The concept of emotions and feelings. The emotional sphere reflects not the properties of the stimulus, but their relationship to the needs of the individual. Emotional reflection is a reflection of the correspondence of reality to the tasks of survival. The emotional sphere includes 2 levels:

1. Actually, animals also have emotions;
2. Higher feelings or feelings of the individual.

At the personal level, emotions become the object of a person’s self-government and self-control. The emotions of the individual are relatively free in relation to the situation. Emotions are the mental processes most closely related to the overall functioning of the body. Moreover, disturbances in the functioning of the body themselves can become a source of negative emotions. Human emotions are characterized by a pronounced intensity of experience. Emotions change over time and they change in response to changing situations. Emotions are of the most pronounced subjective nature. “Negative” emotions play a more important role than positive and negative emotions in a person arise from birth, and positive emotions arise later. Personal feelings are the highest feelings. If an emotion is a direct reaction to a situation, then a feeling is an extra-situational attitude. Emotions are more associated with the unconscious, and feelings are maximally represented in our consciousness. Emotions are longer-term states and represent a reaction to events. The most significant are considered to be: affects, emotions themselves, mood, stress. Feelings reflect a stable attitude towards any objects. Emotion as the experience of a person’s subjective attitude towards objects and phenomena of the surrounding and internal reality. One of the properties of emotions is their most pronounced subjective nature. Emotion does not reflect an objective phenomenon, but a subjective attitude towards this phenomenon. A person, as a rule, is unable to either evoke the desired emotion in himself at the first desire, or stop it. In different cultures, some emotions are reinforced and encouraged, while others are suppressed. Positive emotions require more precise means of expression than negative ones. The connection between emotions and personality needs. A person's emotions are primarily related to his needs. They reflect the state, process and result of need satisfaction. By emotions, one can judge what worries a person at a given moment, i.e. about what needs and interests are relevant to him. According to Dodonov, emotions turn out to be personal values. Every person has a certain level of need for emotional experiences. Yerkes and Dodson studied the relationship between activity productivity and motivation (activation) of activity. This relationship is expressed by an invertible U (inverse) curve. As emotional arousal increases, productivity grows very quickly at first, then the growth slows down and, starting from a certain critical level, the increase in emotional arousal leads to a drop in the level of productivity. The more complex and difficult the activity, the sooner such a decline begins. Therefore, neuropsychologically, emotions are hedonically colored states of arousal in response to information about the properties of the situation or the characteristics of one’s own behavior, as a means of assessing them from the point of view of satisfying needs. In this sense, the basic human need is the need to optimize life:

1. at the organism level;
2. on a psychological level.

The basic need is manifested in 4 emotional tendencies:

1. The desire to save resources, i.e. to satisfy needs in the shortest possible way with the least waste of energy, time and money;
2. The tendency to dynamize one’s life (to change, to activity, etc.);
3. Tendency to value ascension. A person enjoys variety, but prefers variety in an improving and elevating direction;
4. Tendency of consolidation, stabilization.

Basic theories and functions of emotions. Theories:

1. The oldest theory is James - Lange. According to this theory, emotions arise in response to changes occurring in the body. Emotions appeared under the influence of organic influences (bodily), which, reflected in the nervous system, give rise to experiences. James and, independently of him, Lange proposed a “peripheral” theory of emotions, according to which emotion is a secondary phenomenon - awareness of signals coming to the brain about changes in muscles, blood vessels and internal organs at the time of implementation of a behavioral act caused by an emotiogenic stimulus. In other words, an emotiogenic signal, acting on the brain, turns on a certain behavior, and reverse somatosensory and viscerosensory afferentation causes emotion. In addition to the James-Lange theory, in modern physiology and neuropsychology, the secretion of saliva and the work of the thalamus are considered an intermediate factor causing the manifestation of emotions (Cannon).

2. There is an “information” theory of emotions. An emotion is a reaction of the body in response to a lack of information about a situation. The main factors in the emergence of emotions are: uncertainty of the situation; in varying degrees of likelihood of its development; background level of available information about the situation. When the information is sufficient, when the situation is defined and has clearly calculated options for its development, a whole range of positive emotions arises. When there is not enough information about the situation, when the situation is unpredictable with sufficient certainty as an answer, negative emotions arise.

3. In modern theories of emotions, they are interpreted as the result of correspondence of mental actions. Emotions are explained as the result of comparing the image of the expected situation and the image of the existing situation.

Functions of emotions:

1. Regulatory function - the word can heal;
2. Reflective function - which is expressed in a generalized assessment of events. Determines the usefulness and harmfulness of influencing factors on the body and reacts before the harmful effect itself is determined;
3. Signaling function - emerging experiences signal a person what obstacles he encounters on his way;
4. Stimulating function;
5. Reinforcing function;
6. Switching function - with competition of motives, as a result of which the dominant need is determined;
7. Adaptive - adaptation to the environment;
8. Communicative - facial expressions allow a person to convey his experiences to other people, inform them about his attitude towards objects.

Classification of emotions and feelings. Classification of emotions.

In many emotional manifestations, four initial emotions are distinguished: joy (pleasure), fear, anger, surprise.

Most emotions are mixed. According to Izard: joy, positive emotional state; astonishment; guilt; anger, a negative emotional state that occurs in the form of affect; disgust caused by objects (objects, people...); contempt; fear; shame; interest; grief. According to Schneider:

1. Emotional states: pleasant (joy, surprise); unpleasant (sadness, fear);
2. Self-directed emotions: pleasant (pride, stubbornness); unpleasant (embarrassment, guilt);
3. Emotions directed at others: pleasant (love); unpleasant (hatred, disgust).

Emotional states:

• mood (this is a prolonged, but relatively weakly expressed, holistic emotional state);
• affect (this is an emotional peak of experience; it is a short-term, rapidly flowing emotional state that completely “captivates, floods, fills” the psyche);
• stress (this is an emotional state that arises in difficult, unexpected, particularly responsible and significant situations, experienced as tension);
• frustration (this is the experience of anxiety, hopelessness, despair that occurs in situations that threaten the achievement of a goal);
• infatuation and passion (this is a stable, intense desire for some object with strong emotional tension).

Classification of feelings. Among the highest feelings are:

1). Intelligent: love of truth; feeling that the world is problematic; love of reason, of the logical ordering of the world; passion for philosophizing; feeling of search excitement; a sense of intellectual confidence; a feeling of good form, harmony, perfection of thought; feeling of lack of knowledge; a sense of the drama of the search for truth; feeling of infinity of knowledge; feeling of newfound wisdom; passion for understanding the mysterious; love for the “I” state of thought; a sense of intellectual affinity; passion for self-knowledge; a feeling of excess of one’s intellectual potential;

2). Aesthetic feelings: sense of beauty; sense of the cosmic; feeling tragic; sense of irony;

3). Moral or ethical feelings.

Most famous Dodonov's classification of feelings. He identifies 10 classes of feelings:

1. Altruistic- these are feelings that develop based on the need for help, support, and protection of others. This includes: the desire to bring happiness and joy to other people; a feeling of concern for the fate of another; empathy for luck and joy for another; feeling of security or tenderness; feeling of devotion; feeling of participation, pity.
2. Communication feelings arise on the basis of the need for communication: the desire to communicate, share thoughts and experiences; feeling of sympathy, location; feelings of respect, gratitude, adoration; desire to earn people's approval.
3. Gloric feelings associated with the need for self-affirmation, the need for fame: the desire to win recognition, honor; a feeling of wounded pride and a desire to take revenge; feeling of pride, superiority; a feeling of satisfaction from having grown in one’s own eyes, etc.
4. Praxic feelings caused by activity, its success, overcoming difficulties in it: the desire to succeed; feeling of tension; feeling overwhelmed by work; a feeling of admiring your work; feeling pleasantly tired after completing work; a feeling of satisfaction that time was not wasted.
5. Scary feelings stem from the need to overcome dangers and interest in fighting: thirst for thrills; intoxication with danger, risk; feeling of sports excitement; feeling of sports anger; a feeling of extreme tension and extreme mobilization of one’s capabilities.
6. Romantic feelings. They include a desire for the mysterious. They are experienced as an expectation of a miracle; an alluring feeling of distance. This is a feeling of transformed perception of reality. This includes a feeling of special significance of what is happening, etc.
7. Gnostic feelings. They stem from the need for cognitive harmony. We experience things when we want to understand something. It is a feeling of clarity or confusion of thought; guesses; the joy of discovering the truth.
8. Aesthetic feelings: feeling of enjoyment of beauty; a feeling of graceful, graceful, sublime; a feeling of light sadness, thoughtfulness. This is a poetically contemplative state. This is a feeling of being dear, dear, close. Feeling the sweetness of memories. A bitterly pleasant feeling of loneliness.
9. Hedonistic feelings. They grow out of the need for mental and physical comfort. This is a feeling of pleasure, carelessness, serenity; a feeling of pleasant thoughtless excitement; feeling of voluptuousness.
10. Active feelings: feelings accompanying collecting; feeling of joy when viewing the collection.

According to the degree of generalization of the objective content of feelings, they are divided into: concrete, generalized and abstract. Content and forms of expression of emotions and feelings. Feelings developed for one object are transferred to a certain extent to the entire class of homogeneous objects. Thus, one of the regularities of feelings is their generality and the possibility of transfer. Another pattern is the dullness of feelings under the influence of long-acting stimuli. One of the patterns of feelings is their summation. Feelings systematically evoked by one or another object accumulate and are summed up. Emotional states can be replaced. Thus, failure in one activity can be compensated by success in another activity. One of the regularities of emotions is their switchability. Emotions that are not satisfied with one object can be transferred to other objects (“repaying the weak”). In some cases, emotions are mutually incompatible - ambivalent, then an intrapersonal conflict situation arises. Emotions and feelings have external expression - expression. The more a person expresses his emotions through facial expressions, gestures, voice, and motor reactions, the more expressive he is. The absence of outward manifestations of emotion does not mean the absence of emotions; a person can hide his experiences, push them deeper, which can cause long-term mental stress that negatively affects his health. Externally, emotions and feelings are expressed: by movements of the facial muscles (facial expressions); movements of the body muscles (pantomime, gestures, posture, posture); changes in tone of voice; changes in speech rate. The human face has the greatest ability to express various emotional shades. G. N. Lange, one of the leading experts in the study of emotions, described the physiological and behavioral characteristics of joy, sadness and anger. For example, the characteristic of joy: joy is accompanied by excitation of motor centers, due to which characteristic movements appear (gesticulation, jumping, clapping), increased blood flow in small vessels (capillaries), as a result of which the skin of the body turns red and becomes warmer, and internal tissues and organs begin to be better supplied with oxygen and metabolism in them begins to occur more intensely. Dynamics of emotions. The dynamics of the flow of emotions is expressed in their duration, intensity, direction, breadth (to which objects it is directed), etc.

Emotions and personality. Emotions and feelings have a great influence on personality. They make a person spiritually rich and interesting. A person capable of emotional experiences can better understand other people, respond to their feelings, and show compassion and responsiveness. Feelings enable a person to better know himself, realize his positive and negative qualities, create desires to overcome his shortcomings, and help him refrain from unseemly actions. Experienced emotions and feelings leave an imprint on the external and internal appearance of the individual. The quality of emotions is determined by the quality of moral consciousness. A low level of development of emotions is designated as emotional immaturity or mental immaturity, or underdevelopment of feelings. This manifests itself: in a low level of organization of emotional functions; lack of ability to simulate emotions; in excessive emotional expressiveness; in a small variety of emotions; in intolerance of delay; in unlimited demands on the world, on reality; the inability to tolerate negative emotions in the name of distant goals; in the need for emotional change (permanent); in focusing on the present; in the distortion of reality under the influence of experiencing emotions. Emotional maturity is often referred to as psychological health - this is the ability to be in harmony with one’s emotional experiences. A person listens to his emotions and can express them openly and without distortion.

Techniques for regulating emotions. A person can not only be at the mercy of his feelings, but he himself is capable of influencing them. A person cannot stop the feeling that has arisen, but he is able to overcome it. However, this can only be done by a person engaged in self-education and self-regulation of his emotions and feelings. Each person can get rid of any unwanted feeling himself (through autogenic training). Currently, there are many psychotherapeutic methods for regulating emotional states. However, most of them require special individual or group lessons. One of the most accessible ways to improve emotional well-being is laughter therapy. The first way to regulate emotions - the distribution of emotions - is to expand the range of emotiogenic situations, which leads to a decrease in the intensity of emotions in each of them. The need for conscious distribution of emotions arises when there is an excessive concentration of a person’s experiences. The inability to distribute emotions can lead to significant deterioration in health. The second method of managing emotions - concentration - is necessary in those circumstances when operating conditions require the complete concentration of emotions on one thing that is of decisive importance in a certain period of life. In this case, a person consciously excludes a number of emotiogenic situations from the sphere of his activity in order to increase the intensity of emotions in those situations that are most important to him. The third way to manage emotions - switching - is associated with the transfer of experiences from emotional situations to neutral ones. With so-called destructive emotions (anger, rage, aggression), it is necessary to temporarily replace real situations with illusory or socially insignificant ones (using the “scapegoat” principle). If constructive emotions (primarily interests) are concentrated on trifles, illusory objects, then it is necessary to switch to situations that have increased social and cultural value. The search for specific techniques depends on the individual and his level of maturity.

Development of the emotional sphere of personality. Elementary feelings like fear and anger begin to appear in childhood. At first they are of an unconscious nature (lift the child up sharply - the whole body shrinks). Positive emotions in the child develop through play. At school age, children already experience a feeling of shame. It is possible to cultivate intellectual feelings only in a developed person. In the process of studying at school, students master the basics of knowledge that contribute to the development of intellectual feelings. Emotional experience changes and is enriched during the development of personality as a result of empathy (empathy) that arises in communication with other people, when perceiving works of art, under the influence of the media.

Emotional personality traits. Emotions and feelings, often repeated, can become one of the characteristic features of a personality, one of its properties. E. P. Ilyin identifies the following emotional properties of a person:

1. Emotional excitability;
2. Depth of experiencing emotions;
3. Emotional lability-rigidity;
4. Emotional responsiveness;
5. Expressiveness;
6. Emotional stability;
7. Optimism, pessimism.

A person’s individual sensitivity to situations that evoke emotions is called emotionality. A person's susceptibility to affects is called affectivity. Non-susceptibility - resistance to stress. Affective individuals are prone to strong and violent emotional experiences. These properties are largely determined by the type of higher nervous activity of the individual. However, in the process of socialization, his emotional characteristics undergo significant changes and receive a social facet. A person learns to restrain immediate emotional manifestations, resorts to their disguise and imitation, forms emotional stability, tolerance - the ability to endure difficulties. Not everyone succeeds in this to the same extent. For some, great emotional excitability is combined with great emotional stability, for others, emotional excitability often leads to emotional breakdowns and loss of self-control. Some people have an extremely limited emotional sphere. Manifestations of emotional anomaly - asyntonity (emotional insensitivity) are also possible.

The role of emotions in cognitive and practical activities. Feelings are directly involved in learning. Significant events that cause a strong emotional reaction are imprinted in memory faster and for a long time. Emotions of success and failure have the ability to instill love or extinguish it forever in relation to the type of activity that a person is engaged in, since emotions influence the nature of a person’s motivation in relation to the activity he performs. Intellectual feelings manifest the experience of one’s relationship to cognitive activity and the results of mental actions. Surprise, curiosity, doubt - feelings that encourage a person to study the world around him, learn the truth, and discover new things. Emotive behavior. Characterized by mood swings for the most insignificant reasons. Psychological problems of education of the emotional sphere of the individual. The education of human emotions and feelings begins from early childhood. The most important condition for the formation of positive emotions and feelings is care from adults. A child who lacks love and affection grows up cold and unresponsive. Another condition for the formation of emotions is that children’s feelings are not limited only to the limits of subjective experiences, but are realized in specific actions, actions and activities. Pathology of emotions Hypotymia, or depression, is characterized by a decrease in general mental tone, loss of a sense of joyful and pleasant perception of the environment, accompanied by the appearance of sadness or sadness. Hypotymia underlies the formation of depressive syndrome. Manic syndrome (hyperthymia) is characterized by the presence of a triad of symptoms indicating the presence of arousal: an elevated, joyful mood, acceleration of associations and motor agitation, a desire for indomitable activity. As with depression, the severity of individual components of the affective triad varies.

Moria- a state characterized by a combination of an uplift in mood with some disinhibition, carelessness, while a disinhibition of drives and sometimes a loss of consciousness may be observed. It is most often observed with damage to the frontal lobes of the brain.

Dysphoria- gloomy, gloomy, angry mood with grumpiness, irritability, increased sensitivity to any external irritant, slight onset of brutal bitterness, explosiveness.

Euphoria- elevated mood with a feeling of contentment, carelessness, serenity. Ecstasy is an experience of delight, extraordinary joy, inspiration, happiness, inspiration, admiration, turning into frenzy.

Fear, panic- a state with the presence of internal tension associated with the expectation of something threatening life, health, and well-being. Degrees of expression can be different - from mild anxiety and restlessness with a feeling of tightness in the chest, “fading of the heart” to panic horror with cries for help, running away, throwing. Accompanied by an abundance of vegetative manifestations - dry mouth, body tremors, the appearance of “goosebumps” under the skin, the urge to urinate, defecate, etc. Emotional lability - sharp fluctuations in mood from an increase to a significant decrease, from sentimentality to tearfulness.

Apathy- complete indifference to what is happening, indifferent attitude towards one’s condition, position, future, absolute thoughtlessness, loss of any emotional response. Emotional dullness, affective dullness - weakening, insufficiency or complete loss of affective responsiveness, poverty of emotional manifestations, spiritual coldness, insensitivity, dull indifference. Characteristic of schizophrenia or a special type of psychopathy. Parathymia (inadequacy of affect) is characterized by the manifestation of affect that is qualitatively inconsistent with the reason that caused it, inadequate to the phenomenon that causes it. Such patients, when reporting a sad event, may laugh inappropriately, joke, show inappropriate merriment for the occasion, and, conversely, fall into sadness and sadness in the presence of information about joyful events. The concept of will and its manifestations. Human behavior and activity are stimulated and regulated not only by feelings and emotions, but also by will. The mechanisms of human activity can be divided into:

1. Involuntary (spontaneous, reflex, instinctive, etc.);
2. Voluntary - “I-myself” (intentional, intentional, intentional, conscious, etc.);
3. Arbitrary under duress (forced, obligatory, etc.).

Involuntary actions are committed as a result of the emergence of unconscious or insufficiently clearly conscious impulses (drives, attitudes, etc.). They are impulsive and lack a clear plan. An example of involuntary actions is the actions of people in a state of passion (amazement, fear, delight, anger). Voluntary actions presuppose awareness of the goal, a preliminary representation of those operations that can ensure its achievement, and their order. All performed actions, performed consciously and having a purpose, are so named because they are derived from the will of man. Will allows you to consciously control your internal mental and external physical actions in the most difficult life situations. A person resorts to volitional regulation only when he needs to overcome difficulties that arise on the way to achieving his goal. In all other cases, regulation may not be volitional, but deliberate, not requiring any effort from the individual. You can perform a wide variety of complex actions, but they will not be volitional until a person forces himself to carry them out.

Will– this is the regulating side of consciousness. This is the highest level of self-regulation of activity and behavior.

Will is considered in three ways:

1. Will as a human property- this is the ability to act in the direction of a consciously set goal, while overcoming internal obstacles in the form of one’s own desires and aspirations. Will is behavior in a situation of conflict between 2 motivational tendencies: a more valuable and consciously accepted goal; more emotionally attractive. Moreover, the first wins, suppressing the second.

2. Will as a process. This is conscious self-regulation, conscious mobilization of existing opportunities to overcome difficulties. Volitional action is an action aimed at achieving a goal that does not follow directly from it.

3. Will as the content of consciousness. These are, created by the subject himself, additional incentives for actions for which one’s own motivation is not sufficient. One of the mechanisms of will is the need to overcome an obstacle encountered. For volitional forms of behavior, awareness of the goal is not enough; volitional effort is necessarily included in them. Volitional effort is a special mental stress, consciously caused in cases where there is a shortage of energy and when it is necessary to mobilize existing mental resources. Volitional effort is like action along the line of greatest resistance. Will includes: self-determination; self-initiation; self-control; self-mobilization. Purposeful nature of volitional actions and their types.

Actions are the most important parts of a volitional act. An action that does not have a plan cannot be considered volitional. Volitional action is...a conscious, purposeful action through which a person achieves the goal facing him. Volitional activity always consists of certain volitional actions, which contain all the signs and qualities of will. Volitional actions can be simple and complex. Simple ones include those in which a person goes towards the intended goal without hesitation; it is clear to him what and in what way he will achieve it. A simple volitional action is characterized by the fact that choosing a goal and making a decision to perform an action in a certain way are carried out without a struggle of motives. In a complex volitional action, the following stages are distinguished: awareness of the goal and the desire to achieve it; awareness of a number of possibilities for achieving the goal; the emergence of motives that affirm or deny these possibilities; struggle of motives and choice; accepting one of the possibilities as a solution; implementation of the decision. Will manifests itself not only in the commission of a purposeful action, but also in the retention of an impulsive action.

Regulating, stimulating and restraining functions of the will. Stimulating – stimulates a person’s activity to overcome difficulties. Restraining – inhibits its manifestation when it is necessary to achieve the goal. Thanks to the incentive and inhibitory functions, the will allows a person to regulate his activities and behavior in a variety of difficult situations. These functions of the will are aimed at overcoming external and internal obstacles and require a person to exert external and internal forces.

Motives for volitional actions. When does an action become volitional? When the motivational sphere changes. A motive that arises from desire is no longer enough. An additional motive is needed, which arises when it is necessary to act not as I “want”, but as I “need”. In this regard, the semantic assessment of the motive changes. This is where the will is needed to make an effort and force yourself to do as you should. The struggle of motives arises when a person has the opportunity to choose goals, or at least the order of their achievement. The struggle of motives that arises when goals are realized is not a structural component of volitional action, but rather a certain stage of volitional activity, of which action is a part. Each of the motives, before becoming a goal, goes through the stage of desire (in the case when the goal is chosen independently). Desire is the content of a need that exists ideally (in a person’s head). To desire something is first of all to know the content of the incentive.

Volitional act, its structure (V.I. Selivanov, V.A. Ivannikov, etc.). The will is represented by individual acts of will. An act of will is a purposeful action under conditions of choice, based on decision-making, carried out during a struggle of motives and aimed at overcoming obstacles. V. A. Ivannikov adheres to the understanding of will from a motivational position, and on the other hand, apparently, he joins supporters of the understanding of will as volitional regulation associated with overcoming difficulties. The basis is needs that turn into motives. Motives are almost always conscious. Distinguish between desires and attractions. In some cases, a conflict of motives arises. As a result of the struggle, decisions are made. The last moment of the volitional act is action. Implementation of action and obtaining results. The action ends with an assessment of the result obtained. Signs of manifestation of will according to Selivanov: conscious goal setting, actions in the direction of the goal, overcoming external and internal obstacles, overcoming muscle and nervous tension, the ability to slow down one’s actions and external manifestations of one’s experiences (self-control).

The connection between volitional regulation and motives. The development of volitional regulation of behavior in humans occurs in several directions. On the one hand, this is the transformation of involuntary mental processes into voluntary ones, on the other hand, a person gains control over his behavior, and on the third, the development of volitional personality traits. All these processes ontogenetically begin from the moment in life when the child masters speech and learns to use it as an effective means of mental and behavioral self-regulation. The development of will in children is closely correlated with the enrichment of their motivational and moral sphere. The inclusion of higher motives and values ​​in the regulation of activity, increasing their status in the general hierarchy of incentives that govern activity, the ability to highlight and evaluate the moral side of performed actions - all these are important points in the education of will in children. The motivation for an act, which includes volitional regulation, becomes conscious, and the act itself becomes voluntary. Such an action is always performed on the basis of an arbitrarily constructed hierarchy of motives, where the top level is occupied by a highly moral motivation, which gives moral satisfaction to a person if the activity is successful. Improving the volitional regulation of behavior in children is associated with their general intellectual development, with the emergence of motivational and personal reflection. Therefore, it is almost impossible to cultivate a child’s will in isolation from his general psychological development. Otherwise, instead of will and perseverance as undoubtedly positive and valuable personal qualities, their antipodes may arise and take hold: stubbornness and rigidity. The struggle of motives. Will presupposes a struggle of motives. According to this essential feature, volitional action can always be separated from the rest.

In a complex volitional action, the following stages are distinguished:

1. awareness of the goal and the desire to achieve it;
2. awareness of a number of possibilities for achieving the goal;
3. the emergence of motives that affirm or deny these possibilities;
4. struggle of motives and choice;
5. accepting one of the possibilities as a solution;
6. implementation of the decision.

At the stage of the struggle of motives, possible ways and means of achieving a goal are correlated with a person’s existing system of values, including beliefs, feelings, norms of behavior, and leading needs. Here, each of the possible paths is discussed in terms of the correspondence of a particular path to the value system of a given person. The stage of the struggle of motives and choice turns out to be central in complex volitional action. Here, as at the stage of choosing a goal, a conflict situation is possible due to the fact that a person accepts the possibility of an easy way to achieve a goal (this understanding is one of the results of the second stage), but at the same time, due to his moral feelings or principles, cannot accept it. Other paths are less economical (and a person also understands this), but following them is more consistent with a person’s value system. The result of resolving this situation is the next stage - accepting one of the possibilities as a solution. It is characterized by a decrease in tension as internal conflict is resolved. Here the means, methods, and sequences of their use are specified, i.e., refined planning is carried out. After this, the implementation of the decision planned at the implementation stage begins. Making and executing a volitional decision. A volitional decision is usually made in the context of competing, diverse drives, none of which can finally win without making a volitional decision. Another sign of the strong-willed nature of an action is the presence of a well-thought-out plan for its implementation. An action that does not have a plan cannot be considered volitional. When making a decision, a person feels that the further course of events depends on him. Awareness of the consequences of one’s action and the dependence of what will happen from one’s own decision gives rise to a sense of responsibility specific to an act of will. Decision making can proceed in different ways. Sometimes it does not stand out at all in consciousness as a special phase: the volitional act is performed without a special decision. This happens in cases when the impulse that arises in a person does not meet with any internal opposition, and the implementation of the goal corresponding to this impulse does not meet any external obstacles. Under such conditions, it is enough to imagine the goal and realize its desirability for action to follow. In those acts of will in which the emergence of an impulse to action is followed by some complex struggle of motives or discussion and action are postponed, the decision stands out as a special moment. Sometimes the solution seems to come by itself, being a complete resolution of the conflict that caused the struggle of motives. Finally, it happens that until the very end and when the decision is made, each of the motives still retains its strength, not a single possibility has disappeared by itself, and the decision in favor of one motive is made not because the effective force of the others has been exhausted, but because other motives have lost their attractiveness, but because the necessity or expediency of sacrificing all this is realized. In this case, when the conflict contained in the struggle of motives has not received a resolution that would exhaust it, the decision is especially recognized and highlighted as a special act that subordinates everything else to one accepted goal. The decision itself, and then the execution that follows it, in this case are usually accompanied by a pronounced sense of effort. In this feeling associated with internal struggle, some are inclined to see a special moment of an act of will. However, not every decision and choice of goal should be accompanied by a feeling of effort. The presence of effort testifies not so much to the strength of the act of will, but to the opposition that this force encounters. However, it is still wrong to see the effort associated with a decision as the main sign of an act of will. When a person is completely in his decision and all his aspirations are merged in complete, undivided unity, he does not experience effort when making a decision, and yet in this act of will there can be a special indestructible force. It cannot but affect the implementation of the decision. Here, however, in the fight against real difficulties, the ability to exert volition acquires significant significance as the most important component or manifestation of will. In a certain sense, every volitional act includes a decision, since it presupposes the adoption of a certain goal and opens the corresponding desire to access the motor sphere, to action aimed at its implementation. Volitional qualities of personality and their formation. Volitional qualities are features of volitional regulation that have become a personality property, manifested in a specific specific situation and determined by the nature of overcoming difficulties. There are about 30 strong-willed qualities.

Ilyin classification. He distinguishes 3 groups of volitional qualities:

1. Volitional qualities that characterize self-control: endurance; determination; courage.
2. Characterizing determination: patience; perseverance; persistence.
3. Moral and volitional qualities: courage and heroism; dedication; integrity; discipline and organization; independence and initiative; diligence.

Brikhtsin classification. The idea of ​​Brikhtsin’s classification is the use of the main links in the regulation of individual and group activity:

1. Initiation of activity: initiative; diligence.
2. Planning the course of activities: independence; prudence; quickness (dexterity); prudence.
3. Preparation of external conditions and internal prerequisites: independence; thoroughness.
4. organization of management and executive levels (self-organization): self-control; efficiency.
5. Interaction with the external and internal environment: endurance; moderation.
6. Complex information processing and decision-making process: judgment; courage; determination.
7. Communication between management levels: awareness; integrity.
8. Coordination of interaction between management units: determination; diligence.
9. Regulation of the executive elements of the links: energy; thoroughness.
10. Control over the process of completing a task and clarifying the plan: persistence; flexibility.
11. Final assessment of the progress and results of activities: responsibility.

Pryadein classification. He identified 58 qualities from the Russian language. Volitional qualities form 6 symptom complexes:

1. Courage, boldness, bravery, bravery, fortitude, tenacity, mobility, determination, agility and determination (form a single factor);
2. Initiative, activity, fearlessness, meticulousness, endurance, accuracy, fairness;
3. Attentiveness, willpower, endurance, endurance;
4. Perseverance, perseverance, obedience, hard work, subordination, restraint, accuracy, concentration, moderation, quietness, clarity, commitment, punctuality, organization, demandingness, self-criticism;
5. Efficiency, responsibility, consistency, organization, efficiency, resourcefulness, steadfastness, commitment;
6. Composure, independence, immunity to interference, restraint, poise, composure (the qualities of the factors are listed in descending order of load).

Individual volitional qualities and volitional activity in general are assessed by different levels of strength, stability, breadth and direction. Will is formed during the age-related development of a person. Only by the fourth year of life do desires acquire a more or less stable character. At the same age, children experience the emergence of a struggle of motives. Like all mental processes, the will does not develop on its own, but in connection with the general development of a person’s personality. Sometimes you can find high development of will already in early childhood. Creative children show a high level of willpower. The formation of volitional characteristics does not stop at an older age, when a young person begins independent work. Play in childhood is of great importance in the development of volitional qualities. At school age - educational activities. Like any mental function, will has pathological forms: 1). Abulia – pathological lack of will; 2). Hypobulia – less pronounced lack of will; 3). Hyperbulia is a “super strong” will. Tasks of education and self-education of the individual. In the most general form, a modern school is guided by the following educational models: a) the model of an educated, intellectually developed graduate prepared to master the professional stage of education; b) a model of a physically healthy person; c) a model of a morally educated person and citizen; d) model of a successful (productive, creative) personality; e) a model of an adaptable personality, capable of adapting to existing social conditions and possessing entrepreneurship and competitiveness. The concept of self-education puts forward another model of educational ideal, new for the Russian school: a self-educating, self-improving, self-developing personality. Self-education is of great importance in the development of volitional qualities. Only self-education can give a person the opportunity to control himself, demonstrate volitional efforts, and mobilize all his resources to overcome difficulties. There is a self-education program: strong-willed qualities should be demonstrated in all types of activities and not only in extreme situations, but also in everyday life; try to set only achievable goals; the goal must be achieved; When starting a task, first plan it, etc. Technology of personality self-education: goal setting and tasks.

Violations of will. Abulia. Lack of desire for activity, passivity, spontaneity, adynamia. Hyperbulia. A state of excessive activity with an abundance of diverse, often changing impulses for activity, as well as an impulsive desire to immediately achieve a goal. Natural drives are disinhibited. Parabulia. Pathology of behavior resulting from a violation of the mechanisms of formation of motives. Diagnostics of the emotional and volitional sphere of personality Graphic technique Cactus. Depression. Beck Depression Inventory. Study of impulsivity, persistence, mood, subjective control, anxiety, emotional-volitional sphere and personality as a whole, emotional responsiveness. Personal anxiety scale. METHOD Unfinished sentences. Methodology Aggression (Modification of Rosenzweig test). Methodology for diagnosing aggressiveness by A. Assinger. Methodology Man in the rain. Methodology Non-existent animal. “Self-portrait” technique. Methodology for diagnosing a communicative attitude V. V. Boyko. Methodology for diagnosing stress-coping behavior (coping behavior in stressful situations). Methodology for diagnosing the level of social frustration. Methodology House-tree-person. Modification of the child anxiety test (Tamml, Dorki, Amen) and the Cinema method. Questionnaire for rapid assessment of well-being, activity and mood. Drawing test "My family". Drawing test "Elephant". Animal Family Test. Test “Are you resistant to stress?” Phillips School Anxiety Test. Scale of personal and situational anxiety by Ch. D. Spielberg - Yu. L. Khanin. Depressed mood scale.

2.1.1. Electroencephalography

2.1.2. Brain evoked potentials

2.1.3. Topographic mapping of electrical activity in the brain

2.1.4. CT scan

2.1.5. Neural activity

2.1.6. Methods of influencing the brain

2.2. Electrical activity of the skin

2.3. Indicators of the cardiovascular system

2.4. Indicators of muscle system activity

2.5. Indicators of respiratory system activity (pneumography)

2.6. Eye reactions

2.7. Lie detector

2.8. Selection of methods and indicators

Conclusion

Recommended reading

Section IIi. Psychophysiology of functional states and emotions Chapter. 3. Psychophysiology of functional states

3.1. Problems of determining functional states

3.1.1. Different approaches to determining fs

3.1.2. Neurophysiological mechanisms of wakefulness regulation

Major Differences in the Effects of Brainstem and Thalamic Activation

3.1.3. Methods for diagnosing functional states

Effects of the sympathetic and parasympathetic systems

3.2. Psychophysiology of sleep

3.2.1. Physiological features of sleep

3.2.2. Dream theories

3.3. Psychophysiology of stress

3.3.1. Conditions for stress

3.3.2. General adaptation syndrome

3.4. Pain and its physiological mechanisms

3.5. Feedback in the regulation of functional states

3.5.1. Types of artificial feedback in psychophysiology

3.5.2. The importance of feedback in organizing behavior

Chapter 4. Psychophysiology of the emotional-need sphere

4.1. Psychophysiology of needs

4.1.1. Definition and classification of needs

4.1.2. Psychophysiological mechanisms of the emergence of needs

4.2. Motivation as a factor in organizing behavior

4.3. Psychophysiology of emotions

4.3.1. Morphofunctional substrate of emotions

4.3.2. Theories of emotions

4.3.3. Methods for studying and diagnosing emotions

Recommended reading

Section III. Psychophysiology of the cognitive sphere Chapter 5. Psychophysiology of perception

5.1. Encoding information in the nervous system

5.2. Neural models of perception

5.3. Electroencephalographic studies of perception

5.4. Topographical aspects of perception

Differences between hemispheres in visual perception (L. Ileushina et al., 1982)

Chapter 6. Psychophysiology of attention

6.1. Approximate reaction

6.2. Neurophysiological mechanisms of attention

6.3. Methods for studying and diagnosing attention

Chapter 7. Psychophysiology of memory

7.1. Classification of types of memory

7.1.1. Elementary types of memory and learning

7.1.2. Specific types of memory

7.1.3. Temporal organization of memory

7.1.4. Imprinting Mechanisms

7.2. Physiological theories of memory

7.3. Biochemical studies of memory

Chapter 8. Psychophysiology of speech processes

8.1. Non-speech forms of communication

8.2. Speech as a system of signals

8.3. Peripheral speech systems

8.4. Brain speech centers

8.5. Speech and interhemispheric asymmetry

8.6. Development of speech and specialization of hemispheres in ontogenesis

8.7. Electrophysiological correlates of speech processes

Chapter 9. Psychophysiology of mental activity

9.1. Electrophysiological correlates of thinking

9.1.1. Neural correlates of thinking

9.1.2. Electroencephalographic correlates of thinking

9.2. Psychophysiological aspects of decision making

9.3. Psychophysiological approach to intelligence

Chapter 10. Consciousness as a psychophysiological phenomenon

10.1. Psychophysiological approach to the definition of consciousness

10.2. Physiological conditions for awareness of stimuli

10.3. Brain centers and consciousness

10.4. Altered states of consciousness

10.5. Information approach to the problem of consciousness

Chapter 11. Psychophysiology of motor activity

11.1. Structure of the motor system

11.2. Classification of movements

11.3. Functional organization of voluntary movement

11.4. Electrophysiological correlates of movement organization

11.5. Complex of brain potentials associated with movements

11.6. Neural activity

Recommended reading

SectionIy. Developmental psychophysiology Chapter 12. Basic concepts, ideas and problems

12.1. General concept of maturation

12.1.1. Maturation criteria

12.1.2. Age norm

12.1.3. The problem of periodization of development

12.1.4. Continuity of maturation processes

12.2. Plasticity and sensitivity of the central nervous system in ontogenesis

12.2.1. Effects of enrichment and depletion of the environment

12.2.2. Critical and sensitive periods of development

Chapter 13. Main methods and directions of research

13.1. Estimating Age Effects

13.2. Electrophysiological methods for studying the dynamics of mental development

13.2.1. Changes in the electroencephalogram during ontogenesis

13.2.2. Age-related changes in evoked potentials

13.3. Eye reactions as a method for studying cognitive activity in early ontogenesis

13.4. Main types of empirical research in developmental psychophysiology

Chapter 14. Brain maturation and mental development

14.1. Maturation of the nervous system in embryogenesis

14.2. Maturation of the main blocks of the brain in postnatal ontogenesis

14.2.1.Evolutionary approach to the analysis of brain maturation

14.2.2. Corticolization of functions in ontogenesis

14.2.3. Lateralization of functions in ontogenesis

14.3. Brain maturation as a condition for mental development

Chapter 15. Aging of the body and mental involution

15.1. Biological age and aging

15.2. Changes in the body during aging

15.3. Theories of aging

15.4. Vitaukt

Recommended reading

Literature Cited

Content

4.3.3. Methods for studying and diagnosing emotions

The study of the physiological mechanisms of emotions is a multifaceted process that includes animal experiments involving irritation and destruction of certain areas of the brain, the study of the characteristics of emotional response in patients with various brain lesions, as well as laboratory studies of healthy people when they experience artificially created emotional situations.

Electrical brain stimulation. Stimulation of different parts of the brain through implanted electrodes often causes emotional experiences in patients, as well as peculiar behavioral changes in animals.

By stimulating various parts of the hypothalamus in a cat, for example, a “flight” reaction can be obtained, when the animal desperately seeks shelter. Stimulation of midbrain formations leads to activation with a positive or negative emotional connotation or to a state of calm. Irritation of the anterior and inferior surface of the temporal lobe causes a feeling of fear; anterior and posterior parts of the hypothalamus - anxiety and rage; partitions - pleasures; amygdala – fear, rage and anger, and in some cases pleasure.

The experiments of D. Olds, in which electrodes were implanted into rats in different areas of the hypothalamus, became widely known. Rats, having discovered the connection between pressing the pedal and receiving stimulation, in some cases continued to stimulate their brains with amazing persistence. They could press the pedal several thousand times an hour for ten hours, reaching the point of complete exhaustion. The areas of the hypothalamus that the rats sought to stimulate were called “pleasure centers.” By analogy with this, areas of the brain were identified, irritation of which the animals tried with all their might to avoid.

In the rat, 35% of the brain's cellular space is associated with the positive emotiogenic system, 5% with the negative emotiogenic system, and 60% with the absence of an urge to repeat or avoid stimulation. The fundamental organization of the emotiogenic systems of the brain turned out to be very similar in representatives of different orders of mammals.

Electrical stimulation was also performed in some patients during brain surgery. Some of these operations are performed without general anesthesia because the manipulation of brain tissue does not cause pain. During such an operation, they came into contact with the patient and found out what he experienced when certain points were irritated. Patients often reported pleasant sensations arising from stimulation of areas of the brain that roughly correspond to the location of the “pleasure centers” in animals. Similarly, areas were identified whose irritation caused discomfort.

Brain destruction. Partially, the effect of damage to different parts of the brain was analyzed above, when the problem of the morphophysiological substrate of emotions was considered. The clinic of focal brain lesions provides a lot of information about how damage to the frontal lobes of the brain, the left and right hemispheres, affects the course of a person’s emotional experiences.

Along with this, there is a large body of experimental research on animals in which targeted destruction or removal of individual emotiogenic zones was carried out in order to identify the effects of this intervention. Experiments on monkeys with the destruction of the amygdala are well known, as a result of which the previously dominant male in the group occupied the lowest position in the herd hierarchy.

Diagnosis of emotional experiences. The physiological manifestations of emotional experiences in a healthy person are widely studied in laboratory conditions. In this case, as a rule, the method of psychological modeling is used, i.e. either conditions are created that directly cause emotional stress in the individual (for example, critical remarks about his activities in the experimental conditions), or the subject is presented with external stimuli that obviously provoke the emergence of certain emotions (for example, photographs that cause disgust). When studying the physiological correlates of emotional experiences, data obtained at rest and during emotional stress are usually compared.

Study of facial expressions. By the expression on a person's face, you can often determine what feelings he is experiencing. Features of facial expressions when experiencing emotions are called facial expression. In the works of P. Ekman, a special technique for identifying emotions by facial expression was developed. There is an atlas of photographic standards of facial expression for six basic emotions: anger, fear, sadness, disgust, surprise, joy. In addition, the anatomy of the facial muscles was studied in detail, 24 variants of reactions of individual muscles and 20 variants reflecting the work of muscle groups were identified. A direct comparison was made between the strength of the experience and the activity of the facial muscles. It turned out, for example, that the experience of happiness is associated with the activity of the zygomaticus major muscle. The stronger the activity of this muscle, the higher the level of subjective assessment of the experienced “happiness” when watching a pleasant film. The activity of the zygomaticus major muscle can predict the emergence of a positive emotional experience. At the same time, negative emotions (anger, sadness) are combined with suppression of the activity of the zygomaticus major muscle and an increase in the activity of the frowning muscle.

Electrical activity of the skin(EAC), measured from the surface of the palm, is widely used as an indicator of a person's emotional states. By the value of EAC or GSR (galvanic skin response), one can determine the level of emotional stress of a person (and the type of mathematical relationship between the strength of emotions and the amplitude of GSR has been established). At the same time, using GSR it is almost impossible to establish a qualitative characteristic of the experienced emotion, i.e. tell what emotion a person is experiencing. It is hypothesized that the phasic and tonic components of GSR may have different relationships to the quality and intensity of experienced emotions. Moreover, phasic GSR is to a greater extent an indicator of the intensity and, to a lesser extent, of the specificity of emotions. There is also some reason to believe4 that tonic-type reactions are more associated with brain mechanisms responsible for the fear reaction, and phasic components can serve as indicators of anticipation and prediction of emotionally positive stimuli. At the same time, GSR itself cannot serve as an indicator of an unambiguous determination of the specificity of emotions, but is an indicator of nonspecific activation.

Reactions of the cardiovascular system. Changes in the activity of the heart, regardless of whether we are talking about a decrease or increase in heart rate, serve as the most reliable objective indicators of the degree of emotional stress in a person compared to other autonomic functions in the presence of the following conditions: the emotional experience is characterized by strong tension and is not accompanied by physical activity .

Strong emotional stress without any physical activity can significantly change the heart rate. For example, simultaneous interpreters' heart rate (HR) during work sometimes reaches 160 beats per minute. Moreover, even significant physical activity increases their heart rate to 145 beats per minute.

Electroencephalographic (EEG) indicators of emotions. Experimental studies indicate that it is possible to identify EEG indicators of emotional stress. It has been established that the resting state is characterized by a predominance of synchronizing influences, which corresponds to a well-defined alpha rhythm. One of the EEG symptoms of emotional arousal is an increase in the theta rhythm with an oscillation frequency of 4–7 Hz, which accompanies the experience of both positive and negative emotions. In its origin, the theta rhythm is associated with cortico-limbic interaction. It is assumed that the increase in the theta rhythm during emotions reflects the activation of the cerebral cortex by the limbic system.

The dynamics of EEG activity during emotional experiences is as follows.

With positive emotions, arousal increases, but at the same time there is an increase in inhibitory influences. This circumstance is manifested by periods of exaltation (an increase in the amplitude of EEG oscillations) of alpha waves and increased theta activity. With strong positive emotions, depression of the alpha rhythm and increased high-frequency beta oscillations can be observed. According to some ideas, the simultaneous activation of excitatory and inhibitory mechanisms, the usefulness of the “inhibitory protection” of brain structures underlie the relative harmlessness of even strong positive emotions to the body.

For negative emotional experiences, depression of the alpha rhythm and an increase in rapid fluctuations are most typical. It must be emphasized that in the first stages of the development of such emotions, inhibitory influences still continue to increase, which is manifested by an increase in theta and alpha activity. However, unlike positive emotions, the tension of the stabilizing mechanisms is soon overcome by growing excitement.

Specific changes occur in the EEG at the stage when negative emotions become stagnant (deep grief, intense fear turning into numbness, etc.). Against the background of still increased tone, there is a clear predominance of inhibitory influences with the appearance of slow waves in the EEG.

Statistical methods of EEG in the assessment of emotions. A special direction in the study of the physiology of emotions consists of studies that use statistical methods for assessing EEG spectra, spatio-temporal synchronization of biopotentials, evoked potentials, and ultra-slow rhythmic brain activity. It has been established, for example, that ultra-slow fluctuations in EEG potentials reflect the emotional states of subjects. It was also found that an increase in the subjective assessment of a negative emotional state in healthy people is associated with an increase in the synchronization of potentials recorded in the frontal regions of the brain (especially in the left frontal lobe) with potentials recorded in the right temporal region (when experiencing failure and pain).

Affective tone is reflected in the EEG synchronization indicators of the temporal zones. Features of the emotional state of healthy subjects, obtained using projective techniques, correlate with the background values ​​of synchronization indicators of the frontal and right temporal leads: an increase in these indicators corresponded to an increase in negative emotions, a decrease corresponded to an increase in positive emotions. Some personal characteristics (according to the Cattell test - affectivity, emotional stability, extraversion) also correlated with the dynamics of the ratio of synchronization indicators. In patients with damage to the left hemisphere and a predominance of a negative emotional background, an increase in synchronization of the frontal and right temporal leads was observed, and in patients with damage to the right hemisphere with a general positive emotional background, the same indicators decreased.

Thus, indicators of spatial synchronization of biopotentials recorded in the frontal and temporal regions of the brain can be used to study emotional states under normal conditions and with local brain damage.

At present, there is still no complete understanding of all possible psychophysiological indicators of various emotional reactions and states. It is obvious, however, that in the overwhelming majority of cases, the identified correlates and means of diagnosing emotions do not have the necessary measure of specificity. In other words, changes in most indicators do not allow us to judge the quality of motivational and emotional stress, but only about its dynamics over time and partly about its strength.

One of the ways that will help reveal the psychophysiological patterns of the emotional-need sphere of a person should be a comprehensive psychological, morphophysiological and neurochemical study of the entire set of processes that ensure the functioning of this sphere in individual development.

Studying emotions using PET. In the studies of N.P. Bekhtereva and her colleagues used PET to study states of happiness, sadness and disgust. Increased activity was recorded in the thalamus and medial prefrontal cortex, anterior and posterior temporal structures. The state of happiness differed from sadness by greater activity near the ventral medial parts of the frontal cortex. In other words, with the help of PET it is possible to distinguish between the working areas of the cortex and subcortex that are responsible for positive and negative emotions. It is possible that PET scans can help differentiate between emotions caused by external and internal factors.

According to Medvedev, emotional instability is associated with metabolic disorders, while emotional stability is ensured by a number of neurohumoral compensatory mechanisms.

Emotions, according to Bekhtereva, turn out to be the most important factor determining SMFP - ultra-slow physiological processes. The experience of emotions is associated with multidirectional shifts in permanent potential. The cessation of emotions is associated with the return of permanent potential to normal. If the defensive reaction (i.e., shifts in constant potential) becomes excessive, the potential itself drops below optimal in all areas of the brain, which leads to a state of emotional dullness.

Violations: 1. Long-term mood disorders(depressive and manic states).

2. Emotional instability(for anxious depression, for cerebral atherosclerosis),

3. Inadequacy of emotions to the situation in terms of strength or content(schizophrenia, psychopathy, frontal syndrome)

4. Ambivalence of affect(love and hate, with schizophrenia). 5. Explosiveness, tendency to affective outbursts(epilepsy, psychopathy).

6. Inability to understand and express feelings(alexithymia). 7. Flattening of emotions(schizophrenia, dementia). 8 . Paroxysmal emotional disorders(fears, panic attacks, pathological affect). Emotion Research spheres begins with assessment the appearance and behavior of the patient, his manner of speaking, facial expressions, the nature of the complaints. It is necessary to find out the emotional state of the patient, any changes in this state that have occurred recently. Sometimes a depressed emotional state is indicated by numerous complaints about health, irritability, and lethargy. Patient observation data, as well as material obtained during a clinical conversation, are much more valuable sources of information than the results of formalized methods (Beck Depression Inventory, Minnesota Multifactor Personality Inventory, Luscher color test, various anxiety scales).

30. Psychosomatic disorders, classification. The concept of psychosomat and somatic correlations. Psychosomatics- clinical industry psychol. and medicine, cat.studied. influence of mental factor for occurrence and development somatic pathology. Subject of psychosomes. - psychosomatic diseases. Tasks: 1. Prevention. a) mental hygiene - prevention of development. unfavorable psychosomatic and somatic diseases. b) psychoimmunity – formed correctly. ideas and attitudes. people towards themselves, the disease and the world as a whole. c) prevention of development. complications. 2. Diagnostics. a) differential – diagnosis, revealed. specific gravity of psychol. factor in development diseases. b) dynamic – dynamics of the disease. Severe somatic disease, challenge psychic the activity of the patient and turns him into a psychosomatic. 3. Psychological assistance – consultation, correction, psychotherapy, sensorimotor. correction. 4. Rehabilitation - recovery. human status. Methods: Psychosomatic. research beginning from observing the patient, from talking about his experiences, life history, general situation. The continuation of this conversation is Yavl. psychotherapeutic treatment, deepening psychoanalysis using free methods. assoc., dream interpretation, study. rel. the patient to the outside world in the process of transference. Formalization of diagnostic conversations in the form of standardized The interview allows you to obtain a more systematic anamnestic. intelligence. Standardization of assessment conclusion. in semantic-linguistic. content analysis conversations that are conducive. correct selection of psychotherapeutic method of treatment. Auxiliary means of testing hypotheses yavl. statistical research, purpose cat. is to study. patterns of occurrence. phenomena. Psychosomatic correlations. In response to unfavorable psychic status of people there may be different physiological changes. Among them are different. psychogen. reactions and psychosomatic diseases. Changes that arise in the body under the influence of mental factors - psychogenic. Psychogenic factors can cause the following. physiological reactions in different organs and systems of the body: increased heart rate,
changes in blood pressure; breath holding, vomiting, constipation, dry mouth; increased/weakened erection, swelling of the clitoris and secretion of the genital area, muscle tension, tics, sweating, etc. Psychogenic reactions are temporary, transient, adaptive. Psychosomatic. diseases - physical disease or disorder, the cause of which arose. cat. yavl. affective voltage (conflicts, discontent, mental suffering, etc.).

Somatopsychic correlations. It is believed that the type of response to somatic the disease is primarily associated with the patient’s assessment of its severity. There is a phenomenon of “objective severity of the disease” and “subjective severity”. severity of the disease." In each specific case rel. is individually specific to the disease. originality, which depends on the social and constitutional and individual psycho. characteristics of people

31. Internal picture of the disease, types of response to the disease Adopted clinical psychol. the typology of response to diseases was created by Lichko and Ivanov. Similar types of response are combined into blocks: 1) incl. types of relationships to illness, with cat.soc. adaptation is not essentially disrupted. (harmonious, ergopathic and anosognosic types). 2) includes types of reactions that lead to mental illness. maladjustment mainly from the intrapsychic. orientation (hypochondriacal, anxious, melancholic and apathetic). 3) on react types with violation psycho. adaptation according to interpsychic option, cat. to the greatest extent depends on the premorbid personality traits of patients (egocentric, neurasthenic, obsessive-phobic, sensitive, euphoric, paranoid).

Types of response to illness without violations. social adaptation: 1 - When harmonious type of mental response to important phenomena. realism in reproduction symptoms and understanding the objective severity of the disease. 2 – ergopathic - “Withdrawal from illness to work.” 3 – anosognosic – active. discarding thoughts about the disease and its possible consequences. Not recognizing oneself as sick.

Types of response to illness with violations. social adaptation according to intrapsychic option: 1 – hypochondriac. - focus on the subjective. painful and other unpleasant. sensations. 2- alarming – continuous anxiety and suspiciousness in relation to unfavorable course of the disease, possibly complications, ineffectiveness and even danger of treatment. 3 - melancholic. or depressed - dejection by the disease, disbelief in recovery, in the possibility. improve the effect of treatment. 4 – Apathetic - complete indifference to one’s fate, to the outcome of the disease, to the results of treatment.

Types of response to illness with violations. social adaptation according to interpsychic option: 1-egocentric. - “Withdrawal into illness”, flaunting one’s suffering and experiences to loved ones and others in order to completely capture their attention. 2 – neurasthenic. - “irritable weakness” type behavior. 3 - obsessive-phobic, or dysphoric. Anxious suspiciousness, which primarily concerns fears that are not real, but unlikely: complications, treatment failures, poor outcomes, as well as possible (but unfounded) failures in life, work, family. situations due to illness. 4 – sensitive. - the patient is overly concerned about a possible unfavorable impression, cat. information about his illness may affect others. 5 – euphoric. - Unreasonably increased. mood, often feigned. Neglect, frivolous attitude. to the disease and treatment.6 – paranoid - confidence that the disease is real. the result of something malicious. Extreme suspicion of medications and procedures.

32. Respiratory diseases. PS os-ti personal, psychotherapy

Classic psychosomatic disorders: bronchial asthma (BA), hyperventilation syndrome.

BA is a violation of the breathing process due to difficulty in inhaling and a lack of oxygen entering the body h - ka, i.e. inability to breathe deeply. Psychological causes:

Tendency to suppress aggression and depression Mechanistic thinking (poor imagination). Increased exhaustion and excitability.

The generally accepted etymology of its occurrence is the meaning of aggression: in asthmatics it is not repressed, the patient cannot express it, and this manifests itself in attacks of suffocation. An asthmatic suffers greatly from aggressiveness, but does not show it, is distrustful, suspicious, and the ability to “take and give” is impaired (he takes a lot and gives little).

Options A: 1) neurosthenic-like

The mechanism of an attack is the patient’s way of avoiding the need to follow his own created ideal. Characteristics of the patient: constant dissatisfaction and rejection of oneself, striving for the imaginary unattainable, reduced self-esteem, increased demands on oneself, a feeling of inferiority. Psychotherapy: self-knowledge, stabilization of self-esteem, formulation of adequate life goals.

15.6. Diagnosis of emotional states and their manifestations in communication

Test "Business situations" drawing. Modification by N. G. Khitrova. The test is a modification of the associative picture test by S. Rosenzweig. The author has created a typology of reactions to frustration, which is used as the basis for assessing the emotional behavior of an individual in tense conditions of interpersonal interaction, in a decision-making situation. The test material consists of 20 drawings depicting conflict situations. In each picture, one of the characters utters words that complicate the activity and frustrate the interlocutor. Using this test, the type and direction of the subject's reactions are revealed. The following are highlighted. types of reactions: 1) Obstructive-dominant, when the responder’s attention is focused on the obstacle itself; 2) Self-protective, when the respondent’s activity is aimed at protecting his own identity; 3) Permissive, when the subject’s activity is aimed at finding a specific way out of a difficult situation. The “Business Situations” methodology is a tool for studying the prerequisites for management activities in various fields. spheres. The results are determined according to the table of standard answers.

Burlachuk L. F., Morozov S. M. Dictionary-reference book on psychodiagnostics. St. Petersburg, 2006; Practical psychodiagnostics. Methods and texts / Ed. D. Ya. Raigorodsky. M., 2002.

I. M. Karlinskaya

Test “Social Intelligence” (SIG is an abbreviation for V. N. Kunitsyna). J. Guilford, M. Suliven. Adaptation by E. S. Aleshina-Mikhailova. Designed to identify social intelligence, which is considered as a system of intellectual abilities, independent of the factor of general intelligence and associated, first of all, with the knowledge of behavioral information. The technique includes 4 subtests, 3 of which are based on non-verbal stimulus material, and one on verbal. The stimulus material is a set of 4 test notebooks. Each subtest contains 12–15 tasks. 1) Subtest – “History with completion.” Helps to find out how much a person can foresee the consequences of behavior and make a prediction based on non-verbal reactions. Assumes knowledge of normative role models of behavior. 2) Subtest – “Expression Groups”. Sensitivity to nonverbal manifestations of conditions is assessed. 3) Subtest – “Verbal Expression”. Sensitivity to the nuances of human relationships and a correct understanding of what people say to each other in the definition are assessed. situations, role plasticity. 4) Subtest – “History with an addition.” Considered the most informative. Evaluates the ability to recognize interpersonal relationships in dynamics and the logic of their development. Helps assess the extent to which a person can use inference to predict behavior based on incomplete data.

O. V. Smirnikova

Diagnosis of “emotional intelligence” (EQ Questionnaire). N. Hall. Designed to identify the ability to understand personality relationships, represented in emotions, and manage the emotional sphere based on decision-making in various areas. situations of interpersonal interaction. The questionnaire consists of 30 statements and contains 5 scales: 1) Emotional awareness; 2) Managing your emotions(rather emotional responsiveness, emotional non-rigidity); 3) Self-motivation(rather just voluntary control of one’s emotions); 4) Empathy; 5) Recognizing other people's emotions(rather, the ability to influence the emotional state of other people). Levels of partial emotional intelligence in accordance with the sign of the results in points are identified: high, medium, low. The integrative level of emotional intelligence, taking into account the dominant sign, is determined by quantitative indicators. The test needs to be improved.

Ilyin E. P. Emotions and feelings. St. Petersburg, 2007.

N. S. Kravtsov

Test-questionnaire of emotional intelligence. A. G. Shmelev. Designed to measure the level of emotional intelligence. This concept is used to denote how a person can understand and manage his emotions, as well as understand and respond appropriately to the feelings of others. These abilities are necessary in work related to active O. and interaction with people (management, sales, training, etc.). The test consists of 66 questions, each of which has 5 answer options. The test takes 20–30 minutes. The test includes 6 factor scales: 1) Total score – total score on all scales; 2) Self-analysis and self-defense – The scale reflects the respondent’s ability to soberly assess his strengths and weaknesses, recognize and understand his emotions, and the ability to build a def. "psychol. protection" from troubles; 3) Self-control – the scale reflects the respondent's internal motivation, self-discipline, perseverance in achieving goals; 4) Expression of emotions – the scale reflects the respondent’s ability to adequately express and control his emotions and respond appropriately to manifestations of emotions in other people; 5) Social sensitivity – the scale reflects the respondent’s ability to correctly understand and evaluate the motives behind the behavior of the people around him and respond adequately to them, based on this understanding; 6) Self-assessment of sensitivity - The scale reflects the respondent’s assessment of his own qualities: sensitivity, insight, understanding of the motives of the behavior of others. The test had several versions. On the basis of the collected protocols, a factor analysis was carried out, which determined the existing texture structure of the methodology. Also, after upgrading the first version, the test completion time was significantly reduced. The test has passed all stages of standardization. In a series of studies of the diagnostic capabilities of this questionnaire test, conducted in organizations under the conditions of a “situation of expertise” (high interest of subjects in “positive results”), the test was revealed to have low protection from falsification (from the artifact of “social desirability”). The test can be used for psychodiagnostic studies of the personality of adults in order to identify areas of psychology. help, self-knowledge. In a situation of examination (vocational selection and certification), it is recommended to simultaneously use diagnostic tools (including projective techniques) to control the artifact of social desirability. Thus, this test questionnaire is recommended for use as a test. an additional diagnostic tool in the selection and assessment of specialists whose field of activity is directly related to O. (executives, sales managers, business trainers, etc.).

Goleman D. Emotional leadership: The art of managing people based on emotional intelligence. M., 2005; Kabachenko T. S. Psychology of management. M., 2000.

A. G. Shmelev

“Status Scale” (SS) technique. E. Grol, M. Haider. Translation with him. language A. B. Leonova. Adaptation by A. B. Leonova. The Russian-language adaptation of one of the first methods of subjective scaling of experiences of a person’s current state is built on the principle of C. Osgood’s semantic differential. The technique is intended to diagnose the degree of well-being/subjective comfort of the state experienced by a person at a specific moment in time, based on reflective assessments of well-being (strong, weak, exhausted, lethargic, etc.) and emotionally charged experiences of the current mood (cheerful, joyful, excited, boring, etc.) etc.). Identification of states is necessary to assess a person’s readiness for activity and O. The ShS technique consists of 10 bipolar scales, the poles of each of which are indicated by adjectives that are opposite in meaning, describing the characteristic signs of a “good” or “bad” subjective state (for example, “ strong-weak”, “sleepy-cheerful”, “cheerful-sad”, “boring-interested”). To assess the degree of expression of experiences for each pair of signs, a centered 7-point scale is used with a fixed neutral score of “0” and three gradations of the degree of expression towards each of the polar experiences - 1) weak, 2) moderate and 3) strong. On the form of the methodology, the rating scales are presented to the respondent in a digital symmetrical form (“3 2 1 0 1 2 3”), which, when calculating test results, is transformed into a gradual sequence from 1 to 7 points, where the value “1 point” corresponds to the most pronounced negative assessment of the manifestation of the state separately for each pair of signs. In quality basic indicator of the ShS technique is used subjective comfort/discomfort index state (ISC), which is calculated based on the sum of points noted by the respondent on all 10 scales. In addition to this, it is recommended to analyze data on separate scales, highlighting those subjective experiences that received maximum and minimum ratings during scaling and characterize the qualitative uniqueness of the syndrome of manifestations of the current state. The ShS technique makes it possible to make diagnostic judgments about the degree of subjective comfort/discomfort of the current state as 1) low (“feeling bad”), 2) reduced (“deterioration of health”), 3) acceptable (“feeling normal”), 4) high (“feeling good”)

Leonova A. B., Kapitsa M. S.

A. B. Leonova

Questionnaires “BETROZI” and “PRIMAT”. V. N. Kunitsyna. Designed to measure attachment types. The first captures affection for a friend, girlfriend, relative, or spouse. The second is attachment to the mother. The questionnaires consist of 60 judgments, which identify 5 types of attachments: 1) Carefree attachment (BE). It is easier for such people to get into contact and not difficult to get out of it; they do not experience pain when breaking off attachment relationships on their own or someone else’s initiative. However, in stable, long-term relationships, they get more satisfaction from sex. They do not worry about their future together, do not get bored in the absence of their partner, and love different companies; 2) Anxious-contradictory attachment (AD). These people are jealous and possessive. They strive to have sole control over their property, which also applies to their partner. They may repeatedly try to break off relations with a partner, testing their strength and again returning to the object of their affection. In the absence of a partner, they are very worried about him; 3) Closed-detached attachment(ABOUT). Such people are afraid of losing freedom due to excessive, in their opinion, affection, and are more prone to casual relationships. They do not like to be told about their love or expect recognition from them. They do not strive for rapprochement, they talk little about themselves; 4) Dependent type attachment (D). All thoughts are occupied with the object of attachment. Without it they feel unprotected. They feel his absence acutely. He doesn’t dare to break up, even if things are bad together. They give in in everything and do not quarrel when there is a disagreement. Bears direct pressure. In relationships there is coercion and pressure, there is no affection and sincerity; 5) True (mature) affection (I). They value affection, but will not hold it by force. They feel the mood of another, experience joy from his presence. They deeply understand each other and have complete trust, respect the freedom of the other. They are attached to each other, do not look for adventures on the side. They are confident in the feelings of the other, often talk about love for each other. The technique received its name from the first 3 letters of the basic principle. scales From the array of available judgments, an additional scale “N” was identified - lack of attachment. Each type of attachment is measured using a 12-point system. The “PRIMAT” questionnaire consists of 30 judgments and mainly repeats the BERTROSI scales.

Kunitsyna V. N., Kazarinova N. V., Pogolsha V. M. Interpersonal communication. St. Petersburg, 2001.

V. N. Kunitsyna

Methodology “Differential Emotions Scale” (DES). K. Izard. Adaptation by A. B. Leonova. Designed to identify basic emotions. Theoret. The basis is K. Izard’s model, according to which there are 10 fundamental emotions that determine the component composition of the most diverse manifestations of a person’s emotional life. These include emotions interest/excitement, joy/pleasure, surprise, grief/suffering, anger/rage, disgust, contempt, fear/horror, shame/shyness, guilt/remorse. The SDE method fills the existing shortage of tools in applied psychodiagnostics that allow one to obtain a one-time snapshot of the entire palette of current emotional experiences. The use of such a methodological tool makes it possible to analyze the affective components of the regulation of current activity and O., which reflect the features of the projection of motivational attitudes in the current situation. The SDE methodology includes 30 points - private monopolar scales, represented by adjectives and short participial phrases, corresponding to different shades of emotional experiences (“attentive”, “joyful”, “sad”, “feeling hostility”, “frightened”, etc.). ). The respondent is asked to rate the severity of each emotional experience on a five-point scale - from complete absence (1 point) to the most severe (5 points). To assess each of the 10 fundamental emotions that make up the set basic indicators methods, 3 private scales are used. Quantitative values ​​for each initial indicator are calculated based on the summation of scores on 3 partial scales characterizing the degree of expression of the def. emotions. A convenient form for qualitative analysis of results is the construction of an “emotion profile” for all 10 basic indicators, the peaks on which correspond to the most vividly colored types of affective experiences. For a more general description of the type of emotional experiences that dominate in a particular situation, a calculation is made derived indicators according to enlarged blocks of assessments: A – actualized positive emotions (interest, joy, surprise); B – acute manifestations of negative emotions (grief, anger, disgust, contempt); B – a relatively stable background of anxiety and depression (fear, shame, guilt). The interpretation of the data is based on the correlation of assessments obtained from generalized indicators and identified “peaks” on the profile of basic emotions, which together make it possible to compile a detailed psychol. portrait of the current emotional state of the subject.

Leonova A. B., Kapitsa M. S. Methods for subjective assessment of human functional states // Workshop on engineering psychology and ergonomics / Ed. Yu. K. Strelkova. M., 2003; Leonova A. B., Kuznetsova A. S. Psychological technologies for managing the human condition. M., 2007.

A. B. Leonova

A questionnaire to identify the severity of self-control in the emotional sphere, activity and behavior. G. S. Nikiforov, V. K. Vasiliev, S. V. Firsov. Designed to diagnose a person’s tendency to emotional, behavioral and social self-control. The methodology is based on the idea of ​​self-control as a function of establishing correspondence between activities and det. psychic processes of the subject, with one. side, and the norms and requirements imposed on him by other people (reference group) or by himself, on the other side. The relationship between volitional regulation and self-control is complex and ambiguous. In the process of self-control, a person can make various efforts. the amount of volitional effort depending on the characteristics of the situation and individual inclinations. Self-control is a mandatory prerequisite for the formation of a system of social skills and abilities, which are manifested, first of all, in interaction and O. As the subject develops socially, his repertoire of self-control techniques and methods increases, which he strives to use more widely and rationally in his life. The text of the questionnaire contains 36 statements, for each of which there are 3 answer options to choose from. The questionnaire consists of three subscales (each scale contains 12 statements): 1) Emotional self-control– this scale assesses a person’s tendency to self-control his own emotional states and their behavioral manifestations both in activity and in O. Indicators on this scale highly correlate with indicators on the “Psychoticism” scale (G. Eysenck); 2) Self-control in activities– this scale assesses a person’s propensity for self-control in the process of implementing various. types of activities, which includes the following. stages: forecasting, planning, monitoring execution and evaluating results. Indicators on this scale highly correlate with indicators on the “Psychoticism” scale (G. Eysenck); 3) Social self-control – This scale assesses a person’s tendency to self-control his own behavior, including communicative behavior, in the process of interpersonal and intergroup interaction. Indicators on this scale highly correlate with indicators on the Neuroticism scale (G. Eysenck). Each scale is characterized by 3 levels of values: low, medium, high. The degree of severity of the tendency to self-control is determined by the amount of points scored for each subscale separately and for the entire questionnaire as a whole.

Ilyin E. P. Psychology of will. St. Petersburg, 2000; Nikiforov G. S. Human self-control. L., 1989

V. N. Shlyapnikov

Questionnaire I7 – Impulsivity, 7th version. A. Eysenck, S. Eysenck. Adaptation by T. V. Kornilova, A. A. Dolnykova. S. Eysenck and G. Eysenck developed several. versions of the questionnaire measuring impulsivity. The seventh version, called I7 (Impulsivity, 7th version), was tested in Russian. The technique is designed to identify impulsiveness. Impulsivity is an important indicator for organizing interpersonal interaction and O. The questionnaire includes 3 scales. Scale 1. Impulsivity; Scale 2. Risk appetite; Scale 3. Empathy. The original version of the questionnaire contained 54 statements, to which the respondent answered “yes” or “no.” Based on the results of factorization of data on a Russian-speaking sample, a short version of the questionnaire was proposed, consisting of 28 points, retaining the previous 3 scales and different keys for men and women. 2 components in the construct of “impulsivity” are diagnosed by scales: a) personal propensity to take risks as “a tendency to seek strong sensations” and b) impulsivity itself as “reduced self-control.” The third scale of “empathy” measures the ability to empathize with another, to be infected by his emotions, to sympathize, etc. Risk appetite G. Eysenck distinguishes from impulsiveness, more closely related to temperament, although it indicates an “intermediate” place of this property in the basic system. generalized personality traits, i.e., not in close proximity to other personality traits. In this method, the risk appetite according to the direction of the points is preferable. characterizes physical risk. With the convergent scheme of testing respondents using I7 and LFR questionnaires (Kornilova T.V.) and using factor analysis to process data in intercorrelation matrices, it was possible to identify the following. general factors: impulsiveness(decreased self-control), rationality(the tendency to think about decisions), as well as self. factors risk-taking as sensation seeking And How willingness to make decisions in situations of uncertainty or if the information is incomplete. These results are considered by the authors as an empirical argument in favor of the need to distinguish between the subjective scales behind psychol. constructs of “impulsivity” and “inhibition”.

Eysenck G. Yu. Number of personality dimensions: 16.5 or 3? – criteria of the taxonomic paradigm // Foreign psychology, 1993, T. 1, No. 2; Kornilova T.V. Psychology of risk and decision making: Proc. allowance. M., 2003; Kornilova T.V., Dolnykova A.A. Diagnosis of impulsivity and risk taking // Vestnik Mosk. un-ta. Ser. 14. Psychology. 1995. No. 3.

T. V. Kornilova

Methodology “Associative Dictionary of Emotions”. A. G. Zakabluk. Designed to identify respondents' knowledge of the main features. emotions expressed in speech activity. A developed vocabulary that defines the characteristics of emotions is the basis for the ability to identify them in activity and expression, which, in turn, is a necessary condition for establishing productive interaction between people. The essence of the technique is as follows. The respondent is presented with a list of misc. emotions and for each of them he must write as many synonyms as possible. Next, the number of named synonyms is counted. The more of them there are in the respondent’s dictionary, the more developed is his understanding of the meaning of a particular concept behind the name of a particular emotion.

Zakabluk A. G. Peculiarities of understanding of emotional states by children in normal and pathological conditions as the basis for their social adaptation // Correctional work in special schools and preschool institutions. L., 1985.

T. Yu. Marinova

Cognitive-emotive test (CET). Yu. M. Orlov, N. D. Tvorogova. Designed to measure protective and sanogenic reflection that occurs with fear of failure, guilt, shame, and resentment. The test was proposed in the late 1980s. in the context of the fatherland. concepts sanogenic thinking(SGM). Theory and practice of SHM - national. synthetic psychotechnology, developed by Yu. M. Orlov independently of the Western theory of emotional intelligence, although it is close to it in the nature of the practical problems it solves. The test identifies and measures mental acts (cognitive processes), which are a person’s reflection, arising as a result of exposure to emotional situations and leading to the experience of fear of failure, guilt, shame, and resentment. Reflection in this context refers to mental acts (reflexive thinking) decl. organizational level, arising in response to the uncertainty of the situation and leading to its definition and choice of solution. In the case of an emotiogenic situation, the goal of reflection ultimately comes down to reducing suffering from experiencing the corresponding emotion, is of a habitually protective nature (habitual thought patterns aimed at alleviating suffering from the emotion), and is accompanied by reflection on the situation in which this emotion arises. The test is projective. The situation is stimulated by brief instructions for each section of the test. The test is a list of statements that can be correlated by the respondent with the definition. mental actions and operations that arise in response to the appearance of def. emotions. The test indicators include both defensive thinking patterns and mental operations, which are sanogenic thinking skills. The list of these statements was compiled by the authors empirically. Respondents were asked to return in their imagination to certain real emotional situations and write down on a piece of paper the thoughts that arise in their minds. In this way, lists of statements were formed, which were then included in the test after special processing. The test consists of 80 statements, which determine 4 main points. parameter groups: 1) aggression against oneself and against others; 2) rationalization of circumstances (search for reasons); 3) projection onto others; 4) protection from feelings (withdrawal from the situation). The test consists of: a) instructions to the test takers; b) statements reflecting certain thoughts, divided into 4 sections, corresponding to fear of failure, feelings of guilt, shame, resentment and the key. Each section of the test consists of 20 statements, each phrase is numbered; c) key. The test taker must answer “yes” or “no” to each item on the test. An individual score is assigned by counting the number of answers that match the key.

Orlov Yu. M. Cognitive-emotive test. M., 1999 ; Tvorogova N. D. Sociopsychosomatic patterns of communication. M., 1996;.

N. D. Tvorogova

Methodology “Definition of emotionality”. V.V. Suvorov. Designed to identify an integral indicator of a person’s emotionality. Knowledge of this indicator is necessary for all spheres of human activity, since it allows you to choose the appropriate strategies and tactics of O. with a specific subject. The questionnaire consists of 15 questions, to which the respondent answers “yes” or “no”. Each affirmative answer is assigned a point - 1. The total score is calculated, the edges being determined by emotionality: low, medium, high.

Suvorova V.V. Tests to determine individual characteristics of autonomic response. M., 1976.

O. V. Smirnikova

Methodology "Emotive Associations". L. N. Rozhina. Designed to identify in people the degree of development of understanding of various. emotional states. Ability to understand various emotional states are a necessary condition for establishing the process of interaction with other people. The technique exists in 3 versions. 1) Option – “Verbal-emotive states. In this case, the respondent must describe those emotive associations that arise in him in response to the words asked by the experimenter. Lists of words suggested by the experimenter can also be used. In this case, it becomes possible to structure the individual experiences of respondents. Individual descriptions can also be structured by gender, age, profession, etc. 2) Option “Imaginative-emotive associations”. Respondents are presented with a set of specially selected reproductions of paintings, and they must describe the emotional meaning they get from each reproduction. When describing emotions, you can also offer respondents the same list as in option 1. 3) Option “Synonymous series”. Respondents must independently name synonyms for specific emotional states. Here it is also possible to structure by gender, age, profession, etc.

Rozhina L.N. Development of the emotional world of the individual: Educational and methodological manual. Minsk, 1999.

K. V. Kuleshova

Methodology for studying emotional hearing. V. P. Morozov. Designed to study emotional hearing. Emotional hearing is a necessary parameter in establishing productive business communication, namely one of its forms - a telephone conversation. For these purposes, the author uses a tape recording in which a professional actor pronounces 3 phrases, imitating joy, sadness, fear, anger and neutral intonations. The listener is presented with the same phrase 10 times. That emotional context with which this or that phrase is pronounced is heard an equal number of times in a random order of presentation. After listening to the spoken phrase, the listener must determine its emotional context. For each respondent, the probability of correctly identifying each emotion separately is calculated as a percentage. The maximum probability is 100%, 50% of correct answers are considered as guessing. Recognition of an emotion is accepted as correct if a result of 65% is obtained. A set of successfully identified emotions is considered as the structure of emotional hearing. The average rate of correctness of definitions from 5 series (4 emotions plus neutrality of sound) is considered as the degree of manifestation of emotional hearing. The technique can be used in teaching O.

Morozov V. P. Emotional hearing and methods of its research // Problems of ecological psychoacoustics. M., 1991.

T. Yu. Marinova

Methodology “Evaluation of emotional expression of faces from photographs using the method of “selection from a list”.” S. V. Kvasovets. Designed to study the emotional state of a person, his personal characteristics related to the emotional sphere, individual characteristics of subjective experience associated with the emotional aspects of interpersonal interaction. The technique is based on constructing a judgment about the emotional state of the person depicted in the photograph. To construct such a judgment, the subject must use his own experience of emotional reactions and his knowledge of the meanings of various facial expressions, i.e., his “emotional” memory. Since the facial expressions in the test photographs are uncertain and provide the opportunity for dif. interpretation options, then the description reveals the characteristics of the respondent’s own state and the emotional-cognitive structures formed by life experience, used in the processes of interpersonal communication. Therefore, this technique is classified as a projective technique. The respondent is given a form containing a list of 20 emotions and states: fear, anger, grief, hatred, contempt, indignation, resentment, anxiety, displeasure, sadness, pity, confusion, indifference, attention, surprise, determination, pleasure, pride, tenderness; joy. Next, he is presented sequentially with 12 photographs and is asked to determine for each emotion from the list whether the person depicted in the photograph experiences it, and if he does, then the degree of its severity is also determined (from 0 to 3 points). The sum of the ranking ratings given by the respondent for each emotion name in all 12 photographs is calculated. The obtained indicators quite adequately reflect the characteristics of the emotional state of respondents. There is another processing option: when evaluating each photograph, respondents use several. items from the list, which makes it possible to determine which emotions are combined and characterize the state of the person depicted in the photograph.

For each pair of names, it is calculated how many times these names were encountered simultaneously, i.e., when evaluating one photograph. Since each emotion name denotes a certain set of emotional states, it is a fact that several. emotions are attributed to one person, is interpreted as the intersection of the corresponding sets, and the area of ​​intersection determines the state of the person depicted in the photograph. The results obtained can be depicted in the form of an intersection graph, which reflects the emotional and cognitive patterns that the respondent developed during interpersonal interactions and gives an idea of ​​the peculiarities of how this respondent constructs an idea of ​​the state of the person depicted in the photograph. The technique can be used to assess the emotional state of both healthy respondents and respondents with disabilities. disorders of the emotional and personal sphere.

Kvasovets S V. Application of the method of assessing facial expressions to study emotional states in normal conditions and in patients with various brain lesions // Problems of medical psychology. L., 1976; It's him. Experience in studying emotional states // Problems of neuropsychology. M., 1977.

S. V. Kvasovets

Test "Photo portraits". A. G. Shmelev. Phototest is a standardized computer test technique designed to measure socio-perceptual (physiognomic) competence and the ability to predict the personal qualities of people from a photograph. The test stimulus material includes 50 contemporary photographic portraits. Russian citizens - men and women of different ages from different. social groups. Each photographic portrait is rated by respondents on 6 five-point rating scales: 1) Attractiveness – the tendency to adequately choose distance in relationships, to accurately emotionally evaluate others based on first impressions; 2) Intelligence – ability to evaluate education, intellectual qualities; 3) Friendliness – the ability to determine the friendliness or hostility of strangers based on their appearance. mind; 4) Sociability – the ability to assess the degree of openness, cheerfulness, and sociability based on first impressions; 5) Organization – the ability to determine the level of discipline, self-control and the likelihood of impulsive actions of strangers; 6) Emotional stability – the ability to adequately assess the degree of anxiety and concern of another person based on external factors. appearance The last 5 scales are close in meaning to the scales of the B5 test (“Big Five”). The time required to complete test tasks takes from 25 to 45 minutes (depending on individual pace). Integrative test indicator – total score – demonstrates how accurately and objectively the respondent determines the severity of strangers 5 main. personal qualities. Each test scale has 5 diagnostic zones, which correspond to 5 levels of interpretation of results, differing in the degree of severity of the factor. The Photo Portraits Test can be used to assess, select and select personnel for working with people (clerks, sales representatives, sales managers and other professions), as well as management; in advisory and psychotherapeutic practice; in the work of a school psychologist - for diagnosing psychol. characteristics of children from 13 years of age.

Dzherelievskaya M. A., Shmelev A. G. Experience of interaction of methods in the diagnosis of communicative dispositions // Bulletin of Mosk. un-ta. Ser. 14. Psychology. 1993. No. 3.

A. G. Shmelev

Scale of reactive and personal anxiety. STAI (State-Trate-Anxiety-Inventory). C. D. Spielberger. Modification by Yu. L. Khanin. Designed to identify reactive and personal anxiety. Conducting a diagnostic examination is possible in individual and group form. The questionnaire can be used for persons aged 16 years and older. The STAI questionnaire is based on C. D. Spielberger’s concept of distinguishing between anxiety as a state and anxiety as a personality trait and is the only technique that allows you to measure anxiety differentially. Reactive (situational) anxiety is understood as the state of the subject at a given moment in time and is characterized by subjectively experienced tension, anxiety, nervousness in a given specific situation of activity and O. The state of anxiety (personal anxiety), in general terms, means an acquired behavioral disposition, which obliges the individual to perceive a wide range of objectively safe circumstances as containing a threat. The questionnaire consists of 2 parts and, accordingly, includes 20 statements related to the state of anxiety (reactive anxiety) and 20 statements to determine personal anxiety. Statements of both scales are assessed on a 4-point system: in reactive anxiety scale –“no, that’s not true”, “perhaps so”, “true”, “absolutely true”, on a scale personal anxiety –“almost never”, “sometimes”, “often”, “almost always”. During the study, reactive anxiety is first diagnosed, and then personal anxiety. Testing is carried out using forms. Indicators of personal and situational anxiety are calculated using the corresponding formulas for each scale. The diagnostic results using the “Reactive and Personal Anxiety Scale” technique are interpreted according to 3 levels: low, medium high level of anxiety. The interpretation of the results is the same for both scales. Def. anxiety level – natural. and a mandatory feature of an active, active personality. Therefore, when analyzing diagnostic results, the emphasis is on deviations from moderate anxiety (i.e., from the average level). A high rate of reactive anxiety indirectly indicates the expressed psycho-emotional stress of the subject at the time of examination for a specific situation of activity and O. A high rate of personal anxiety indicates a high probability of the appearance of a state of anxiety in the subject in a wide range of situations perceived by him as threatening (primarily this is due to situations of competency assessment). Low-anxiety subjects, on the contrary, are not inclined to perceive a threat to their prestige and self-esteem in a wide range of situations (a state of anxiety can arise in certain particularly important and personally significant cases). In rare cases, pronounced low levels of personal anxiety may hide behind a protective psychol. a mechanism for repressing real anxiety or the respondent’s goal to “show himself in the best light.”

Spielberger C. D. Conceptual and methodological problems in the study of anxiety // Stress and anxiety in sports. M., 1983; Khanin Yu. L. A brief guide to the use of the C. D. Spielberger Reactive and Personal Anxiety Scale. L., 1976.

D. Yu. Razmakhnina

Diagnosis of the level of social emotions. L. P. Strelkova. Designed to determine the level of social emotions in preschool children. The technique is complex. In addition to a questionnaire conversation and the presentation of photographs to determine facial expression, the technique contains situations designed by analogy with life, “everyday” situations familiar to preschoolers from their daily experience. The diagnostic situation is designed in such a way that, while providing the child with freedom to choose action, it is focused on the empathic capabilities of his emotional experience, their actualization in different situations. stimulation from an adult. The entire set of data, for all tasks, should determine the level of social emotions in children 3–4 years old and identify possible psychological and pedagogical conditions for the development of these emotions. The diagnosis includes: 1) determining the level of ideas of children of the 4th year of life about certain norms and rules of social behavior in relationships with peers, younger children and adults; 2) identifying the relationship between children’s ideas about social norms and their real relationships with others, the extent to which this knowledge is updated in behavior; 3) identification of certain psychological and pedagogical conditions for the development of empathy and social emotions in preschool children 3–4 years old. The technique can be used both in individual and group examinations of children. The technique consists of 3 stages: Stage 1 – Questionnaire-conversation: The ability of children to communicate information about themselves, as well as their preferences in relation to adults and peers, is revealed. Emotional manifestations in children are also noted; Stage 2 – “Reading emotions” by respondents when presented with 4 photographs(crying, laughing girl, girl with an expression of disgust on her face, boy with a clear expression of dissatisfaction) All answers and emotional manifestations of the child are entered into the protocol form. Stage 3 – “Life” situation. “A peer’s hat is missing.” This technique, giving the child freedom to choose action, is focused on the empathic capabilities of his emotional experience, their actualization in various situations. stimulation from an adult. Diagnosis of social emotions in children requires, first of all, identifying their empathic capabilities and manifestations, therefore the main. attention is focused on emotions such as empathy, compassion and behavioral aspects such as assistance.

Emotional development of a preschooler: A manual for kindergarten teachers. garden / Ed. A. D. Kosheleva. M., 1985.

L. P. Strelkova

Diagnostics of emotional development “Language of emotions”. L. P. Strelkova. Designed for diagnosing the emotional development of children of preschool and primary school age. Emotional development is not the result of direct education, but is the result of the entire sum of influences and educational influences that social, demographic, economic, national, political and other conditions have on children. A feature of this technique is the initial undifferentiation of the experimental content. material in terms of age. In quality various test materials are used. poems and stories. Two cycles of diagnostic techniques are presented: 1) determination of the empathy level - a component of the concept “I want”, 2) determination of the level of proficiency in the language of emotions and empathy language. The method contains 4 blocks: Block A. The principle of presenting 2 poems, empathetically opposite, with subsequent questions to the child. The child is presented with poems (“Bear” and “Bunny” by A. Barto), and then asked relevant questions. We call this technique a “split ending.” First, the children are read the version with the experiment. ending, then questions are asked, and then the version with the author’s ending is read. The technique is aimed at more accurately clarifying emotional assessments in a conflict that is not expressed directly, but refracted through the character’s false attitude towards himself and towards his friend, since the author’s text suggests the correct attitude towards the action. Block B. Revealing an empathic attitude towards animals. The child is read the story “Rose” by L.N. Tolstoy (and other works), then asked appropriate questions aimed at identifying various differences. levels of adequacy of perception of emotional material. Block B. Children are offered stories that require choice and continuation. The material is short stories containing the possibility of choice. Block G. fairy tales are offered, in which there are emotionally opposite relationships - both negative and positive. When listening to fairy tales, an active form of perception appears. Fluctuations, a preponderance of feelings in one direction or another characterize internal attitudes that are not expressed under other circumstances, children’s attitude to events and their assessments of characters with a projection onto life situations and living people. The technique can also be used in psychology itself. studies aimed at studying the patterns of empathy formation in children.

Zaporozhets A.V., Neverovich Ya.Z., Kosheleva A.D. et al. Emotional development of a preschooler: A manual for kindergarten teachers. M., 1985; Strelkova L. P. Psychological features of the development of empathy in preschool children. Author's abstract. dis. ...cand. psychol. Sci. M., 1987.

L. P. Strelkova

Questionnaire “Multidimensional assessment of childhood anxiety” (MDT). E. E. Romitsyna. The technique is a multiscale questionnaire that allows assessing the characteristics of anxiety in children and adolescents, which are significant for medical, psychological, and pedagogical purposes. practices. Basic The indication for the use of the MODT questionnaire is an individual analysis of the structure of manifestations of anxiety in children and adolescents of school age in connection with problems that arise at home, during school, in relationships with others (peers, teachers and parents). The text of the questionnaire contains 100 questions, to which children answer “yes” or “no”. The psychodiagnostic structure of the multidimensional assessment includes 10 parameters-scales that allow for a differentiated assessment of anxiety in children and adolescents aged 8 to 18 years according to 4 main points. directions of psychology analysis: a) assessment of anxiety levels that are directly related to the child’s personal characteristics; b) assessment of the characteristics of psychophysiol. and psycho-vegetative anxiety response of the child in stressful situations; c) assessing the influence of social contacts (in particular, with peers, teachers and parents) on the development of anxious reactions and states of the child; d) assessing the role in the development of the child’s anxiety reactions and states in situations related to schooling. Scale 1. "General Anxiety" reflects the general emotional state of the child, associated with the characteristics of self-esteem, self-confidence, perspective assessment and attitude to troubles. Scale 2. "Anxiety in relationships with peers" registers the emotional state of the child, against the background of which his social contacts develop, primarily with peers. Scale 3. “Anxiety associated with the assessment of others” makes it possible to judge the peculiarities of the influence of the opinions of others on the child’s emotional state in assessing the results, actions and thoughts achieved by him, the likelihood of anxious reactions to this assessment, the peculiarities of the emotional state in anticipation of the assessments of others. Scale 4. "Anxiety in relationships with teachers" reflects the general emotional background of relationships at school, which influences the success of a child’s education. Scale 5. "Anxiety in relationships with parents" reflects the general emotional background of relationships with adults at home, the characteristics of emotional reactions in connection with parental attitudes, and the expectation of evaluations from parents. Scale 6. "Anxiety Associated with Learning Success" reflects the characteristics of psychology. background that influences the development of the need for success, achieving high results, etc. Scale 7. "Anxiety arising in situations of self-expression" reflects the emotional experiences of situations associated with the need for self-disclosure, self-presentation, and demonstration of one’s capabilities. Scale 8. “Anxiety that arises in knowledge testing situations” registers the characteristics of behavior in situations of verification, especially public ones, of knowledge, achievements, and capabilities. Scale 9. “Decreased mental activity caused by anxiety" reveals mental characteristics. organizations that influence a child’s adaptability to stressful situations. Scale 10. “Increased autonomic reactivity caused by anxiety” allows us to judge the characteristics of the somatovegetative organization that influences the child’s adaptability to stressful situations. Restrictions on the use of the MODT questionnaire include: a) the age of respondents under 8 and over 18 years old; b) a low degree of understanding by the respondent of the meaning of the questions with a clear decrease in intelligence; c) the presence of psychotic states, pronounced attitudes toward simulation or dissimulation. From the book Psychographic test: constructive drawing of a person from geometric shapes author Libin Viktor Vladimirovich

Interpretation of the absence of one of the three geometric shapes in the drawing. Diagnostics of reactive states Diagnosis of reactive states is carried out BY THE ABSENCE of one or more of the three GEOMETRIC FORMS in the image of a human figure. According to instructions

From the book Psychology of Communication and Interpersonal Relationships author Ilyin Evgeniy Pavlovich

Diagnosis of people's states and intentions by posture and gestures during communication Recommendations for reading body language The intensity (sharpness and amplitude) of manifestations usually corresponds to the strength of the emotions experienced and, possibly, attitudes. Consciously manage all non-verbal communication

From the book Legal Psychology author Vasiliev Vladislav Leonidovich

13.3. Forensic psychological examination of emotional states This type of examination is appointed by employees of investigative or judicial authorities in cases where the question arises about the possibility of qualifying the actions of the accused (defendant) as committed in

From the book Methods of art therapy in overcoming the consequences of traumatic stress author Kopytin Alexander Ivanovich

2. Art therapeutic techniques aimed at meaningful processing of traumatic experience and associated emotional states Exercise No. 7. Landscapes of the emotional state In some life situations, it can be difficult for a person to express and understand his

From the book Strategy of Psychotherapy by Erickson Milton

HYPNOTHERAPY OF PSYCHOSOMATIC MANIFESTATIONS IN DENTAL PATIENTS J. “Amer. Psychosomat. Dentist", 1955, No I, pp. 6-10. In psychiatric practice, we very often encounter patients whose problems are concentrated around some physical property that they are very uncomfortable with.

From the book Turbo Suslik. How to stop fucking yourself up and start living author Leushkin Dmitry

Processing Emotional States The next important part of Phase 1 is working with the emotion scale. You will have to process a list of emotions and emotional states using “Process This”, which is based on Lester’s so-called “AGFLAP-CAP” emotional scale

From the book General Psychology author Dmitrieva N Yu

21. Emotional states In psychology, there are a number of basic emotional states: 1. Joy. This is an emotional state that has a bright positive connotation. It is associated with the ability to fully satisfy the current current need in conditions when

From the book The Diversity of Human Worlds author Volkov Pavel Valerievich

2. Peculiarities of manifestations in childhood and adolescence Parents early begin to feel that their child is not like everyone else. On the one hand, the child is somewhat detached from what is happening around him, on the other hand, he is overly impressionable. In kindergarten there are such children

From the book Dependency. Family illness author Moskalenko Valentina Dmitrievna

Parallelism of manifestations of addiction and codependency If you have read the book to this point, then, most likely, you have already noticed how many similarities there are in the psychology of dependent patients and their codependent family members. You are not mistaken. It didn't seem to you. This is so. All that remains is

author Team of authors

15.1. Diagnosis of psychological characteristics of the individual in communication. Diagnosis of the real structure of the value orientations of the individual. S. S. Bubnova. The methodology is aimed at studying the implementation of a person’s value orientations in real life conditions. At its core

From the book Psychology of Communication. encyclopedic Dictionary author Team of authors

15.7. Diagnosis of communication difficulties Test “Self-regulation and success of interpersonal communication” (SUMO). V. N. Kunitsyna. Allows you to determine communicative and personal characteristics associated with informal interpersonal trust. The test, in particular, allows

From the book Psychiatry of Wars and Disasters [Tutorial] author Shamrey Vladislav Kazimirovich

7.2.1. Polymorphism of clinical manifestations Mental disorders in victims with brain injuries are the most polymorphic in nature and depend mainly on the characteristics of the traumatic injury, possible complications, the stage of the traumatic disease and

From the book Persuasion [Confident performance in any situation] by Tracy Brian

From the book 90 days on the path to happiness author Vasyukova Yulia

8.2. Studying the manifestations of negative thinking In order to understand whether manifestations of negative thinking are inherent in you, in the workshop for this course I propose to answer in detail the following questions: – What new good things have happened in your life lately?

From the book Change your biological age. Back to 25 author Lavrinenko Semyon Valerievich

Appendix 2. Beck Questionnaire. Diagnosis of depressive conditions Despite the ease of implementation, the Beck questionnaire showed high clinical effectiveness during preliminary examinations. Instructions: In front of you is a questionnaire containing 13 groups (A-H) of 4

R Therapeutic dose of laser radiation and methods for its determination

V. Methods and methods for disinfection and/or neutralization of medical waste of classes B and C

A-grammar in the form of a state graph. Ambiguity of grammars

Traditional methods for studying emotional states are observation, questionnaires, and questionnaires. Game and color diagnostic methods are used for preschool and younger children. Diagnosis of emotional states is possible at three levels: adaptive-mobilizing (detection of changes in state parameters at the physiological level), behavioral-expressive (external expressions of states in facial expressions, behavior, voice are monitored) and subjective-evaluative (the subject expresses a subjective assessment orally or in writing their experiences based on their own perception and analysis). The emotional state has an external aspect of expression (verbal and non-verbal signs), an internal level of content (a person’s understanding and awareness of his condition) and a physiological basis (changes in the state of the body). In accordance with this, the diagnosis of emotional states can be carried out in three directions:

1) Study of the conscious components of the emotional state, expressed in subjective experiences.

2) Study of the expressive components of the state, manifested in behavior, speech, pantomime, and products of activity.

3) Study of unconscious manifestations reflected in vegetative changes in the body.

Physiological indicators and diagnosis of emotions. Since the emergence of emotions is associated with changes in physiological parameters, it is natural for researchers diagnosing the presence of a particular emotional state to rely on these “objective” indicators.

Among the vegetative indicators, the most commonly used are heart rate (HR), blood pressure (BP) and galvanic skin response (GSR), less often - gas exchange and energy expenditure.

O.V. Ovchinnikova And N.I. Naenko(1968) used skin temperature on the fingers to measure emotional tension. The temperature of the fingers, from their point of view, makes it possible to differentiate emotional stress from operational stress: with the first, the temperature is lowered, with the second, it is increased. It is difficult to say how legitimate this is, since there is evidence that the same dynamics depend on the sign of the emotion: with anxiety and depression, a decrease in temperature is observed, and positive emotions are accompanied by an increase.

Of the psychomotor indicators, the most sensitive indicators of emotional arousal have proven themselves to be tremor, kinematometry (reproduction of given amplitudes of movements), reflexometry (measurement of the time of simple and complex sensorimotor reactions), reaction to a moving object (RMO) and measuring time intervals.

Yu.M. Zabrodin et al. (1989) developed a method for assessing personal and situational anxiety using the assessment of time intervals.

Electromyographic methods for diagnosing emotions by facial expression (measurement of facial expression) have been developed.

P. Ekman And W. Friesen developed a method called FACS (Facial Action Coding System) – “a system for coding the activity of facial muscles.” The method is based on a detailed study of the anatomy of the facial muscles for more than 10 years. 41 motor units were isolated, from which 24 patterns of reactions of individual facial muscles and 20 patterns reflecting the work of muscle groups involved, for example, in lip biting, were compiled. The use of this technique has shown that during negative emotions (anger, fear, disgust, sadness), about 41% of all facial muscles are activated. Three muscles were identified that are activated during disgust: one raises the central part of the upper lip, another raises and tenses the wings of the nose, and the third aggravates the nasolabial fold.

Diagnosis of emotions using speech analysis. In a number of situations, the only channel through which information about a person’s emotional state can be received (pilots, astronauts, meteorologists in the Far North, etc.) is speech. In this regard, the development of objective (hardware) methods for diagnosing these conditions using various speech parameters is of great practical importance. A number of such methods were developed in the laboratory of V.I. Galunov with the participation of V.X. Manerova. The following characteristics are distinguished: the frequency of the fundamental tone of speech for each period, the average frequency of the fundamental tone of speech for any segment of the utterance, the interval of change in the frequency of the fundamental tone, the ruggedness of the fundamental tone curve. These indicators allow you to determine the degree of emotional arousal of the speaker.

Use of questionnaires. Psychological methods for studying the emotional sphere of a person are mainly based on questionnaires and identify the emotional characteristics of a person (predominant emotions in his life, the dominant means of their expression and emotional stability).

In the laboratory A.E. Olshannikova Four methods (questionnaires) for studying emotionality were developed: three to identify the modality of leading (“basal”) emotions and one to identify means of expressing emotions (expressiveness).

There is a technique self-assessments of basic emotional states, proposed K. Izard(1976). This technique (scale of differentiated emotions) is a list of commonly used emotional states, standardized and translating an individual description of emotional experience into separate categories of emotions.

Methodology “self-assessment of emotional states”- a questionnaire developed by American psychologists A. Wessman And D. Ricks. Measurement in this technique is carried out using a 10-point (wall) system. The subject is asked to choose from each of the proposed sets of judgments the one that best describes his state now. The following indicators are measured: “calmness - anxiety”, “energy - fatigue”, “elation - depression”, “feeling of self-confidence - feeling of helplessness”. Diagnostics is suitable for both adolescence, adolescence, and adulthood.

Scale for assessing the significance of emotions– methodology proposed B.I. Dodonov. It is carried out using ranking of emotional preferences.

Projective methods for assessing emotional states.

Of practical interest to psychologists are the methods for studying the emotional states of preschool children, developed by S.V. Velieva(2001). Methodology "Locomotive" (for children over 2.5 years old) is based on the Luscher color test. It is aimed at determining the degree of positive and negative mental state. A white train and 8 multi-colored carriages (red, yellow, green, blue, purple, gray, brown, black) are used as stimulus material. The subject is asked to build an unusual train. Depending on the place of the trailer on the train, it is assigned a certain number of points. The sum of points determines the sign and degree of expression of the child’s emotional state at the moment.

The emotional attitude of the child towards family members, peers, their attitude towards the child can be determined by the method "Flower-eight-flower". The material is multi-colored petals (red, yellow, green, blue, purple, brown, gray, black), the core of the flower is white. The details are arranged randomly on a white background. The research is carried out in the form of a game-conversation. The child is asked to choose the petal that he likes best, then choose the petal whose color is similar to... for example, mom (dad, brother, grandfather, grandmother). The color of the petal, to whom it is addressed, and the child’s comments are recorded. The location of the petal chosen by the child for himself in relation to other family members is analyzed. The results obtained by S.V. Velieva, in the course of examining normally developing preschool children using this technique, showed that each color tone, regardless of age, has certain personal characteristics attached to it in the mind of a preschooler.

The use of drawing tests for diagnosing the emotional states of children, the child’s emotional attitude towards peers, certain types of activities, parents, and teachers is widespread. These are techniques such as "Drawing of a family"(projective technique for diagnosing the characteristics of intra-family relationships), graphic technique "Cactus"(goal: determination of the child’s emotional states, the presence of aggressiveness, its direction, intensity), methodology "Resentment"(to assess the severity of the state of resentment in children of senior school age).

Methodology N.P. Fetiskina “Visual-associative self-assessment of emotional states” is intended for express diagnostics of emotional states based on the selection of reference masks that, in the opinion of the subject, correspond to his state at the moment.