Mental disorders in adolescents: causes, symptoms, adolescent psychologist's consultation. Psychological diagnostics Psycho-emotional state of a teenager

29.06.2020

Psychological diagnostics is carried out by professional psychodiagnostic tools, which are used only by professional psychologists and interpret the results taking into account the entire arsenal of psychological data about a person.

As a result, a complete psychological portrait of a person is obtained with a forecast of further behavior and changes in oneself, in order to change the quality of one's life, choice and change one's life path.

No online tests, which are now widely distributed on the network, will not replace you with professional psychological diagnostics, individual recommendations taking into account your personality, as well as, if desired, the possibility of professional psychotherapy, psychocorrection and counseling.

Suggested directions of psychodiagnostics:

Early childhood (1-3 years):

Diagnostics of motor-motor mental acts;
Diagnostics of the neuropsychic development of children;
Comprehensive study of the child;

Preschool childhood (3-6 years old):

Determination of the level of maturity of nervous processes;
Memory research;
Study of attention; Study of hand-eye coordination;
Assessment of the level of perception;
Diagnostics of personality traits and mental states in preschool age;
Signs of mental stress and neurotic tendencies;
Diagnostics of the social health of a preschooler;
Psychological diagnostics of school readiness.

Junior school age (7-11 years old);

Assessment of mental processes (memory, attention, thinking, perception);
Diagnostics of mental states and personality traits in adolescence (self-esteem, level of aspirations, fears, anxiety, aggressiveness, well-being, assessment of neuropsychic stress, depression, diagnosis of suicidal behavior); etc., at the request of parents.
and other moments at the request of parents

Adolescence (12-16 years old)

Diagnostics of the development of mental processes (thinking, attention, memory); Diagnosis of mental states and personality traits in adolescence (self-esteem, level of claims, fears, anxiety, aggressiveness, well-being, assessment of neuropsychic stress, depression, diagnosis of suicidal behavior); etc. ., at the request of the parents.
Diagnostics of the professional orientation of the personality.

Psychological diagnostics of the level of development of cognitive processes;
Complex psychological diagnostics of personality(self-esteem, anxiety, fears, personality type, capabilities, properties of the nervous system, characteristics of temperament, character, etc.).
Diagnostics of mental states and personality traits;
Diagnostics of emotional characteristics and risk of diseases;
Diagnostics of neuropsychic stress;
Psychological diagnostics of the level of personality neurotization;
and etc.

Profession

Personality orientation;
Assessment of professionally important qualities;
Diagnostics of mental states and personality traits;
Personality behavior in stressful situations;
Assessment of professional burnout syndrome.
Personality motivation;
Assessment of psychological professional adaptation;
and etc.

Projective techniques in the diagnosis of states, personality traits of adolescence and adolescence.

Diagnostics of the mental states of the personality in adolescence.

A mental state is a characteristic of a person's mental activity that is stable for a certain period of time. Mental states occupy an intermediate position in the classification of mental phenomena between mental processes occurring at a particular time and the mental properties of a person, which are stable and stable characteristics of a person.

Emotional states form a mood that colors mental processes for a long time, determines the direction of the subject and his attitude to the phenomena, events, people.

Some feelings, emotional states become leading, dominant in the structure of the personality and, therefore, can seriously affect the formation of character.

The most common group of methods for diagnosing a functional state are questionnaires aimed at self-assessment of their psychological state by the subjects. These are subjective and evaluative methods for diagnosing mental states.

methods, which are scale-thermometers, according to which the subject needs to assess the severity of each sign, choosing the necessary figure, honey with pairs of word-states. This group includes widely used methods "SAN", "ACC", "Scale-thermometer for assessing the state", etc.

Also, techniques can be used, which are questionnaires, in which a number of signs are given that describe a particular condition. The subject needs to assess how these signs are characteristic of him at the moment (or usually) and express his assessment by choosing one or another answer. In this case, the answer can be in a simple form (yes, no) or in a more complex differentiated form (no, not at all; perhaps so; true; absolutely correct). This group includes such techniques as “The scale of reactive and personal anxiety CH.D. Spielberger - Yu.L. Khanina ”, Taylor's technique, MBI questionnaire,“ Forecast ”technique, Aggression state diagnostics technique Bass A. - Darky A., etc.

Among the most famous questionnaires for the diagnosis of a psychological state, one can also point out the "Questionnaire of neuropsychic stress" by T.A. Nemchina, containing 30 statements and one scale.

You can also point to two questionnaires proposed by A.O. Prokhorov: "The questionnaire of the mental states of the student" and "The questionnaire of the mental states of the teacher." These questionnaires contain (respectively) 74 and 78 names of specific states, such as "excitement", "anger", "hatred", "annoyance", "sensitivity", etc. The subject needs to indicate the severity of each psychological state.

Diagnostics of non-verbal behavior of a teenager's personality.

Non-verbal behavior is associated with the inner world of the individual. Its function is not limited to accompanying her experiences. Non-verbal behavior is an external form of existence and manifestation of the mental world of a person. In this regard, the analysis of the structure, content of individual non-verbal behavior is another way to diagnose the level of development of a personality as a subject of communication. The elements of non-verbal behavior include all body movements, intonation, rhythmic, higher characteristics of the voice, its temporal and spatial organization.

Methods for diagnosing non-verbal communication

The term "expression" is used to describe the component of emotions that is manifested mainly in facial expressions, as well as in the posture of speech. The number of studies that use experimental techniques to record expressive behavior has rapidly increased in recent decades.

Techniques for studying emotional expression.

Expression research has two main lines: the study of (a) voluntary expression and (b) involuntary. Researchers of expressive behavior use three techniques: direct observation, photographing, and videotape recording. Each of these techniques has both advantages and disadvantages. Neither direct observation nor static photography is as comprehensive as recording on a VCR

Use of questionnaires.

Psychological methods of studying the emotional sphere of a person are mainly based on questionnaires and reveal the emotional characteristics of a person.

In the laboratory of A.E. Olshannikova developed four methods of studying emotionality: three - to identify the means of expressing emotions (expressiveness).

Methods for diagnosing emotions by facial expression.

The first attempts to create a methodology for determining the ability to recognize emotions by facial expression were undertaken by E. Boeing and E. Titchener, who used schematic drawings created in 1859 by the German anatomist T. Piederit. They created interchangeable images of individual parts of the face and, by combining them, received 360 schemes of facial expression, which were presented to the subjects.

In the 1970s, at the University of California, P. Ekman et al. Developed a method that received an abbreviated name (FAST -FacialAffectScoringTechnique). The test has an atlas of photo standards of facial expression for each of the six emotions. The photo standard for each emotion is represented by three photographs for three levels of the face: for the eyebrows - forehead, eyes - eyelids and the lower part of the face. Options for different head orientations and gaze directions are also presented.

CARAT - a technique developed by R. Buck is based on the presentation of slides that capture the reaction of a person considering scenes from the surrounding life, different in content. The subject should recognize by looking at the slide which scene the person is observing.

The PONS test ("profile of non-verbal sensitivity") includes 220 fragments of behavior presented in various elements of expression (only posture, only facial expression, etc.) The test subject has to choose from the two proposed definitions only one related to the observed fragment of the person's expressive behavior.

Using the capabilities of this test, D. Archer created the SIT (situational-interactive tasks) test, which differs from previous methods in that video recordings of everyday scenes are used as demonstration material and clear criteria for the adequacy of their understanding are found.

To determine the ability to recognize emotions by facial expression, the FMST test was developed - G. Dale.

V.A. Labunskaya developed a method of "verbal fixation of signs of expression of emotional states." This method is a modified version of the verbal portrait method. The research participant is required to describe a wide variety of characteristics of the other person. The subject is asked to describe the expressive signs of six emotional states.

The difficulties in studying emotions are due to the fact that in many cases they have to be artificially evoked in laboratory conditions, simulated. Recently, a way has been outlined for the study of naturally occurring emotions during computer games. A computer game makes it possible to simultaneously record many parameters of the manifestations of emotions: motor, electrophysiological, speech.

The study of emotional expression: the external expressiveness of emotions, the activity of behavior under the influence of emotions and the violation of speech and behavior under the influence of emotions. + techniques for the type of temperament.

Sections: School psychological service

The social situation of adolescent development

The age in question rarely attracts the special attention of researchers. It is considered one of the most stable periods of a person's life - adults do not notice any (or almost no) new problems in their relationships with children, perhaps that is why they "rest" from parental and teacher's worries, communicating with children from ten to twelve.

In Russian developmental psychology, the age under study falls on the period of early adolescence. One way or another, the school is the most important social space (except for the family and neighbors), where the child's life events unfold, in which he solves his most important developmental problems.

It is believed that the most important of these is the establishment and implementation of social bonds. The solution to this particular problem presupposes the experience of oneself as the owner of the secret of one's own I (which is opaque to others). The child begins to protect the boundaries of his own psychological space intensively using a variety of means that look to the observer as the appearance of secrecy, as if a subtext in the child's relations with other people. At the same time, this is due to the structuring of their psychological space - children have all kinds of caches, secluded places, notebooks, collections (for themselves). They decorate (as best they can) their personal items - bicycles, notebooks, books, bed and the like. Often it looks like damage or staining, as it is far from aesthetic perfection. Thus, children designate the belonging of a thing, it acquires, as it were, more personal properties, becomes its own. It is the thing that first has for the child the properties of a secret, only known to him. Such a "secret" thing denotes the degree of permissibility of the influence of another. The boundaries of the psychological space become tangible, even their accidental destruction causes a storm of feelings in the child. It seems that this is how something new with social connections is born. They begin to be regulated by a deliberate measure of influence, and this is the ability to say “no” to another person, and the demonstration of oneself “not real”, when one can pretend, invent or, as they say, manipulate not only others, but also oneself.

Children at this age can invent their own biography, especially when they meet new people for themselves, and this acquaintance cannot develop into a long one. This is a special form of lying, which is not associated with any punishment or simply consequences. Usually, parents rarely know about its existence, only in a retrospective analysis can an adult find facts of such behavior at the “end of childhood” (10-12 years). This is one of the options, as the children call it, white lies. Often its content is inspired by probable family secrets - origin, degree of kinship, proximity to authority figures, and the like. A child can "test" these fictitious facts of his own biography in communication with peers, but usually they do not meet with much interest in them. This phenomenon should be very important, although, unfortunately, it has been little studied in the special literature. It can be assumed that a sufficiently high degree of its distribution indicates the need for such "self-tests" as a moment in the development of the child. In addition to this phenomenon, as one more facet of “trying oneself”, it is possible to investigate the change in the reading interests of children. At the end of childhood, they are more attracted to literature about their peers, and their real life, about possible events and adventures. In the psychic reality of the child, conditions appear for the implementation of the director's influence on his own life.

The child tries his own possibilities of change in relations with other people, focusing on the content of his self-concept and the concept of another person, where the most important education appears - a unit of measurement of relations, a measure of righteousness, as Mr. S. Abramov. (1) This unit arises in the experience of the impact of another person on the object boundaries of the psychological space ("You broke my toy", "You ruined my drawing", "You threw away my sticks") and is associated with the experience of pain or negative feelings based on loss subject part of its properties. An object that has been destructively influenced by another person becomes defective and wrong.

Younger adolescents often give the impression of pedants, they are very worried if the correctness they know is violated, especially in relation to themselves, for example, injustice, in their opinion, is manifested.

The measure of correctness is associated with children's awareness of the fact that relationships between people are built on the basis of norms. These norms are alien to the person himself, they must be mastered so that other people do not hurt, destroying the boundaries of the psychological space. The measure of correctness, the requirement to comply with it is the basis for the development of a child's moral consciousness, aimed at preserving and developing the boundaries of the psychological space by strengthening its opacity for others. The resentment of children of this age towards adults is almost always associated with the fact that they violate the boundaries of the psychological space, make the secret self of the child obvious to others. It is difficult to observe the state of a child whose mother is ashamed in front of the whole class for skipping school. The mother thinks she is doing the right thing, but no one really knows what fear of the test stopped the ten-year-old boy in front of the school door. He was afraid of being a bad student, he was afraid of being a “wrong student,” he was honestly afraid, he honestly built his relationships with adults as a right (good) boy, but it didn't work out.

Contemporary psychologist Lorenz Kohlberg has explored children's attitudes toward moral dilemmas. The child was put in a situation of an imaginary moral dilemma, in which he was not a participant, but could assess the position of a person for whom adherence to the correct norms came into conflict with the interests of other people. Children needed to rate a particular person's deed as good or bad.

Many psychologists use the results obtained by L. Kohlberg to study the characteristics of the moral development of a particular child, focusing on the content of the stages of development described by him. They are given in the table, taking into account the approximate age limits.

Level	Age, years	What does it mean to behave correctly	Why Behave Right
0	4	Behave as you want. What i do is fair	To get rewards and avoid punishment.
1	5-6	Do what the adults tell	To avoid trouble
2	6-8	Behave with others according to how they treat me	In order not to miss your
3	8-12	Meet the expectations of others; bring joy to others	So that others think well of me, and I myself feel good about myself thought
4	12-…	Satisfy social demands	To contribute to the stability of society, to be a good citizen

For children in their early teens, the tendency is to "meet the expectations of others." The willingness to respond to the influence of others is combined with the need to protect the boundaries of one's psychological space in order to preserve one's self.This is one of the main contradictions of this period, which is resolved by creating, mastering a measure of correctness (that is, justified, justified, necessary) in regulating the relations of others to the self and I am to myself.)

In the mainstream of resolving the main contradiction of this age, through the embodiment of the experienced measure of correctness in his abilities to organize his life, the child masters the most important human quality of hard work. Hard work- this is not a volitional quality, it is one of the basic, integral properties of a person, which is associated with the perception of life as realizable in accordance with one's own efforts to organize it, that is, the attitude towards life is manifested in diligence, which could be expressed as follows: my life".

At this time, all the child's labor skills are included in his psychological space as stable elements that organize him, since all his skills are associated with the experience of the expediency of spent efforts to organize his I. At this time, a modern child at a very fast pace can master many "adults" skills related to working on machines (computer, car, etc.), working with tools, that is, tools. It is their properties that, as it were, embody the possible final goals of the action, which makes the initiatives of the child using these tools quite specific
and feasible.

In modern conditions, this potential readiness of children for the organization of life is realized in conditions when the social reality itself is very complex and the concept of a well-equipped life becomes very vague.

This gives rise to a very difficult problem for adolescents to build a measure of correctness in the assessment and understanding of social relations. The skill of a child that unfolds in an objective activity does not necessarily manifest itself in social relationships or in school.

Intelligence development in adolescence

School in modern culture becomes a special tool with its own goals and objectives, it becomes the school in the school, which has to be mastered according to specific laws, which often look quite fantastic (1).
Armed with imagination and the ability to act by rules (modeled on adult relationships), the child is in school. Imagination helps him to act.
School childhood is a stage in the formation of a child's personality. Its content can be briefly presented as follows: to learn to correlate general and particular, generic and specific properties of objects, things and phenomena, human relations, to learn to organize their behavior in accordance with these properties.
Requirements, rules in relations with other people, norms of objective actions reveal the laws of objects. The world is ordered by a system of scientific knowledge and concepts that a child needs to master.

The child's judgments are based on everyday experience, expressed in words as a means of thinking. Scientific type of thinking, which the child acquires at school, orients him to general cultural patterns, norms, standards, patterns of interaction with the outside world. The concept of number, word, literary image, and so on, actions with the properties of the objective world, which form the basis of scientific thinking, make available to the child's direct experience such aspects of reality that were inaccessible to him in personal experience.

Together with knowledge, books - textbooks are included in a child's life. Working with them is one of the first steps to mastering self-education skills.
Under the guidance of the teacher, the student learns to work on the text, in the same way as he learns to understand the educational task, learns to check his work according to the model, learns to evaluate it correctly.

A child's life enters dialognot only with a teacher, but also with scientific text.The peculiarity of such a dialogue is that it forms a scientific picture of the world in a child - it opens before him objectively existing patterns, which gradually become elements of his thinking. Along with the assimilation of the content of the system of scientific concepts, the child masters the methods of organizing educational work.

Actions planning, control, evaluationacquire a different content, since action in the system of scientific concepts presupposes a clear identification of its interrelated individual stages. What am I doing? How do I do? Why am I doing this and not otherwise? In answers to such questions about one's own actions, reflection is born of a qualitatively new property of the human psyche.

The younger adolescent begins to focus on general cultural patterns of action that he masters in dialogue with adults.Dialogue necessarily presupposes mutual understanding, the possibility and necessity of accepting the point of view of another person. In this sense, the communication of a younger adolescent with a teacher opens up new forms of cooperation with others for him. Already by the sixth grade, a student can exercise control not only over his own work, but also over the work of classmates, can do educational work independently or in tandem with a friend. New types of cooperation with other people improve the system of moral assessments of the child, introduce a new quality into it - the assessment of the work expended, both one's own effort and the efforts of others. Scientific thinking is the result of educational work.

The specificity of the teaching is that it is by its nature arbitrary, that is, it is not determined by the external, situational properties of things. When solving, for example, the problem of the number of apples for a learning situation, it does not matter at all whether these apples are tasty or not, what color they are. In order to highlight the essential properties and relationships of things, the child needs to learn to set a learning problem for himself (what should I do?), Find ways to solve it (how and with what can I solve it?), Evaluate himself (what can I do ?), control yourself (am I doing the right thing?). All this is gradually formed in educational activities of the child.But without the help of adults, the child will not learn to control himself.

When a child learns to set himself the goal of an educational action and find the means to achieve it, his behavior acquires the characteristics of genuine arbitrariness.

The arbitrariness of behavior, the management of one's mental processes, the internal plan of action will be determined by the content of the child's relationships and interactions with adults as the bearer of socially significant methods of action and truly moral relations.

An adult will contribute to the development of a child's individuality if he forms a theoretical, scientific type of thinking in him, which allows him to pay attention to the most essential connections and relationships of the world around him. But by no means always in their work, teachers and parents fulfill the requirements necessary for the full mental development of the undergrowth. And “we often see how students, moving from class to class, are more and more burdened with the burden of learning, how many of them avoid it,” writes the famous teacher Sh.A. Amonashvili.

To help children in learning, it is necessary to clearly imagine that the most important component of scientific thinking that a child masters at school is not only to highlight the essential in the world around him, but also the ability to substantiate, evaluate, control his actions, his choice of a particular method of action. This means that for evaluationlearning outcomes, adults should proceed from special criteria that reflect the true indicators of the child's development, and not the success in the performance of certain private, albeit rather complex, actions.

If there is a younger teenager in the family, as they ask him about school affairs: what grade he received today or what he learned today. The difference in questions also reflects the essence of the problem of declining interest in learning in early adolescence. In the question of assessment, only the result is unwittingly given importance, and the assessment measures the abilities, hard work and other qualities of the student. The learning outcome is very important, but it is not expressed only in evaluation. It is expressed in the real knowledge and skills of the child. The difficulty arises in the fact that parents, often without realizing it, adjust their attitude towards the child in accordance with his school success. A child's success in learning is determined by many factors, including the parents' faith in his strength and capabilities, real help and support from parents, and not just another notation about a bad grade or senseless efforts to rewrite homework several times.

To change the attitude towards the child's successes and failures in learning, one must understand what caused them. Maybe an idol stands in his way, which, according to Sukhomlinsky, lies in wait for the child at school. An idol is an appraisal. Evaluation often takes on a lot of importance in a child's life. On the part of an adult, it must first of all presuppose such criteria that are known to the child himself. Then the assessment becomes meaningful, and the child learns to evaluate his progress in the assimilation of the material. Self-study will encourage the child to continue learning. Parents can do a lot for their children in this regard if they try to see for themselves the meaningful side of the assessment and teach this vision of the child, and not blindly focus on the social meaning of the assessments.

Modern research shows that a child cannot constantly be in a situation of consuming ready-made knowledge. He wants and knows how to teach him. Be active, independent in educational and cognitive activities. He appears and is formed in her as a person. For this to happen, so that the child is as greedy for knowledge as in preschool age, and aspires to act like an adult, parents should in every way encourage him in his studies, welcoming the smallest successes and not focusing on temporary failures. It is sometimes not easy to do this, it requires the joint work of a teacher and parents. But it justifies itself all the more because its goal is always noble: the creation of favorable conditions for the development of the individual. To come to school not only at the request of the teacher, not only with claims of his "bias", but to come to him as a like-minded person, as a person who is interested in the development of your child - these are new relationships for parents that arise with the arrival of a child to school. Their implementation is no less difficult than the restructuring of ideas about the child himself, and his own methods of upbringing. But they must be built in a dignified way, since both you and the teacher are for the child the representatives of the adult world, where he is so eager to get.

The younger adolescent is still only developing general ways of orienting himself in the essential properties of things and phenomena. He is just learning to distinguish between the random and the lawful in all areas of human life, only develops criteria for evaluating himself and others. He is just learning to act from the standpoint of his assessment, arbitrarily choosing a way of behavior. If adults do not give him real, meaningful assessments, he will replace them with fetishes and idols that cover the essence of things and human relationships. Without seeing, not knowing, not having grounds for free choice and evaluation, he will go on about the random properties of things. about stereotypes and patterns.

The process of becoming self-awareness and. first of all, such an important component of it as self-esteem is closely correlated with various psychological states of the adolescent, in particular, such as anxiety, fears, self-doubt, etc. These are a kind of emotional indicators of the development of both self-esteem and self-awareness.

As noted by A.I. Zakharov, the fears experienced by adolescents are largely due to one of the main contradictions of this age: the contradiction between the adolescent's desire to be himself, to preserve his individuality and at the same time to be with everyone, i.e. belong to a group, correspond to its values \u200b\u200band norms. ”To resolve it, a teenager has two ways: either to withdraw into himself at the cost of losing connections with peers, or to give up excellent freedom, independence in judgments and assessments and completely submit to the group. the choice of either egocentrism or conformism This contradictory situation in which a teenager finds himself is one of the main sources of his fears, which have obvious social conditioning;

One of the first places in this series is the fear of not being yourself, in fact, it means the fear of change. His "provocateur" is the adolescent's experiences caused by changes in the image of his body. Therefore, adolescents are so afraid of their own physical and mental ugliness, which is paradoxically expressed in their intolerance to this kind of shortcomings of other people or in obsessive thoughts about the ugliness of their figure.

For adolescents, fears of attack, fire, and getting sick are also characteristic, which is especially typical for boys, as well as the elements and confined space, which are more typical for girls. All of them are in the nature of fears and in one way or another are associated with the fear of death.

The number of fears in the field of interpersonal relations, which were noted in previous ages, also increases at this age. One of the stimulants of such fears is the lack of emotionally warm relationships with parents, as well as conflict relationships with them. This narrows the teenager's social circle and leaves him alone with his peers. Since the value of communication at this age is extremely high, the teenager is afraid of losing this only channel of communication.

The consequences of fears are manifold, but the main ones are growing insecurity, both in oneself and in other people. The first becomes a solid basis for suspicion, and the second - suspicion. As a result, it turns into a prejudiced attitude towards people, conflict and isolation of the “I”. A.I. Zakharov qualifies all this as a manifestation of obsessive fears or anxiety. Obsessive fear (anxiety) is perceived by a teenager as something alien, going involuntarily, as some kind of obsession. Attempts to cope with it on their own only contribute to its strengthening and an increase in anxiety. "

It was found that at the age of 13-14, the feeling of anxiety is significantly higher than at the age of 15-16. At the same time, if in the former it practically remains unchanged, then in the latter it significantly decreases at 15 years old in comparison with the previous period, and at 16 years old it rises sharply again. And one more interesting fact. If at 13-14 years old (grades 7-8) there are no differences in the level of anxiety in boys and girls, then

At the age of 16 (grade 10) girls have this level higher than boys. Thus, anxiety at the age of 13-14 is an age characteristic that overlaps the individual characteristics of development, which should be taken into account in terms of preventing the mental development of a teenager.

By comparing the dynamics of anxiety with the dynamics of self-esteem, it is easy to discover their close interdependence. and especially in high school. The higher and more adequate self-esteem, the less anxiety and more confidence in oneself and one's capabilities.

Another feature in the formation of a teenager's self-awareness is a heightened sense of self-worth. Often it seems to a teenager that they want to humiliate him. For him, as noted above, in general, an increased need for human kindness is characteristic. He painfully reacts to falsehood, pretense, although often he himself behaves in this way.

So, although 15-16-year-old adolescents have all aspects of personality self-awareness, there is no need to talk about its completeness and formation. This conclusion is also true for the period of early adolescence (16-17 years).

As for the younger adolescent Age, it is difficult to talk about the structural readiness of self-awareness. Some of its components are just being formed.

More on the topic "I" and the psychoemotional states of a teenager:

Socialization of the personality of a teenager as a stage in the formation of self-awareness
Comprehensive assessment of the health status of children and adolescents
PHYSICAL AND NERVO-MENTAL DEVELOPMENT OF A CHILD. COMPREHENSIVE ASSESSMENT OF CHILDREN'S HEALTH. ASSESSMENT OF THE FUNCTIONAL STATE OF THE CARDIOVASCULAR SYSTEM IN CHILDREN AND ADOLESCENTS

Introduction

Chapter I. Mental conditions and age characteristics of the subject

1.1. Psychological characteristics of adolescence 10

1.1.1. Psychological characteristics of various stages of adolescence 24

1.2. Mental conditions at different age periods 30

1.2.1. Features of mental states in adolescence 47

Chapter II. Phenomenological features of mental states of adolescent children

2.1. Organization and methods of research of mental states, processes and personality traits in adolescence 59

2.2. Phenomenological characteristics of mental states of adolescent children 72

2.2.1. Characteristics of typical mental states at various stages of adolescence 81

2.2.2. Reliefs of typical mental states at various stages of adolescence 97

Chapter III. Features of the relationship of mental states, processes and personality traits in adolescence

3.1. The relationship between mental states and mental processes in adolescence 121

3.2. Features of the relationship between mental states and personality traits in adolescence 156

Conclusion and Conclusions 180

Literature 183

Applications 207

Introduction to work

Relevance of the research topic.The study of mental states in modern psychology is especially relevant, since thanks to the integrating function of states, the unity of the mental is ensured, as a result of which an integral psychological structure of the personality is formed, including properties, states, processes and their interconnections. For psychological practice, the significance of studies of mental states is associated with their influence on the effectiveness of all types of human life.

Analysis of research on the problem of mental states allows us to conclude that, in addition to a small number of works performed in the mainstream of general psychology (V.A.Ganzen, N.D. Levitov, A.O. Prokhorov, etc.), the study of states was carried out within the framework of special psychological disciplines : engineering psychology (L.G.Dikaya, A.B. Leonova, A.I. Fukin and others), psychology of sports (V.L.Marishchuk, V.K.Safonov, O.A. Chernikova, etc.) , educational psychology (V.P. Balakirev, T.N. Vasilieva, L.M.Strakhova and others), medical psychology (B.D.Karvasarsky, T.A.Nemchin, etc.), etc.

At the same time, many researchers note that the mental states of a person should certainly be considered taking into account the age period, since each of the periods of development leaves its imprint on the awareness, intensity, number and quality of the experienced states, the ability to regulate them (SV Velieva, G N. Gening, A.O. Prokhorov, Yu.E. Sosnovikova and others). This is due to the fact that actualization and repetition of typical mental states, in turn, lead to changes in the mental development of a teenager, affecting the cognitive sphere of the personality and the formation of psychological properties (A.O. Prokhorov, E.B. Tsagarelli, etc.). The influence of states is mediated by the social situation of development, leading activities and psychological characteristics of the individual. In this context, the theoretical and practical significance is the study

the relationship of mental states with mental processes and personality traits in different age periods, bearing the influence of the above determinants.

The study of mental states in adolescence is of particular relevance. Features of adolescence (increased conflict, anxiety, dependence on peers, preoccupation with gender issues, the search for one's “self-image”, a sense of adulthood, reflection, etc.) and the adolescent crisis, which some scientists (D.B. Elkonin, T.V. Dragunov and others) are considered the most difficult, contribute to the emergence of acute emotional instability. In modern conditions, the problem of the constant complication of educational activity, which is expressed in an increase in the number of subjects studied, the total amount of information and the need for a sufficiently early professional self-determination, is added to the typical problems of adolescence. The difficulty also lies in the fact that, starting preparation for professional activity, adolescents are not yet ready to treat themselves in an adult way and, in particular, to effectively regulate their mental states, which cannot but affect the productivity of activities and relations with others.

The mental states of adolescents, which are the most important factor in activity and development, the formation of mental functions and personality, have been little studied in developmental psychology, which in theory is manifested in the insufficient completeness of the psychological characteristics of this age group, reducing the effectiveness of training, education, interaction with children and development in general ... The noted contradictionidentified problemof this study: identifying the characteristics of the mental states of adolescent children.

An objectresearch - psychological characteristics of adolescents of different age groups.

Thingresearch - mental states and features of their relationship with mental processes and personality traits in adolescents.

purposethe research consisted in a comparative study of the characteristics of typical mental states and their relationship with mental processes and personality traits at different stages of adolescent ontogenesis.

Hypothesisthe research is based on the assumption that the mental states of children at various stages of adolescence are characterized by a specific phenomenology, the manifestations of which are associated with mental processes and properties of the developing personality.

Achieving the goal and testing the hypothesis required solving the following tasks:

Identify and describe the features of mental states typical for adolescents of different age groups (pre-adolescent - 10-11 years old; youngest adolescent - 12-13 years old; middle adolescent - 14-15 years old; older adolescent - 16-17 years old).

Explore the relationship between mental processes and mental states that arise at various stages of adolescence.

Explore the relationship between mental states and personality traits at various stages of adolescence.

Methodological foundations and research methods.The research was carried out on the basis of the subject-activity approach developed in the works of S.L. Rubinstein, A.V. Brushlinsky, K.A. Abulkhanova-Slavskaya and others, who consider the psyche and development not as a separate independent phenomenon, but an integral part of activity, as well as the principles of heterochrony and uneven development put forward by L.S. Vygotsky, and the age structure proposed by D.B. Elkonin and others. The theoretical principles and conceptual

ideas about non-equilibrium mental states of a person and their integrating functions A.O. Prokhorov.

The method of organizing the study was the method of age sections. To study mental states, the methodology of A.O. Prokhorov "Relief of the mental state". Methods for memorizing words and geometric shapes, proofreading test, Gorbov tables, Gorbov-Schulte tables, columns of numbers, SHTUR, Raven's technique, "Proposals" and Varteg's "Circles" technique were used to diagnose mental processes.

The personality traits of the subjects were studied using R. Cattell's methodology (youth version - 14PF) and a questionnaire for assessing the spheres of communication, will, emotions, intelligence, self-esteem - N.M. Peisakhov, as well as the questionnaire developed by us for determining the severity of the feeling of adulthood.

For statistical processing, we used parametric criteria for communication (Pearson's correlation analysis) and differences (Student's t-test).

The sample consisted of adolescents aged 10-17 years old, students of middle and senior classes (grades 5-11) of a secondary general education school. A total of 1062 subjects took part in the study: 502 boys and 560 girls. The research was carried out during the period of educational activity.

The scientific novelty of the research lies in the fact that for the first time in the work:

Identified mental states, determined their relief and structure, typical for adolescent children. A characteristic feature of adolescence was the presence of "end-to-end" states and states, typical only for certain sub-periods of this age.

The interrelation of mental states with the peculiarities of mental processes in various sub-periods of adolescence is shown. It is expressed in the greatest influence of states on mnemonic processes and

differentiated influence on thinking, imagination, attention at different stages of adolescent development.

The features of the relationship between personality traits and mental states, typical for adolescent children, have been found. These relationships are characterized by the greatest closeness of interconnections between mental states and the emotional and intellectual properties of the individual. The specificity of the influence of the feeling of adulthood, volitional properties and self-esteem on mental states in different periods of adolescence is shown.

It is shown that there is a difference in the age when the number of correlations of mental states with processes and personality traits begins to increase, which indicates the heterochrony and uneven development of the adolescent's personality.

Theoretical significancethe study consists in the fact that its results complement scientific ideas about mental states and their age characteristics, and also expand the theoretical and empirical base of developmental psychology by describing the patterns of relationships between mental states and mental processes and personality traits in adolescence. Established both "end-to-end", typical states, characteristic of all adolescence, and specific conditions, characteristic of its individual sub-periods. Theoretically important are the results that indicate the presence of a certain age-related cyclicality of changes in mental states, structural transformations of these states and the specificity of their relationships with mental processes and personality traits, reflecting the heterochronism and unevenness of the adolescent personality development process.

Practical significanceof work lies in the fact that in the education system, the results obtained can serve as a basis for the development of new pedagogical technologies of teaching, upbringing and development

adolescents, as well as to improve the general psychological training of students in universities. The results of the study make it possible to close the gap in general, educational and developmental psychology regarding the mental states of adolescent children and can be recommended for including these data in pedagogy and psychology courses for students of pedagogical universities and universities, students of advanced training courses for teachers, etc. "Feelings of adulthood" can be used in developmental psychology and educational psychology. The following provisions are brought to the defense:

Each age stage of adolescence is characterized by the specificity of the manifestation of forms and structures of mental states: the dominance of certain aspects of the structure is observed.

The relationship between mental states and processes is characterized by a change in the intensity of interaction at different stages of the development of the personality of adolescents. Characteristic features are a change in the frequency of correlation of mental states and processes, the stability of connections with mnemic processes in a differentiated relationship with other processes in the course of adolescent ontogenesis. It was found that thinking is most influenced by states of activation and sleepiness, attention and imagination - states of activation and fear.

A characteristic feature of the relationship between mental states and personality traits is the stability of connections with emotional and intellectual properties, when differentiating links with a sense of adulthood, volitional properties, sociability, self-esteem in various sub-periods of the adolescent's personality development.

4. One of the confirmations of heterochrony and uneven development
the personality of a teenager is the age difference when the
an increase in the number of correlations of mental states with processes and
personality traits.

The reliability of the results was ensured by a comprehensive analysis of the problem in determining the initial theoretical and methodological positions; the use of methods of mathematical statistics that are adequate to the tasks, goals and logic of the research; experimental and empirical hypothesis testing; quantitative and qualitative analysis of empirical material.

Approbation and implementation of the results. Theoretical and empirical propositions and research results were discussed at the Regional Scientific and Practical Conference (Naberezhnye Chelny, 2001), the III Congress of the Russian Psychological Society (St. Petersburg, 2003), the I All-Russian Scientific and Practical Conference "Modern Technologies in the Russian System education "(Penza, 2003), the All-Russian scientific and methodological conference" Modernization of education. Regional aspect "(Vologda, 2003), XI All-Russian scientific-practical conference" Spirituality, health and creativity in the system of monitoring the quality of education "(Kazan, 2003), Russian scientific-practical conference" Actual problems of education at the present stage " (Bugulma, 2003).

Implementation. The results of the dissertation research were used in the educational process in the preparation of specialists at the Faculty of Psychology of the Institute of Economics, Management and Law (Kazan). These studies were the basis for individual consultations of students and teachers in schools of the Republic of Tatarstan.

There are 12 publications on the topic of the dissertation with a total volume of 2.5 pp.

Work structure.The dissertation consists of an introduction, three chapters, a conclusion, conclusions, a bibliography, which includes 237 titles, and four appendices. The work contains 11 tables and 18 figures. The total volume is 206 typewritten pages, excluding attachments.

Psychological features of adolescence

The study of the psychology of adolescence is one of the leading directions in the study of developmental psychology (LS Vygotsky, IS Kon. AE Lichko. DB Elkonin. E. Erickson. Et al.). Various aspects of adolescence are disclosed in sufficient detail in the psychological literature. Adolescence is the area where research is most abundant. Despite this, there is not even a single periodization of adolescence, so different are the approaches to this period in different cultures, different theories and when considering various aspects of adolescence.

The boundaries of adolescence in modern foreign and domestic medical, pedagogical, psychological, sociological and legal literature are understood in different ways. So, E. Erickson's adolescence (adolescence) is not separated from adolescence and takes the age of 12-18 years. The disadvantage of this periodization can be called the mixing of two age periods into one, since adolescence and adolescence have significant differences in physical maturation, leading activities, interests, etc. In jurisprudence, minors are considered persons 14-17 years old. The main disadvantage of these periodizations is the conventionality of the beginning and end of the period and the lack of taking into account sex differences when characterizing the period. In modern developmental and developmental psychology textbooks, the boundaries of adolescence also differ. For example, B.C. Mukhina is an age from 11-12 to 15-16 years old; from E.E. Sapogova - from 9-11 to 14-15 years old, and in the textbook edited by T.D. Martsinkovskaya, various periodizations are given without specifying the periodization taken as a basis.

It should be emphasized that the above authors consider adolescence to be a single period, but there are also periodizations that distinguish a number of sub-periods in it. Thus, Sherrod, Haggeity, and Featherman note that the definition of a teenager in English (teenager) includes persons aged 13-19 years. However, such an age range is too general to describe the complex developmental process at a given age, so it is proposed to divide the adolescence period into two: early adolescence (11-14 years) and middle or older adolescence (15-19 years). In Russian age physiology, different boundaries of adolescence are adopted for boys and girls, since development proceeds at different rates and qualitatively differs in children of different sexes, and the following substages are distinguished: 1) pituitary (from 8-10 to 9-12 years old in girls and from 10-13 to 12-14 years old in boys); 2) activation of the gonads (from 9-12 to 10-13 years old in girls and from 12-14 to 12-16 years old in boys); 3) maximum steroidogenesis (from 10-13 to 11-14 years old in girls and from 12-16 to 15-17 years old in boys); 4) the final formation of the reproductive system (from 11-14 to 15-16 years old for girls and from 15-17 to 17-18 years old for boys). This periodization is valid for analyzing the rate of puberty, but it does not take into account the psychological characteristics of adolescence, which can be considered the main drawback. L.S. Vygotsky distinguishes two phases in adolescence: negative (phase of drives) and positive (phase of interests). The first phase is associated with the collapse and withering away of the previously established system of interests and with the processes of maturation and the appearance of the first organic drives. Symptoms of the first phase of adolescence are characterized by extreme variability, situational dependence, heterogeneity and complexity of behavior. The second phase is characterized by the maturation of a new core of interests. L.I. Bozovic also believes that adolescence has two phases: 12-15 years old and 15-17 years old.

One of the most common periodizations of adolescence is the periodization of D. B. Elkonin, who, based on the criteria for changing the leading forms of activity, divides it into two stages: middle school age (11-15 years old), when communication is the leading activity, and senior school age (15-17 years old), when educational professional activity. However, it should be noted that in modern school, even in the senior grades, socially useful work is not always given such great importance as it was before. Consequently, the question arises whether it is possible to consider the activity in the senior grades as educational and professional, or professional interests, research skills and the ability to make life plans are formed later, during the period of vocational training in a secondary specialized or higher educational institution.

This ambiguity in the periodization of adolescence is due to the fact that one of its most important characteristics is heterochronism and uneven development. So, already L.S. Vygotsky distinguishes three lines of maturation: organic, sexual and social, which begin to diverge during adolescence. B. Livehude proposes to distinguish biological rhythm, mental and spiritual development, which proceed at different rates throughout life. A.V. Mudrik proposes to distinguish four types of age: chronological age - the number of years lived by a given individual, physiological age - the degree of physical development of a person, psychological age - the degree of mental development, pedagogical age - the degree of mastering the culture of a given society.

Features of mental states in adolescence

As noted above, adolescence is one of the most important stages in the formation of personality, when children show both childhood and adult traits. Features inherent only in adolescence can be seen in the study of the mental states of children of a given age period.

E.P. Ilyin notes that the mental states experienced by adolescents are largely associated with communication, which determines both their content and character. At the same time, adolescents retain a negative attitude towards themselves, which is why this age is characterized by a predisposition to negative emotions and a mismatch in the motivational sphere.

E.P. Ilyin identifies the following features characteristic of the emotional sphere of adolescents:

1. Very high emotional excitability, due to which adolescents are distinguished by their hot temper, violent manifestation of their feelings, passion: they ardently take up an interesting business, passionately defend their views, are ready to "explode" at the slightest injustice to themselves and their comrades;

2. Greater stability of emotional experiences in comparison with younger students;

3. Increased readiness to experience fear, manifested in anxiety;

4. Inconsistency of feelings: for example, they can ardently defend their comrade, although they understand that he is worthy of condemnation.

5. The emergence of anxiety not only about the assessment of adolescents by others, but also about self-esteem;

6. Strongly developed sense of belonging to a group, because of which adolescents experience the disapproval of their comrades more sharply and more painfully than the disapproval of adults; there is often a fear of being rejected by the group;

7. Presenting high demands on friendship, which is based on common interests, moral feelings;

8. Manifestation of a civil sense of patriotism.

In the study of mental states of adolescence, Yu.E. Sosnovikova identifies the following groups of negative states:

1) Internal discomfort, irritability, aimlessness, when it is difficult to collect your thoughts, to control your actions. Will is reduced, emotions are disinhibited, thoughts are not collected. Adolescents are subordinate to the situation and can commit unfavorable actions under its influence without having any special intention to do so.

2) Expressed dissatisfaction, hostility, negative attitude towards others, which is not directed at a certain object, action or person, but extends to almost everyone who is nearby.

3) Conditions close to aggressiveness, pugnaciousness, anger, rudeness, which cause conflicts with peers and adults.

4) Affective outbursts - fight, rudeness, insults, discipline.

Yu.E. Sosnovikava found that negative states more often occur against the background of fatigue, that is, at the end of the working day or week. Nevertheless, despite the wide range of manifestations of negative states, there are significant individual differences associated with the attitudes and success of adolescents.

The positive states most often experienced by adolescents are (ibid.): 1) States of increased good joyful mood, elation, disposition, emotional activity, sociability. 2) A state of stormy joy, delight when achieving what you want, when you are successful in studies or sports, watching movies or listening to music, etc. 3) The desire for vigorous physical activity. 4) States of intellectual performance, which are most often combined with volitional efforts.

Most of the positive emotional and intellectual states of adolescents are not conscious in nature and are caused by external causes, while volitional states are conscious and caused by internal causes.

THEIR. Mirziev found that high school students and students most often experience 29 emotional mental states (inspiration, fear, love, mental pain, fear, etc.), 6 volitional mental states (laziness, helplessness, insecurity, etc.), 5 intellectual mental states (bewilderment, doubt, etc.), 5 psychophysiological states (stress, depression, fatigue, etc.). Speaking about emotional states, 27% of the respondents admitted that they experience excitement more often than other states, 14% - inspiration and joy, 10% - indignation, followed by fear, etc. Of volitional states, 30% most often experience laziness, 15% - expectation, 12% - uncertainty, 10% - indecision. Of the intellectual states, 23% of the respondents singled out meditation, 18% - doubt, 6% - duality, etc. Of the psychophysiological states, 18% of respondents experience fatigue, 9% - calmness, 5% depression, stress, depression.

Organization and methods of research of mental states, processes and personality traits in adolescence

Sample of subjects. Since the purpose of this study was to study the characteristics of mental states in adolescence, the sample was made up of adolescents aged 10-17 years, that is, students of middle and senior grades (grades 5-11) of a secondary school. In accordance with the periodization of A.E. Lichko, adolescents were divided into age subgroups: pre-adolescent - 10-11 years old - 155 people (80 - males, 75 - females), youngest adolescents - 12-13 years old - 184 people (80 - males, 104 - females), middle adolescent - 14-15 years old - 209 people (104 - males, 105 - females), senior adolescent - 16-17 years old - 215 people (93 - males, 122 females).

Thus, at the first stage of the study, 763 adolescents aged 10 to 17 took part in the study: 357 males and 406 females. In addition, 127 adolescents participated in the study to compile a questionnaire to determine the severity of feelings of adulthood.

At the second stage, the study involved 172 adolescents aged 10 to 17 years (94 males and 78 females), also divided into age subgroups: pre-adolescent - 10-11 years old - 42 people (23 males, 19 female), junior adolescent - 12-13 years old - 47 people (28 - males, 19 - females), middle adolescent - 14-15 years old - 47 people (25 - males, 22 - females), senior adolescent - 16- 17 years old - 36 people (18 - males, 18 - females).

A total of 1,062 subjects took part in various studies.

Experimental research stages. At the first stage, the typical mental states of adolescents were identified that arise during educational activities. In addition, the main reasons for the emergence of these conditions and the methods of regulation of mental states that are most often used by adolescents were identified. At this stage were used: the method of questioning and conversation. The study was conducted individually, with small groups of adolescents and in classrooms.

Theoretical analysis has shown that a specific sense of adulthood arises in adolescence. However, there are no methods for studying this feeling. With the help of a questionnaire, it was found that adolescents understand the concept of "maturity, maturity". This survey involved 127 older adolescents (51 males, 76 females). The qualities identified by adolescents as distinctive features of an adult are shown in Table 1.

Based on the results of the survey, a questionnaire was compiled to determine the level of expression of the feeling of adulthood in adolescents.

At the second stage, an empirical study of typical mental states of adolescents and their relationship with mental processes in educational activity was carried out; as well as a study of the relationship between mental states and personality traits of adolescents.

We studied states typical for all sub-periods of adolescence (fear, joy, activation, drowsiness), and states typical for this sub-period (interest and revival - in pre-adolescence, fatigue - in older adolescence)

The features of the change in the severity of the parameters of typical mental states of adolescents (mental processes, physiological reactions, experience and behavior) in various age subgroups of adolescence were revealed.

When adolescents experienced typical mental states, such mental processes as memory (short-term and long-term verbal and figurative memory), attention (productivity, stability, switching, concentration, attention span), thinking and imagination were studied.

In addition, the personality traits of the subjects were identified, as well as personality traits characteristic of adolescence, using the author's questionnaire to determine the severity of the feeling of adulthood.

To process the results, the statistical methods of Pearson's correlation analysis were used, the reliability of the differences was assessed using the Student's t-test. Figures, tables, histograms and radar charts are used to illustrate the results.

The relationship between mental states and mental processes in adolescence

This section analyzes the differences between the states, as well as between the experience of one state in different age sub-periods (Table 10). Average indicators of mental processes in various sub-periods of adolescence are presented in Appendix 3.

Note: revitalization / alertness and interest are specific conditions of pre-adolescence, and fatigue is of older adolescence, therefore they are not considered in other age sub-periods.

The table shows that at the significance level of p 0.01 in the pre-adolescent age, mental processes have the most correlations with the state of activation and least of all with the state of fear. In younger adolescence, mental processes have the most correlations with the state of drowsiness. The same picture, as in younger adolescence, is observed in middle adolescence, although in this age sub-period the number of correlations of fear with processes approaches the number of correlations of sleepiness. The decrease in coherence between mental processes and states from subperiod to subperiod of adolescence (up to older adolescence) is consistent with the data of G.N. Gening, who revealed a similar tendency among younger students.

In older adolescence, the number of correlations between mental processes and states is much higher than in previous age sub-periods. The number of correlations of fear, activation, and drowsiness with processes in older adolescence is approximately twice the number of correlations in younger and middle adolescence, and joy is three times higher. The number of correlations of mental processes and states in older adolescence is comparable to the number of correlations in pre-adolescence, however, in this case, there is a slight increase. Most of all correlations with mental processes have a state of drowsiness, as well. least of all - fear.

It can be assumed that a decrease in the relationship of most states (joy, activation, and drowsiness) with mental processes from pre-adolescence to middle adolescence indicates an increase in the stability of processes. Only the state of fear does not correspond to this tendency, the number of correlations with the processes of which grows throughout adolescence. Perhaps this is due to the fact that in school and at home the appeal to punishment for failure or bad behavior traditionally prevails. As a result, the focus on avoiding punishment and, consequently, fear, as a habitual state, is consolidated and motivates activity to the greatest extent. A sharp increase in the number of correlations of all states with processes in older adolescence is associated with the approach of adolescents to the pre-critical phase of the crisis of 17 years (just as in the pre-adolescence - before the adolescent crisis).

When analyzing the results of the study and their correlations, not only quantitative, but also qualitative differences were revealed in the influence of mental states on mental processes in different age sub-periods. Correlations between indicators of mental processes and mental states in different sub-periods of adolescence are indicated in the figures ..

Consider the features of the relationship between mental states and various types of memory (short-term and long-term verbal, short-term and long-term figurative) (Fig. 11).

The relationship of states with various types of memory in the pre-adolescent age (10-11 years) can be reflected in the form of a figure (Fig. 11).

There is a correlation at a significance level of p 0.01 between the indicator of short-term verbal memory and states of joy, activation (positive relationship) and revitalization / vivacity (negative relationship). To the greatest extent, this type of memory is associated with the ability for self-control in states of joy and activation: the better this ability, the more productive short-term verbal memory in the above-mentioned states. This suggests that self-control and self-regulation of states in children of 10-11 years old are still imperfect, situational, dependent on the level of volitional development, and their intensive formation continues. In a state of revitalization / revitalization, this type of memory is associated, first of all, with the peculiarities of speech. However, this connection is negative: with an increase in activity, tempo, and loudness of speech in a state of animation / animation, short-term verbal memory deteriorates, since attention is scattered between speaking and memorizing.