Neutral - either a balance is observed between positive and negative self-identifications, or no emotional tone is clearly manifested in a person's self-description (for example, there is a formal enumeration of roles: "son", "student", "athlete", etc.);

Positive - positive identification characteristics prevail over negative ones ("cheerful", "kind", "smart");

Overestimated - manifests itself either in the practical absence of negative self-identifications, or in answers to the question "Who am I?" the characteristics presented in superlatives prevail (“I am the best”, “I am super”, etc.).

The data of the psycholinguistic analysis carried out by the specialist are compared with the results of the subject's self-assessment. It is possible to conditionally find a correspondence between the sign of the emotional-evaluative tone of identification characteristics and the type of self-assessment of identity, which indicates that the person performing the "Who am I?" a person uses criteria typical for other people for the emotional assessment of personal characteristics (for example, the quality “kind” is rated as “+”). This correspondence is a good predictive sign of a person's ability to adequately understand other people.

The presence of discrepancies between the sign of the emotional-evaluative tone of identification characteristics and the type of self-assessment of identity (for example, the quality “kind” is assessed by a person as “-”) may indicate that the client has a special system of emotional assessment of personal characteristics that interferes with establishing contact and mutual understanding with others. people. As a quantitative assessment of the level of differentiation of identity, there is a number that reflects the total number of indicators of identity that a person used in self-identification. The number of indicators used varies for different people, most often in the range from 1 to 14. A high level of differentiation (9-14 indicators) is associated with such personal characteristics as sociability, self-confidence, orientation to one’s own inner world, high level social competence and self-control. A low level of differentiation (1-3 indicators) indicates an identity crisis, associated with such personal characteristics as isolation, anxiety, self-doubt, and difficulties in controlling oneself.

Identification characteristics analysis scale

includes 24 indicators, which, when combined, form seven generalized indicators-components of identity: . "Social Self" includes 7 indicators:

Direct designation of gender (boy, girl; woman);

Sexual role (lover, mistress; Don Juan, Amazon);

Educational and professional role position (student, studying at the institute, doctor, specialist);

family affiliation;

Ethnic-regional identity includes ethnic identity, citizenship and local, local identity;

Worldview identity: confessional, political affiliation (Christian, Muslim, believer);

Group membership: perception of oneself as a member of a group of people (collector, member of society). . "Communicative Self" includes 2 indicators:

Friendship or circle of friends, perception of being a member of a group of friends (friend, I have many friends);

Communication or the subject of communication, features and assessment of interaction with people (I go to visit, I like to communicate with people; I know how to listen to people); . "Material Self" implies various aspects:

Description of your property (I have an apartment, clothes, a bicycle);

Assessment of one's security, attitude to material wealth

(poor, rich, wealthy, love money);

Attitude to the external environment (I love the sea, I do not like bad weather). . "Physical Self" includes the following aspects:

Subjective description of their physical data, appearance (strong, pleasant, attractive);

A factual description of your physical data, including a description of appearance, disease manifestations and location (blond, height, weight, age, live in a hostel);

Eating habits, bad habits. . "Active Self" is assessed through 2 indicators:

Occupations, activities, interests, hobbies (I like to solve problems); experience (was in Bulgaria);

Self-assessment of the ability to work, self-assessment of skills, abilities, knowledge, competence, achievements, (I swim well, smart; hard-working, I know English). . "Prospective Self" includes 9 indicators:

Professional perspective: wishes, intentions, dreams related to the educational and professional sphere (future driver, I will be a good teacher);

Family perspective: wishes, intentions, dreams related to marital status (I will have children, future mother, etc.);

Group perspective: wishes, intentions, dreams related to group affiliation (I plan to join a party, I want to become an athlete);

Communicative perspective: wishes, intentions, dreams related to friends, communication.

Material perspective: wishes, intentions, dreams related to the material sphere (I will receive an inheritance, earn money for an apartment);

Physical perspective: wishes, intentions, dreams related to psychophysical data (I will take care of my health, I want to be pumped up);

Activity perspective: wishes, intentions, dreams related to interests, hobbies, specific activities (I will read more) and the achievement of certain results (I will learn the language perfectly);

Personal perspective: wishes, intentions, dreams related to personal characteristics: personal qualities, behavior, etc. (I want to be more cheerful, calm);

Evaluation of aspirations (I wish you a lot, an aspiring person).

VII. "Reflexive Self" includes 2 indicators:

Personal identity: personal qualities, character traits, description of an individual style of behavior (kind, sincere, sociable, persistent, sometimes harmful, sometimes impatient, etc.), personal characteristics (nickname, horoscope, name, etc.); emotional attitude towards oneself (I'm super, "cool");

Global, existential "I": statements that are global and that do not sufficiently show the differences of one person from another (a reasonable person, my essence).

Two independent indicators:

Problematic identity (I am nothing, I don't know who I am, I can't answer this question);

Situational state: experienced state at the moment (hungry, nervous, tired, in love, upset).

Analysis of research data made it possible to identify a number of categories that are subsequently used in content analysis: social groups (gender, age, nationality, religion, profession); ideological beliefs (philosophical, religious, political and moral statements); Interests and hobbies; aspirations and goals; self-esteem.

Assessing non-standardized self-reports using content analysis in general, it should be noted that their main advantage in comparison with standardized self-reports is the potential richness of shades of self-description and the ability to analyze self-attitude expressed by the language of the subject himself, and not by the language of research imposed on him. This, however, is one of the disadvantages of this method - a subject with low linguistic and self-descriptive skills is in a worse position compared to a person with a rich vocabulary and self-descriptive skills to convey their experiences. These differences can obscure differences in self-relationship and self-concept in general.

On the other hand, any content analysis limits the ability to take into account the individual identity of the subject by imposing a ready-made system of categories, thereby bringing the results obtained by this method closer to those obtained using standardized self-reports. Non-standardized self-reports are also influenced by the self-presentation strategy, which must be taken into account when interpreting the results.

Possible directions of interpretation of this technique:

determination of the number of categories for each subject, as a criterion for the diversity of the subject's life activity;

analysis of problem areas; the average number of answers given by the subjects;

the number of all words in self-descriptions;

assessment of the general emotional background; the presence of past, present, future or definitions "out of time";

assessment of the complexity of self-description, as well as what parts of speech are used in self-descriptions (adjectives, nouns, verbs, pronouns, etc.), cluster analysis of all self-descriptions as a criterion of wealth, breadth of the spectrum of ideas about oneself.

This technique is widely used in individual counseling. After filling in the methodology, a conversation is conducted with the subject, the number of answers, their content (formal - informal, the severity of one or more topics, the temporal belonging of the answers) is analyzed. Additional work may be done with the list of answers: selection of the most important features and their description, division into categories (depends on me, depends on others, does not depend on anything, on fate, on fate) - which answers are more?

Coon McPartland sociological test

CHAPTER 2. EXPERIMENTAL STUDY OF THE IMAGE OF "ME" USING THE TEST OF M. KUN AND T. MCPARTLAND "WHO AM I?"

The study was conducted on the basis of the Peoples' Friendship University of Moscow. The sample of the sociological and psychological study consisted of 40 students of the medical faculty, of which 25 were boys and 15 were girls; average age at the time of the study was (20.13±1.3) years. The purpose of this study is to conduct a psychosemantic analysis of an important component of the image of the world - the "image of I" of students as representatives of modern youth according to the test "20 statements" by M. Kuhn and T. McPartland ("Who am I?").

Youth is a relative concept, this category includes high school students who are faced with the choice of their future professional activity, students who have made this choice, and working youth, mostly distance learning students. It is during these age periods of socialization that the steady formation of the individual as a bearer of certain norms and values ​​of society takes place, the self-awareness of the individual develops, a conscious representation of one's place in life and in the world as a whole. A person independently begins to solve vital issues. In connection with the change in the values ​​of young people, their way of life, unlike past generations, it can be assumed that today's youth looks at the world differently, at their place in it and their attitude to life is distinguished by its new, fresh look.

The study of the image of I was carried out according to the method "Who am I?". The students were given the following instructions. “Please give 20 different answers to the question “Who am I” to yourself. Write the first thing that comes to mind in response to a given question, without worrying about logic, grammar, or sequence of answers. Work fast enough, work time is limited. The working time is 12 minutes, but the students were not informed about it.

The study of the modalities of the self-concept was carried out according to the Butler-Haig test of differences between the ideal and real "I". The test includes 50 statements-characteristics of the image of I. In a certain sequence, students must evaluate the proposed characteristics in points from 1 to 5.

At the first stage, assessment takes place taking into account how students see themselves; on the second - how they would like to see themselves. At the third stage, students determine the degree of difference between their real and ideal selves.

When studying the features of the self-image, various aspects of self-representations were studied: the degree of reflexivity (a tendency to self-knowledge), categories, self-acceptance index (IS).

The degree of reflexivity is determined by the number of answers given to the question "Who am I?" in 12 minutes. The average indicator of reflexivity for boys is 19.46, and for girls - 19.76. Categorical analysis shows that the most common form of answers was "I -...". Often "I am..." was omitted and the answers were just one or more words ("girl", "student", "man", etc.).

The responses were processed by the content analysis method. All responses were categorized into one of two categories: objective or subjective mention.

These substantive categories distinguished, on the one hand, the assignment of oneself to a group or class, whose boundaries and conditions of membership are known to everyone, i.e. conventional, objective mention, and on the other hand, characteristics of oneself that are associated with groups, classes, traits, states or any other points that, in order to clarify them, either require the student himself to indicate, or for this it is necessary to correlate him with other people, i.e. e. subjective reference.

Examples of the first category are such characteristics of oneself as “student”, “girl”, “husband”, “daughter”, “warrior”, “athlete”, i.e. statements relating to objectively defined statuses and classes.

Examples of subjective categories are "happy", "very good student", "responsible", "good wife", "interesting", "insecure", "affectionate", etc.

The ratio of objective and subjective characteristics reflects the individual "locus score" - the number of objective characteristics indicated by this respondent when working with the "Who am I?" test. The locus score of boys and girls is (7.4 ± 5.0) and (7.2 ± 5.6), respectively.

The self-acceptance index (IS) is equal to the ratio of all positive evaluative (subjective) answers to all evaluative answers found in the subject's self-description. It is known that usually the index of self-acceptance obeys the rule of the "golden section": 66% - positive answers, 34% - negative. The preponderance of evaluative answers in one direction or another indicates a positive or negative self-acceptance.

SI in boys is (77.4 ± 19.5), in girls - (80.8 ± 22.1). The higher values ​​of this indicator in girls are confirmed by the relative predominance of its positive level (p>0.05). Higher values ​​of its negative level can also be attributed to the features of girls' self-acceptance.

When analyzing the discrepancies between the "I-real" and "I-ideal" we used the following aspects of differences: the overall indicator of the discrepancy (the average value in points and the absence of a difference in %) and the assessment of a separate statement (the maximum discrepancy and the "conflict" discrepancy - in%) .

The overall indicator of discrepancy (ORD) is equal to the total difference between the assessment of I-real and I-ideal for 50 statements. If there is no difference, the overall difference score is 0. The maximum difference when assessing a single statement is 4 points. "Conflict" discrepancy - the presence of the above indicator in one student both in assessing the I-real and I-ideal, i.e. the structure of both modalities in this case consists of opposite qualities (constructs).

An analysis of the overall discrepancy indicator indicates, first of all, its low average values, given that the maximum discrepancy can reach 200 points for each student. At the same time, the range of differences in boys is from 0 to 88 points, in girls - from 0 to 77 points.

Gender analysis indicates a lower average ODA among boys (p>0.05). At the same time, they are more than three times less likely to have no difference (p<0,01).

An analysis of the assessments of individual statements shows that boys are 2.4 times more likely to determine the maximum discrepancy of 4 points (p<0,05) и чаще встречается «конфликтное» расхождение (р>0,05).

Data from the study of self-representations and the discrepancy between I-real and I-ideal are presented in Tables 1 and 2.

Table 1

table 2

Differences between "I-real" and "I-ideal"

The analysis of various aspects of self-representations of medical students, first of all, indicates the high values ​​of their reflexivity - self-cognitive activity. This confirms the ideas of E. Erickson about the identity crisis (feelings of stable possession of one's own Self) in adolescence.

The successful passage of this period is indicated by low locus scores (most of the students' answers are subjective - evaluative - in nature).

According to social science, people organize and direct their behavior in accordance with their subjectively determined personal qualities, and not the role characteristics of the objective social statuses they occupy. High values ​​of the positive level of self-acceptance (p<0,05) в сочетании с преобладающим субъективным характером самопредставлений указывают на успешный характер психосоциальной адаптации студентов в период возрастного кризиса.

The results of the study will be presented in the form of diagrams.

Diagram 1

Aspects of Self-Representations of Medical Students

An analysis of gender differences in the self-image revealed a higher reflexivity in girls. This is confirmed not only by the indicator of the degree of reflexivity, but also by the level of self-acceptance. Hypothetically, this may indicate a less successful overcoming of the identity crisis by young men.

The results of the study of the self-image are consistent with the data we obtained earlier from studying the coping behavior of students. High self-cognitive activity of students and a positive level of self-acceptance can be considered as factors contributing to the choice of the most constructive basic coping strategies and individual coping styles.

Differences between "I-real" and "I-ideal"

When analyzing the discrepancy between the I-real and I-ideal, it is necessary to take into account modern scientific views on this problem.

In Western European literature, the problem of discrepancy (disparity) between the I-real and I-ideal is studied in line with psychoanalytic theory, cognitive and humanistic psychology. In each of them, the essence and significance of this discrepancy is understood differently.

Psychoanalytic theories talk about the development of the super-I - the highest authority in the structure of mental life, which plays the role of an internal censor. 3. Freud and A. Freud believed that the super-I and I-ideal are one and the same phenomenon. Its formation is a necessary stage in the development of personality. At the same time, an excessively strong discrepancy between the I and the super-I becomes the cause of personal conflicts.

The development of the I-real and I-ideal is also considered in modern psychoanalytic theory. According to this point of view, the development of the I-ideal is an internalization of external, primarily parental, ideals. Representatives of cognitive psychology express the opinion that the obligatory divergence of the I-real and I-ideal accompanies the normal development of a person. As a person grows older, more and more demands are made. In a highly developed personality, these requirements become internal, and this leads to the fact that she will see more differences between the I-ideal and I-real.

In addition, a highly developed personality also implies a high degree of cognitive differentiation, i.e. such a person tends to look for many subtle nuances in his self-concept. High differentiation leads to a significant discrepancy between the I-real and I-ideal. The studies carried out by representatives of this direction show that people with higher indicators of social maturity also have more significant coefficients of discrepancy between the I-real and I-ideal.

In contrast to the psychoanalytic and cognitive approaches, in which the discrepancy between the I-real and I-ideal is considered as a normal phenomenon, representatives of humanistic psychology emphasized its negative character. According to K. Rogers, the congruence of these structures correlates with a positive self-concept, which enhances the possibility of a person's social adaptation, and vice versa.

Thus, there are different approaches to understanding the role of this aspect of the self-concept in the social adaptation of the individual.

V.V. Stolin argues that a person's attitude towards himself is heterogeneous. It highlights at least self-acceptance (autosympathy) and self-respect. The discrepancy between the I-real and I-ideal, apparently, forms the basis for the development of self-esteem of a person, which is one of the elements of a person's attitude towards himself.

Self-respect or disrespect is, most likely, a later formation of an attitude towards oneself. Apparently, in the first years the child develops self-acceptance, which is an internalization of the parental relationship. This aspect of self-relationship is unconditional.

The discrepancy between the I-real and I-ideal emphasizes how close or far a person has come to his ideal. Thus, the conditional nature of this aspect of the attitude towards oneself is revealed. It reflects the degree of critical attitude of a person to himself.

The discrepancy between the I-real and I-ideal, as it were, sets the direction of human self-improvement. But this discrepancy should not be too great: ideals should be achievable, real, but a person should not underestimate his capabilities either.

Apparently, there is a certain norm of discrepancies between the I-real and I-ideal, in other words, the norm in the degree of self-criticism:

) an unnecessarily small discrepancy between these structures indicates an unformed critical attitude towards oneself, which indicates the immaturity of the self-concept of a person;

) a very large discrepancy, apparently, indicates excessive self-criticism, which can lead to difficulties in the social adaptation of a person.

This analysis finds its confirmation in the results of our study of the self-image and self-esteem of students of Moscow State University. The dominance of a positive level of self-acceptance and a high level of self-esteem corresponds to low average ODA values. Perhaps this discrepancy between the I-real and I-ideal is "optimal", in which ideals should be achievable, real, but a person should not underestimate his capabilities.

The absence of a difference means the almost complete identification of the I-real with the I-ideal. This congruence of these structures can be an expression of a positive self-concept, which enhances the possibility of a person's social adaptation, and vice versa. On the other hand, the absence of discrepancy may reflect a low degree of critical attitude of a person towards himself.

The presence of a maximum and “conflict” discrepancy among students can be an indicator of increased problem loading and a sign of insufficient psychosocial adaptation. Gender differences between boys and girls in terms of "no difference", maximum and "conflict" divergence are also consistent with the results of the study of self-image and self-esteem. The girls revealed: higher reflexivity (the desire for self-knowledge), the evaluative nature of self-description, a higher self-acceptance index and an average self-esteem score.

High values ​​of the positive level of self-acceptance (p<0,05) в сочетании с преобладающим субъективным характером самопредставлений указывают на успешный характер психосоциальной адаптации студентов в период возрастного кризиса. Анализ гендерных различий Я-образа выявил более высокую рефлексивность у девушек, что подтверждается не только показателем степени рефлексивности, но и уровнем самоприятия. Это может свидетельствовать о менее успешном преодолении кризиса идентичности юношами.

The discrepancy revealed by us between the I-real and I-ideal students is perhaps "optimal", in which realistically achievable ideals are combined with an adequate assessment of their capabilities. This pattern is more typical for girls. Students with the maximum and "conflict" discrepancy between the I-real and I-ideal need psychological counseling.

The results of the conducted sociological research can be used in the work of psychological and social services, in the development of a program for the prevention of various forms of socio-psychological maladjustment, as well as in the content of the psychological and pedagogical training of students of this University.

CONCLUSION

One of the methods used in sociological research that allows you to effectively explore the personal "I-concept" of a person is the test of M. Kuhn and T. The theoretical basis for creating this test is the understanding of personality developed by T. Kuhn, the operational essence of which can be determined through answers to the question " Who am I?" addressed to oneself (or another person's question "Who are you?" addressed to a person).

The most important stage in the formation of self-consciousness and one's own worldview, the stage of making responsible decisions, the stage of human closeness, when the values ​​of friendship, love, intimacy can be paramount, is adolescence. The formation of self-consciousness in adolescence is carried out through the formation of a stable image of one's personality, one's "I". Self-consciousness as a system of holistic ideas about oneself, coupled with their assessment, forms the self-concept.

The self-concept is considered as a set of all knowledge and ideas about oneself (self-conceptions). Each of us has a wide range of self-images, that is, what we think of ourselves now, how we imagine ourselves in the future, and how we see ourselves in the past. This spectrum of self-concepts includes “good” selves, “bad” selves, hopes for gaining certain selves. This spectrum also includes selves that we fear and selves that we should be. Such ideas about oneself, attitudes of the personality towards oneself are constantly available for awareness. Important structural elements (modalities) of the I-concept are I-real and I-ideal. The real self includes attitudes related to how the individual perceives his actual abilities, roles, his current status, that is, with his ideas about what he really is. I-ideal - these are attitudes associated with the individual's ideas about what he would like to become. Differences (disparity) of these modalities among themselves can be an indicator of a person's self-development. In order to study the self-concept of students, we studied the features of the self-image, as well as the discrepancies between its two main modalities - the real self and the ideal self.

Diagnostic use of the "Who am I?" test is hampered by the lack of socio-cultural normative indicators, data on validity and reliability. Theoretical and methodological problems of coding answers have not been resolved either. Compared to a standardized self-report, the advantages and disadvantages of this methodology can be described. Advantages of the technique: less influenced by self-presentation strategies, does not limit the subject to the already set limits of the selected statements. Disadvantages: more time-consuming, more difficult to quantify, more susceptible to factors influenced by the linguistic abilities of the subjects.

BIBLIOGRAPHY

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Bezrukova O.N. Sociology of youth. - St. Petersburg: Lan, 2004. - 275 p.

Belinskaya E. P., Tikhomandritskaya O. A. Social psychology of personality. - M.: Academy Publishing House, 2009. - 304 p.

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Initial positions of interpretation and features of the processing of the methodology
General information. Authors M. Kuhn, T. McPartland, modification of instructions and processing Rumyantseva T. V.
This well-known test is used to study the content characteristics of a person's identity. The question "Who am I?" is directly related to the characteristics of a person's own perception of himself, that is, with his image of "I" or I-concept.
? What is important to consider when processing the "Who Am I" methodology?
Initial positions of interpretation:

1. The concept of identity refers to the area of ​​self-awareness of the individual and consists of a generalization of the reactions of the person himself to the opinion of the people around him. A special role is played by primary groups (family, friends, neighbors, etc.), which directly influence the formation of ideas about oneself and one's place among other people.
2. Identity is formed as a result of interaction with other people, the assimilation of social norms, values, ways of activity, that is, it is a kind of reflection of generalized interactions (interactions) that take place in the course of personal, informal, direct communication.
3. According to J. Mead, there are two main logically related types (levels) of identity: unconscious and conscious, which demonstrate the transition from unconsciously accepted norms, roles and habits of another person to a meaningful attitude towards oneself and one's behavior. Thus, the presence of a perceived identity in a person speaks of his personal freedom (relative), the ability to think about the goal and tactics of his behavior.
4. The transition from unconscious to conscious identity is possible only if there is reflection. A person becomes aware of his identity by thinking about himself with the help of the language acquired in social interaction (with the help of categories developed in the language).
5. Identity performs a number of functions: orientational, structural, target, existential. It functionally gives integrity, continuity and certainty to the personality, provides similarity with some people and categories and differences from others, underlies the regulation of behavior in appropriate conditions.
6. Identity provides both processes of differentiation and integration of the "I". Differentiation is manifested in the certainty of the boundaries of the integrity and independence of the "I". The integration of the "I" is manifested in the subjective unification of oneself with other people, which is carried out on the basis of comparison and evaluation of others.
7. Identity is a complex personal formation that has a multi-level structure, including various types, components and indicators of identity. The scale of analysis of identification characteristics can be represented as seven generalized components of identity: "social self", "communicative self", "physical self", "material self", "active self", "reflexive self", "perspective self". The independent components are: problem identity and situational identity.
8. The identity structure is internally contradictory, it reflects, on the one hand, a person's desire for uniqueness, on the other hand, the desire to be understood and accepted by a significant social environment.
9. The researcher (consultant) does not deal with the identity experienced by the individual, but with the presentation or presentation of an identity that depends on the social context of self-identification.

10. People organize and direct their behavior in accordance with their subjective ideas about themselves, expressed in identity. Therefore, knowledge of a person's identity makes it possible to predict a person's behavior, which is built on the basis of internalization (taking in) the objective social statuses he occupies.
? What could be the way of presenting identity in the "Who am I" test?
The method of presenting identification characteristics may be different due to the given instruction, which allows options in the manner and methods of answers. Therefore, responses can be verbal (using words), graphic (using pictures), or a combination.
The experience of applying and analyzing the data of this technique shows that the graphical method of execution is characteristic of approximately 5-7% of people performing the test.
As a rule, these are people with a well-developed figurative sphere. The preference for the graphic method is inherent in people with pronounced psychosomatic reactions (when a person reacts to a stressful problem situation with bodily symptoms, such as headache, fever, etc.), difficulties in verbal designation of their experiences and life experience, which is usually associated with lack of open discussion of various emotional situations in the parental family.
When presented verbally, identification characteristics are given by a person in the form of a list of answers (often already numbered) or a text of an essay consisting of separate sentences.
? What should we pay special attention to when analyzing the implementation of the “WhoI” methodology?
First of all, in the course of a meaningful analysis of the implementation of the "Who am I?" the following personal manifestations of the subjects are studied:

• features of gender identity (relationship to it);
• features of self-assessment of identity;
• level of reflection;
• features of temporal identity.

When processing the methodology "Who am I?" the following points are analyzed:

• level of identity differentiation;
• the use by the subject in the process of evaluating the identification characteristics of such signs as “plus-minus” (“±”) and the “question” sign (“?”);
• the ratio in the answers of the designation of social roles and individual characteristics;
• psycholinguistic aspect of answers;
• reflection in the identification characteristics of the main spheres of life;
• the severity in the responses of various components of identity.

Let's take a closer look at identifying with the help of the "Who Am I?" those personal characteristics of the client, information about which is very important for marital counseling.
Forms of gender designation? As in the technique "Who am I?" Are there gender differences?
We will proceed from the fact that gender (or gender) identity is part of the individual self-concept, which comes from the individual's knowledge of his belonging to a social group of men or women, along with the assessment and emotional designation of this group membership.
Gender identity acts as a central meaning-forming element of the personality, since it influences the value-semantic sphere, thinking and behavior of a person.
Thus, gender identity has a cognitive-affective nature, according to which it should include cognitive (knowledge of belonging to communities of men or women), as well as motivational-value components of identity.
Features of gender identity are manifested, first, in how a person designates his gender identity; secondly, in what place in the list of identification characteristics is the mention of one's gender.
According to our research, the designation of one's gender can be done directly, indirectly, or absent altogether.
Direct designation of gender - a person indicates his gender in specific words that have a certain emotional content. Hence, four forms of direct gender designation can be distinguished: neutral, alienated, emotionally positive and emotionally negative (see Table 9).
Table 9
Direct gender forms

End of table

The presence of a direct designation of gender suggests that the sphere of psychosexuality in general and comparison of oneself with representatives of one's own sex in particular are an important and internally accepted theme of self-awareness.
Indirect gender designation - a person does not indicate his gender directly, but his gender is manifested through social roles (male or female), which he considers his own, or by the endings of words (table 10). Indirect ways of designating gender also have a certain emotional content.
Table 10 Indirect ways to designate gender

The presence of an indirect designation of sex indicates knowledge of the specifics of a certain repertoire of gender-role behavior, which can be wide (if it includes several sex roles) or narrow (if it includes [only one or two roles).
The presence of both direct and indirect variants of emotionally positive designation of one's gender indicates the formation of a positive gender identity, the possible variety of role behavior, acceptance of one's own
attractiveness as a representative of the sex, which means that it allows you to make a favorable forecast regarding the success of establishing and maintaining partnerships with other people.
The absence of a gender designation in self-identifying characteristics is stated when the entire text is written through the phrase: "I am a person who ...". The reasons for this may be as follows:

1. lack of a holistic view of gender-role behavior at a given point in time (lack of reflection, knowledge);
2. avoidance of considering one's gender-role characteristics due to the traumatic nature of this topic (for example, the displacement of the negative result of comparing oneself with other members of the same sex);
3. unformed gender identity, the presence of an identity crisis in general.

When analyzing gender identity, it is also important to take into account where the response text contains gender-related categories: at the very beginning of the list, in the middle, or at the end. This indicates the relevance and significance of gender categories in a person's self-consciousness (the closer to the beginning, the greater the significance and degree of awareness of identity categories).
All these hypotheses should be confirmed in other methods. So, it is important to compare the manifestations of gender identity in the results of the "Who am I?" and drawing of a person.
? What is meant by self-esteem?
How to analyze self-assessment of identity?
Communication topic: self-assessment
Self-esteem is an emotional-evaluative component of the self-concept. Self-esteem reflects the attitude towards oneself as a whole or towards certain aspects of one's personality and activity.
Self-esteem indicates the degree to which a person develops a sense of self-esteem, a sense of his own value and a positive attitude towards everything that is included in the sphere of self-esteem.
his "I". The interpretation of the acquired experience and the nature of a person's expectations regarding himself and other people depend on self-esteem.
The main conditions for the development of self-esteem are communication with others and a person's own activity. In communication, a person learns evaluation criteria, their types, forms, methods of social comparison and evaluation; in individual experience, they are tested, tested in practice.
The self-assessment process can take place in two ways:

1. by comparing the level of their claims with the objective results of their activities (constructive method);
2. by comparing yourself to other people (can be constructive in a situation where other people's experience is taken into account to expand problem-solving options).

However, regardless of whether self-esteem is based on a person's own judgments about himself or interpretations of other people's judgments, individual ideals or culturally predetermined standards, self-esteem is always subjective. At the same time, its indicators are adequacy and level.
Self-esteem can be adequate and inadequate.
The adequacy of self-assessment expresses the degree of conformity of a person's ideas about himself to the objective foundations of these ideas. The level of self-esteem expresses the degree of real, ideal or desired ideas about oneself.
Adequate self-esteem consists in the ability to realistically realize and evaluate both one's strengths and weaknesses, behind it is a positive attitude towards oneself, self-esteem, self-acceptance, a sense of one's own worth. Adequate self-esteem is also expressed in the fact that a person sets goals and objectives that are realistically achievable and corresponding to his own capabilities, is able to take responsibility for his failures and successes, is self-confident, and is capable of self-realization in life. Self-confidence allows a person to regulate the level of claims and correctly assess their own capabilities in relation to various life situations.
It should be noted that a person with adequate self-esteem freely and naturally behaves among people, knows how to build relationships with others, is satisfied with himself and those around him. Therefore, adequate self-esteem is a necessary condition for the formation of confident gender-role behavior.
Inadequate self-esteem indicates an unrealistic assessment by a person of himself, a decrease in criticality in relation to his actions, words, while often a person’s opinion of himself diverges from the opinion of others about him.
Distinguish between inadequate high self-esteem - overestimation of oneself by the subject and inadequate low self-esteem - underestimation of oneself by the subject.
People with high self-esteem, on the one hand, overestimate their own merits: they overestimate and attribute them, on the other hand, they underestimate and exclude their shortcomings. They set themselves higher goals than they can actually achieve, they have a high level of claims that does not correspond to their real capabilities. A person with high self-esteem is also characterized by an inability to take responsibility for his failures, is distinguished by an arrogant attitude towards people, conflict, constant dissatisfaction with his achievements, egocentrism. Inadequate self-assessment of one's capabilities and an overestimated level of claims lead to excessive self-confidence.
People with low self-esteem usually set themselves lower goals than they can achieve, exaggerating the meaning of failure. After all, low self-esteem involves self-rejection, self-denial, a negative attitude towards one's personality, which are due to the underestimation of one's successes and merits.
With low self-esteem, a person is characterized by another extreme, the opposite of self-confidence - excessive self-doubt. Uncertainty, often not objectively justified, is a stable personality trait and leads to the formation of such traits in a person as humility, passivity, and an “inferiority complex”.

Self-reported identity analysis
In the "Who am I?" identity self-assessment is determined as a result of the ratio of the number of “+” and “-” ratings that were obtained when each response was evaluated by the subject (client) at the stage of quantitative processing.
The types of self-assessment obtained as a result of the analysis are presented in Figure 14.


Underestimated Overestimated

(photo) FIG. 14. Types of self-esteem of the individual
Self-esteem is considered adequate if the ratio of positively assessed qualities to negatively assessed ones (“+” to “-”) is 65-80% by 35-20%.
Self-esteem is considered inadequately overestimated if the number of positively assessed qualities in relation to negatively assessed ones (“+” to “-”) is 85-100%, that is, a person notes that he either has no shortcomings, or their number reaches 15% (from the total number of "+" and "-").
Self-esteem is considered inadequately low if the number of negatively assessed qualities in relation to positively assessed ones (“-” to “+”) is 50-100%, that is, a person notes that he either has no advantages, or their number reaches 50% (from the total number of "+" and "-").
Self-esteem is unstable if the number of positively assessed qualities in relation to negatively assessed ones ("+" to "-") is 50-55%. Such a ratio, as a rule, cannot last long, is unstable, uncomfortable.
The experience of counseling shows that people with inadequate and unstable self-esteem more often seek psychological help, and the achievement of the goal of counseling largely depends on the productivity of work on the formation of adequate self-esteem in the client. Some aspects of such work will be discussed in Section 3.1. of this allowance.
Reflection Analysis
? How does reflection manifest itself when performing the “Who?” method?
Let us dwell on the manifestation of reflection in the implementation of the technique "Who am I?".
The sentence during the test "Who am I?" to give statements related to the idea of ​​one's own identity, proceeds from the recognition by researchers of the complex and multifaceted nature of the self-concept. It is assumed that a person with a more developed level of reflection gives on average more answers than a person with a less developed self-image (or more "closed").
Also, the level of reflection is indicated by the subjectively assessed by the person himself, the ease or difficulty in formulating answers to the key question of the test.
As a rule, a person with a more developed level of reflection quickly and easily finds answers regarding his own individual characteristics. A person who does not often think about himself and his life answers the test question with difficulty, writing down each answer after some thought.
Experience with this technique shows that one can speak of a low level of reflection when a person can give only two or three answers in 12 minutes (it is important to clarify that the person really does not know how else to answer the task, and not just stopped write down your answers because of your secrecy). A fairly high level of reflection is evidenced by 15 or more different answers to the question "Who am I?".
Analysis of the temporal aspect of identity
? How to analyze the temporal aspect of identity?
The very concept of identity contains a time component, since it links together a person's ideas about himself, which appeared at various stages of his life history. According to many researchers (K. A. Abulkhanova, G. M. Andreeva, A. Kronik, K. Levin, A. Maslow, J. Nutten, E. Erickson), awareness of time performs an important function: it is the basis for determining the meaning of life and promotes adequate human behavior with other people.
The analysis of the temporal aspect of identity must be carried out on the basis that the success of a person's interaction with others implies the relative continuity of his past, present and future "I". Therefore, consideration of a person's answers to the question "Who am I?" should occur from the point of view of their belonging to the past, present or future tense (based on the analysis of verb forms).
The presence of identification characteristics corresponding to different temporal regimes indicates the temporal integration of the personality.
Particular attention should be paid to the presence and severity in the self-description of indicators of perspective identity (or perspective "I"), that is, identification characteristics that are associated with prospects, wishes, intentions, dreams related to various areas of life (see Appendix 3). The presence of goals, plans for the future is of great importance for characterizing the inner world of a person as a whole, reflects the temporal aspect of identity, aimed at a future life perspective, performs existential and target functions.
At the same time, it is important to take into account that a sign of psychological maturity is not just the presence of aspiration in (the future), but some optimal ratio between orientation to the future and acceptance, satisfaction with the present.
Note that the predominance in self-description of verb forms describing actions or experiences in the past tense indicates the presence of dissatisfaction in the present, the desire to return to the past due to its greater attractiveness or trauma (when the psychological trauma is not processed).
Dominance in the self-description of the verb forms of the future tense speaks of self-doubt, the desire of a person to get away from the difficulties of the present moment due to insufficient realization in the present.
The predominance of present tense verbs in self-description speaks of the activity and consciousness of human actions.
For counseling on marriage and family issues, the most important thing is how the theme of family and marital relations is reflected in the identification characteristics, how present and future family roles are presented, how they are assessed by the person himself.
So, one of the main signs of psychological readiness for marriage is the reflection in the self-description of future family roles and functions: “I am a future mother”, “I will be a good father”, “I dream of my family”, “I will do everything for my family”, etc. e. A sign of family and marital trouble is the situation when a married man or a married woman in self-descriptions in no way indicate their real family, marital roles and functions.
Assessment of the level of differentiation of identity
? How to assess the level of differentiation
identity?
Consider the level of differentiation of identity, which is associated with the level of human reflection.
E. Erikson also mentioned the role of identity differentiation. The low differentiability of identity is regarded as an identity crisis.
As a quantitative assessment of the level of differentiation of identity, a number can be used, reflecting

the total number of identity indicators (Appendix 3) that a person used in self-identification.
Experience in the application of the "Who am I?" shows that the number of indicators used varies in different people, most often in the range from 1 to 14.
According to our study, a high level of differentiation (9-14 indicators) is associated with such personal characteristics as sociability, self-confidence, orientation towards one's inner world, a high level of social competence and self-control.
A low level of differentiation (1-3 indicators) indicates an identity crisis, associated with such personal characteristics as isolation, anxiety, self-doubt, and difficulties in controlling oneself.
Also, important information about the client, his personal characteristics is provided by the analysis of the material related to the use by the client in assessing the identification characteristics of such evaluation marks as “plus-minus” (“±”) and the “question mark” (“?”).
? What is behind a person's application of the "±" rating regarding their characteristics?
Recall that the plus-minus sign ("±") is put by a person when he likes and dislikes some characteristic at the same time. Thus, the use of this sign of evaluation speaks of a person’s ability to consider a particular phenomenon from two opposite sides, speaks of the degree of his balance, of the “weightedness” of his position regarding emotionally significant phenomena.
From this point of view, it is possible to conditionally distinguish people of an emotionally polar, balanced and doubting type.
People of the emotionally polar type include those who evaluate all their identification characteristics only as liking or disliking them, they do not use the plus or minus sign at all when evaluating. Such people are characterized by maximalism in their assessments, fluctuations in their emotional state, one can say about them “one step from love to hate”. These are, as a rule, emotionally expressive people who have relationships with

other people strongly depend on how much they like or dislike a person.
If the number of signs "±" reaches 10-20% (of the total number of signs), then such a person can be attributed to a balanced type. Compared to people of the emotionally polar type, they are characterized by greater resistance to stress, they resolve conflict situations faster, they are able to maintain constructive relationships with different people: both with those that they generally like and those that do not cause deep feelings in them. sympathy; more tolerant of other people's shortcomings.
If the number of signs "±" exceeds 30-40% (of the total number of signs), then such a person can be classified as a doubting type. Such a number of “±” signs can be in a person experiencing a crisis in his life, and also indicate indecision as a character trait (when it is difficult for a person to make decisions, he doubts for a long time, considering various options).
? What is behind a person's use of the evaluation "?" about their characteristics?
From our point of view, the presence of the sign "?" when assessing identification characteristics, it speaks of a person’s ability to endure a situation of internal uncertainty, which means that it indirectly indicates a person’s ability to change, readiness for change.
After all, the presence of any question in relation to oneself implies a situation of uncertainty in the process of finding an answer (there is no answer at the moment - there is some kind of uncertainty). The very posing of the question indicates that a person has a research position regarding himself, which is a necessary element for him to change the desired direction in his life.
This evaluation mark is used by people quite rarely: one or two signs "?" put only 20% of the surveyed.
The presence of three or more characters "?" in self-assessment, it assumes that a person has crisis experiences.
In general, the use by a person in self-assessment of the signs "±" and "?" is a favorable sign of the good dynamics of the consultative process. People who use these signs, as a rule, quickly reach the level of independent solution of their own problems.
It is important to correlate all self-assessment data with the results of psycholinguistic analysis, which will be presented below. Thus, it is necessary to determine how much the self-assessment of identity coincides with the emotional-evaluative tone of identification characteristics revealed in the course of psycholinguistic analysis.
Correlation of social roles and individual characteristics
? What does the analysis of the correlation of social roles and individual characteristics in identity give?
The question "Who am I?" logically connected with the characteristics of a person's own perception of himself, that is, with his image of "I" (or I-concept). Answering the question "Who am I?", a person indicates social roles and characteristics - definitions with which he relates himself, identifies, that is, he describes social statuses that are significant for him and those features that, in his opinion, are associated with him.
Thus, the ratio of social roles and individual characteristics indicates how much a person realizes and accepts his uniqueness, as well as how important it is for him to belong to a particular group of people.
Therefore, the absence in the self-description of individual characteristics (indicators of reflexive, communicative, physical, material, active identities) when indicating many social roles (“student”, “passerby”, “voter”, “family member”, “Russian”) may indicate insufficient self-confidence, about a person's fears in connection with self-disclosure, a pronounced tendency to self-defense.
The absence of social roles in the presence of individual characteristics may indicate the presence of a pronounced individuality and difficulties in performing

1. Zach. 552 rules that come from certain social roles. Also, the absence of social roles in identification characteristics is possible during an identity crisis or infantilism of a person.

In other words, behind the correlation of social roles and individual characteristics is the question of the relationship between social and personal identity. At the same time, personal identity is understood as a set of characteristics that makes a person similar to himself and different from others, while social identity is interpreted in terms of group membership, belonging to a larger or smaller group of people.
Social identity prevails when a person has a high level of certainty of the "we - others" scheme and a low level of certainty of the "I - we" scheme. Personal identity prevails in people with a high level of certainty of the schema "I-others" and a low level of certainty of the schema "we-others".
Successful establishment and maintenance of partnerships is possible for a person who has a clear idea of ​​his social roles and accepts his individual characteristics. Therefore, one of the tasks of marital counseling is to help the client in understanding and accepting the features of their social and personal identity.
Analysis of the psycholinguistic aspect of identity
? What does the analysis of the psycholinguistic aspect of identity give?
Analysis of the psycholinguistic aspect of identity includes determining which parts of speech and which content aspect of self-identification are dominant in a person's self-description.
The predominance of nouns in self-descriptions speaks of a person's need for certainty, constancy; the lack or absence of nouns is about the insufficient responsibility of a person.
The predominance of adjectives in self-descriptions speaks of demonstrativeness, emotionality of a person; lack or absence of adjectives - about the weak differentiation of a person's identity.
The predominance of verbs in self-descriptions (especially when describing areas of activity, interests) speaks of the activity, independence of a person; lack or absence of verbs in self-description - about insufficient self-confidence, underestimation of one's effectiveness.
Note that nouns and adjectives are most often used in self-descriptions.
The harmonious type of linguistic self-description is characterized by the use of an approximately equal number of nouns, adjectives and verbs.
Let us consider such a psycholinguistic aspect of identity as identity valence, which is understood as the predominant emotional and evaluative tone of identification characteristics in a person's self-description (this assessment is carried out by the specialist himself).
The difference in the common sign of the emotional-evaluative tone of identification characteristics determines different types of identity valency:

• negative - in general, negative categories prevail when describing one's own identity, shortcomings, identification problems are described more (“ugly”, “irritable”, “I don’t know what to say about myself”);
• neutral - there is either a balance between positive and negative self-identifications, or no emotional tone is clearly manifested in a person’s self-description (for example, there is a formal enumeration of roles: “son”, “student”, “athlete”, etc.);
• positive - positive identification characteristics prevail over negative ones ("cheerful", "kind", "smart");
• overestimated - manifests itself either in the practical absence of negative self-identifications, or in answers to the question "Who am I?" the characteristics presented in superlatives prevail (“I am the best”, “I am super”, etc.).

The presence of positive valence can be a sign of an adaptive state of identity, as it is associated with perseverance in achieving goals, accuracy, responsibility, business orientation, social courage, activity, self-confidence.
The remaining three types of valency characterize the non-adaptive state of identity. They are associated with impulsivity, inconstancy, anxiety, depression, vulnerability, self-doubt, restraint, timidity.
The data of the psycholinguistic analysis carried out by the specialist are compared with the results of the client's self-assessment.
It is possible to conditionally find a correspondence between the sign of the emotional-evaluative tone of identification characteristics and the type of self-assessment of identity (Table 11), which indicates that the person performing the "Who am I?" a person uses criteria typical for other people for the emotional assessment of personal characteristics (for example, the quality “kind” is rated as “+”). This correspondence is a good predictive sign of a person's ability to adequately understand other people.
The presence of discrepancies between the sign of the emotional-evaluative tone of identification characteristics and the type of self-assessment of identity (for example, the quality of "good" assessment

EXPERIMENTAL STUDY OF THE IMAGE OF "ME" USING THE TEST OF M. KUN AND T. MCPARTLAND "WHO AM I?"

The study was conducted on the basis of the Peoples' Friendship University of Moscow. The sample of the sociological and psychological study consisted of 40 students of the medical faculty, of which 25 were boys and 15 were girls; the average age at the time of the study was (20.13±1.3) years. The purpose of this study is to conduct a psychosemantic analysis of an important component of the image of the world - the "image of I" of students as representatives of modern youth according to the test "20 statements" by M. Kuhn and T. McPartland ("Who am I?").

Youth is a relative concept, this category includes high school students who are faced with the choice of their future professional activity, students who have made up their minds in this choice, and working youth, mainly students of distance learning. It is during these age periods of socialization that the steady formation of the individual as a bearer of certain norms and values ​​of society takes place, the self-awareness of the individual develops, a conscious representation of one's place in life and in the world as a whole. A person independently begins to solve vital issues. In connection with the change in the values ​​of young people, their way of life, unlike past generations, it can be assumed that today's youth looks at the world differently, at their place in it and their attitude to life is distinguished by its new, fresh look.

Directions in the study of the image of the world are determined by the study of its structural elements: cognitive (meaningful), emotional-affective and behavioral. Test "Who am I?" Kuhn and McPartland belongs to the group of psychodiagnostic methods for studying the cognitive component of the image of the world. The technique makes it possible to identify an ethnonym (self-name) as an indicator of ethnic identity in a number of other identities: gender, family, professional, personal, etc., and thereby reveal the degree of relevance of ethnic knowledge about oneself.

The study of the image of I was carried out according to the method "Who am I?". The students were given the following instructions. “Please give 20 different answers to the question “Who am I” to yourself. Write the first thing that comes to mind in response to a given question, without worrying about logic, grammar, or sequence of answers. Work fast enough, work time is limited. The working time is 12 minutes, but the students were not informed about it.

The study of the modalities of the self-concept was carried out according to the Butler-Haig test of differences between the ideal and real "I". The test includes 50 statements-characteristics of the image of I. In a certain sequence, students must evaluate the proposed characteristics in points from 1 to 5.

At the first stage, assessment takes place taking into account how students see themselves; on the second - how they would like to see themselves. At the third stage, students determine the degree of difference between their real and ideal selves.

When studying the features of the self-image, various aspects of self-representations were studied: the degree of reflexivity (a tendency to self-knowledge), categories, self-acceptance index (IS).

The degree of reflexivity is determined by the number of answers given to the question "Who am I?" in 12 minutes. The average indicator of reflexivity for boys is 19.46, and for girls - 19.76. Categorical analysis shows that the most common form of answers was "I -...". Often "I am..." was omitted and the answers were just one or more words ("girl", "student", "man", etc.).

The responses were processed by the content analysis method. All responses were categorized into one of two categories: objective or subjective mention.

These substantive categories distinguished, on the one hand, the assignment of oneself to a group or class, whose boundaries and conditions of membership are known to everyone, i.e. conventional, objective mention, and on the other hand, characteristics of oneself that are associated with groups, classes, traits, states or any other points that, in order to clarify them, either require the student himself to indicate, or for this it is necessary to correlate him with other people, i.e. e. subjective reference.

Examples of the first category are such characteristics of oneself as “student”, “girl”, “husband”, “daughter”, “warrior”, “athlete”, i.e. statements relating to objectively defined statuses and classes.

Examples of subjective categories are "happy", "very good student", "responsible", "good wife", "interesting", "insecure", "affectionate", etc.

The ratio of objective and subjective characteristics reflects the individual "locus score" - the number of objective characteristics indicated by this respondent when working with the "Who am I?" test. The locus score of boys and girls is (7.4 ± 5.0) and (7.2 ± 5.6), respectively.

The self-acceptance index (IS) is equal to the ratio of all positive evaluative (subjective) answers to all evaluative answers found in the subject's self-description. It is known that usually the index of self-acceptance obeys the rule of the "golden section": 66% - positive answers, 34% - negative. The preponderance of evaluative answers in one direction or another indicates a positive or negative self-acceptance.

SI in boys is (77.4 ± 19.5), in girls - (80.8 ± 22.1). The higher values ​​of this indicator in girls are confirmed by the relative predominance of its positive level (p>0.05). Higher values ​​of its negative level can also be attributed to the features of girls' self-acceptance.

When analyzing the discrepancies between the "I-real" and "I-ideal" we used the following aspects of differences: the overall indicator of the discrepancy (the average value in points and the absence of a difference in %) and the assessment of a separate statement (the maximum discrepancy and the "conflict" discrepancy - in%) .

The overall indicator of discrepancy (ORD) is equal to the total difference between the assessment of I-real and I-ideal for 50 statements. If there is no difference, the overall difference score is 0. The maximum difference when assessing a single statement is 4 points. "Conflict" discrepancy - the presence of the above indicator in one student both in assessing the I-real and I-ideal, i.e. the structure of both modalities in this case consists of opposite qualities (constructs).

An analysis of the overall discrepancy indicator indicates, first of all, its low average values, given that the maximum discrepancy can reach 200 points for each student. At the same time, the range of differences in boys is from 0 to 88 points, in girls - from 0 to 77 points.

Gender analysis indicates a lower average ODA among boys (p>0.05). At the same time, they are more than three times less likely to have no difference (p<0,01).

An analysis of the assessments of individual statements shows that boys are 2.4 times more likely to determine the maximum discrepancy of 4 points (p<0,05) и чаще встречается «конфликтное» расхождение (р>0,05).

Data from the study of self-representations and the discrepancy between I-real and I-ideal are presented in Tables 1 and 2.

Table 1

table 2

The analysis of various aspects of self-representations of medical students, first of all, indicates the high values ​​of their reflexivity - self-cognitive activity. This confirms the ideas of E. Erickson about the identity crisis (feelings of stable possession of one's own Self) in adolescence.

The successful passage of this period is indicated by low locus scores (most of the students' answers are subjective - evaluative - in nature).

According to social science, people organize and direct their behavior in accordance with their subjectively determined personal qualities, and not the role characteristics of the objective social statuses they occupy. High values ​​of the positive level of self-acceptance (p<0,05) в сочетании с преобладающим субъективным характером самопредставлений указывают на успешный характер психосоциальной адаптации студентов в период возрастного кризиса.

The results of the study will be presented in the form of diagrams.

Diagram 1

Aspects of Self-Representations of Medical Students

An analysis of gender differences in the self-image revealed a higher reflexivity in girls. This is confirmed not only by the indicator of the degree of reflexivity, but also by the level of self-acceptance. Hypothetically, this may indicate a less successful overcoming of the identity crisis by young men.

The results of the study of the self-image are consistent with the data we obtained earlier from studying the coping behavior of students. High self-cognitive activity of students and a positive level of self-acceptance can be considered as factors contributing to the choice of the most constructive basic coping strategies and individual coping styles.

Diagram 2

Differences between "I-real" and "I-ideal"

When analyzing the discrepancy between the I-real and I-ideal, it is necessary to take into account modern scientific views on this problem.

In Western European literature, the problem of discrepancy (disparity) between the I-real and I-ideal is studied in line with psychoanalytic theory, cognitive and humanistic psychology. In each of them, the essence and significance of this discrepancy is understood differently.

Psychoanalytic theories talk about the development of the super-I - the highest authority in the structure of mental life, which plays the role of an internal censor. 3. Freud and A. Freud believed that the super-I and I-ideal are one and the same phenomenon. Its formation is a necessary stage in the development of personality. At the same time, an excessively strong discrepancy between the I and the super-I becomes the cause of personal conflicts.

The development of the I-real and I-ideal is also considered in modern psychoanalytic theory. According to this point of view, the development of the I-ideal is an internalization of external, primarily parental, ideals. Representatives of cognitive psychology express the opinion that the obligatory divergence of the I-real and I-ideal accompanies the normal development of a person. As a person grows older, more and more demands are made. In a highly developed personality, these requirements become internal, and this leads to the fact that she will see more differences between the I-ideal and I-real.

In addition, a highly developed personality also implies a high degree of cognitive differentiation, i.e. such a person tends to look for many subtle nuances in his self-concept. High differentiation leads to a significant discrepancy between the I-real and I-ideal. The studies carried out by representatives of this direction show that people with higher indicators of social maturity also have more significant coefficients of discrepancy between the I-real and I-ideal.

In contrast to the psychoanalytic and cognitive approaches, in which the discrepancy between the I-real and I-ideal is considered as a normal phenomenon, representatives of humanistic psychology emphasized its negative character. According to K. Rogers, the congruence of these structures correlates with a positive self-concept, which enhances the possibility of a person's social adaptation, and vice versa.

Thus, there are different approaches to understanding the role of this aspect of the self-concept in the social adaptation of the individual.

V.V. Stolin argues that a person's attitude towards himself is heterogeneous. It highlights at least self-acceptance (autosympathy) and self-respect. The discrepancy between the I-real and I-ideal, apparently, forms the basis for the development of self-esteem of a person, which is one of the elements of a person's attitude towards himself.

Self-respect or disrespect is, most likely, a later formation of an attitude towards oneself. Apparently, in the first years the child develops self-acceptance, which is an internalization of the parental relationship. This aspect of self-relationship is unconditional.

The discrepancy between the I-real and I-ideal emphasizes how close or far a person has come to his ideal. Thus, the conditional nature of this aspect of the attitude towards oneself is revealed. It reflects the degree of critical attitude of a person to himself.

The discrepancy between the I-real and I-ideal, as it were, sets the direction of human self-improvement. But this discrepancy should not be too great: ideals should be achievable, real, but a person should not underestimate his capabilities either.

Apparently, there is a certain norm of discrepancies between the I-real and I-ideal, in other words, the norm in the degree of self-criticism:

1) an unnecessarily small discrepancy between these structures indicates an unformed critical attitude towards oneself, which indicates the immaturity of the self-concept of a person;

2) a very large discrepancy, apparently, indicates excessive self-criticism, which can lead to difficulties in the social adaptation of a person.

This analysis finds its confirmation in the results of our study of the self-image and self-esteem of students of Moscow State University. The dominance of a positive level of self-acceptance and a high level of self-esteem corresponds to low average ODA values. Perhaps this discrepancy between the I-real and I-ideal is "optimal", in which ideals should be achievable, real, but a person should not underestimate his capabilities.

The absence of a difference means the almost complete identification of the I-real with the I-ideal. This congruence of these structures can be an expression of a positive self-concept, which enhances the possibility of a person's social adaptation, and vice versa. On the other hand, the absence of discrepancy may reflect a low degree of critical attitude of a person towards himself.

The presence of a maximum and “conflict” discrepancy among students can be an indicator of increased problem loading and a sign of insufficient psychosocial adaptation. Gender differences between boys and girls in terms of "no difference", maximum and "conflict" divergence are also consistent with the results of the study of self-image and self-esteem. The girls revealed: higher reflexivity (the desire for self-knowledge), the evaluative nature of self-description, a higher self-acceptance index and an average self-esteem score.

High values ​​of the positive level of self-acceptance (p<0,05) в сочетании с преобладающим субъективным характером самопредставлений указывают на успешный характер психосоциальной адаптации студентов в период возрастного кризиса. Анализ гендерных различий Я-образа выявил более высокую рефлексивность у девушек, что подтверждается не только показателем степени рефлексивности, но и уровнем самоприятия. Это может свидетельствовать о менее успешном преодолении кризиса идентичности юношами.

The discrepancy revealed by us between the I-real and I-ideal students is perhaps "optimal", in which realistically achievable ideals are combined with an adequate assessment of their capabilities. This pattern is more typical for girls. Students with the maximum and "conflict" discrepancy between the I-real and I-ideal need psychological counseling.

The results of the conducted sociological research can be used in the work of psychological and social services, in the development of a program for the prevention of various forms of socio-psychological maladjustment, as well as in the content of the psychological and pedagogical training of students of this University.

Methodology WHO AM I? (modification of Kuhn's technique)

Target: revealing the formation of self-concept and CO.

Estimated UUDs: actions aimed at determining one's position in relation to the social role of the student and school reality; actions that establish the meaning of the doctrine.

Age: elementary school level (10.5 - 11 years old)

Form (assessment situation): frontal written survey.

Assessment situation: Students are given the following instructions:

Write as many answers as possible to the question "Who am I?"

Evaluation criteria:

1. Differentiation - the number of categories (social roles, skills, knowledge, skills; interests, preferences; personal properties, value judgments).

2. Generalization

3. Self-attitude - the ratio of positive and negative value judgments

Levels:

Differentiation

2 - 3-5 definitions, mainly related to 2-3 categories (social roles, interests-preferences)

3 - from 6 definitions and more, including more than 4 categories, including the characteristics of personal properties.

Generalization

1 - indicate specific actions (I study at school), their interests;

2 - combination 1+3;

3 - indicate social roles (I am a student), generalized personal qualities (strong, courageous)

self-attitude

1 - the predominance of negative value judgments or the equality of negative and positive judgments (low self-acceptance or rejection)

2 - a slight predominance of positive judgments or a predominance of neutral judgments (ambivalent or insufficiently positive self-attitude)

3 . - the predominance of positive judgments (positive self-acceptance).

Result

Differentiation

Total surveyed (persons)
Low level - 1-2 definitions related to 1-2 categories
Intermediate level - 3-5 definitions, mainly related to 2-3 categories (social roles, interests-preferences)
High level - from 6 definitions and more, including more than 4 categories, including the characteristics of personal properties.

Generalization

Total examined
1. Low level - indicate specific actions (I study at school), their interests;
2. Medium level - combination 1 + 3;
3. High level - indicate social roles (I am a student), generalized personal qualities (strong, courageous)

self-attitude

Evaluation methods... : who must, who must, who right, who guilty ... social educator, op kunami, parents or persons, ... methods of sociometry and referentometry ( modifications Ya.L. Kolomensky and N.A. Berezovina) ...

Total examined
Low level - the predominance of negative value judgments or the equality of negative and positive judgments
Average level - a slight predominance of positive judgments or a predominance of neutral judgments
High level - the predominance of positive judgments