Studying a person in psychological observation. Stolyarenko A.M. Psychology and pedagogy: Proc. manual for universities
Thesis
Lee Won Ho
Academic degree:
Candidate of Psychological Sciences
Place of thesis defense:
HAC specialty code:
Speciality:
Number of pages:
CHAPTER 1. CURRENT STATE OF STUDYING THE PROBLEM OF SOCIO-PSYCHOLOGICAL OBSERVATION IN THE WORK OF A DOCTOR.
1.1 Psychological observation as a subject of socio-psychological research.
1.2. Socio-psychological observation and interpretation of the personality of a communication partner.
1.3. Social and psychological observation as a professionally important quality of a doctor.
Conclusions on the first chapter.
CHAPTER 2 METHODS AND PROGRESS OF EMPIRICAL RESEARCH OF SOCIO-PSYCHOLOGICAL OBSERVATION IN DOCTORS.
2.1.Methodological basis, hypothesis and stages of research.
2.2 Development of a model of social psychological characteristics patient, important for the physician's interpretation.
2.3 General description of the technology for studying the socio-psychological characteristics of patients.
2.4. Results of psychological diagnostics of test patients.
2.5 Development of a questionnaire that includes the main socio-psychological characteristics of patients."
Conclusions on the second chapter:.
CHAPTER 3. RESULTS OF AN EMPIRICAL STUDY OF SOCIAL AND PSYCHOLOGICAL OBSERVATION IN BP AND ITS CHANGES AS A RESULT OF DEVELOPMENTAL TECHNIQUES
TRAINING.
3.1 Description of the procedure for studying the initial level of socio-psychological observation among medical examinees.
3.2 Development of a theoretical and practical course on the development of socio-psychological observation among doctors.
3.3 Statistical processing and analysis of research results.
Conclusions on the third chapter.
Introduction of the dissertation (part of the abstract) On the topic "Social-psychological observation and its formation in a doctor"
The relevance of research.
The well-being of a country depends on a large number of factors, but, of course, one of the most important is the health of its citizens. In Russia, over the past few years, there has been a noticeable turn towards improving the overall healthcare system and the quality of medical care - this includes increasing the professional training of doctors and improving financial well-being, both medical personnel and medical institutions. It became obvious that part public policy is to preserve and strengthen the health of the population.
Many experts point to the urgent need to improve the quality of medical services to the population (V.A. Korzunin, S.V. Monakova, B.A. Yasko), and, most often, the main importance here is not the equipping of the medical institution with the latest equipment, but individual and socio-psychological qualities of a doctor, their influence on the efficiency and effectiveness of professional activities. And, first of all, as L.A. Lebedeva points out, this applies to general practitioners, because therapeutic patients constitute a significant group in the morbidity structure.
The doctor's perception and understanding of the patient is a necessary component of his professional communication. The doctor is obliged to understand not only the patient’s condition and mood, but also to determine the extent of his ability to be an active, interested and responsible partner in organizing the treatment process. The social-perceptual component is the most important professional component of his activity. The above determines public interest in the problem.
Observation was studied most actively in Russian psychology by teachers (Ya.L. Kolominsky, G.I. Kislova, G.A. Kovalev,
V.N. Koziev, T.S. Mandrykina, JI.A. Regush, J.I.B. Lezhnin, L.V. Kolodina, A.A. Rodionov, etc.), practical psychologists (L.A. Regush, V.A. Labunskaya, etc.), civil servants (I.V. Kulkova, E.V. Morozova, etc.), and, of course, doctors (L.A. Regush, L.B. Likhterman, etc.)
We analyze socio-psychological observation as a complex formation, including motivational, perceptual, cognitive, empathic, reflective and prognostic components.
From the procedural side, socio-psychological observation is manifested in the process of socio-psychological interpretation, the object of which is the external appearance of a person (A.A. Bodalev, V.N. Panferov), non-verbal behavior (V.A. Labunskaya), verbal and non-verbal text of communication (E.A. Petrova), extra- and paralinguistic features of voice and speech (V.P. Morozov), etc. The result of the process is knowledge of the socio-psychological characteristics of the observed person, understanding of what he experiences mental states and relationships.
Thus, the relevance of studying the socio-psychological observation of a doctor is connected both with public demand and with the logic of the development of scientific knowledge on the problem.
The purpose of the study is to study the characteristics of socio-psychological observation of therapists and propose a technology for increasing it in relation to characteristics important for the interaction between doctor and patient.
Object of study: practicing therapists with different work experience.
Subject of research: socio-psychological observation of a doctor in relation to a patient and the possibility of its formation.
Research hypothesis: the level of socio-psychological observation among doctors depends on gender and on the doctor’s work experience and can be developed in the process of specially organized training in relation to a number of socio-psychological characteristics of the patient.
In accordance with the purpose and hypothesis of the study, the following tasks were identified: in theoretical terms: to summarize existing approaches and analyze the current state of the problem, to define the socio-psychological observation of a doctor, to develop a model of the socio-psychological characteristics of the patient that are important for interaction with the doctor; in methodological terms: to select a complex psychodiagnostic methods for the purpose of determining the socio-psychological characteristics of subjects - patients and developing tools for determining the level of socio-psychological observation of a doctor; in empirical terms: 1) create a technology for determining the level of socio-psychological observation among doctors of different genders and work experience; conduct empirical study Problems; 2) develop and justify a program (training) to increase the socio-psychological observation of a doctor, test and prove its effectiveness in the experimental group in comparison with the control group.
To solve the assigned problems, a number of socio-psychological methods (interviews, questionnaires, tests, video surveillance, content analysis, etc.) and techniques were used, namely:
For psychodiagnostics patients test life-saving exercise “Test of meaning and life orientations” (D.A. Leontyev); Multifactor Personality Questionnaire (16 PF) by R. Cattell; test questionnaire “J. Rotter’s level of subjective control” - USK (adapted by E.F. Bazhin, E.A. Golynkina,
A.M. Etkind); test questionnaire for the structure of temperament V.M. Rusalova (OST); Methodology " Value orientations» M. Rokeach; scale-questionnaire for determining individual suggestibility; test " Your psychological age "; questionnaire " Your attitude towards healthy image life"(JI.M. Astafiev), questionnaire " Level of severity of infantilism»UVI (A.A. Seregina, 2005), to determine the characteristics of a person’s micro-social environment and the stereotyping of their ideas regarding certain diseases - a patient questionnaire developed by us (Lee Won Ho, 2005); for diagnosing the socio-psychological observation of a doctor, the SPNV questionnaire, specially developed by us (Lee Won Ho, 2006)
The methodological basis of the study was the general scientific principles of the systems approach, the principles of historicism and development, the principles of the unity of consciousness and activity (B.G. Ananyev, P.K. Anokhin, K.A. Abulkhanova-Slavskaya, G.M. Andreeva, A.A. Bodalev, Y. M. Zabrodin, V. P. Zinchenko, B. F. Lomov, V. S. Merlin, S. L. Rubinshtein, K. K. Platonov, etc.).
The theoretical basis of our research was the work on the social psychology of communication (G.M. Andreeva, A.A. Bodalev, E.A. Petrova, L.B. Filonov, Ya.A. Kolominsky, E.A. Orlova, etc.) , namely:
Social-perceptual approach (A.A. Bodalev, V.N. Panferov,
V.N. Kunitsina and others);
Theories of nonverbal behavior and nonverbal communication (V. Berkinbill, R. Birdwhistell, V. A. Labunskaya, E. A. Petrova, J. Nirenberg, G. Calero, A. Pease, V. P. Morozov, V. V. Kupriyanov, E V. Fetisova, A. M. Shchetinina, etc.);
Visual psychosemiotics of communication (E.A. Petrova)
Particular models of the functioning and development of psychological observation in humans (JI.A. Regush, I.V. Kulkova),
Theories of observational relationships JI.A. Regush, A.A. Rodionova, I.V. Kulkova, J.I.B. Lezhnin, etc.), psychological insight (A.A. Borisova, V.G. Zazykin) and professionally important qualities.
The reliability of the obtained research results was ensured by the initial methodological positions, the use of complementary methods for studying psychological observation, the use large number indicators characterizing the individual psychological characteristics of the subjects, the statistical significance of the differences between the studied parameters (correlation analysis, Student's T-test and non-parametric criteria for identifying the significance of differences, etc.).
The total sample size is 177 people aged from 19 to 62 years. Of these, 97 doctors from the experimental sample aged from 25 to 43 years are permanently working therapists in district clinics in Moscow with professional experience ranging from 8 months to 17 years; 32 doctors made up the control sample. As well as 40 male and female patients aged from 19 to 62 years old, turning to district clinics in Moscow for medical help.
The scientific novelty of the study lies in the fact that:
1. The current state of the study of psychological and socio-psychological observation is analyzed; a definition of the concept “social and psychological observation of a doctor” is given.
2. Gender differences in the development of socio-psychological observation were revealed: female doctors, compared to male doctors, generally have higher indicators.
3. It is shown that male doctors are more accurate in interpreting such characteristics as: type of patient, life performance, authority, suspicion, and female doctors in relation to characteristics: family, profession, life goals, importance of health, faith in God, locus of control in the field of health, sociability, social emotionality, social ergicity.
4. It was found that the level of socio-psychological observation among doctors with professional experience from 3 to 7 years is the highest, among doctors with experience from 7 to 17 years it is average, and among young specialists (with experience up to three years) it is the highest. short.
5. It has been proven that doctors with work experience from 3 to 7 years are the most accurate in such socio-psychological characteristics as: independence, general and health loci of control, sociability, infantility, profession, social level, suspiciousness; doctors with 7 to 17 years of experience are more observant regarding the patient’s age, psychological age, nationality, family, faith in God, religion, and suggestibility; and doctors with up to 3 years of experience are the most observant in the following characteristics: emotional intensity of life, social pace, social plasticity, social ergicity, social emotionality, authority.
6. The effectiveness of the “feedback” method as a technology for self-correction by a doctor of the results of a patient’s socio-psychological interpretation has been experimentally demonstrated. It was revealed that with the experience of feedback there is an increase in the accuracy of judgments on the following characteristics: age, nationality, psychological age, measure of independence-infancy, suggestibility, suspicion, authority, sociability of the patient.
7. The effectiveness of the course program “Social and psychological observation of a doctor”, proposed and tested by us, has been substantiated and confirmed. Its effectiveness in increasing the level of socio-psychological interpretation by the doctor of a number of social, social and individual psychological characteristics of the patient (nationality, profession, social level, value of health, stereotypical ideas about the disease, locus of control in the field of health, suggestibility, psychological age, measure of his social independence or infantility, general locus of control, locus of control of life, social emotionality, emotional richness of life, sociability).
The following provisions are submitted for defense:
1. The socio-psychological observation of a doctor as the ability to recognize the characteristics and conditions of a patient through their external expression is an important professional skill necessary for building an optimal strategy for interaction and communication with the patient in order to maximize effective technology his cure. Developed socio-psychological observation allows the doctor to determine the patient’s degree of readiness to interact, understand his emotional state, and determine his intentions. Thus, socio-psychological observation affects not only the procedural side of communication, the ability to establish and maintain contacts, but also effectively carry out healing.
2. The socio-psychological observation of the doctor is aimed at perceiving and understanding in the process of professional communication the typological characteristics of the patient, his value orientations, attitudes and ideas regarding health, the development of a number of socio-psychological characteristics of the individual that are important for the process of organizing treatment.
3. The socio-psychological observation of a doctor depends on his individual psychological characteristics, his length of professional activity and gender, the presence of professional knowledge about external signs a person who has a particular disease, about the socio-psychological and age-related psychological characteristics of patients that manifest themselves in the patient’s attitude towards himself and the disease that has befallen him.
4. An increase in the level of socio-psychological observation is revealed in practicing doctors as a result of “feedback” experience, as well as as a result of specially organized training on the following characteristics: the value of health, stereotypical ideas about illness, locus of control in the field of health, suggestibility, psychological age , a measure of his social independence or infantilism, general locus of control, locus of control of life, social emotionality, emotional richness of life, sociability. The socio-psychological interpretation of general social characteristics patient, such as: nationality, profession, social status.
Theoretical significance of the study. The results of our research make a certain contribution to the social psychology of communication and personality, the psychology of observation, the psychology of professional medical activities and communication. We have confirmed that the training of doctors, structured according to a specific program, leads to a significant increase in the level of their socio-psychological observation compared to the initial one and to the control sample.
Conclusion of the dissertation on the topic "Social Psychology", Lee Won Ho
Conclusions on the third chapter
1. If physician-subjects are provided with feedback opportunities to assess the accuracy of their observations and self-correction in the process of interpreting socio-psychological characteristics, then the level of their socio-psychological observation increases. An increase in the accuracy of doctors' judgments about the patient was found based on the following characteristics: age, psychological age, infantility, suggestibility, nationality, suspicion, authority, sociability.
2. The course program “Social and psychological observation” was developed and tested. The course consists of two parts: theoretical (16 academic hours) and practical (20 academic hours). The goals and objectives of the theoretical and practical parts of the course are formulated. A list of diagnostic techniques, exercises and psychological games that were used in the classroom is provided.
3. An increase in the level of socio-psychological observation in doctors was found after training in the program for the development of observation according to the following socio-psychological characteristics: psychological age, infantility, general locus of control, locus of control in the field of health, suggestibility, type of patient, importance of health, social emotionality, profession, social level, nationality, locus of control of life, independence, emotional intensity of life, stereotypical ideas about the disease, sociability. Social and psychological observation in the control group of doctors did not change.
4. In the first series of the study (before training), it was found that the most accurate interpretation (more than 70%) was of such socio-psychological characteristics as: gender, age, nationality, religion; and the least accurate (less than 30%): life productivity, social plasticity, emotional richness of life, number of goals in life. In the second series of the study (after training), such socio-psychological characteristics as: gender, nationality, age, social level, infantility, religion are interpreted most accurately (more than 70%); and the least accurate (less than 30%) - life effectiveness, number of goals in life, social plasticity.
5. When comparing the level of socio-psychological observation of male and female doctors, it is proven that female doctors have a higher level of socio-psychological observation. However, male doctors are more observant when interpreting such characteristics as: type of patient, authority, suspiciousness, life performance. At that time, female doctors had significantly more high performance accuracy of socio-psychological interpretation according to the following characteristics: family, profession, sociability, importance of health, belief in God, locus of control in the field of health, social emotionality, social ergicity, number of goals in life.
6. It was found that the highest socio-psychological observation is among doctors with professional experience from 3 to 7 years; average level of observation among doctors with experience from 7 to 17 years; and the lowest observation skills are among young specialists (work experience of up to three years).
7. Doctors with up to 3 years of professional experience most accurately interpret the following socio-psychological characteristics of patients: emotional richness of life, social pace, social plasticity, social ergicity, social emotionality, authority. Doctors with 3 to 7 years of experience most accurately interpret the following socio-psychological characteristics of patients: independence, general locus of control, locus of control in the field of health, sociability, infantility, profession, social level, suspiciousness. Doctors with 7 to 17 years of professional experience most accurately interpret the following socio-psychological characteristics of patients: age, psychological age, nationality, family, faith in God, confession, suggestibility.
The study made it possible to achieve the set goal - to study and increase the level of socio-psychological observation of doctors in relation to the socio-psychological characteristics of the patient’s personality that are important for interaction.
As a result theoretical analysis and empirical research, the initial research hypothesis was confirmed that the level of socio-psychological observation among doctors in relation to patients depends on gender and on the doctor’s work experience and can be developed in the process of specially organized training in relation to a number of socio-psychological characteristics.
The study solved the theoretical and practical problems: in theoretical terms: an analysis of the current state of the problem was carried out, existing approaches were analyzed and generalized and a definition of the socio-psychological observation of a doctor was given, a model of the socio-psychological characteristics of the patient that are important for interaction with the patient was developed; in methodological terms: we carried out the selection of a complex psychodiagnostic methods for psychological diagnostics socio-psychological characteristics of the subjects in accordance with the objectives of the study and developed two author's questionnaires. in empirical terms: 1) revealed that the levels of socio-psychological observation among doctors in relation to patients depend on gender and on the doctor’s work experience; 2) developed a program for increasing the socio-psychological observation of doctors in relation to a number of socio-psychological characteristics of patients in the process of specially organized socially active training).
The empirical study carried out allowed us to draw the following general conclusions:
6. Psychological observation in modern psychology is most often considered as a personality property that allows it to successfully capture subtle, but essential for understanding, features of the interlocutor. This is an integrative characteristic that absorbs some features of cognitive processes, attention, as well as the life and professional experience of an individual (A.A. Bodalev, A.L. Zhuravlev, I.V. Labutova, etc.). We understand the socio-psychological observation of a doctor as a set of qualities and abilities of a doctor, manifested in the ability to recognize the features of the appearance and behavior of other people as an external expression of their socio-psychological characteristics and states.
7. Socio-psychological observation is manifested in the doctor’s judgments about the external signs of a person with a particular disease, about the characteristics of people’s behavior with various diseases, about the age-related characteristics that manifest themselves in the patient in relation to himself and to the disease that has befallen him. Understand the characteristics of the patient’s micro-social environment, his group affiliation (nationality, religion, etc.), socio-psychological characteristics (suggestibility, sociability, value system, attitude to health, etc.).
8. The model of the basic socio-psychological characteristics of the patient’s personality, important for the socio-psychological interpretation of the patient, includes three groups of characteristics: social group affiliation, the person’s microsocial environment and his socio-psychological qualities.
9. The possibility of feedback in assessing the accuracy of the interpretation of the patient’s socio-psychological characteristics creates the effect of self-correction of the therapist’s observation and leads to an increase in its level. This increase occurs according to the following characteristics: age, psychological age, infantility, suggestibility, nationality, suspicion, authority, sociability of the patient.
Yu. When comparing male doctors and female doctors, it has been proven that female doctors have a higher level of socio-psychological observation. However, male doctors are more observant when interpreting such characteristics as: type of patient, authority, suspiciousness, life performance. At that time, female doctors had significantly higher rates of accuracy of socio-psychological interpretation for the following characteristics: family, profession, sociability, importance of health, belief in God, locus of control in the field of health, social emotionality, social ergicity, number of goals in life .
11. It was found that the highest socio-psychological observation was in the group of doctors with professional experience from 3 to 7 years; average level of observation among doctors with experience from 7 to 17 years; and the lowest observation skills are among young specialists (work experience of up to three years).
12. Doctors with up to 3 years of professional experience most accurately interpret the following socio-psychological characteristics of patients: emotional richness of life, social pace, social plasticity, social ergicity, social emotionality, authority. Doctors with 3 to 7 years of experience most accurately interpret the following socio-psychological characteristics of patients: independence, general locus of control, locus of control in the field of health, sociability, infantility, profession, social level, suspiciousness. Doctors with 7 to 17 years of professional experience most accurately interpret the following socio-psychological characteristics of patients: age, psychological age, nationality, family, faith in God, confession, suggestibility.
13. The course program “Social-psychological observation of a doctor”, developed and tested by us, showed its effectiveness when comparing the indicators of the experimental and control groups, as well as measurement data before and after the training program in the experimental group of doctors. An increase in the level of socio-psychological observation among doctors after training occurs according to the following socio-psychological characteristics: psychological age, infantility, general locus of control, locus of control in the field of health, suggestibility, type of patient, importance of health, social emotionality, profession, social level, nationality , locus of control of life, independence, emotional richness of life, stereotypical ideas about the disease, sociability.
14. It was revealed that before training, doctors most accurately (more than 70%) interpret such socio-psychological characteristics of the patient as: gender, age, nationality, religion; After training, indicators of the social level and measures of the patient’s infantility are added to the group of the most accurate interpretations.
15. Least accurately (less than 30%) doctors assessed: life performance, social plasticity, emotional richness of life, number of goals in life. As a result of the training, the indicators of socio-psychological interpretation regarding the effectiveness of life, the number of goals in life, and the patient’s social plasticity did not change, which indicates the impossibility of their development within the framework of the program we proposed.
Practical significance of the research and implementation in practice. Data from the experimental part of the study can be used:
1. The main provisions of the study can be used in universities when training doctors of various profiles, in higher, additional education or promotion professional qualifications doctors, or in other professions of the “person-to-person” type, where socio-psychological observation is a professionally important quality.
2. The program “social and psychological observation of a doctor” can be used in the process of improving the qualifications of therapists.
It seems important to us to develop further study of the problem in the following areas:
Research on the specifics of socio-psychological observation among doctors of various profiles.
Study of the development of observation skills in future doctors;
Development of technologies for diagnosing and correcting socio-psychological observation among specialists from various representatives of the specialties of the “human-human” group
Approbation of research results. The main provisions of the work were discussed at meetings of the Department of Social Psychology of the Russian State Social University (2005, 2006, 2007), discussed at the sixth international congress of the Russian State Social University, II International Congress « Actual problems rehabilitation of children suffering cerebral palsy "(Moscow, 2007); YII All-Russian Social-Pedagogical Congress " Modern social education: experience and problems of modernization"(2007), tested at advanced training courses for doctors. The results of the study are reflected in six publications by the author.
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227. Test meaningful in life orientation (LSO).1. Leontyev D. A.)
228. I am usually very bored. 3210123 I'm usually full of energy.
229. Life always seems exciting and exciting to me. 3210123 Life seems completely calm and routine to me.
230. I don’t have specific goals or intentions in life. 3210123 I have very clear goals and intentions in life.
231. My life seems extremely meaningless and aimless to me. 3210123 My life seems to me quite meaningful and purposeful.
232. Every day always seems new and different to me. 3210123 Every day seems to me completely similar to all others.
233. When I retire, I will do interesting things things that I have always dreamed of doing. 3210123 When I retire, I will try not to burden myself with any worries.
234. My life turned out exactly as I dreamed. 3210123 My life did not turn out at all the way I dreamed.
235. I have not achieved success in implementing my life plans. 3210123 I have accomplished much of what I planned in life.
236. My life is empty and uninteresting. 3210123 My life is filled with interesting things.
237. If I had to sum up my life today, I would say that it was quite meaningful. 3210123 If I had to sum up my life today, I would say that it had no meaning.
238. If I could choose, I would build my life completely differently. 3210123 If I could choose, I would live my life again the same way I live now.
239. When I look at the world around me, it often makes me confused and worried. 3210123 When I look at the world around me, it does not cause me anxiety or confusion at all.
240. I am a very obliging person. 3210123 I am not an obligatory person at all.
241. I believe that a person has the opportunity to make his life choices as he wishes. 3210123 I believe that a person is deprived of the opportunity to choose due to the influence of natural abilities and circumstances.
242. I can definitely call myself 3210123 I can't call myself a goal-oriented person. a purposeful person.
243. I have not yet found my calling and clear goals in life. 3210123 I found my calling and goals in life.
244. My life views have not yet been determined. 3210123 My life views are completely determined.
245. I believe that I managed to find a calling and interesting goals in life. 3210123 I am hardly able to find a calling and interesting goals in life.
246. My life is in my hands, and I manage it myself. 3210123 My life is not under my control and it is controlled by external events.
247. My daily activities bring me pleasure and satisfaction. 3210123 My daily dals bring me a lot of troubles and worries.
248. Instructions: Answer the questions presented as frankly as possible, possible answers are “Yes” or “No”.
249. Belief in omens is a delusion.
250. My parents treat me more like a child than an adult.
251. It seems to me that I feel more acutely than others.
252. I try to avoid conflicts and difficult situations.
253. I don’t care what others think about me.6. I'm quite confident in myself.
254. I get annoyed when people look at me somewhere on the street, in a store or on a bus.
255. If I get sick or injured, I will consult a doctor without any fear.
256. Some people can heal a sick person with one touch.
257. If I want to do something, but those around me think that it is not worth doing, then I am ready to give up my intentions.
258. I. Most often I would like to sit and dream than do anything.
259. It is difficult for me to concentrate on one thing.
260. I wake up easily from noise.14. It's easy to argue with me.
261. I often worry about something.
262. I calmly tolerate the sight of blood.
263. I often think: “It would be nice to become a child.”18. I dream very rarely.
264. My sleep is intermittent and restless.
265. A person should try to understand his dreams, be guided by them in life and extract warnings from them.
266. All the “miracles” I know are explained very simply: some people lead others by the nose, that’s all.
267. I used to notice that strangers looked at me critically.
268. It’s quite difficult to piss me off.
269. I often consider myself obliged to answer what I consider fair.
270. I usually fall asleep calmly, and no thoughts disturb me.
271. Some people love to command so much that I feel the urge to do everything contrary, even if I know that they are right.
272. I prefer to work with managers who provide more autonomy than with managers who give clear and strict instructions.28. I'm a sociable person.
273. It happens that when discussing certain issues, I have no particular difficulty in agreeing with the opinions of others.
274. I am easily confused.
275. It is always good to be frank.32. I very rarely dream.
276. I am more impressionable than most other people.34. I believe in miracles.
277. My behavior is largely determined by the customs of those around me.36. It's hard to offend me.
278. My convictions and views are unshakable.
279. There have been one or more cases in my life when I felt that someone, through hypnosis, was forcing me to do certain things.
280. I have little self-confidence.
281. I have always been independent and free from family control.
282. Sometimes I insist on my point so much that people lose patience.
283. I don’t trust anyone to make it safer.
284. METHOD "VALUE ORIENTATIONS" (M. Rokeach)
285. Instructions: “Now you will be presented with a set of 18 cards indicating values. Your task is to arrange them in order of importance for you as the principles that guide you in your life.
286. Develop slowly, thoughtfully. The end result should reflect your true position."
288. Try to answer honestly, without trying to guess the correct answer and adjust your answers to the desired result. This is the only way you can get the most accurate result.
289. I think I have a good sense of humor.
290. I have good intuition, and I always understand what people mean3. I hope there are many pleasant things awaiting me in the future
291. I think people like talking to me
292. I can like a person, even if he doesn’t look like me and doesn’t share my views in everything6. I like kids
293. I like to solve a variety of problems
294. When I take on something, I try to find a way to do it as best as possible.
295. I am interested in the reasons for various events
296. Besides work, I have many other hobbies.
297. I try to perceive any changes as changes for the better.
298. My work benefits people13. I like to dream sometimes
299. My favorite music lifts my mood
300. I am interested in new ideas.
301. As a rule, I do not give up when faced with difficulties and obstacles.
302. I am ready to sincerely laugh at a good joke
304. I enjoy physical activity
305. I like meeting new people
306. I would like to learn something else that I don’t know yet
307. I strive to look attractive and it seems that I succeed
308. I won’t let minor troubles make me sad
309. I like the time in which I live
310. I think I will still have the opportunity to demonstrate my abilities more fully.
311. QUESTIONNAIRE “YOUR ATTITUDE TO HEALTHY IMAGE1. LIFE" author JI.M. Astafiev)
312. Answer the question by placing a sign opposite the judgment on the right side of the table, in the column that relates to the answer that best matches your opinion.
313. QUESTIONNAIRE “ LEVEL OF INFANTILISM"(A.A. SEREGINA)
314. Do you always know what you want to achieve in life?1. A). Yes 1. B). Rather yes than no
315.B). More likely no than yes D). No
316. Do you prefer to take responsibility in life?1. A). Yes 1. B). Rather yes than no
317.B). More likely no than yes D). No
318. Do you often analyze your actions?1. A). Yes 1. B). Rather yes than no
319.B). More likely no than yes D). No
320. To achieve your goal, can you perform uninteresting work for a long time through an effort of will?1. A). Yes 1. B). Rather yes than no
321.B). More likely no than yes D). No
322. Would you work if you were financially secure?1. A). Yes 1. B). Rather yes than no
323.B). More likely no than yes D). No
324. When trying to get pleasure, do you always think about the consequences associated with this pleasure?1. A). Yes 1. B). More likely yes than no1. B). More likely no than yes1. G). No
325. Do you think an orderly and organized life is compatible with the concept of “youth”?1. A). Yes 1. B). Rather yes than no
326.B). More likely no than yes D). No
327. Will you be very upset if you fail to find a decent job and make a career?1. A). Yes 1. B). Rather yes than no
328.B). More likely no than yes D). No
329. In some stressful life situations, is it easy for you to pull yourself together?1. A). Yes 1. B). Rather yes than no
330.B). More likely no than yes D). No
331. Do you have more significant interests than the desire to receive pleasure?1. A). Yes 1. B). Rather yes than no
332.B). More likely no than yes D). No
333. In some life situations, do you look at the situation and yourself in it from the outside, and draw conclusions?1. A). Yes 1. B). Rather yes than no
334.B). More likely no than yes D). No
335. Usually, for convenience, do you try to relieve yourself of responsibility?1. A). Yes 1. B). Rather yes than no
336.B). More likely no than yes D). No
337. Do you think that having fun and relaxing is more interesting than working?1. A). Yes 1. B). Rather yes than no
338.B). More likely no than yes D). No
339. Do some restrictions usually irritate you? A). Yes
340. B). More likely yes than no B). More likely no than yes D). No
341. Is it extremely important for you to achieve your goal?1. A). Yes 1. B). Rather yes than no
342.B). More likely no than yes D). No
343. Most often, do you hope for a favorable combination of circumstances?1. A). Yes 1. B). Rather yes than no
344.B). More likely no than yes D). No
345. Usually various situations Or do people prevent you from achieving success?1. A). Yes 1. B). Rather yes than no
346.B). More likely no than yes D). No
347. Are difficult life situations a significant obstacle to achieving your goals?1. A). Yes 1. B). Rather yes than no
348.B). More likely no than yes D). No
349. Do you rightly believe that your parents or relatives should provide you with everything you need for a decent existence?1. A). Yes 1. B). Rather yes than no
350.B). More likely no than yes D). No
351. Do you live one day at a time and don’t make long-term plans?1. A). Yes 1. B). Rather yes than no
352.B). More likely no than yes D). No
353. Are you capable of purposeful volitional effort?1. A). Yes 1. B). Rather yes than no
354.B). More likely no than yes D). No
355. Are you ready to endure difficulties today in order to achieve your goal tomorrow?1. A). Yes 1. B). Rather yes than no
356. B). More likely no than yes D). No
357. Would you like to receive everything at once, here and now, and for free?1. A). Yes 1. B). Rather yes than no
358.B). More likely no than yes D). No
359. Do you consider yourself a disciplined person?1. A). Yes 1. B). Rather yes than no
360.B). More likely no than yes D). No
361. Are your leisure and entertainment often associated with illegal actions?1. A). Yes 1. B). Rather yes than no
362.B). More likely no than yes D). No
363. Isn’t it particularly difficult for you to overcome life’s difficulties?1. A). Yes 1. B). Rather yes than no
364.B). More likely no than yes D). No
365. Do you successfully overcome your weaknesses?1. A). Yes 1. B). Rather yes than no
366.B). More likely no than yes D). No
367. Do you strive to satisfy your desires without thinking, immediately?1. A). Yes 1. B). Rather yes than no
368.B). More likely no than yes D). No
369. Do you usually not bother yourself with analyzing the consequences of your actions?1. A). Yes 1. B). Rather yes than no
370.B). More likely no than yes D). No
371. Do you know how to control your emotions?1. A). Yes 1. B). More likely yes than no1. B). More likely no than yes
372. Most often, other people are the culprit of your troubles?1. A). Yes 1. B). Rather yes than no
373.B). More likely no than yes D). No
374. Do you view work mainly as an opportunity to have a good time?1. A). Yes 1. B). Rather yes than no
375.B). More likely no than yes D). No
376. Do you usually not try to evaluate the reasons and impulses that prompted yourself and others to act?1. A). Yes 1. B). Rather yes than no
377.B). More likely no than yes D). No
378. If you encounter serious obstacles on your way, then most often you give up on this goal?1. A). Yes 1. B). Rather yes than no
379.B). More likely no than yes D). No
380. Material values more important to you than moral?1. A). Yes 1. B). Rather yes than no
381.B). More likely no than yes D). No
382. Are you a supporter of civil marriage?1. A). Yes 1. B). Rather yes than no
383.B). More likely no than yes D). No
384. Do you have a desire to defiantly oppose yourself to others?1. A). Yes 1. B). Rather yes than no
385.B). More likely no than yes D). No
386. When looking for a job, do you mainly rely on the activity of your parents and close relatives?1. A). Yes 1. B). Rather yes than no
387. B). More likely no than yes D). No
388. Do you think that adhering to moral principles is not fashionable now?1. A). Yes 1. B). Rather yes than no
389.B). More likely no than yes D). No
390. Do you think that knowing yourself is a very boring process, it’s better to do something else?1. A). Yes 1. B). Rather yes than no
391.B). More likely no than yes D). No
392. Do you think it is acceptable to commit an offense to satisfy one’s needs?1. A). Yes 1. B). Rather yes than no
393.B). More likely no than yes D). No
394. For the sake of material wealth, are you sometimes willing to overstep your principles?1. A). Yes 1. B). Rather yes than no
395.B). More likely no than yes D). No
396. Do you usually try to organize your life by putting it in order?1. A). Yes 1. B). Rather yes than no
397.B). More likely no than yes D). No
398. Are you generally more interested in being inconsistent, irrational, and impulsive than in bringing boredom, order, and organization into your life?1. A). Yes 1. B). Rather yes than no
399.B). More likely no than yes D). No
400. Are you better able to evaluate the consequences of an action, its result, than to evaluate the reasons that led to this action?1. A). Yes 1. B). Rather yes than no
401.B). More likely no than yes D). No
402. Do you usually not think about the moral side of your action if you can actually derive material benefit from it?1. A). Yes 1. B). Rather yes than no
403.B). More likely no than yes D). No
404. Are there many people with illegal behavior among your friends?1. A). Yes 1. B). Rather yes than no
405.B). More likely no than yes D). No
406. Overcoming life's difficulties helps to increase your self-esteem?1. A). Yes 1. B). Rather yes than no
407.B). More likely no than yes D). No
Please note the above scientific texts posted for information purposes and obtained through original dissertation text recognition (OCR). Therefore, they may contain errors associated with imperfect recognition algorithms.
IN PDF files There are no such errors in the dissertations and abstracts that we deliver.
3.1. The concept of observation
One of the most complete works devoted to observation, “Educating Observation in Schoolchildren,” which lays the foundations for practical work on its development, written by B. G. Ananyev back in 1940. But, unfortunately, the development of ways to develop this property of the sensory organization of people still lags behind such areas of practical psychology as training in communication, sensitivity, memory, etc. At the same time At the same time, there is reason to assert that this property is professionally important for a large group of professions.
Observation is a mental property based on sensation and perception. Thanks to observation, a person distinguishes signs and objects that have minor differences, notices differences in similar things, sees them with fast movement, with a changed perspective, and has the opportunity to reduce to a minimum the time of perception of a sign, object, process.
As a property of sensory organization, observation is associated with various mental phenomena. First of all, it is mediated by sensations and the conditions of their occurrence. Observation presupposes a well-developed visual analyzer, high absolute and relative sensitivity.
Here it is appropriate to recall the words of the remarkable observer K. Paustovsky, who considered the development of the sensitivity of the visual analyzer to be the most important condition for observation. He wrote:
« Good eye- it's a profitable business. Don't be lazy, work on your eyesight. Keep it on track, as they say. Try looking at everything for a month or two with the thought that you absolutely must paint it. On the tram, on the bus, everywhere, look at people this way. And in two or three days you will be convinced that before this you did not see even a hundredth part of what you noticed now on their faces. And in two months you will learn to see, and you will no longer have to force yourself to do this.” (Paustovsky K. Golden Rose: Stories. - Chisinau, 1987. - P. 596).
Thanks to high sensitivity, it becomes possible to finely differentiate and see the unnoticeable.
Already in the development of sensitivity, the influence of personal preferences and attitudes begins to affect. Observation becomes selective. Therefore, you can meet people who have a high level of sensitivity to the perception of nature and the processes occurring in it, but poorly distinguish between the states and processes that arise in their interactions or in the operation of technology.
Personality characteristics manifest themselves to an even greater extent with awareness and understanding of what a person sees and what he observes. The meaningfulness of what is observed depends primarily on the volume of ideas and concepts a person has about the relevant phenomena and processes. It is possible to comprehend what one sees due to its inclusion in already established cognitive structures, which constitute a person’s cognitive experience. This process is also mediated by mental activity, in which not only systematization and classification of what is perceived occurs, but also its translation to the verbal level, and therefore generalization.
N.V. Timofeev-Resovsky, a biologist who valued observation as highly as experiment in his research, emphasized that when observing, you can see something only if you know what you need to look for, what you need to see . Sometimes several people with different professional levels or interests in different areas looked at the same thing, and when exchanging impressions it turned out that the one who did not have the necessary knowledge or did not know what exactly to see did not see anything.
This means that professional knowledge, as well as the mental processes that ensure its operation, make it possible to realize and understand the observed phenomena. The results of understanding and awareness of what is perceived will be mediated by the characteristics of memory, since it is thanks to it that the completeness of ideas and concepts that make up the structure of a person’s knowledge and his professional experience is ensured.
We can say that understanding what is observed is a certain type of mental task in which the question is resolved: what is it?
What does this mean or what does this refer to? As you know, these are problems of systematization or classification. An interesting attempt in this regard was made by J. Hintika and M. Hintika*, who analyzed the observations of Sherlock Holmes as a problem-solving process. In this case, the observation process appears as a search and extraction of information necessary to solve a mental problem. In this case, there is a certain absolutization of thinking during observation, but nevertheless, the relationship between perception and thinking for understanding and awareness of the observed facts becomes even more obvious.
So, observation, like any mental phenomenon, is an element complex system and that is why it has various multi-level connections with various aspects of human mental life. On the one hand, it is determined by the structure and sensitivity of the visual analyzer, on the other hand, by the characteristics of memory and thinking, and at the same time is included in the holistic structure of the human psyche through his past experience, orientation, and emotional preferences.
In our work we are talking about the manifestation of observation in relation to people, in addition, there is a type of professions “person-to-person”, where observation is considered as a professionally important quality (E. A. Klimov). Let us try to highlight the specific features of the manifestation of observation in professions of this type.
In psychology, a whole direction has emerged to study the possibility of revealing the psychological essence of a person through his observation and perception. In the works of, for example, B. G. Ananyev, M. Ya. Basov, B. F. Lomov, S. L. Rubinstein, the dialectic of external and internal in the manifestations of the psyche was shown. While maintaining some stable external forms of expression of mental states, their diversity was found, dynamic characteristics and forms of manifestation. Moreover, the diversity of individual manifestations of mental states was also taken into account. Since the object of observation can only be the external manifestations of a person, for the development of observation it has become important to know what mental phenomena these or other observed signs indicate.
So the first one specific feature observation in professions of the “person-to-person” type consists in the fact that it is necessary to see in the external behavior or in the very appearance of a person his internal, mental states or properties.
* Khintika J., Khintika M. Sherlock Holmes against modern logic: Towards a theory of information retrieval using questions // Languages and modeling of social interaction. - M.: Progress, 1987. - P. 265-281.
The second feature of observation in this area is the need to differentiate the signs through which a person expresses himself externally. It is necessary to develop both absolute and relative sensitivity to these signs, since they reveal the dynamic characteristics of a person, formed in the process of his ontogenesis, on the one hand, and manifested in his / real life - on the other. The dynamics of ontogenetic change can be expressed through a physiognomic mask, posture, and gait; mental phenomena occurring in the present time are expressed through facial expressions, gestures, and postures.
Writers and poets are excellent observers. Their powers of observation never cease to amaze and delight. Many vivid pictures of human images were given by them on the basis of observation and vision of subtle changes in people's behavior. Let us remember the sketch by S. Zweig:
“Involuntarily, I raised my eyes and saw right in front of me - I even felt scared - two hands, the likes of which I had never seen before: they grabbed each other like enraged animals, and in a frantic fight they began to squeeze and squeeze each other so that their fingers they made a dry cracking noise, as if cracking a nut... I was frightened by their excitement, their insanely passionate expression, this convulsive clutch and combat. I immediately felt that a man filled with passion had driven this passion into his fingertips so as not to be blown up by it himself.” (Zweig S. Twenty-four hours from a woman's life: Novellas. - Minsk, 1987.-S. 190).
The third feature of observation, manifested in the “person-to-person” sphere, is associated with interest specifically in a person as an object of perception and observation. On the basis of this interest, selectivity of perception is formed, and the experience of observing a person and seeing his mental states is quickly created. Orientation, as a rule, is associated with professional interest, which determines the structure of professional knowledge. These observations are included in it and at the same time, based on the characteristics of professional knowledge, can be understood and interpreted.
Any observation is included in the context of the content of a particular professional activity. For the teacher’s observations, it becomes important to know the age-related characteristics of the manifestation and experience of feelings, age-related characteristics of the relationship between emotions and cognitive activity, the manifestation of children’s emotions in relationships with peers, parents, etc. For a doctor or nurse, knowledge about the external signs of a person who has this or that other disease, about the characteristics of people’s behavior when
Various diseases, about age-related characteristics that manifest themselves in the patient’s attitude towards himself and the illness that has befallen him, etc. The context of observations carried out by an investigator or inspector for juvenile affairs is completely different. His observations include knowledge about the relationship between the type of personality and the type of offense, the type of violations and the type of family and relationships in it, changes in the social environment in the neighborhood, etc.
Professional knowledge constitutes the basis that not only influences the purposefulness of perception and contributes to the development of differentiation of perceived signs, but directly affects the understanding of observed objects and processes.
All of the listed features of observation can be classified as perceptual and conceptual.
The fourth feature of observation, specific to professions of the “person-to-person” type, is determined by the fact that the content of activity in these professions involves the interaction of people. This means that it is necessary to observe, as a rule, not an isolated person, but people in communication, in relationships with each other. We can say that observation in this case presupposes not only the perceptual and conceptual qualities of the observer, but also empathy.
Empathy is characterized by the ability to reflect the inner world of another person. Such reflection promotes understanding of the thoughts and feelings of the other, and also creates “emotional involvement.” The emergence of empathy presupposes developed powers of observation and its connection with thinking and feeling. The ability to take the point of view of another person, imitate his state, understand what is not expressed out loud, identify with his emotional state, anticipate the development of behavior and mental states - this is the specific content of empathy that manifests itself in the processes of interaction between people. Observation here is facilitated by a certain personality structure, in which such emotional properties as impressionability and emotional responsiveness are developed.
The development of the relationship between the perceptual, conceptual and empathetic components of observation contributes to its improvement, the emergence of the ability not only to see and feel another, but also to anticipate his behavior.
This level of observation was perfectly described by O. de Balzac.
“My powers of observation took on the side of instinct: without neglecting the physical appearance, it unraveled the soul - or rather, it
She accurately captured a person’s appearance, which immediately penetrated into his inner world; it allowed me to live the life of the one to whom it was addressed, for it endowed me with the ability to identify myself with him.” (Mo-rua A. Prometheus, or the Life of Balzac. - M., 1968. - P. 72).
Thus, observation, manifested in professions of the “person-to-person” type, is associated with the characteristics of the subject and object of observation.
3.2. Individual characteristics of observation
In the process of observing people and phenomena of the surrounding world, the individual characteristics of the observer appear, which give the observation process a special coloring and make the observation individually unique. Individual characteristics of the observation process are manifested in its dynamics, depth, and emotional characteristics.
The first factor determining individual characteristics of observation may be differences in the structure and functioning of the visual analyzer, affecting visual acuity. Uneven observation is determined by different degrees of development of the sensitivity of people in relation to various aspects of the physical and social environment around them. One person has a subtle sensitivity to colors, their shades and weakly differentiates sounds, speech, voice intonation, another better perceives movements, wherever they appear, and a third has a high sensitivity to the perception of nature and the processes occurring in it, but weakly differentiates changes occurring with technology. Lower sensitivity thresholds in one modality and higher ones in another, the identification of the leading type of sensitivity characterizes the individual characteristics of the observing person. They are formed in the activity and determine its successful implementation.
The second factor that determines the individual characteristics of observation may be sensory organization, characterized by the combination of different modalities into complexes and separation.
I eat leading sensitivity. One of the characteristics of sensory organization is the type of perception: analytical, synthetic, analytical-synthetic, emotional. The identification of these types is based on the establishment of sensory organization with mental and emotional processes. Observers of the synthetic type are characterized by a generalized reflection and determination of the basic meaning of what is happening. They do not pay attention to details and do not see them.
People with an analytical type of perception highlight details first of all when observing; in particular, such people often find it difficult to understand the general meaning of phenomena. They often replace a general idea of an object or events with a careful analysis of individual actions and details, while being unable to highlight the main thing.
People with an emotional type of perception do not strive to highlight the essence of a phenomenon, but to express their experiences caused by the observed phenomena. A person of this type of perception, observing an object, first of all notices what affects his emotional sphere, and does not try to understand the characteristics of the object itself.
Observation is not a purely passive, contemplative act. The observation process is influenced by the level of development of thinking, feelings, interest, and experience of interaction with the observed object. S. L. Rubinstein wrote about this: “What perceives is not an isolated eye, not an ear in itself, but a specific living person, and his perceptions always reflect to one degree or another the whole person, his attitude to what he perceives, his needs, interests , desires and feelings" (Rubinshtein S.L. Fundamentals of general psychology. - M.: Uchpedgiz, 1946. - P. 253).
Individual characteristics of observation are formed under the influence of upbringing. If, in the process of interaction with a developing person, adults provided the child with the opportunity to observe the world on his own and make discoveries, then we can expect that by the adolescence, observation can be formed as a property of sensory organization. If in the process of growing up a person was deprived of the need or opportunity to observe, then corresponding property not developing. Therefore, there are adults who are so unobservant that they do not see, for example, in their apartment things that have been there for a long time, or those significant changes that have occurred in the appearance of close relatives. For the development of observation, it is not so much age that is important as training.
3.3. System of exercises for developing observation skills
This section proposes a system of exercises for developing observation skills. Its basis is the theoretical material about observation and observation, which is presented in the previous chapters.
Defining observation as a mental property and revealing its connections with various aspects of the psyche, as well as with the content of activity, allows us to answer the question: what does it mean to train observation? The most general answer is that you need to train in observation, and since observation is understood as a process of purposeful perception, exercises in it form the basis for training observation.
A more specific answer to the question posed is that it is necessary to practice observation techniques, on the one hand, and on the other, to develop each of the identified components of observation (perceptual, conceptual, empathetic, predictive). These are two reasons for selecting and creating a system of exercises. These foundations are interconnected and complement each other. Exercises that develop, for example, sensitivity to dynamic facial movements, may be aimed at practicing one of the elements of observation.
With this relationship in mind, we selected exercises and structured the training as a whole.
The exercises in the first section are aimed at getting to know a person as an object of observation. This is necessary to know what you need to see, what to peer into, what to distinguish when observing a person. The following types of exercises are provided here: the human body as an object of observation, the human head as an object of observation, external manifestations of mental processes, states and properties of a person (postures, posture, gestures, facial expressions, etc.).
The second section of the training is devoted to practicing individual elements observation as the basis for the development of observation. Observation begins with setting a goal, then, based on the work of the visual analyzer and the properties of perception, the observed information is analyzed and processed. Consequently, exercises are needed to practice focus and develop appropriate perceptual properties. This section provides the following types of exercises: objectives of observation and their impact on its result, differentiation of observation
Our signs that characterize a person’s mental states, the development of selectivity and meaningfulness of perception.
In professional activities, observation is not an end in itself, but a means or condition for successfully solving professional problems. Therefore, the training requires exercises that include solving such problems. To perform such exercises, you will need to build on the skills developed through previous exercises. In professions of the “person-to-person” type, there are tasks common to different specialties, the success of which is based on observation. These are tasks for understanding through observation of processes occurring during the interaction of people (conclusions, conclusions from observations, their explanation and interpretation). Another type of task is predicting the development of situations, people’s behavior, and their relationships, also through observation. Solving these problems forms both the conceptual component of observation and empathy. The third section of the training contains the following types of exercises: inferences based on observation, understanding and interpretation of observed actions of people based on their external manifestations, anticipation of the development of movements, actions, and behavior of a person based on observation.
Thus, the training contains three sections aimed at developing perceptual, conceptual and empathy components. observation.
To assess the effectiveness of the training, a number of control tasks are provided, which are offered to participants twice: at the first lesson and at the last. Since the tasks are the same, it becomes possible to compare the results and, therefore, evaluate the effectiveness of the training.
When selecting tasks for control, we took into account the following circumstance. If the result of observation is the understanding and prediction of people's behavior, then its effectiveness will depend on the completeness and accuracy of the information that was available to the observer during perception. The greater the volume of such information, the less the need to see details, peer, and differentiate subtle features. Tasks in accordance with the amount of information necessary to understand and predict what is being observed can be ranked as follows: a situation and a person in it are observed; a person is observed outside the situation; only elements of appearance are observed that carry information about the person, his condition and situation; only elements of each of the means of expressing the state are observed (for example, the mouth as an expresser of facial expressions, eyes or gesture). Therefore, in control exercises the amount of information about the observed person is consciously regulated
And its external manifestations. We have chosen the most stringent criterion, i.e., during control it is proposed to characterize mental states based on the elements of certain expressive means.
The given exercises are addressed to teachers who conduct practical classes in psychology and set themselves the task of developing professionally important qualities in students through their subject, including observation. These exercises can be successfully performed in practical classes in any of the psychological disciplines, where they can be given 15-20 minutes.
Training program and content
The first section of the training includes two types of exercises. Some of them are aimed at getting to know the general and individual features of appearance (physique, structure of the head, features
Faces, etc.), the other - to get acquainted with the means through which a mental state or property is expressed in appearance (gesture, facial expressions, pantomime, posture, etc.).
The exercises in this section are based on materials that have been accumulated in practical psychology and presented in the works of A. A. Bodalev, A. V. Vikulov, F. Leser, A. Stangl, P. Ekman, etc. If the lesson leader does not have enough explanations given in this chapter, you can refer to the relevant literature (see the list at the end of the book).
The classes offer material that is designed to introduce certain features of people's appearance. There are also exercises for memorizing and updating this information. In other classes, information material has no independent meaning, so it is included in the exercises.
The exercises are structured in the following sequence:
- body types of people;
- general and individual body features;
® human head and face; - general and special signs of the structure of the human head and face;
kov physique, structure of the head, face of a person;
» exercises for memorizing general and distinctive features of a person’s physique, head structure, and face;
- gestures, postures, posture, facial expressions, physiognomic mask;
- exercises to “read” expressive human movements.
Target: introduce the external appearance of a person as an object of observation; conduct one slice to evaluate the effectiveness of the training. Required material: mouth. 1-22.
Conducting a lesson
After getting to know the group, finding out professional interests, and possibly the motives for coming to the training, the facilitator should talk in sufficient detail and clearly about observation as a professional property of a person. In this case, it is necessary to show the connection of this property with both sensory processes, so with memory and
Thinking, with interests and emotional properties of a person. Here it is appropriate to give examples of the manifestation of observation in the everyday life of people and in their professional activities (teachers, customs officers, investigators, doctors, sellers, parents, etc.). All these examples should show that understanding and perceptual anticipation of the behavior of other people in situations of short or single contact largely depend on the development of observation. Many examples can be borrowed from Conan Doyle. Here's one of them.
Holmes asks Dr. Watson:
- I wonder what you can tell based on this girl's appearance.
vices. Describe her to me. - Well, she was wearing a blue-gray straw hat with a large brim
mi and with a brick red feather. Black vest with black trim
glass beads The dress is brown... with a strip of scarlet velvet at the neck and on the shoulder
kawah. Gray gloves, worn on the index finger of the right hand.
I didn't see the shoe. In the ears there are gold earrings in the form of small circles
lazy pendants. In general, this girl is quite independent and somewhat
Ko vulgar, good-natured and carefree. - Never rely on general impressions, my friend, focus
pay attention to the little things. I always look at a woman's sleeves first
us. When dealing with men, it's probably best to start at the knees
trousers As you noticed, this girl's sleeves were lined with velvet, and
This is a material that is easy to wipe clean, so it retains its stain well.
yes. Double line slightly above the wrist, in the place where the typist
touches the table with his hand, is clearly visible. The manual machine leaves
but the same mark, but only on the left hand, and moreover on the outside
wrists, and Miss... the mark went all the way through her wrist. Then I looked
on the face and, seeing traces of pince-nez, made a conclusion about myopia and
working on a typewriter, which surprised her greatly (Conan Doyle A. When
the adventures of Sherlock Holmes. - Perm, 1979. - P. 59).
In cases where they have known a person for a long time or have the opportunity to get acquainted with various aspects of his life, the mechanisms for understanding this person and predicting his behavior are completely different. This can be an analysis of past behavior, comparison of a given person’s behavior with the behavior of various reference groups, memorization of typical reactions and forms of behavior for a given person in a given life situation, etc.
The presenter can introduce the main sections of the program and formulate the goals of the training: learn to differentiate subtle changes in the course of mental states, understand and anticipate people’s behavior based on observing their external, perceived manifestations.
If after the explanations you become interested and want to achieve good results, you can offer to do homework in addition to the exercises done in class. The provided homework greatly expands the field of observation and allows you to check the performance of individual students in real life.
Classes.
The final point that the facilitator should make is that all participants in the session, including the facilitator, will be objects of observation and understanding. If this message does not raise any objections, then in class you can use the group as a model for performing certain exercises.
After such an introductory conversation, you can move directly to the content of the lesson.
Observation plays important role in the implementation of professional activities of employees of internal affairs bodies. 33
It allows you to identify the criminal activities of persons of operational interest to the internal affairs bodies, their connections, personal qualities, places of storage and sale of stolen goods, identify facts related to the events under investigation, etc. Skillful organization of the surveillance process, of course in conjunction with other ways of organizing professional activities, greatly contributes to timely warning, rapid detection, full investigation of crimes, and search for hidden criminals.
In psychological science, observation is understood as a deliberate, systematic, purposeful perception undertaken with the aim of studying an object or phenomenon. Purposefulness and organization during observation not only make it possible to perceive the observed object as something whole, but also makes it possible to recognize the individual and the general in it, distinguish the details of the object and establish certain types of its connections with other objects. In other words, observation is not a simple sum of individual elements isolated from each other, but a combination of sensory and rational knowledge.
Professional observation is a purposeful and specially organized perception by an employee of internal affairs bodies of phenomena and processes that are significant for solving operational and official tasks. The latter include, first of all, manifestations of personality (offenders, persons on preventive registration, convicts, victims, witnesses, etc.), its states, actions, various objects, the study of which is important for revealing and investigation of crimes, the activities of the employee himself, etc.
The psychological nature of professional observation is very multifaceted. Observation is the most advanced form of intentional perception. At the same time, the employee does not perceive everything that catches his eye, but calculates what is most important, necessary, and interesting. This is due to the goals, objectives, plan, which usually form the basis of observation. Observation always relies on the active functioning of the senses. For an internal affairs officer, this is, first of all, vision and hearing. Attention plays a particularly important role in observation, acting as its regulator.
Through attention, as the direction and concentration of consciousness on certain objects, the goals and plan of observation are realized. Observation is always associated with the processing of information and is impossible without the active work of thinking. Finally, observation is also determined by the personality characteristics of the employee himself.
Observation of the activities of employees of internal affairs bodies is characterized by emotional and intellectual intensity. Its conditions are determined by the psychological characteristics of the employees’ activities. In this regard, observation, as a method of activity of internal affairs officers, must satisfy the following psychological requirements.
Firstly, the officer needs preliminary knowledge of the personality characteristics of those persons in respect of whom he is conducting surveillance (for example, the nature and direction of their criminal activity, criminal experience, their inclinations, interests, etc.).
Secondly, he must fully and accurately record, by memorization or in another way (if necessary, and with the use of technical means), the specific actions and behavior of the object of observation.
Thirdly, he must compare the recorded facts with previously obtained data about the observed and promptly analyze the results of this comparison in order to anticipate the actions of the object of observation.
The success of observation is ultimately determined by the intellect, which organizes this process according to a certain plan, establishes the necessary sequence of stages of observation and uses its results. According to prof. Ratinova A.R., in order to organize effective surveillance, an internal affairs officer must remember a number of general rules:
Before observation, obtain the most complete understanding of the person, object or phenomenon being studied;
Define a goal, formulate a task, draw up (at least mentally) a plan or observation scheme;
Look for in the observed not only what was supposed to be found, but also the opposite of it; 35
Divide the object of observation and at each moment observe one of the parts, not forgetting about observing the whole;
Keep track of every detail, trying to notice the greatest number of them, to establish the maximum number of properties of an object or features of what is being observed;
Do not trust a single observation, examine an object or phenomenon from different points of view, in different moments and in different situations, changing observation conditions;
Question observable signs that may be false demonstrations, simulations, or staging;
Raise questions “why” and “what does this mean” regarding each element of observation, thinking through, guessing, criticizing and testing your thoughts and conclusions with further observation;
Compare objects of observation, contrast them, look for similarities, differences and connections;
Compare the results of observation with what was previously known about this subject, with data from science and practice;
Clearly formulate the results of observations and record them in the appropriate form - this helps their understanding and memorization;
Involve various specialists in observation, compare and discuss the results of observation with your colleagues;
Remember that the observer can also be the object of observation1.
Watching how mental process and a certain form of professional activity of an employee of internal affairs bodies develops in him such an important personality trait as professional observation - a complex personality property, expressed in the ability to notice professionally significant, characteristic, but subtle and at first glance insignificant features of the operational situation, people, objects, phenomena and their changes (which may subsequently be important for the case). The basis of an employee’s professional observation is a stable interest in people, their inner world, psychology, seeing them from the angle of professional tasks, a kind of psychological “orientation” towards them.
What is necessary to ensure a high level of employee observation?
Firstly, the attitude towards the perception of information that is important for solving the professional problems of a co-worker. This attitude helps to overcome fatigue, apathy, disgust (for example, when examining a decomposing corpse).
Secondly, a specific concentration of attention precisely on those objects and their properties that can provide the necessary information that is important for solving the problems that the employee faces.
Thirdly, long-term preservation of stable attention, ensuring the employee’s readiness to perceive the necessary initial information at the right time (especially during lengthy searches, inspections of crime scenes and interrogations).
The most important direction in the development of professional observation is the employee’s mastery of the technique of professional observation, which includes techniques and methods for its implementation based on relevant psychological laws.
It is useful to divide training to develop attention into three forms.
General attentiveness. Without giving yourself any preliminary task, you find out what remained noticeable from the impressions you encountered.
Directed mindfulness. The task is given to carefully examine the named object. After which the question is asked about something related to this object, something that could be caught during examination, although the subject of the question was not known in advance.
Targeted observation. The task is given to observe certain details of a certain phenomenon, and only then this phenomenon is shown.
One of the common techniques for developing professional observation is the following: looking closely
at someone around you, you should look away from him and then imagine him in your memory, trying to mentally describe his signs, and then check yourself by looking at this person again. Or the following exercise: look for some time at a house nearby and, turning away, try to mentally describe how many windows, balconies, where the windows are open, where the laundry hangs, where people are in the apartments, etc. It is necessary to take into account that knowing how many windows or balconies there are in a house does not mean being observant: their number is constant. But noticing when individual windows are open or where the light is on is already the result of observation, close attention, the ability to perceive connections and notice dependencies. Another exercise is observing an event. In this case, there is no reference to any street incident that attracts everyone's attention. It can be an ordinary set of actions of one or several people who pursue a specific goal. “Why is this person here?”, “What is he expecting?”, “What will he do now?” - answers to these questions allow you to develop the ability to psychologically observe people, the ability to predict human behavior, which is very important in the activities of an internal affairs officer.
Attention and observation during the exercises develop very successfully. The highest degree of development of observation should be considered the level when it becomes not only a personality trait of an employee, but also a trait of his character, when it manifests itself in all types of his activities. An observant employee is precisely characterized by the fact that he will not miss anything, will notice everything in a timely manner and draw appropriate conclusions.
8.5. Studying a person in psychological observation
The concept and meaning of psychological observation. The most accessible and most widely applicable way of obtaining psychological information about a person of professional interest to an employee of a legal body is by observing him, observing him from the side, during a conversation, during professional contact. This can be realized through psychological observation - a special psychological action that a legal professional should master.
Psychological observation - a special psychological action that serves the solution of law enforcement problems and is intended to study the psychological characteristics of people with whom a legal professional has to deal. 1 Its significance lies in its wide accessibility and efficiency (the ability to quickly obtain at least some information about a person and his psychology). Everything depends practically on the employee himself, his desire and his professionalism. Psychological observation is implemented with the help of special psychological techniques that meet its purpose and the rules that specify them. It would be a simplification to attribute his success only to a certain technique of work. Its implementation requires a professional to have a special stable internal attitude towards psychological observation, the presence of certain psychological knowledge, as well as increased psychological sensitivity(sensitivity to external manifestations of human psychology). All these components are interconnected. The very use of psychological observation techniques requires an up-to-date attitude, the desire and desire of a professional to use them. Inverse relationship - the practice of using techniques develops and strengthens attitude and psychological sensitivity, a professional habit arises, appropriate skills and abilities are formed, experience is accumulated, and knowledge is improved.
Psychological observation provides information about a person, but its reliability should not be overestimated. Man as an object of psychological observation is very complex and ambiguous. Much of it contains psychological information: how he entered the room, how he approached, how he sat down, where he put his hands, what phrase he said and why, why he lingered on one question and avoided another, why he lowered his eyes, when his eyelids fluttered, at whom and in what watched the moment and much more. All this amounts to language of external manifestations of human psychology (Fig. 8.3). Its meanings are probabilistic and, nevertheless, a professional should understand them. This language will tell a professional more than a person about himself. There are citizen “artists” who try to mask their real thoughts, attitudes, qualities, states, which, of course, to a certain extent makes it difficult to understand the language of external manifestations and read the latter. However, a true professional will confidently distinguish the feigned from the real, the sincere from the deceitful. The fact is that the “artist” lives a double inner life: a demonstrated one, intended for display, and a real one, “for internal use.” Constant transitions from one to another in the process of communication one way or another reveal this bifurcation in numerous signs of inconsistency. Even if a professional fails to draw up a clear psychological portrait of a person, then, based on the results of psychological observation, he develops dissatisfaction, assumptions, and suspicions, prompting him to carry out additional checks and, ultimately, to establish the truth.
Rice. 8.3. Observable signs of human psychology
The technique of selectivity and reliability of psychological observation. The interest of a law enforcement officer in surveillance is not idle curiosity, it is always specific. This specificity is expressed in interest in drawing up a psychological portrait (which, as noted above, in legal activity is always selective and accentuated) or individual psychological phenomena (for example, sincerity or deceit).
The rule of selectivity and determination recommends paying attention to the definition of observation tasks in each specific case, using recommendations for drawing up a psychological portrait, and clarifying which external manifestations, acting as signs of psychological phenomena to be assessed, are subject to observation and recording.
Rule of complexity warns about the inadmissibility of categorical! psychological assessments based on a single recording of some signs; It is necessary to double-check the information, strengthening monitoring for their repeated manifestations. In addition, taking into account the integrity of the psyche, one should collect the widest possible range of information that corresponds to the structure of the psychological portrait. This will allow for more reliable assessment of individual manifestations.
Rule of resistance to socio-psychological effects that reduce the reliability of psychological observation. These include the effects of “first impression”, “first information”, halo, and inertia. In the context of law enforcement, preliminary or existing information about the person with whom he is meeting has a particularly strong and negative impact. They automatically form in him a search attitude, a perception in a person’s external data and behavior of what confirms the available information received from other persons or from documents. The rule requires always to be objective, not to succumb to first impressions, to be independent, to judge a person only by directly observed and verified facts, to double-check your impressions, and to be critical of the assessments made about him and his qualities.
A technique for identifying personality traits through observation. By appearance, facial expressions, pantomime, products of activity, words, speech, one can judge a number of qualities of a person. Rules:
on vocabulary, speech structure, presentation of thoughts, answering questions judge his education, culture, professional affiliation, mental development, resourcefulness, criminality, legal awareness, features of legal psychology, etc.;
by pronunciation assess his national and regional affiliation, possible place of birth and long-term residence, education;
by tempo of speech, intonation, gestures, expressiveness of facial expressions and expressiveness of speech evaluate his type of temperament, emotional balance, self-control, willpower, self-esteem, culture, system of value priorities. Thus, a person with a choleric temperament is fast, his speech rate is consistently high, his facial expressions are expressive, his behavior is characterized by impetuosity, impatience, and incontinence;
on things and objects belonging to a person - see §8.3.
Method of identifying criminally significant signs in observation. For a law enforcement officer, the significance of such signs is especially great.
Rule for assessing signs of criminalization of speech. Contamination of speech with words from criminal jargon is characteristic of some categories of modern youth. A derivative of their ideas about the “fashionability” and “modernity” of such a language is a certain psychological characteristic. Addresses such as “citizen chief”, “commander”, words and expressions characteristic of “thieves’ music” and the ability to “talk about a fiddle” deserve evaluation. The more there are, the more precise their use of words (which can be assessed by an employee familiar with criminal jargon), the more reliable the assessments.
Rules for paying attention to tattoos. For the most part, they are not just decorations and manifestations of perverted tastes, but carry a semantic load that reveals the attitude of its bearer to the law, law enforcement officials, devotion to the criminal world, status in the criminal environment, talk about plans for the future, the nature of criminal activity, the number of “prisons” ", etc. Often located on visible parts of the human body (hands, fingers, ears, nose, etc.), they should not go unnoticed and not interpreted psychologically.
The rule of observing gestures, movements, details of clothing, and behavioral habits. In the recent past, experienced employees very clearly noticed people who had (or had) a relationship with the criminal world by their short haircut, somewhat old-fashioned clothes, adherence to wearing padded jackets or leather jackets, the absence of a tie (“noose”), a jacket thrown over their shoulders, and a mannered gait etc. Nowadays, most of these signs are outdated, but some have survived. Characterized by intense gestures, expressive movements of the hand and fingers (in the criminal world, in places of deprivation of liberty, gestures are used for the silent exchange of information and communication), a certain manner of entering a room, gait, communication behavior, squatting against a wall, simulation of illnesses, method storage of certain things, peculiarities of waiting (three steps in one direction, three in the other), calling some people and himself by nickname, inability to use a knife and fork in the dining room, the habit of mixing different dishes into one, the presence of expensive rings on his fingers and etc. Of course, not each of these signs can be interpreted unambiguously, but taken together they become more definite. Sharpers, pickpockets and a number of other criminal “specialties” have their own characteristic habits and signs. The development of a complex of signs deserves further development by legal psychology.
A technique for identifying signs of a person engaged in criminal activity in observation. Today, however, in most cases it is not difficult to judge who leads a criminal lifestyle; The main difficulty is in obtaining evidence. Still, it is important to understand this, because persons occupying high places in the criminal hierarchy often prefer to stay in the shadows.
The rule for monitoring signs of personality inconsistency. Often such signs are: a discrepancy between the detected qualities and the appearance that a person is trying to give himself (for example, the unexpected discovery of a sharp mind, observation, sophistication in objections and answers to questions, detailed and accurate knowledge in some area, which is difficult to expect, for example, a “simple”, inconspicuous person, leading a quiet and modest lifestyle, holding an ordinary position); demonstrative detection of “crystal” honesty, decency, selflessness, charity, etc.; increased readiness for self-defense, acute alertness, heightened reaction to suspicion and suspicion of others, strict self-control, etc.
The rule for monitoring signs of behavior of persons about to commit or have committed a crime, It is especially significant for police officers serving on the streets and in public places, private security, etc. Noteworthy:
Wariness, increased tension, nervousness, unnatural cheerfulness or swagger of a person, especially when he notices a police officer or the latter approaches him to check his documents;
Hasty or overly tense gait, indicating a desire not to draw attention to oneself;
Anxious, impulsive looking back (“is there any surveillance”) and to the sides;
The use of techniques for breaking away from surveillance (last-minute entry into a bus, metro and the same exit, numerous transport transfers, etc.);
Having objects, bundles, suitcases in your hands at night or in places where people rarely carry them;
Inconsistency of age, clothing and what a person is carrying in his hands, etc.
Characteristic of these individuals, as, indeed, of those who have extensive criminal experience, is the habit of not allowing anyone to follow them from behind. They either speed up their pace or let the person behind them pass.
It enhances the productivity of detecting a person about to commit a crime and the law enforcement officer’s knowledge of how to commit certain crimes. For example, such knowledge is used by detectives of task forces involved in searching for and apprehending pickpockets. They know where and when to look for them, how to pick them out from the crowd, and when to catch them red-handed.
The rule for taking into account the psychological characteristics of identifying persons on the wanted list. The search is carried out on the basis of the use of various portraits (photographs, hand-drawn portraits, verbal portraits, etc.), however, success depends on taking into account the capabilities of human memory by those who orient and instruct police officers going on duty. It is difficult to remember data about even five people if the instruction is not accompanied by the distribution of copies of portraits. Much depends on the training of employees’ professional memory, the ability to recall information, compare a portrait and the actual person being observed, and check identity documents.
A technique for identifying and assessing a person’s mental state. Excitement, fear, joy, worry, tension, relaxation, anger, confusion, even calm can tell a lot to an observant lawyer.
The rule for observing external signs of mental states. Such signs are: voice intonation, changes in its tempo, pauses, timbre; eye expression and direction of gaze; complexion and sweat appearance; gestures, speech (in a state of tension, for example, the posture is somewhat unnatural, the fingers may tremble or tensely clench into a fist), hand movements (in a state of excitement, a person takes something in his hands, begins to rotate, accelerates the rotation). As one experienced lawyer rightly said: “We must look not only at the Criminal Code, but also at the person’s eyes.” It is difficult to judge a person in general without once looking closely, studying him in the eyes. Observation improves in good lighting conditions.
Rule for monitoring changes in mental state. In the course of solving and investigating crimes, detaining criminals, suppressing violations of public order, and in other cases, it is useful, if not necessary, for an employee to know the mental state of the offender, victim, and witness. Calmness or the emergence of anxiety, fear, increased tension and the appearance of sweat at some moments of the meeting and conversation indicate the significance of the moment, its danger or avoidance of danger. This, in particular, is what the diagnosis of lies and hidden circumstances is based on (see § 8.12).
Method of psychological probing. An experienced lawyer does not passively wait for the person he is interested in to reveal his own psychology. He actively brings it out with the help of this technique and its rules.
For example, a search was carried out in the apartment of one of the suspects, but it did not yield results. Then the team leader ordered the suspect to be taken to another room and all the furniture in this room to be rearranged. When the suspect was brought back into the room, he was observed. He, seeing the changes, quickly ran around the room with a restless gaze, holding it for a while on the grandfather clock, and calmed down, smiling. From them they extracted material evidence that was carefully hidden there. The suspect gave himself away with his reaction.
Method of monitoring informationally significant psychological reactions in the course of an investigative or other professional action performed by an employee:
Eye movements;
Appearance of confusion, delay in response. Silence can say more than an answer;
Avoiding a direct answer, moving the conversation to other questions;
Change in mental state;
Sudden redness and sweat on the face, tapping with a finger, increased manipulation of an object in the hands (pen, pencil, matchbox, button, ashtray, etc.), lighting a cigarette, etc.;
Involuntary dilation of the pupils of the eyes;
Naturalness (pretentiousness of reactions), etc.
"Swinging" technique. Everyone has known the game “hot and cold” since childhood.
This technique is similar to hers. When an interrogation, conversation, movement approaches a dangerous topic, question, place, fact for a person who knows his guilt, but shows insincerity and secrecy, his internal tension increases; when they move away, it decreases. These internal reactions are involuntary, it is almost impossible to restrain them from “splashing out”, and an attempt not to express them outwardly turns out to be even more noticeable, since it is unnatural.
Psychological manifestations cannot be hidden from an experienced, psychologically observant lawyer, and any attempts by the perpetrator to deceive him, as a rule, are unsuccessful. The language of external manifestations is always more sincere than words.
"Cm.: O'Connor Joseph and Grinder John. Introduction to neurolinguistic programming: Trans. from English - Chelyabinsk, 1997; Human factor in law enforcement systems. Languages of the human brain and body: problems and practical use in the activities of internal affairs bodies. - Orel, May 29 - June 2, 1995; Shchekin G.V. Visual psychodiagnostics and its methods. - Kyiv, 1992; Skrypnikov A.I., Lagovsky A.Yu., Begunova L.A. The significance of a suspect’s behavioral reactions for rapid assessment of his psychological characteristics. - M., 1995; Kupriyanov V.V., Stovichek G.R. Man's face. - M., 1988.
Psychological technique of professional observation
A professional often collects information necessary for work during the process of observation. Professional observation is the deliberate, selective and systematic identification and collection of information about the environment necessary to solve a professional problem using the senses. Its implementation is facilitated by such a complex quality (it is associated with motivation, the work of the senses, knowledge and thinking) as professional observation - a developed ability to notice characteristic, but subtle and at first glance insignificant features of the situation, people, objects and their changes that have or may be important for solving a professional problem. Observation and surveillance are associated with mastery of the appropriate technique - psychological techniques and rules.
Technique for ensuring intensity of observation. Observation is effective if the “beam” of attention is bright and strong. This is achieved by activating personal observational dependencies.
Rule of self-stimulation of attention. Attention intensifies, becomes intense, when a professional observes, and does not stare, when he searches, and does not accidentally find, when he strives to obtain necessary information, feeling responsible for its timeliness and completeness.
Rule of vigilance. A true professional knows that the situation is always fraught with sudden, threatening complications. Her calmness can be deceptive and should not lull her to sleep.
The rule of volitional self-exertion. It should always be remembered that professional observation is the timely identification of usually subtle, difficult to detect signs. You must force yourself to look closely, listen, and, if necessary, sniff, take your time, examine (“feel” with your eyes) the details, and get closer.
The rule for clarifying the purpose and objectives of observation. Observation is more successful if the observer knows what to observe, what to detect, what signs to watch for. A general attitude like “Observe better, try not to miss, keep your eyes open” due to psychological mechanisms has a worse effect on the intensity of observation than a specific one.