Options for surveying students and parents as part of monitoring the educational process
Questionnaire for parents
Target: determining the child’s comfort level in the family.
Instructions:
When answering questions, you have the right to choose one priority quality.
- What do you think your child expects from the family in which he lives?
a) Good organization of everyday life;
b) The joys of communication;
c) Peace and security; - What concerns you most about your family?
a) Children's health;
b) Good studies;
c) labor participation of children in family life; - Is your child lonely in the family?
a) yes;
b) no;
c) I don’t know - Do you think your child will want his future family to be like yours?
a) yes;
b) no;
c) I don’t know - Which of the following life attitudes is, in your opinion, the most significant for a child?
a) Be financially secure
b) Meet love
c) Have many friends
d) Realize your intellectual capabilities
Please let me know if you find an incorrect link or the document is downloading with an error.
20. /For the Kyrgyz Republic -2011/Questionnaires and diagnostics/Ability to be friends.doc
21. /For the Kyrgyz Republic -2011/Questionnaires and diagnostics/Level of education 9th grade.doc
22. /For the Kyrgyz Republic -2011/Questionnaires and diagnostics/Level of education and student questionnaire.doc
23. /For the Kyrgyz Republic -2011/Questionnaires and diagnostics/for parents.doc
24. /For the Kyrgyz Republic -2011/Questionnaires and diagnostics/imizh_OU.doc
25. /For the Kyrgyz Republic -2011/PROGRAM for teaching students the rules of PPB.doc
26. /For the Kyrgyz Republic -2011/Plan of educational work for 2011-2012 for the Kyrgyz Republic.doc
27. /For the Kyrgyz Republic -2011/Regulations on school sports competitions.doc
28. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/QUESTIONNAIRE FOR PARENTS FOR THE EDUCATIONAL PLAN.doc
29. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/QUALITY DIAGNOSTICS.doc
30. /For KR -2011/Portfolio for the class teacher/DOCUMENTATION KRk.doc
31. /For KR -2011/Portfolio for the class teacher/DOCUMENTATION FOR THE CLASS TEACHER.doc
32. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/Diagnostics of results.doc
33. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/Diagnostics of the effectiveness of the educational process.doc
34. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/Documents of the class teacher on crime prevention.doc
35. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/Card for visiting extracurricular activities.doc
36. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/METHODOLOGICAL RECOMMENDATIONS OF THE MINISTRY OF EDUCATION OF THE RF.doc
37. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/Methods for diagnosing team formation.doc
38. /For KR -2011/Portfolio for the class teacher/SAMPLES/SAMPLE ANALYSIS OF BP doc.doc
39. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/SAMPLES/Approximate scheme for analyzing the educational work of a class.doc
40. /For KR -2011/Portfolio for the class teacher/SAMPLES/sample minutes of parent meetings.doc
41. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/SAMPLES/educational plan template.doc
42. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/Report of the chairman of MO.doc
43. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/Program for monitoring the development of personality and individuality.doc
44. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/Psychological and pedagogical diagnostics.doc
45. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/SCHEME FOR ANALYSIS OF EDUCATIONAL EVENTS.doc
46. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/SCHEME for self-analysis of educational work.doc
47. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/Self-analysis of the success of the class teacher.doc
48. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/Self-assessment of professional qualities of a teacher.doc
49. /For KR -2011/Portfolio for the class teacher/SELF-EDUCATION TOPICS KR.doc
50. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/law on curfew.doc
51. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/note for parents.doc
52. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/methods of motivation for educational activities.doc
53. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/assessment sheet for class teacher-approved.rtf
54. /For the Kyrgyz Republic -2011/Portfolio for the class teacher/work with parentsi.doc
55. /For KR -2011/Portfolio for the class teacher/current affairs of KR.doc
56. /For the Kyrgyz Republic -2011/Traffic rules program for grades 5-11.doc
57. /For the Kyrgyz Republic -2011/Program of educational activities of the Municipal Educational Institution Ogneupornenskaya Secondary School for 2011-2012.doc
58. /For the Kyrgyz Republic -2011/dates for 2012.doc
59. /For KR -2011/instructions/RULES OF CONDUCT FOR STUDENTS AT SCHOOL.doc
60. /For the Kyrgyz Republic -2011/instructions/Rules of conduct in public places.doc
61. /For the Kyrgyz Republic -2011/instructions/Rules of conduct in case of tick bites and more.doc
62. /For the Kyrgyz Republic -2011/instructions/Rules of conduct on ice.doc
63. /For the Kyrgyz Republic -2011/instructions/behavior in the dining room.doc
64. /For the Kyrgyz Republic -2011/instructions/rules of conduct when organizing access control.doc
65. /For the Kyrgyz Republic -2011/class hour behavior in the cafeteria.doc Questionnaire for parents
Questionnaire for students “my family”
Healthy lifestyle questionnaire for students in grades 1-4
High school student questionnaire
Questionnaire for a high school student on career guidance
Questionnaire: “The class teacher through the eyes of schoolchildren”
Questionnaire “Mutual understanding of children and parents in the family”
Questionnaire for parents Purpose: to determine the level of comfort of the child in the family. Instructions
Diagnosis of moral motivation Teacher
Diagnosis of moral self-esteem Teacher
Diagnostics of attitudes towards moral qualities Teacher
Diagnosis of tolerant behavior Teacher
Diagnosis of the level of aesthetic culture Conducting a survey
Questionnaire to identify the level of education of students answers: “yes” sign “+”, “no” sign “-”
Table No. 1 (in%)
Ability to make friends Test
Level of education 9th grade
Student's level of education
I trust the class teacher in raising my child. I approve of classroom and school activities.
Methodological recommendations for forming the image of an educational institution
L. N. Chulanova B. Zh. No. dated September 01, 2010 No. dated September 01, 2010 m. p. m. Program
Planning and organization of educational work for the 2011-2012 academic year
Regulations on the school Spartakiad mbou Ogneupornenskaya sosh
Information about parents mother
Diagnostics of the quality of educational activities of the class teacher
The class teacher is a class teacher who traces the process of formation of the personality of each child and promotes the best development and assimilation of the world by each child
Work plan by sections I. Introduction. Class characteristics. Tasks. If necessary and whenever possible, identifying children who need an individual approach
Topic: “Diagnostics of the results of educational work”
Research on employment in circles Diagnostics of education
Documents from the class teacher on crime prevention issues
Analysis of extracurricular activities. I. Full name, position of inspector
Methodological recommendations on the implementation of the functions of a class teacher by pedagogical
Methods for diagnosing the formation of a team. Our relationship
Analysis of educational work for / academic year
Analysis of the educational work of the class for the academic year
Minutes of parent meeting No.
Plan of extracurricular educational work with class students for the academic year
Analysis of the work of the Methodological Association of Teachers Chairman Name of the methodological topic that the MO worked on this year
Program for monitoring the development of personality and individuality of junior schoolchildren
Information function
Basic requirements for the event
Self-reflection scheme for an extracurricular activity
Self-analysis of the success of the class teacher
Self-assessment of professional qualities of a teacher (SPK)
Sample topics for self-education for class teachers and educators
Note to parents
Methodology for diagnosing the structure of educational motivation
Classroom management evaluation sheet
Rules for effective interaction between the class teacher and students’ families
Calendar-thematic planning of educational work (quarter, month, week)
Topic name
Protocol No. 1 Direction
September 09
Rules of conduct for students at school
Behavior of children and adolescents in public places
The management of the survey work is obliged to take immediate measures in case of any violation of the daily routine, discipline, safety rules, up to the removal of the violator from work and sending him off the expedition
Rules of conduct on ice
Student behavior in the cafeteria
Rules of conduct for students and visitors when organizing access control at school During lessons and during breaks, students leaving the school premises are strictly prohibited
Class hour "Behavior in the dining room"
Options for surveying students and parents as part of monitoring the educational process
Questionnaire for parents
Target: determining the child’s comfort level in the family.
Instructions:
When answering questions, you have the right to choose one priority quality.
What do you think your child expects from the family in which he lives?
b) The joys of communication;
c) Peace and security;
What concerns you most about your family?
b) Good studies;
c) labor participation of children in family life;
Is your child lonely in the family?
Do you think your child will want his future family to be like yours?
Which of the following life attitudes is, in your opinion, the most significant for a child?
b) Meet love
c) Have many friends
d) Realize your intellectual capabilities
Is your child familiar with those moral and material problems
Does your child have secrets from his family?
8.What does evening at home mean for your child?
a) The joy of communication
b) The opportunity to be yourself
c) Torment and torture
Questionnaire for students
Target: determining the child’s comfort in the family.
Instructions: When answering questions, you can choose one of the selected exercises.
What would you like to receive from the family you live with?
b) The joy of communication;
c) Peace and security
Are you lonely in your family?
Do you want your future family to be like your current family?
What do you think your parents care most about in their family life?
b) Good education of children;
c) Labor participation of the child in family life;
d) The mood of children and the reasons for its changes;
Which of the following life goals do you think is most meaningful to you?
b) Meet love;
c) Have many friends;
d) Realize your intellectual capabilities;
Do you have secrets from your family?
What does an evening at home mean to you?
b) The opportunity to be yourself;
c) Torment and torture;
Are you familiar with the moral and material problems in your family?
I. Attitude to material and spiritual values
Peace on Earth
Fire man
Motherland
Father's house
Surrounding nature
Friendship of peoples
Patriotism
Folk culture.
Russian classical literature
Emphasize interethnic cultural values - architecture,
painting, poetry, prose, music, etc./
Books by foreign authors
Education
Science
History of society
Family
Religion
Interesting job
Labor as creativity
Work for personal goals
Humanism of people's relations
Justice
Equal rights for people of all nationalities
Honor and dignity of the individual
Money
Material well-being
Market relations
Business
Career
Love
Friendship
Moral responsibility for one's behavior
Moral freedom to choose life goals.
Your attitude to the economic reforms being carried out in the country. Do you think that social protection of young people has increased?
31. Yes 32. No 33. Difficult to answer
Do you think that these processes have changed the position of young people in society?
R better side. 36. Nothing has been changed.
For the worse, 37. Difficult to answer.
Yes, I think so.
To some extent, yes.
No. I don't think so.
I find it difficult to answer.
I want to participate in environmental activities.
I don't see the point.
I’m not ready for this, but I understand the importance of this problem.
Scientific and technological progress improves human life.
No, it doesn't improve.
Introduces many contradictions.
Something else
Yes, research is needed.
Additional funds are needed.
I don't see the point.
Something else
Yes, disarmament is necessary.
Partially.
No - disarmament.
I can't answer.
Negotiated peace is needed.
Withdraw the troops. Russia from the republics.
Let the national republics solve their problems themselves.
Other opinions
Sh. What, in your opinion, are the positive characteristics of today's youth compared to their peers in the 70s?
Young people are more knowledgeable and intellectually developed.
Strives for scientific knowledge.
Young people are more socially active.
Strives to develop personal ideological and moral views and ideals.
Young people actively strive for self-expression and self-realization.
Young people are more interested in music.
He is more interested in certain sports.
Modern youth are interested in technical creativity.
Interested in politics.
(Not really)
The desire to continue education has become weaker.
Worse attitude towards studies.
Attitudes towards work have become significantly worse.
The social activity of the majority of young people becomes spontaneous and not
always socially justified forms.
Apoliticality appears.
A significant portion of young people are characterized by lack of spirituality.
Attitudes towards sports and art have become consumer rather than creative (not
play football, but watch it, not delve into the content, but have fun, etc.).
The attitude towards elders has become disrespectful.
The number of young people committing illegal crimes has increased
actions.
Something
To what extent are you ready after graduation:(mark with + or -)
In strong In average In weak I don’t know
Work in the national economy
Constantly improve your
educational level
Treat in good faith
any job
Fight all manifestations
laziness of mismanagement
Property
84. Always behave in a
In accordance with universal moral principles
Boldly, regardless of faces,
speak out against all inconsistencies
tats and mistakes
Participate in public
no work
87. Participation in the work of youth organizations (if possible, indicate which ones)
Participation in labor socially useful activities.
Participation in the work of cooperatives.
Environmental activities.
Physical education and sports, tourism.
Visiting theaters, cinema, exhibitions, museums, creative activities.
Participation in ceremonial meetings, theme evenings.
Participation in rallies and demonstrations.
Participation in the work of political discussion clubs.
Reading and discussion of current journalistic materials.
Watching youth television programs.
Relaxation evenings, discos.
What else?
country and abroad
From radio broadcasts.
From television programs (specify “from which ones”)
From political information and lessons at school.
From conversations with friends.
From family conversations.
From newspapers and magazines.
From other sources
What are you most interested in from the information you receive?
Political events in the country.
Economic problems.
Social life of society.
BY. Stories about working people.
Stories about the heroes of the Great Patriotic War.
Stories about outstanding freedom fighters, etc.
Moral problems,
Materials about life abroad.
Cultural events (cinema, theater, art, music)
(underline).
Sports reviews.
Something else
(specify)
Name 5-6 names of public figures who are most important to you
authoritative
B strong B medium C weak I don’t know
Degrees of degrees of degrees
Work for the benefit of the Motherland
Material
well-being
The desire to bring
benefit people
Carefree life
Highest respect
those around
Other goals (what -
add it yourself)
freedom?
In labor.
In free education.
In free medical care.
In teaching in your native language.
In the development of national culture.
In the provision of communal apartments.
What else
Your attitude towards art
How many times have you visited a drama or opera house during the year?
theaters, concerts, museums?
Name the last play, film, concert, television or
radio programs), its authors, performers, content.
What type of art do you like best?
Write the names of the three performances you liked most,
works, paintings, artists, sculptures, architecture (domestic and
foreign).
137. Name works of art that caused you active rejection. Motivate your grades.
What components of works of art are the most emotional?
You perceive: plot development, ideological content, author’s thought,
the inner world of the heroes?
How and to what extent does art help you in socially useful work?
creativity, leisure time, study?
What do you look for in art? Humanity, moral and aesthetic
ideals, entertainment, enrichment of the spiritual world, social assessment
reality.
Which of the heroes of works - past and present - do you consider for
yourself as a model?
What types and genres of art most actively influence you in the process
development of views, beliefs, tastes and qualities of preferences in life and
communication?
What is the influence of art in your life?
What helps or hinders the satisfaction of the need for art?
P. Understanding of patriotism, citizenship
Mastering the native language, love for the native speech
Nationality as a historically established community of language,
culture of their people, etc.
Knowledge of national culture (highlight the most important for
You):
Painting
Architecture
Film art
Monuments
Dr. components of culture
4. Love for the Fatherland
(add your understanding)
Careful attitude towards native nature
Participation in protection and revival
Respect for World War II veterans Yes No
Willingness to defend the independence of the Motherland Yes No
Positive value attitude towards the history of the country Yes No
Respect for traditions, culture, customs of the people
art, incl. legends, proverbs, sayings, etc.
(underline or add your understanding)
The relationship between national culture and other national
cultures (literature of national writers of Russia/world
artistic culture)
Citizenship (your understanding):
developed sense of duty
Recreation of material assets
Recreation of spiritual values
The desire to create a good family
Responsibility for children
(underline the necessary concepts or add something else)
13. Are patriotism and citizenship reflected:
In extracurricular activities Yes No
(add, underline: clubs, clubs, tourist and local history expeditions, amateur children's and youth organizations, which of them?) in works of art with which you are familiar (name
Some of them)
In television and radio broadcasts
14. If you had the opportunity to travel to another country, how would you
Did you get in?
I would leave forever
Would stay to live and work at home
Would go as a tourist
Would receive a business trip for temporary work
I would sign a contract in my specialty for a certain period and return to
Homeland (underline or mark with + or -)
Note: You can emphasize not one, but several concepts, circle them, add your own, important only for you, suggest something for essays, for discussions.
Methodology for studying student satisfaction with school life.
Students are asked to rate their agreement with the proposed statements on the following scale:
4 – completely agree
3 – agree
2 – hard to say
1 – disagree
0 – completely disagree
I go to school in the morning with joy
I'm usually in a good mood at school
our class has a good class teacher
You can turn to our school teachers for advice and help in difficult life situations
I have a favorite teacher
in class I can always express my opinion freely
I believe that our school has created all the conditions for the development of many abilities
I have my favorite school subjects
I believe that school truly prepares me for independent life
during the summer holidays I miss school
The indicator of student satisfaction with school life “y” is the quotient of the total score of the answers of all students to the total number of answers. If “y” is more than 3, then we can state a high degree of satisfaction, but if “y” is more than 2 but less than 3, then this corresponds to an average and low degree of student satisfaction with school life.
Studies of student satisfaction with school life have made it possible to identify those factors of school life that have a beneficial effect on the emotional and motivational sphere of students and stimulate their cognitive activity.
So, in April 2004, a survey was conducted among students in grades 5-9 (see Project 5 “Methodology for studying student satisfaction with school life”). For this purpose, 450 students were surveyed.
72% of students were completely satisfied with school life. Moreover, the main factors contributing to a positive attitude towards school among 22% of students were the presence of a good class teacher and a favorite teacher in the class. 19% of students say that the school has created all the conditions for the development of many abilities. 21% of students believe that school truly prepares them for independent life, and 10% of respondents have favorite school subjects. 24% of students had an average degree of satisfaction with school life. And 4% have low. Among students with a low degree of satisfaction with school life, children with school maladaptation and sharply reduced motivation to study were identified. These students were included in psychocorrectional groups and attend developmental and correctional classes with a psychologist.
With the introduction of the Federal State Educational Standard for Educational Education, some provisions for the certification of teachers have changed. There is a need to present documented results of determining the level of psychological comfort of children in kindergarten groups. To help preschool teachers and psychologists, we offer material that includes an analysis of observational results; a list of methods and techniques for working in different age groups; questionnaire for parents; characteristics of the group's students; sample certificate on the level of psychological comfort.
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Analysis of the results of a survey of the level of psychological comfort
(based on the observation method of Smirnova E.O.)
Observation Parameters | Number of children, % | Survey results (qualitative analysis) | ||
October | April | October | April |
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I. Initiative | ||||
The child is extremely rarely active and prefers to follow other children, waits for instructions from adults, plays alone or passively watches others (0 points) | ||||
The child often shows initiative, but he is not persistent (1 point) | ||||
The child actively involves surrounding children in his actionsand offers various options for interaction, and adults to evaluate these actions (2 points) | ||||
II. Sensitivity to influences | ||||
The child only rarely reacts to the actions of peers and suggestions from adults, preferring individual play (0 points) | ||||
The child does not always respond to suggestions from peers, but is happy to carry out instructions from adults (1 point) | ||||
The child responds with pleasure to the initiative of peers, actively picks up their ideas and actions, and helps adults (2 points) | ||||
III. Predominant emotional background | ||||
Negative: capricious, refuses food, games, activities, etc. for a long time (0 points) | ||||
Neutral businesslike: the child is calm, active, efficient (1 point) | ||||
Positive: the child is cheerful, energetic, proactive (2 points) |
Results of a survey of the level of psychological comfort
Examination period:________ Age of children:______ Teachers:___________________________
Last name, first name of the child | General assessment of the child’s psychological comfort |
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Assessment of parameters of psychological comfort in the group |
Increasing the level of psychological comfort:
Age group | Areas of work | Methods and techniques used | Monitoring activities | Survey results | |
October | April |
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First and second youngest, average | Formation and development trust in the world, self-confidence and one’s capabilities, friendly attitude towards people, general vital activity. | Creating comfort, coziness and a calm, friendly environment. “Morning of joyful meetings” - surprise moments, using noise toys, relaxation games, listening to children's songs and classical music, audio and video fairy tales. Games to develop fine motor skills. The use of nursery rhymes, jokes, counting rhymes and other forms of folklore at different regime moments. | Observations during the day and individual regime moments (Smirnova E.O., Kholmogorova V.M.). Questionnaire for teachers (Kolomensky Ya.L., Panko E.A., Belous A.N.) Methodology "Locomotive" (Velieva S.V.) | ||
Senior and preparatory | Questionnaire “Emotional well-being in kindergarten” (Babanova A.A.) Test "I'm in kindergarten" (Bykova M., Aromshtam M.) |
QUESTIONNAIRE
Dear parents! We are constantly striving to improve the work of our baby lard. To do this, we ask you to answer these questions by ticking the appropriate answer option or adding your own option.
2. What are you satisfied with about the group’s work? | ||
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3. What family traditions do you observe? | ||
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4. What hobbies do your family members have that you involve your child in? | ||
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5. What does your child “bring” from kindergarten? | ||
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6. The child plays more willingly | ||
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7. What is the easiest way to calm your child? | ||
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8. Do you often tell your child that he is a hero, a hero, a handsome man, a talent? | ||
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9. What do you usually do if your child misbehaves? | ||
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We put it in the corner Slap With a belt Deprivation of pleasures (sweets, sex, walks, computer, etc.) Limitations in communication (we don’t talk) Threats (I will leave you, I will not love you, etc.) | ||
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10. Do you often joke and laugh in your family? | ||
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- No reason to have fun
THANK YOU FOR YOUR COOPERATION!
MAIN CHARACTERISTICS OF PUPILS OF GROUP No. ____
20___
Brief characteristics | Who do they apply to? | Reasons and possible reasons for the manifestation of character traits |
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Level of development above age norm | |||
There is a developmental delay (and what exactly) | |||
Children are often aggressive | |||
Children are often whiny and anxious | |||
Do not comply with the requirements of teachers | |||
Slow Children | |||
Active children | |||
Popular kids (in communication with peers) | |||
Unpopular kids | |||
Other characteristics |
Anxiety
(based on the “Anxiety Scale” method by J. Taylor)
1. Can work for a long time without getting tired. 7. Gets upset about anything.
2. Always confident in your abilities. 8. Is wary of people.
3. Waiting makes him nervous. 9. Avoids conflicts.
4. The mood is usually high. 10. I often lack self-confidence.
5. Not too shy. 11. It can be difficult to concentrate on a task.
6. Is often tense. 12. It can be difficult to sit in one place.
Last name, first name of the child | QUESTIONS | Total (by key) | Notes |
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16 | |||||||||||||||
17 | |||||||||||||||
18 | |||||||||||||||
19 | |||||||||||||||
20 | |||||||||||||||
21 | |||||||||||||||
22 | |||||||||||||||
23 |
Key:1 point for answering “yes” to questions 3, 6 – 12 and for answering “no” to questions 1, 2, 4, 5.
High level of anxiety – 7 – 12 points; average level – 4 – 6 points; low – 1 – 3.
REFERENCE(sample)
about the level of psychological comfort of stay of pupils
in group No.___ Preschool educational institution No. _____ of Kurgan
Teachers: _____________________________________________________
20__-20__ academic year
The assessment of the psychological comfort of the students’ stay in the group was carried out on the basis of a comparative analysis of the observations of teachers, the results of a survey of parents and materials from a sample psychological study using the methods of ______________________________
______________________________________________________________
(data attached).
Conclusions:
- The results of all studies conducted show positive dynamics in the psycho-emotional state of the group’s pupils - __________________________________(quantitative research indicators).
- Low performance at the beginning of the school year is explained by _____________(features of adaptation, new conditions during the formation of specialized or combined groups, change of teachers, manifestation of an age crisis, etc.).
- Positive dynamics are the result of active use by teachers of the group _____________________________(methods and techniques used in a certain age group, pedagogical findings of educators, work with parents, etc.).
Date: __________ Teacher-psychologist preschool educational institution: _______________
Questionnaire “Family Adaptation and Cohesion Scale” (FACES-3)
The Family Adaptation and Cohesion Scale (FACES-3) is one of the best known standardized questionnaires designed to assess family structure. The authors of this questionnaire are D. H. Olson, J. Portner and I. Lavie.
The method was adapted in 1986 by M. Perret (Eidemiller E. G., Dobryakov I. V., Nikolskaya I. M., 2003). In Russia, the technique was used by N. F. Mikhailova in a study of 70 families of healthy people and patients with neuroses and in a study by M. Yu. Gorodnova and S. B. Vaisov of 90 families of adolescents with heroin addiction (Systemic family psychotherapy, 2002).
The methodology is based on the “circular model” (“circular model”) of D. X. Olson. This model includes three important parameters of family behavior: cohesion, adaptation and communication. FACES-3 is the third version of the FACES series of scales, designed to assess two main dimensions of family structure, represented graphically in a “circular model” - family cohesion and family adaptation.
Family cohesion - this is the degree of emotional connection between family members: with the maximum expression of this connection, they are emotionally interdependent, with the minimum, they are autonomous and distanced from each other. To diagnose family cohesion, the following indicators are used: “emotional connection”, “family boundaries”, “decision making”, “time”, “friends”, “interests and recreation”.
Family adaptation- a characteristic of how flexible or, conversely, rigidly the family system is able to adapt and change when exposed to stressors. To diagnose adaptation, the following parameters are used: “leadership”, “control”, “discipline”, “rules and roles in the family” (see Table 4).
In the “circular model” there are four levels of family cohesion- from extremely low to extremely high. They received the following names: disconnected, divided, connected and linked. Diagnose in the same way four levels of family adaptation: rigid, structured, flexible and chaotic.
The authors of this questionnaire identify moderate (balanced) and extreme (extreme) levels of family cohesion and adaptation and believe that it is precisely balanced levels that are an indicator of the successful functioning of the system. For family cohesion these levels are divided and connected, for family adaptation - structured and flexible. Extreme levels are usually seen as problematic, leading to disruptions in the functioning of the family system.
By combining four levels of cohesion and four levels of adaptation, it is possible to define 16 types of family systems, 4 of which are moderate on both levels and are called balanced, 4 are extreme, or unbalanced, since they have extreme indicators on both levels. Eight other types are average (average balanced), since one of the parameters refers to extreme, and the other to balanced levels (see Fig. 1).
The questionnaire is designed in such a way that it allows you to analyze how family members currently perceive their family and what they would like to see it like. The discrepancy between perception and ideal determines the degree of satisfaction with the existing family system. The “ideal” provides information about the direction and degree of changes in family functioning that each of those taking part in the study would like to implement. The greater the discrepancy between the ideal and perception, the greater the dissatisfaction with the existing family system.
Before starting to work with this technique, it is necessary to create an atmosphere of trust between the researcher and the survey participants. Everyone receives a form with the text of the statements, then it is checked how the participants understood the instructions, and the necessary explanations are given. While working with the questionnaire, the subject may have clarifying questions, to which explanations are given. If the questionnaire is filled out simultaneously by several family members, then observing their interaction will give the psychotherapist additional information about communication in this system and the opportunity to track patterns of behavior. In this case, it is better to refuse explanatory answers, leaving the decision to family members. When working in a group, all explanations are given before starting to fill out the questionnaire.
The questionnaire can be completed by all family members, including adolescents over 12 years of age. Ideally, it should be applied to all family members who are able to fill out the questionnaire, which will help to comprehensively assess the characteristics of their communication.
Description of the technique
The technique consists of a list of statements (from 1 to 20). The subject’s task is to rate each statement twice according to the degree of its severity, using a five-point scale:
almost never - 1,
from time to time - 3,
almost always - 5.
In the first case, the subject’s task is to evaluate the actual family functioning, in the second - the ideal, that is, the way one would like to see it.
1. Determining the type of family structure. During processing, the number of points obtained by summing even and odd statements is calculated. The number of points obtained by summing the odd points determines the level of family cohesion, and the even points determine the level of family adaptation. The type of family system is determined by two parameters - total scores on the cohesion and family adaptation scales in accordance with assessment norms standardized on various samples (see Table 5).
2. Determining the level of satisfaction with family life. The difference between ideal and real ratings on two scales (cohesion and adaptation) determines the degree of satisfaction of the subject with family life. Currently, there are no empirical norms for determining the assessment of the discrepancy between the ideal and the realized. A high discrepancy score indicates low marital satisfaction. The variance must be calculated for each individual for cohesion and adaptation, and the overall score can be obtained by adding the two scores. The inverse relationship between the results obtained is an assessment of family satisfaction.
Full name ________________________________________________________
Age ___________
Date of study;_
Instructions
Option A. Describe your actual family (spouse and children). Read the following statements and rate them using the scale provided.
Questionnaire form
|
Statement |
almost never |
from time to time |
almost always |
||
|
1. Our family members turn to each other for help. | |||||
|
2. Children’s suggestions are taken into account when solving problems. | |||||
|
3. We look favorably on friends of other family members. | |||||
|
4. Children choose their own behavior | |||||
|
5. We prefer to communicate only in a narrow family circle | |||||
|
6. Every member of our family can be a leader. | |||||
|
7. Our family members are closer to strangers than to each other. | |||||
|
8. The way we do daily things is changing in our family. | |||||
|
9. We love to spend our free time together | |||||
|
10. Punishments are discussed between parents and children together. | |||||
|
11. Our family members feel very close to each other. | |||||
|
12. In our family, most decisions are made by the parents. | |||||
|
13. Most family members are present at family events. | |||||
|
14. The rules in our family are changing. | |||||
|
15. It’s hard for us to imagine what we could do as a family. | |||||
|
16. Household responsibilities can pass from one family member to another | |||||
|
18. It’s hard to say who is the leader in our family. | |||||
|
19. Unity is very important to our family. | |||||
|
20. It is difficult to say what responsibilities each family member performs in the household. |
The expanded capabilities of the methodology include studies of a more specific level, namely the diagnostic parameters of the cohesion and adaptation scales (Table 4).
Table 4
Evaluation of FACES-3 scale parameters
|
Diagnostic parameters |
No. of statements | ||
|
Emotional connection |
Family cohesion |
||
|
Family boundaries | |||
|
Decision making | |||
|
Interests and leisure | |||
|
Leadership |
Family adaptation |
||
|
Control | |||
|
Discipline | |||
The specific results of the study may be useful in providing psychological assistance to families in crisis, in developing hypotheses and determining directions for further work. As part of the psychoprophylaxis of family disorders, such a technique helps to quickly identify families at risk and develop specific methods of psychocorrectional work.
The risk group, in our opinion, will primarily consist of families with a rigid structure that does not allow them to quickly adapt to changing conditions and emerging stress in the life of the family, which, in turn, prevents the family from transitioning to fulfilling developmental tasks that characterize a new stage of the life cycle family. Such a structure makes it difficult to survive periods of crisis and to move the family through the stages of the life cycle. This group will also include families whose structure is chaotic and unbalanced, which indicates that the family is in a crisis situation (for example, due to the birth of a child, divorce, loss of sources of income, change of residence and other non-normative stressors). The family can remain in this state for as long as it needs to adapt to the crisis situation. This condition becomes problematic when the system is stuck in a state of chaos for a long time.
Table 5
Grade Norms and Averages for FACES-3
(Family Adaptation and Cohesion Scale)
|
Basic parameters |
Family groups |
||||||
|
Mature married couples |
Families with teenagers |
Young married couples |
|||||
|
Cohesion | |||||||
|
Adaptation | |||||||
|
Cohesion |
|||||||
|
Disunited | |||||||
|
Divided | |||||||
|
Connected | |||||||
|
Linked | |||||||
|
Adaptation |
|||||||
|
Rigid | |||||||
|
Structural | |||||||
|
Chaotic | |||||||
Note. X - average indicators; SD - standard deviations from the mean.
Interpretation and discussion of the results obtained with family members makes it possible to increase their motivation for family psychotherapy, participation in training groups, and individual work. A “visual” demonstration confirming the presence of disorders in the family system allows us to share responsibility for the effectiveness of corrective measures between all family members and the psychologist.
The scale can also serve as a tool to identify the degree of effectiveness of work carried out with the family. Changes in the type of family functioning (transition to a more balanced state) and a decrease in the level of dissatisfaction with family functioning indicate that the family has acquired the ability to adequately communicate and more effectively cope with stress (crisis state).
Questionnaire “Role expectations and aspirations in marriage” (ROP)
The technique is aimed at studying spouses’ ideas about the importance of sexual relations in family life, personal community between husband and wife, parental responsibilities, professional interests of each spouse, household services, moral and emotional support, and the external attractiveness of the partner. These indicators, reflecting the main functions of the family, make up the family values scale (FVS). In addition, this technique makes it possible to clarify the spouses’ ideas about the desired distribution of roles between husband and wife in the implementation of family functions, united by the scale of role expectations and aspirations (SROA). The results of this technique indicate a hierarchy of family values of spouses, which makes it possible to draw a conclusion about the socio-psychological compatibility of spouses in the family.
Diagnosis of socio-psychological marital compatibility, including using the questionnaire “Role expectations and aspirations in marriage,” becomes particularly relevant during any crisis period, the content of which is the role restructuring of a married couple.
Description of the technique
The technique contains 36 statements in each version (male and female) and consists of 7 scales.
Spouses are asked to independently familiarize themselves with a set of statements corresponding to their gender and express their attitude to each statement using the following answer options: “I completely agree”, “In general this is true”, “This is not entirely true”, “This is false”.
Instructions: “You have a number of statements that relate to marriage, family, and the relationship between husband and wife. Read the statements in the text carefully and evaluate the extent to which you agree or disagree with them. You are offered 4 answer options, expressing varying degrees of agreement or disagreement with the statement, namely: “I completely agree”, “In general this is true”, “This is not entirely true”, “This is incorrect”. When choosing an answer to each of the statements, try to convey your personal opinion as accurately as possible, and not what is accepted among your relatives and friends. Register your answers on a special form.”
Questionnaire text
(Female version)
5. A husband is a friend who shares my interests, opinions, and hobbies.
6. A husband is, first of all, a friend with whom you can talk about your affairs.
8. The husband should do housework equally with his wife.
9. A husband should be able to take care of himself, and not expect his wife to take care of him.
10. The husband should take care of the children no less than the wife.
11. I would like my husband to love children.
12. I judge a man by whether he is a good or bad father to his children.
13. I like energetic, business-like men.
14. I really appreciate men who are seriously passionate about their work.
15. It is very important for me how my husband’s business and professional qualities are assessed at work.
16. A husband should be able to create a warm, trusting atmosphere in the family.
17. The main thing for me is that my husband understands me well and accepts me for who I am.
18. A husband is, first of all, a friend who is attentive and caring to my experiences, mood, and condition.
19. I like it when my husband is dressed beautifully and fashionably.
20. I like prominent, tall men.
21. A man should look so that he is pleasant to look at.
23. I always know what to buy for my family.
24. I collect useful tips for the housewife: how to prepare delicious dishes, preserve vegetables and fruits.
25. The mother always plays the main role in raising a child.
26. I am not afraid of the difficulties associated with giving birth and raising a child.
27. I love children and enjoy working with them.
35. I love beautiful clothes, wear jewelry, and use cosmetics.
36. I attach great importance to my appearance.
Questionnaire text
(Male version)
1. A person’s mood and well-being depends on the satisfaction of his sexual needs.
2. Happiness in marriage depends on the sexual harmony of the spouses.
3. Sexual relations are the main thing in the relationship between husband and wife.
4. The main thing in marriage is that the husband and wife have many common interests.
5. A wife is a friend who shares my interests, opinions, and hobbies.
6. A wife is, first of all, a friend with whom you can talk about your affairs.
8. A woman loses a lot in my eyes if she is a bad housewife.
9. A woman can be proud of herself if she is a good mistress of her home.
10. I would like my wife to love children and be a good mother to them.
11. A woman who is burdened by motherhood is an inferior woman.
12. For me, the main thing in a woman is that she be a good mother to my children.
13. I like businesslike and energetic women.
14. I really appreciate women who are seriously passionate about their work.
15. It is very important to me how my wife’s business and professional qualities are assessed at work.
16. A wife must, first of all, create and maintain a warm, trusting atmosphere.
17. The main thing for me is that my wife understands me well and accepts me for who I am.
18. A wife is, first of all, a friend who is attentive and caring to my experiences, mood, and condition.
19. I like it when my wife is dressed beautifully and fashionably.
20. I really appreciate women who know how to dress beautifully.
21. A woman should look so that people pay attention to her.
22. I always know what to buy for our home.
23. I like to do household chores.
24. I can renovate and decorate the apartment, fix household appliances.
25. Children love to play with me, willingly communicate, and go into my arms.
26. I love children very much and know how to work with them.
27. I would take an active part in raising my child, even if my wife and I decided to separate.
28. I strive to achieve my place in life.
29. I want to become a good specialist in my field.
30. I am proud when I am entrusted with difficult and responsible work.
31. Relatives and friends often turn to me for advice, help and support.
32. People around me often trust me with their troubles.
33. I always sincerely and with a feeling of compassion console and care for people in need.
34. My mood largely depends on how I look.
35. I try to wear clothes that suit me.
36. I am picky about the cut of my suit, the style of my shirt, and the color of my tie.
Processing and interpretation of results
After the spouses complete the task, the husband’s and wife’s answers are entered into the “Consultation Study of Family Values” table (see Table 7).
Table 7
Consultative study of family values
|
Family Values Scale |
Approval No. |
Approval No. |
Overall indicator (in points) |
||
|
Intimate-sexual | |||||
|
Personal identification with spouse | |||||
|
Household |
Expectations |
Claims | |||
|
Parent-educational | |||||
|
Social activity | |||||
|
Visual appeal | |||||
The answers to the proposed statements indicate the expression of seven basic family values among the spouses. Accordingly, scores for each family values scale are summed up separately. For the first two scales, these results are final and are transferred to the last column of the table. The final scores of the remaining five scales are calculated as half the sum of the scores on the subscales “role expectations” (the husband and wife’s attitude towards their partner actively fulfilling family responsibilities) and “role aspirations” (the personal readiness of each partner to fulfill family roles). Answers are scored as follows:
□ answer “Completely agree” - 3 points;
□ answer “In general this is true” - 2 points; O answer “That’s not entirely true” - 1 point; Answer “This is false” - 0 points.
Thus, the minimum total score on the scale is 0 points, the maximum total score on the scale is 9 points. The relationship rating scale is presented in three categories:
low scores on the scale - 0-3 points;
average ratings on the scale - 4-6 points;
high scores on the scale - 7-9 points.
Characteristics of family values scales
1. Intimate-sexual scale(statements No. 1-3) - scale of the importance of sexual relations in marriage. High scores on the scale mean that the spouse considers sexual harmony an important condition for marital happiness; the attitude towards the spouse significantly depends on the assessment of her (him) as a sexual partner. Low scores on the scale are interpreted as an underestimation of sexual relations in marriage.
2. Personal Identification with Spouse Scale(statements No. 4-6) - a scale reflecting the husband’s (wife’s) attitude towards personal identification with the marriage partner: the expectation of common interests, needs, value orientations, ways of spending time. Low scores on the scale suggest a focus on personal autonomy.
3. Household scale measures the attitude of spouses towards the implementation of the economic and household functions of the family. This scale, like all subsequent ones, has two subscales: “role expectations” and “role aspirations.” Subscale “role expectations” (statements No. 7-9) - assessments are considered as the degree of expectation from a partner to actively resolve everyday issues. The higher the ratings on the scale of role expectations, the more demands the husband (wife) places on the spouse’s participation in organizing everyday life, the more important the partner’s household skills are. The “role aspirations” subscale (statements No. 22-24) reflects attitudes toward one’s own active participation in housekeeping. The overall rating on the scale is considered as the husband’s (wife’s) assessment of the importance of the family’s everyday organization.
4. Parent-parent scale allows us to judge the attitude of spouses to their parental responsibilities. The role expectations subscale (statements No. 10-12) shows the severity of the spouse’s attitude towards an active parental position of the marital partner. The role aspirations subscale (statements No. 25-27) indicates the husband's (wife's) orientation toward his own responsibilities in raising children. The overall scale score is considered as an indicator of the importance of parental functions for the spouse. The higher the scale score, the more importance the husband (wife) attaches to the role of the father (mother), the more he (she) considers parenthood to be the main value that centers the life of the family around itself.
5. Social Activity Scale reflects an attitude towards the importance of external social activity (professional, social) for the stability of marriage and family relations. The “role expectations” subscale (statements No. 13-15) measures the degree of orientation of the husband (wife) to the fact that the marriage partner should have serious professional interests and play an active social role. The “role aspirations” subscale (statements No. 28-30) illustrates the severity of the spouse’s own professional needs. The overall rating of the scale shows the importance of extra-family interests for the husband (wife), which are the main values in the process of interpersonal interaction between spouses.
6. Emotional-psychotherapeutic scale expresses an attitude towards the importance of the emotional and psychotherapeutic function of marriage. The “role expectations” subscale (statements No. 16-17) measures the degree of orientation of the husband (wife) to the fact that the marriage partner will take on the role of an emotional leader in the family in matters of correcting the psychological climate in the family, providing moral and emotional support, creating a “psychotherapeutic atmosphere." The “role aspirations” subscale (statements No. 31-33) reflects the desire of the husband (wife) to be a family “psychotherapist”. The overall rating of the scale is considered as an indicator of the importance for the spouse of mutual moral and emotional support of family members, orientation towards marriage as an environment conducive to psychological relaxation and stabilization.
7. Attractiveness scale assesses the degree of importance of appearance for a husband (wife), its compliance with modern fashion standards. The “role expectations” subscale (statements No. 19-21) indicates the severity of the spouse’s desire to have an outwardly attractive partner. The “role aspirations” subscale (statements No. 34-36) illustrates the focus on one’s own attractiveness, the desire to dress fashionably and beautifully. The overall assessment is an indicator of the spouse’s orientation towards modern examples of appearance.
Analysis of the results involves three stages:
1. Analysis of individual indicators on the scale of family values, role expectations and aspirations of the husband (wife). It is carried out on the basis of scoring in the “Consulting Study of Family Values” table. The data obtained as a result of the calculation characterizes:
□ the husband’s (wife’s) idea of the hierarchy of family values: the higher the score on the family values scale, the more significant this family environment is for the spouse;
□ orientation of the wife (husband) towards the active role behavior of the marriage partner (role expectations) and towards her own active role in the family in the implementation of family functions (role aspirations).
2. Comparative analysis of ideas about family values and role attitudes of husband and wife. The degree of consistency between spouses’ family values is assessed based on the data presented in Table 8.
Table 8
|
Family values |
Intimate-sexual |
Personal identification |
Household |
Parental education |
Social activity |
Emotional-psychothera- singing |
Visual appeal |
Note. ShSTsm and ShSTszh are indicators on the scales of family values of the husband and wife, respectively, STS is the consistency of the family values of the spouses.
The consistency of family values is characterized by the difference in the scores of the husband’s family values scale and the wife’s family values scale. The smaller the difference, the greater the consistency of the spouses’ ideas about the most significant areas of family life. A difference of up to 3 points suggests that the spouses do not have problematic relationships, while a discrepancy of more than 3 points indicates a fairly high degree of conflict in the relationship in the couple.
3. Determining the degree of role adequacy of a married couple in five areas of interpersonal interaction in the family (3-7 SSC). When analyzing the specifics of a couple’s ideas about the importance of family values, it is necessary to proceed from the fact that the husband and wife’s attitudes regarding the most important areas of family life may be ideal, but not correspond to the actual role behavior of the spouses. The adequacy of the role behavior of a husband and wife depends on the compliance of role expectations with the role aspirations of the spouses. The husband's role adequacy is assessed based on calculating the difference in scores between the wife's role aspirations and the husband's role expectations; accordingly, the wife’s role adequacy will be equal to the difference in scores characterizing the husband’s role aspirations and the wife’s role expectations (see Table 9). The smaller the difference, the greater the role adequacy of the spouse, and, therefore, the orientation of the wife (husband) to perform a certain function corresponds to the husband’s (wife’s) orientation towards the active role of a marital partner in the family.
When analyzing the degree of agreement between the family values of the husband and wife, it is necessary to focus on those family values that are characterized by the least agreement, since their mismatch is one of the reasons for role inconsistency in a married couple and, therefore, a conflict-generating factor that destabilizes interpersonal relationships in the family.
Table 9
|
Family values |
Role settings |
Role settings | ||||
|
Household | ||||||
|
Parent-educational | ||||||
|
Social activity | ||||||
|
Emotional psychotherapeutic | ||||||
|
Visual appeal | ||||||
Note. RAM - role adequacy of the husband, RAj - role adequacy of the wife. PM and PJ - assessments of the role aspirations of the husband and wife, respectively; Om and Ozh - assessments of the role expectations of husband and wife.
Young spouses who sought psychological help filled out the questionnaire “Role Expectations and Aspirations in Marriage.” The resulting data is presented in two tables.
Consistency of family values between spouses
|
Family values |
Intimate-sexual |
Personal identification |
Household |
Parent* educational |
Social activity |
Emotional psychotherapeutic |
Visual appeal |
Individual indicators of the family values scale of husband and wife allow us to draw the following conclusions.
This married couple is characterized by a certain consistency in ideas about family values. The existing differences in the attitudes of spouses on the most important areas of family life do not exceed the acceptable norm. Young spouses mutually consider the commonality of interests, needs, ideas, and life goals of husband and wife to be the most significant in family life. It can be assumed that newlyweds are guided by the so-called “matrimonial” type of family organization, which is based on the value-orientation unity of marriage partners.
According to the young spouses, parental responsibilities are also important in family life; attentive, caring and warm relationships; attractive and fashionable appearance (your own and your marriage partner); the desire to realize professional interests (which is more pronounced in young women); willingness to solve family problems.
From the point of view of newlyweds, the sphere of intimate sexual relationships is less significant in family life. This is quite typical for young spouses, since the spouses’ understanding of the value of intimate relationships, as a rule, is formed in the process of living together as the husband and wife achieve psychosexual compatibility.
Role adequacy of a married couple
|
Family values |
Role settings |
Role settings | ||||
|
Household | ||||||
|
Parent-educational | ||||||
|
Social activity | ||||||
|
Emotional psychotherapeutic | ||||||
|
Visual appeal | ||||||
The degree of role adequacy of the husband in various spheres of family life is not the same. The correspondence between the husband's role expectations and the wife's role aspirations is observed in the professional and parental spheres, and in the idea of the importance of external attractiveness. Thus, the willingness of the wife (Pzh) to perform maternal duties, run the household, and take care of her appearance is consistent with the husband’s (Om) attitude to have an attractive, fashionably dressed wife who performs the duties of a mother and housewife. The husband's least role adequacy is observed in attitudes towards professional interests and the creation of a “psychotherapeutic” atmosphere in the family. The young woman strives to be a specialist in her field. However, the husband believes that his wife’s professional employment is only possible to a small extent. The wife does not want to take on the functions of a “psychological dispatcher” in the family, which does not correspond to the role expectations of her husband. Indicators of the wife's role adequacy demonstrate the correspondence of the wife's expectations and the husband's claims in the area of his professional interests, in orientation towards compliance with the requirements of modern fashion. At the same time, the wife’s expectations of her husband’s active solution of household issues, fulfillment of parental responsibilities, and provision of moral and emotional support to the wife are not consistent with the husband’s role aspirations. Conclusion
1. Young spouses are characterized by a certain consistency of ideas about the most important family values.
2. The husband and wife demonstrate a discrepancy between aspirations and expectations typical of young spouses: the wife is focused on realizing her own professional interests, expecting her husband to actively perform “female” functions in the family, while the husband retains traditional ideas about the role of women in family interactions.
3. This married couple is characterized by a discrepancy between the spouses’ ideal ideas about family values and the husband and wife’s role guidelines for their implementation. Thus, newlyweds, emphasizing the importance of common interests, needs, views and ideas (personal identification) for their life together, focus on the individual style of interpersonal interaction in the family, which is a serious conflict-generating factor.
Method for diagnosing interpersonal relationships
The method of diagnosing interpersonal relationships (DMR) is a modified version of T. Leary’s interpersonal diagnostics (modified and adapted by L. N. Sobchik).
The purpose of the technique is to study the subject’s ideas about himself and his ideal “I”, ideas about family members. The use of the DME technique in the analysis of family crises allows us to draw a conclusion about the aspirations of the subject in the family sphere; identify areas of probable conflicts; study the psychological compatibility of spouses and interpersonal relationships in the family (identification of the predominant type of relationships in the family). Correlating each spouse's ideas about themselves makes it possible to identify distortions in perception and problems associated with similarities/differences in the manifestation of styles of interpersonal relationships.
Description of the technique
Based on the fact that personality is manifested in behavior actualized in the process of interaction with others, the American psychologist T. Leary systematized empirical observations in the form of 8 general or 16 more detailed (not justified in practice) options for interpersonal interaction. According to different types of interpersonal behavior, a questionnaire was developed, which is a set of 128 fairly simple characteristics-epithets (Sobchik L.N., 2003).
Each type includes 16 judgments. The methodology is structured in such a way that judgments aimed at identifying any type of relationship are not arranged in a row, but in a special way: they are grouped by 4 and repeated through an equal number of definitions. Thus, the first type of relationship includes judgments numbered: 1-4, 33-36, 65-68, 97-100.
Each subject, when filling out the questionnaire, notes the presence of certain qualities in himself (if necessary, his spouse, his father, his mother or another family member), and also notes what qualities he himself would like to have and what he would like to see in his husband (your wife or other family member).
Instructions: “Before you is a questionnaire containing various characteristics. You should read each one carefully and think about whether it matches your idea of yourself. If “yes”, then in a special form intended for registering your answers, cross out the figure corresponding to the serial number of the characteristic in the grid of the registration form. If “no”, then do not make any notes on the registration form. Try to be as careful and frank as possible to avoid repeated examinations.
So, you must answer the question: “What kind of person are you?” (the subject completes the task).
Now, using the same characteristics, try to evaluate your ideal idea of yourself, that is, answer the question: “What would I like to be?”
Then, in a similar way, it is asked to evaluate the husband (wife) and his (her) ideal, from the point of view of the respondent.
Questionnaire text
1. Knows how to please.
2. Makes an impression on others.
3. Knows how to manage and give orders.
4. Knows how to insist on his own.
5. Has a sense of dignity.
6. Independent.
7. Able to take care of himself.
8. May show indifference.
9. Capable of being harsh.
10. Strict but fair.
11. Can be sincere.
12. Critical of others.
13. Likes to cry.
14. Often sad.
15. Able to show distrust.
16. Is often disappointed.
17. Capable of being critical of oneself.
18. Able to admit when he is wrong.
19. Willingly obeys.
20. Flexible.
21. Grateful.
22. Admiring and imitative.
23. Respectful.
24. Approval seeker.
25. Capable of cooperation and mutual assistance.
26. Seeks to make friends with others.
27. Benevolent, friendly.
28. Attentive and affectionate.
29. Delicate.
30. Encouraging.
31. Responsive to calls for help.
32. Selfless.
33. Capable of causing admiration.
34. Enjoys respect from others.
35. Has leadership talent.
36. Likes responsibility.
37. Confident.
38. Self-confident and assertive.
39. Businesslike, practical.
40. Competitive.
41. Steadfast and cool where necessary.
42. Relentless, but impartial.
43. Irritable.
44. Open and straightforward.
45. Does not tolerate being commanded.
46. Skeptical.
47. It is difficult to impress him.
48. Touchy, scrupulous.
49. Easily embarrassed.
50. Unsure of yourself.
51. Compliant.
52. Modest.
53. Often resorts to the help of others.
55. Willingly accepts advice.
56. Trusting, strives to please others.
57. Always kind in his dealings.
58. Values the opinions of others.
59. Sociable and easy-going.
60. Kind-hearted.
61. Kind, inspiring confidence.
62. Gentle and kind-hearted.
63. Likes to take care of others.
64. Generous.
65. Likes to give advice.
66. Gives the impression of importance.
67. Commanding and commanding.
68. Bossy.
69. Boastful.
70. Arrogant, self-righteous.
71. Thinks only about himself.
72. Sly.
73. Intolerant of the mistakes of others.
74. Calculating.
75. Frank.
76. Often unfriendly.
77. Embittered.
78. Complainant.
79. Jealous.
80. Remembers insults for a long time.
81. Prone to self-flagellation.
82. Shy.
83. Lack of initiative.
84. Meek.
85. Dependent, dependent.
86. Likes to obey.
87. Lets others make decisions.
88. Gets into trouble easily.
89. Easily influenced by friends.
90. Ready to trust anyone.
91. Kind to everyone indiscriminately.
92. Likes everyone.
93. Forgives everything.
94. Filled with excessive sympathy.
95. Generous and tolerant of shortcomings.
96. Strives to help everyone.
97. Striving for success.
98. Expects admiration from everyone.
99. Gives orders to others.
100. Despotic.
101. Treats others with a sense of superiority.
102. Vain.
103. Selfish.
104. Cold, callous.
105. Sargent, mocking.
106. Angry, cruel.
107. Often angry.
108. Insensitive, indifferent.
109. Grudge-bearer.
BY. Imbued with a spirit of contradiction.
111. Stubborn.
112. Distrustful, suspicious.
113. Timid.
114. Shy.
115. Helpful.
116. Soft-bodied.
117. Almost doesn’t object to anyone.
118. Obsessive.
119. Loves to be looked after.
120. Overly trusting.
121. Strives to gain everyone's favor.
122. Agrees with everyone.
123. Always friendly with everyone.
124. Loves everyone.
125. Too lenient towards others.
126. Tries to console everyone.
127. Takes care of others to the detriment of himself.
128. Spoils people with excessive kindness.
Processing and interpretation of results
After the subject evaluates himself, his ideal image, husband (wife) and his (her) ideal and fills out the registration form, points are calculated for eight options of interpersonal interaction. To do this, a key is used, with which blocks of 16 numbers each are allocated, forming each of the 8 octants:
I octant: characteristics 1-4, 33-36, 65-68, 97-100;
II octant: characteristics 5-8, 37-40, 69-72, 101-104;
III octant: characteristics 9-12, 41-44, 73-76, 105-108;
IV octant: characteristics 13-16, 45-48, 77-80, 109-112;
V octant: characteristics 17-20, 49-52, 81-84, 113-116;
VI octant: characteristics 21-24, 53-56, 85-88, 117-120;
VII octant: characteristics 25-28, 57-60, 89-92, 121-124;
VIII octant: characteristics 29-32, 61-64, 93-96, 125-128.
Each crossed out number corresponds to one point. The number of points is calculated for each octant. The maximum octant score is 16 points, but it is divided into 4 degrees of relationship severity:
The obtained data (scores) are transferred to the discogram (Fig. 5).
Discogram is a conventional diagram developed by T. Leary to present the results of the technique, having the form of a circle divided into sectors (8 sectors, where each sector corresponds to a certain type of relationship), on the axes of which are indicated: friendliness-hostility (aggression) horizontally, dominance - vertical subordination.
Quantitative indicators for each of the octants - from 0 to 16 - are plotted on the coordinate corresponding to the octant number, each of which is marked with arcs, the distance between them is a multiple of four: 0,4,8,12,16. An arc is drawn at the level corresponding to the points obtained for each octant. The inner part of the octant defined by the arc is shaded. After all the results obtained during the examination are noted and the inner, central part of the discogram circle is shaded to the level outlined by the arcs, a kind of “fan” is obtained. The most shaded octants (that is, those for which the scores were high) correspond to the prevailing style of behavior of a given individual in interpersonal relationships.
Characteristics that do not go beyond 8 points are characteristic of harmonious individuals. Indicators exceeding 8 points indicate an accentuation of the properties revealed by this octant. Scores reaching the level of 14-16 indicate difficulties in social adaptation.
Low scores for all octants (0-3 points) may be the result of the subject’s secrecy and lack of frankness. Accordingly, the data obtained should be considered questionable in terms of their reliability (Sobchik L. N., 2003).
Characteristics of types of attitude towards others
13-16 - dictatorial, domineering, despotic character, a type of strong personality who leads in all types of group activities, instructs, teaches everyone, always strives to rely on his own opinion, does not know how to accept the advice of others. Those around them notice this authority, but acknowledge it.
9-12 - dominant, energetic, competent, authoritative leader, successful in business, loves to give advice, demands respect.
0-8 - a self-confident person, but not necessarily a leader, stubborn and persistent.
2. Egoistic (independent-dominant).
13-16 - strives to be above everyone, but at the same time aloof from everyone, narcissistic, calculating, independent, selfish. He shifts difficulties onto those around him, but he himself treats them somewhat aloofly.
0-12 - egoistic traits, self-orientation, tendency to compete.
9-12 - self-confidence.
0-8 - self-confidence.
3. Aggressive type (straightforward-aggressive).
13-16 - tough, hostile towards others, harsh; aggressiveness can reach the point of antisocial behavior.
9-12 - demanding, straightforward, frank, strict and harsh in assessing others, irreconcilable, inclined to blame others for everything, mocking, ironic.
0-8 - stubborn, tenacious, persistent, energetic.
4. Suspicious (distrustful-skeptical).
13-16 - alienated in relation to a hostile world, suspicious, touchy, inclined to doubt everything, vindictive, constantly complaining about everyone (schizoid character type).
9-12 - critical, experiences difficulties in interpersonal contacts due to suspicion and fear of a bad attitude, closed, skeptical, disappointed in people, secretive, shows his negativism in verbal aggression.
0-8 - critical of all social phenomena and surrounding people.
5. Submissive type (submissive-shy).
13-16 - submissive, prone to self-destruction, weak-willed, inferior to everyone and in everything, always puts himself in last place, condemning himself; ascribes guilt to himself, is passive, seeks to find support in someone stronger.
9-12 - shy, meek, easily embarrassed, inclined to obey a stronger person without taking into account the situation.
0-8 - modest, timid, compliant, emotionally restrained, able to obey, does not have his own opinion, obediently and honestly fulfills his duties.
6. Dependent (dependent-obedient).
With moderate indicators - the need for help and trust from others, for their recognition. At high rates - overconformity, complete dependence on the opinions of others.
7. Friendly (cooperative-conventional).
Reveals the style of interpersonal relationships characteristic of individuals striving for close cooperation with a reference group and friendly relations with others. The excessive degree of expression of this style is manifested by compromising behavior, lack of restraint in outpouring one’s friendliness towards others, and the desire to emphasize one’s involvement in the interests of the majority.
8. Altruistic (responsible-generous).
This type of interpersonal behavior is manifested by an expressed willingness to help others and a developed sense of responsibility (up to 8 points). High scores indicate soft-heartedness, overcommitment, hypersocial attitudes, and emphasized altruism. The extreme form is characterized by hyper-responsibility, the desire to sacrifice oneself and one’s interests, and obsession with one’s help.
The first four types of interpersonal relationships - 1, 2, 3 and 4 - are characterized by the predominance of non-conforming tendencies, of which 3.4 reflect a tendency towards disjunctive (conflict) manifestations, and 1 and 2 - the desire for independence of opinion, persistence in defending one’s own point of view, tendency towards leadership and dominance. The other four octants - 5, 6, 7 and 8 - give the opposite picture: subordination, self-doubt and conformity (5 and 6), a tendency to compromise, congruence and responsibility in contacts with others (7 and 8).
The interpretation of DML data should mainly be guided not by the predominance of some indicators over others, and to a lesser extent - not by absolute values.
Formula for calculating the dominance index (vector V):
V = 1-5+0.7[(2-8)-(6+4)]
Formula for calculating the goodwill index (vector G):
G = 7-3+0.7[(8+7)-(4+3)]
A result that deviates from 1.0, either positively or negatively, reveals the prevailing trends.
Based on the results of this technique, you can get a visual representation of conflict zones and build therapeutic hypotheses about the causes of difficulties in a couple, correlating the spouses’ ideas about themselves and their partner; about the real and ideal partner, presenting them in one table.
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