Humanistic values ​​Objects of relationship Value attitude (signs of personal growth) Anti-value attitude (signs of personal regression) Family Respect for family traditions, pride in one's family Ignoring responsibility for the continuation of life Fatherland Citizenship, patriotism Life, dependence Earth Love for nature, respect for its wealth Consumer attitude Peace Peacemaking, pacifism Militarism Diligence, creativity Laziness Culture Intelligence Barely culture, rudeness and vandalism Knowledge Curiosity Ignorance

Other people (the same as myself) Humanity, mercy Cruelty Other people (not like me) Tolerance Nationalism, racism I am bodily Caring for my health, the desire to lead a healthy lifestyle Addiction to bad habits and the gradual destruction of the body I am mental Self-acceptance and mental health Inferiority complex I am spiritual Freedom, including independence, self-determination, self-realization of a person Transformation of the personality into a "social pawn"

Types of relationships: 1. Situational relationships (variability and determination by a specific life situation). 2. Stable relationships (conscious, reflexive relationships are fixed in position). 3. An unshakable relationship (constancy, characteristic of fanatics or devotees).

Diagnostics of personal growth Questionnaire for students in grades 9-11 You will be offered a number of statements. Please read them and determine how much you agree or disagree with them. You can assess the degree of your agreement or disagreement in points (from "+4" to "–4"): "+4" - undoubtedly, yes (very strong agreement); "+3" - yes, of course (strong agreement); “+2” - in general, yes (average agreement); "+1" - rather yes than no (weak agreement); "0" - neither yes nor no; "-1" - more likely no than yes (weak disagreement); “–2” - in general, no (medium disagreement); “–3” - no, of course (strong disagreement); “–4” - no, absolutely wrong (very strong disagreement). Try to be sincere. There can be no "correct" and "wrong" assessments. It is only important that they reflect your personal opinion. You can enter your grades in a special form next to the ordinal number of the approval of the questionnaire. Thanks!

Answer form Last name, first name (you can specify if you wish) _________________

So, you expressed your attitude to all 70 statements that were offered to you above. What do you think: what influenced your attitude the most: your family (parents, siblings, grandparents)? your school (teachers who are important to you, school friends, classmates, lessons and circle activities, hikes, gatherings, expeditions, etc.)? your classes in clubs, circles and sections outside of school? your street (courtyard company, street friends, etc.)? books, magazines, TV, internet? something else (specify which)? Rank the points listed above according to the degree of their influence - what would you put first, second, third, etc.

The principles of the diagnostic questionnaire: - the statements contained in the questionnaire should encourage the adolescent to demonstrate his attitude to the world, to other people, to himself; - the wording of the statements must be understandable for schoolchildren and be perceived by them unambiguously; - the text of the questionnaire should be composed in such a way as to avoid possible conformal behavior of schoolchildren, attempts to “guess” the answer, “correctly” refer to one or another thesis. To do this, adolescents must be given the right to fill out the questionnaire anonymously; - the theses of the questionnaire should be formulated in such a way that this or that answer does not look deliberately publicly approved in the eyes of the student.

Principles of diagnostics: Conducted in conditions of stability Trust in the person conducting the diagnostics Possibility of choosing anonymity Limited response time (30 min.) Reverse questions The diagnostic indicator is not the result of the class teacher's activity alone. Cannot be carried out often (twice a year)

What to do with the diagnostic results? Process and systematize Table 8. The nature of schoolchildren's attitudes towards other people persistently negative 0% of schoolchildren situationally negative 35% of schoolchildren situationally positive 58% of schoolchildren persistently positive 7% of schoolchildren

What do the diagnostic results give? The results of at least two surveys will give an idea about the dynamics of personal growth, about the success of your activities. personal development of schoolchildren.

Methods for studying the level of development of the children's collective "What kind of collective we have" (AN Lutoshkin) Figurative description of the stages of development of the collective. 1 step. "Sand placer" stage 2. "Soft clay" level 3. "Shimmering beacon" 4th level. "Scarlet sail" 5th step. "Burning torch" Processing of the received data. Based on the answers of schoolchildren, the teacher can determine on a five-point scale (corresponding to five stages of the development of the team) the degree of their satisfaction with their classroom, find out how schoolchildren assess its cohesion, unity in achieving socially significant goals.

Sociometric study of interpersonal relationships in a children's team Questionnaire The questionnaire that we invite you to fill out will help improve relations between schoolchildren in your team, make it more friendly and cohesive. Please answer the following questions: there are only three of them. 1. Imagine that your class is going on an independent and difficult journey. Who would you like to see as the leader of your group? If your class had to participate in school Olympiad in academic subjects, who would you like to be the captain of this team? Which class would you invite to your party, birthday party, or just to visit? After each question, write three names of those of your classmates that match your choice. Be sure to sign your profile. Thanks!

Processing of the obtained results Who is chosen Who chooses A ..... B ..... C ..... D ..... E ..... E ..... F .... Z. .... А Х1,1,11,1 11 B, 1,1Х11,11 В, 1Х1,1,1 1 Г, 11,1,1Х111,1 D, 1,11,1Х11 Е, 11,1, 1 X1 F, 1.1 1.1X Z, 1.1 X The total number of elections (rating)

Interpretation of the obtained results The obtained ratings will show you in the most general view a picture of interpersonal relationships in a team. Analyzing them, we can conclude that it contains: leaders - authoritative schoolchildren with noticeably higher ratings (in our case, these are students B and D); rank-and-file team members who generally maintain good relations with the majority of team members - they have average ratings (in our case, these are students A, E and F); singles, that is, those who maintain good relations with a very narrow circle of their classmates or only with each other - they have low ratings (in our case, these are schoolchildren C, D and Z); the outcast, that is, those who are not accepted in the collective - they, as a rule, have a zero rating or a rating of 1-2 points. If we analyze the mutual elections of collective members and reveal the coincidence of each other's choices by certain schoolchildren, then we can get an idea of ​​friendly relations and personal mutual sympathies in the collective. For example, in our case, such a conclusion can be made about schoolchildren A and B, B and D, C and D - they always called each other's names in answers to all the questions they were asked.

Expert assessment of the use of the educational potential of joint activities of schoolchildren and teachers Recommendations: sources of information (observation of the activities of teachers, interviews, analysis of plans or programs for organizing the educational process); what is the educational aspect of the conducted affairs. Are they really nurturing, or are they just about teaching, getting the job done, winning, filling the leisure time, etc.? Tendency to reduce educational process mostly to school hours. the degree of participation and independence of schoolchildren in planning, preparing, conducting and analyzing certain cases (children's self-government).

Other subjects of monitoring the upbringing process 3.Professional position of the teacher 4.Organizational conditions ensuring the effectiveness of the upbringing process: Material and technical equipment Staffing with qualified personnel Subject-aesthetic environment Activities of children's associations and self-government bodies Software for the upbringing process

Psychological Sciences

PERSONAL GROWTH: THE PROBLEM OF PSYCHOMETRIC STATUS OF THE DIAGNOSTIC STRUCTURE (ON THE EXAMPLE OF ANALYSIS OF THE METHOD OF P.V. STEPANOV, I.V. KULESHOVA, D.V. GRIGORIEVA)

A.Yu. Ovchinnikov, Novosibirsk State Pedagogical University

(Novosibirsk, Russia), e-mail: [email protected] O.A. Belobrykina, Novosibirsk State Pedagogical University (Novosibirsk, Russia), e-mail: [email protected]

Annotation. The article presents the results of assessing the diagnostic viability of the methodology "Diagnostics of personal growth" proposed by P.V. Stepanov, I.V. Kuleshova, D.V. Grigoriev, aimed at studying attitudes towards various aspects of the inner and outer world in adolescence. The semantic content of the methodology and compliance with the requirements for diagnostic tools in the psychological and pedagogical practice of educators are investigated.

Key words: psychodiagnostics, personal growth, adolescence, psychometric consistency, technique.

PERSONAL GROWTH: PROBLEM OF PSYCHOMETRIC SOLVENCY OF DIAGNOSTIC CONSTRUCT (CASE OF ANALYSIS OF P.V.STEPANOV, I.V. KULESHOVA, D.V.GRIGORIEV "S TECHNIQUE)

Abstract. The results of a diagnostic solvency assessment of the technique "Diagnostics of personal growth" offered by P.V. Stepanov, I.V. Kuleshova, D. V. Grigoriev directed on studying of the attitude towards various aspects of the inner and outside world at teenage age are presented in the article. The semantic maintenance of the technique and compliance to requirements imposed to diagnostic tools in psychological-pedagogical practice of educators are investigated.

Keywords: psychodiagnostics, personal growth, teenage age, psychometric solvency, technique.

In the conditions of the school's psychological service, there is a fairly wide range of diagnostic techniques, however, as practice shows, many of them are not standardized with proven reliability and validity. First of all, this concerns projective methods, such as “Non-existent animal”, “Man in the rain”, etc. At the same time, a number of test methods used in general education schools, including those whose mass use is regulated at the normative level, they are also of dubious quality and need serious work before they can be used as a reliable psychometric tool.

One of these methods is the questionnaire “Diagnostics of the personal growth of schoolchildren.

kov ", developed by P.V. Stepanov, I.V. Kuleshova, D.V. Grigoriev and recommended for practical use in working with students in grades 6-11. This technique contains a number of gross violations that make it difficult to obtain through it reliable information about the personality of students, and also has a high risk of iatrogenic effect in the process of its application. This is precisely what determines our analytical interest in this questionnaire, which will allow us to determine the advantages and disadvantages, opportunities and limitations that must be taken into account when using the technique in the process of diagnosing schoolchildren.

As the sources in which the original version of the indicated methodology is presented, textbooks prepared by the authors of the methodology themselves were selected:

1) Stepanov P.V. and others. Diagnostics and monitoring of the process of education at school (Moscow: APKiPRO, 2003. S. 8-38);

2) Stepanov P.V. How to create a school educational system: a possible option (Moscow: Pedagogical Society of Russia, 2006. pp. 35-42).

Note that both sources are located on the Internet, which means that any teacher has access to them, including those who do not have sufficient knowledge of the methodology of psychodiagnostics, which means that the risk of low professional use of the methodology and obtaining biased results is significant. increases.

The criteria for the analysis of the technique were the requirements for the procedure for the development and standardization of diagnostic tools.

It should start with the fact that the authors set the methodology in several different forms - at first they designate it as a questionnaire, and then call it a questionnaire (Diagnostics and monitoring ..., p. 8; How to create an educational., P. 35), despite the fact that these are various diagnostic techniques, suggesting different purposes and methods of processing the obtained data. So, questionnaires, as measuring procedures included in the group of nomothetic methods, presuppose mandatory standardization and the presence of test norms, while the questionnaire, although it belongs to the category of questionnaire methods (along with conversation, interviews, etc.), is based on an ideographic scheme that presupposes , first of all, the descriptive nature of the analysis of the results.

It is important to note that “personal growth” in itself cannot be a reliable diagnostic construct, since there is no clear operationalization of this concept in the literature today. So, K. Rogers, who is the author of the term, does not give its exact definition, however, if we generalize his statements, then we can formulate the essence of personal growth as follows: personal growth is a process of human development, going in the direction from a state of disunity with his inner experience to a state when potentially any inner experience is realized as one's own “I” and a person fully experiences the process of self-actualization. Thus, it remains a mystery what purpose this technique pursues, because not a single standardized questionnaire will allow revealing the full depth of a person's inner experience, and even more so the degree of his integration. The authors of the methodology give following definition personal growth: "personal growth is advisable to consider as the development of humanistic value attitudes of the individual to the world, to people, to himself" (Diagnostics and monitoring., p. 9; How to create an educational ..., p. 35). This diagnostic construct is very "vague", since, firstly, development is an internal, purely personal process that is difficult to clearly fix, and secondly, what is

put "humanistic value relations", the authors are not disclosed. Accordingly, we can conclude that the results of this technique can be questioned precisely because of its low reliability.

The analyzed questionnaire contains 13 scales reflecting the student's attitude to values, such as: family; Fatherland; Earth; peace; work; culture; knowledge; a person as such; a person is like another; a person as different; bodily I; soul self; spiritual I. Proceeding from the names of the scales, a number of questions arise, in particular: what do the authors mean by “a person as such”, “a person as another” and “a person as another”, and what are the meaningful differences between these scales? Based on the interpretation proposed by the authors, a special specification between "a person as such" (which is designated by the authors as "a person as he is in all his manifestations", the attitude towards which is manifested in the forms of "mercy, the ability to sympathy, compassion, forgiveness") and “A person like another”, which is not clearly designated by the authors, but they interpret the relationship in this position as “truly altruistic”, manifested in “helping other people, even strangers, without waiting for a request from them”, disinterestedness, willingness to “help the weak needy; for the sake of such help I am ready to risk my own well-being. " This formulation is, in fact, identical to the interpretation of the category “person as such”. It is also noteworthy that the differences between a person as “other” are reduced in the methodology only to “cultural differences”, while differences can be caused by the originality of age, (psycho) physical, personal, cognitive, social, gender, etc. development, and the specificity the whole set of differential differences, and cultural ones, including, are determined by the peculiarities of religion, and by racial, ethnic (national) affiliation, and adherence to certain traditions, and attitudes, etc. ... In addition, the authors do not specify what kind of “culture” is meant - spiritual, social, elite, traditional, mass, political, national, educational, clan or any other? It is the specification of culture that initiates the initial system of values, attitudes, norms, requirements, etc., inherent in each of its types and types, and, therefore, without the content of the conceptual apparatus, it is impossible to adequately formulate the statements included in the questionnaire. As an example, it can be noted that in modern reality both pop culture and criminal culture are widespread, as well as many varieties of pro-social associations ("green", etc.), informal (fans, majors, rockers, goths, emu, punks, etc.) etc.) and asocial subcultures (pro-fascists, neo-Nazis, skinheads, satanists, gopniks, etc. ), etc., each of which has a specific form, function, focus, social status, etc. It is obvious that a tolerant attitude towards many of the types and types of cultures can have, both for a specific individual and for society as a whole, very threatening consequences.

It is also informative that when interpreting the level of “situational-positive attitude” on the scale “person as different”, the authors point out: “... monitoring., p. 35; How to create educational, p. 40). This fact also testifies that the authors do not specify any special meaningful and semantic differences between the scales “person as such”, “person as another” and “person as another”, which means that the diagnostic informativeness of the technique is qualitatively reduced.

The scale of “bodily I”, which is fully identified by the authors with the category of “health”, is interpreted in a very specific way, which, however, is meaningfully a broader concept that includes, in addition to the physical component, also the social, emotional, intellectual, etc. It is noteworthy that in the structure Bakhtin proposed to distinguish between internal and external components: “the internal body - my body as a moment of my self-consciousness - is a set of internal organic sensations, needs and desires united around the internal world”. The external components (appearance and external living space), according to TS Levy, "are not only felt, felt, but also visible." Moreover, the author notes that "in the process of ontogenetic development at the level of individual consciousness, an objective contradiction arises between the awareness of one's own corporeality and the desire for personal integrity." It is also important that the concepts of “bodily I” and “physical I” are not synonymous, while in the analyzed questionnaire all statements on the scale “attitude to one's bodily I” are formulated mainly in the categories of physical characteristics (Sports activities are a necessity for the health of every person; I think that smoking and alcohol help people relax, relieve stress after hard work; The taste qualities of food, in my opinion, are more important than their usefulness, etc.), and not the relationship to the physical body itself.

According to the authors' intention, all the scales of the methodology they propose are designed to reflect the subject's attitude to various aspects of the inner and outer world, however, it should be noted that the true attitude of a person to something is expressed in concrete actions, actions, and not in his subjective feeling of his attitude to anything. Therefore, if, for example, a teenager demonstrates a consistently positive attitude towards the Earth and culture based on the results of the methodology, but in fact throws garbage on the lawn and swears, then this methodology should be recognized as untenable. At the same time, information about the external (obvious) validity of the method (indicating the correspondence (consistency) of the results of psychodiagnostics with external signs related to the behavior of the subject) is not presented in its description by the authors. In addition, due to the absence of a scale for determining socially desirable responses in this technique, there is a high degree of risk of obtaining inaccurate data, which means that the diagnostic process may, with a high degree of probability, be completely useless.

Despite the desire of the authors “to create the questionnaire in such a way as to avoid possible conformal behavior of schoolchildren, attempts to“ guess ”the answer,“ correctly ”treat a particular thesis” and formulate statements so that “this or that answer does not deliberately look in the eyes of the student socially approved ”(Diagnostics and monitoring., p. 13), they failed to completely exclude the context of the social desirability of the answers.

It is impressive, on the one hand, that the authors identify certain shortcomings of the questionnaire and probabilistic risks that are possible in the implementation of the diagnostic procedure (for example, "if the questionnaire is offered to the same children more than twice, they may become addicted to it, which reduces the reliability of the results." , “The percentage of sixth graders who finish their studies in a particular school and a particular classroom up to the eleventh grade may turn out to be low”). However, a number of their proposed methods of preventing and resolving contradictions do not meet the methodological requirements for the procedure of psychodiagnostics, which naturally reduces the reliability of the results. In the hour

However, the process of collecting empirical data, recommended by the authors, clearly testifies to gross violations of the testing procedure: “it will be difficult for students in grades 6-8 to work with a large amount of information. Therefore, in these classes, we recommend carrying out diagnostics in two days, dividing the questionnaire in half, respectively. So the problem will be solved ”(Diagnostics and monitoring., P. 13).

The authors offer “two versions of the diagnostic questionnaire - for students in grades 6-8 and for students in grades 9-11. The structure of these two questionnaires, the methods of their processing and interpretation of the results do not fundamentally differ from each other - only some of the wording of the questions differ. Each of the questionnaires consists of 91 statements, to which adolescents can express their attitude ”(Diagnostics and monitoring., P. 13). The answer sheet and the key contain 91 points each, however, in the version for students in grades 6-8, the numbering is broken and, in fact, the questionnaire contains 109 statements. It is obvious that this variant of the method, including the stimulus material and the key, are not diagnostically informative.

Analysis of the statements on the scale of attitudes towards “a person as such” allowed us to identify incorrect in content formulations addressed to adolescent respondents: “It will become easier for the country if we get rid of mentally ill people”; “If for the sake of justice it is necessary to kill a person, then this is normal”; "It is better to acquit 10 criminals than to execute one innocent person." Note that the last of the above statements is a difficult philosophical dilemma even for an adult, not to mention adolescents. According to L.F. Obukhova, adolescence is characterized by such features as ambivalence of views, a tendency to unconditionally trust authorities, increased suggestibility and moral relativism, manifested in an extreme form of dogmatism. From our point of view, the designated statements read by adolescent children can not only actualize reflections on cruelty, death and murder, which, combined with the adolescent's inner experiences, can lead to destructive or suicidal behavior, but also exacerbate cruelty, cynicism, intolerance, addiction to which is observed in many modern adolescents. In addition, according to child psychiatrists, adolescence, due to the specifics of psychophysiological development, is considered as a period of secondary manifestation of a number of mental diseases, and the number of children and adolescents with impaired developmental type and mental disorders has now reached the level of not only national, but global Problems .

In the method under consideration, the subjects are asked to subjectively evaluate each statement on a 9-point scale from -4 to +4. According to Ch. Osgood, who first developed the differential type of the scale and justified its use in psychological research, The 9-point gradation of the feature is overestimated. In his opinion, the use of seven-point scales is more reasonable and rather informative. Agreeing with C. Osgood, we also note that the volume of human attention is on average 7 units, and in adolescence - lower values, which is due to the psychophysiological characteristics of this age period. In this regard, the use of a 9-point grading of the response scale in the methodology aimed at adolescents contradicts the laws of age development, which, firstly, is a gross diagnostic flaw, and secondly, it makes it difficult to obtain reliable results with its help.

According to the analysis of psychometric indicators of the methodology, we revealed the absence of a description of the history of the methodology, confirmation of its reliability and validity using statistical methods, designation of the conditions for the test execution procedure, and, most importantly, the requirements for the user of the methodology.

In both sources, the goal of the methodology is stated as "identifying the level of formation of value relationships of the personality of students, assessing the educational influence of the school and the class teacher on the growth of personality." The goal formulated by the authors, in our opinion, raises serious doubts about the validity of this method, since using a questionnaire test, it is possible to reveal, at best, the level of formation of value relations, and even then with serious errors, but it is impossible to determine under whose influence these values were formed - schools, class teacher, classmates? And even more so, with a high degree of certainty, it is practically impossible to determine their influence on the “growth of the personality” of a child outside of a formative experiment. Tests, notes L.F. Burlachuk, are designed to show what an individual can do at a given time. They cannot tell the specialist why he performs the test this way. To answer this question, it is necessary to investigate the conditions for its development, motivation and other essential conditions. Likewise, tests cannot tell what a culturally undeveloped or uneducated child might be capable of if he grew up in a more supportive environment. Moreover, they cannot compensate for cultural deprivation by excluding its influence from their indicators. In addition to school, a teenager is usually influenced by many factors, such as family upbringing, communication with peers outside of school (as part of the implementation of the leading type of activity), means mass media, fashion trends and more.

The interpretation of the results of this technique raises a number of questions. For each scale, the authors propose an assessment of the severity of a particular value attitude at four levels, namely: stable-positive, situational-positive, situational-negative, stable-negative. At the same time, on the example of the scale "attitude to the family", it can be noted that a situationally positive attitude is identified with the attitude of obligation - "A teenager takes part in family holidays, but without a reminder he does not always remember the birthday of someone close to him", and situational negative - with a consumer attitude towards the family - “He should be given money for petty expenses and forgiven pranks. But if something serious is needed from the parents, the teenager will achieve this by any means - flattery, lies, obedience. " Based on the specifics of adolescence, it can be noted that the indicated features of behavior and thinking are characteristic of a significant part of children at this age, which is a consequence of the age crisis associated with the restructuring of the adolescent's body and psyche, but in no case indicates his rejection of family values ...

Let us dwell on the analysis of the wording of individual statements related to the scale of "attitude to the family":

I like it when our whole family comes to visit, celebrates a holiday or just gathers at a common table. Most likely, a shy, introverted teenager will answer this question in the negative, but this does not say anything about his attitude towards the family.

I am proud of my last name. Not every surname can be a reason for pride for a person, especially in adolescence.

Looking at old family photos is a freak's business. Many modern adolescents may not see the point in such an activity as referring to family archives and albums with old photographs, since this need, if it does arise, is usually at a much older age.

A person does not need to know something about their ancestors or relatives (in the version for students in grades 6-8; in the wording for students in grades 9-11: A person does not need to know his ancestry). Knowledge of one's ancestry is not a criterion for a positive attitude towards family values, as well as vice versa (for example, in cases when the parents were children in an orphanage) - ignorance of one's ancestry can be quite combined with the presence of a happy family.

Statements related to the scale of "attitude towards a person as such" also suffer from a substantive discrepancy between the proposed formulations:

A person who has committed a crime will never be able to become good in the future (in the version for students in grades 6-8; in the wording for students in grades 9-11: A person who has committed a crime can never change for the better). The wording is ambiguous even for an adult, since, for example, there are mental disorders that create a predisposition to relapse, for example, antisocial personality disorder. Or the presence of cases of innocent convicts, from which society is not insured both due to the imperfection of the legislative framework and due to insufficient professionalism and / or responsibility (public, personal, professional, moral, etc.) of certain representatives of law enforcement agencies and government structures.

Our country will be better if we get rid of all mentally ill people. The wording of this statement, in our opinion, is incorrect from an ethical and psychological standpoint, since the adolescent's attention is focused on intolerance towards people with a different type of development. In addition, mentally ill people are not similar in behavioral, mental and other characteristics to most people in society, which means that the statement rather diagnoses the attitude towards “a person as another” and its inclusion in the scale “a person as such” is not valid.

I feel bad when the people around me are upset about something (in the version for 6-8 grades; in the wording for students in grades 9-11: I cannot feel good when the people around me are overwhelmed by something). As a rule, such a feeling is characteristic of people with a high level of empathy, which means that either adolescents with emotive and sensitive character accentuations or those who are focused on socially approved responses will respond positively to it (although it is not a fact that they will really have empathic ability). In addition, according to K. Rogers, empathy is a conscious empathy with the current emotional state another person without losing the sense of the external origin of this experience. “An important characteristic of the processes of empathy, which distinguishes it from other types of understanding (identification, acceptance of roles, de-centering, etc.), is the weak development of the reflective side, the isolation of immediate emotional experience. It has been established that the empathic ability of individuals increases, as a rule, with the growth of life experience. " Category "relation

nenie "in its most general form is considered as" the mutual arrangement of objects and their properties "," an individually-integral system of subjective-evaluative, consciously selective judgments and sensations in connection with something. " Relationships are characterized by an infinite variety - they can be spatial, temporal, causal, external, internal, social, industrial, educational, interpersonal, intrapersonal, etc. In the context of attitudes towards people, the concept of "attitude" is considered as the most general program of behavior and the state of readiness for it, expressed through actions, reactions, expressive movements, words. From the above definitions, it is obvious that the generalized attitude towards a person and the level of empathy are different phenomena.

All homeless people and beggars must be caught and forced to work (in the version for grades 6-8; in the formulation for students in grades 9-11: All homeless people must be caught and forced to work). A positive answer to this question within the framework of the methodology implies a negative attitude towards a certain category of people who, due to various life circumstances, found themselves without a definite place of residence (for example, as shown in the film "Homeless" with T. Dogileva in the title role). However, agreeing with this statement, a teenager may think that he is saving the homeless by applying coercive measures to them, since due to his age he does not understand all the circumstances of the situation and the reasons why the person was left without housing and work. For example, quite often a long life without a roof over his head is, as a rule, the choice of the person himself, even if it is unconscious. In addition, the modern labor market and social services are not always ready to guarantee a job for an applicant without a permanent registration. In fact, this question belongs to the category of social dilemmas that cannot be fully comprehended and resolved not only by society and the state, and even more so, a teenager is not capable of this.

An analysis of statements related to the scale of "attitude to a person as another" indicates that some of them also suffer from incorrectness from a socio-psychological point of view:

It is foolish to take risks for the benefit of another person (in the version for grades 9-11; in the wording for students in grades 6-8: It is foolish to take risks for the sake of another person). The statement is completely lacking in specifics. If by “other” we mean loved one and a stranger (familiar or unfamiliar), then the answers of the teenager can be completely different.

I feel sorry for helpless people and I want to help them. Firstly, this statement practically does not differ from the statements of the scale of "attitude to a person as such" in terms of its content. Secondly, the formulation, again, presupposes to a greater extent the identification of empathy, rather than value orientations and attitude specification.

I experience strong positive emotions when I give someone a gift (in the version for grades 9-11; in the wording for students in grades 6-8: I like to give gifts to my friends, relatives, acquaintances). A person's motives for giving gifts can be very different, including with the aim of obtaining approval from the outside, while the degree of sincerity of feelings and actions performed, actions, neither this statement, nor the method as a whole can determine.

I can sacrifice my well-being for the sake of helping a stranger (in the version for grades 9-11; in the wording for students in grades 6-8: I will help another person, even if I am very busy). In our opinion, in modern social reality, a rather small number of respondents will answer positively to this question (provided that a person is not inclined to present himself in a predominantly favorable light), which cannot directly indicate their negative attitude towards another person. Obviously, a person should have quite expressed altruism or a sense of guilt so that he was ready to help strangers to his own detriment.

The statements “I am ready to help an elderly person only for a fee” (the wording is identical in both versions) and “It is natural for a person to never do anything without regard for his own benefit” (in the version for grades 9-11; in the formulation for students 6-8 kl .: A person will never do anything if it is not beneficial for him) diagnose, for the most part, the mercantile spirit of a person, and not his attitude to another person.

Statements related to the scale “attitude towards a person as different” (as a representative of another culture) are also characterized by semantic inconsistency:

Even the strangest people with the most unusual hobbies and interests should have the right to defend themselves and their views (in the version for grades 9-11; in the formulation for students in grades 6-8: Even the strangest people with the most unusual hobbies should have the right to defend yourself and your views). It is no secret that in modern reality there is a large number of hobbies that are socially unacceptable and even dangerous for society, such as, for example, neo-fascism, pedophilia or drug use, and many others. Whether there is then a need for such people to have the right to defend their views is a big question.

Judging “ours” at international competitions is often unfair, because no one likes Russians (the wording is identical in both versions). This statement diagnoses, rather, the level of patriotism or sports fanaticism of the student than the attitude towards other nationalities.

A true religion can be only one single religion (in the version for grades 9-11). This statement reveals rather religious fanaticism, which belongs more to the category of feelings, rather than relationships.

Note that the formulation of individual statements related to the scale of "student's attitude to his inner peace, my soul self ”does not correspond to its name: Most of my peers prefer to communicate with beautiful people; It's hard for me to make acquaintances with new people; I feel uncomfortable in an unfamiliar company - these statements relate more to the specifics of communication, but not to the specifics of the adolescent's experiences.

In general, the analysis of the methodology presented in its original version in a number of manuals by the authors-developers allows us to formulate a number of generalized conclusions about the quality and diagnostic information content of the proposed questionnaire:

1. The name of the method does not correspond to the purpose and the measured diagnostic construct.

2. The methodology contains a fairly large number of scales, some of which are not terminologically concretized and is aimed at identifying very "vague" in interpretation.

3. A significant number of statements in the stimulus material does not correspond to the scales for the diagnosis of which they are directed.

4. The questionnaire uses a 9-point gradation of the choice of answer, which significantly complicates the passage of the technique, especially for adolescent subjects, for whom it is intended to work.

5. There is no description of the history of the creation of the method and the designation of requirements for the specialist performing the diagnostic procedure, no statistical confirmation of its reliability and validity is provided.

All the indicated shortcomings in the structure and content of the questionnaire "Diagnostics of the personal growth of schoolchildren" proposed by P.V. Stepanov, I.V. Kuleshova and D.V. Grigoriev, indicate that the operationalization and verification of the "personal growth" construct in this measuring tool are not objectified, since they were carried out with many methodological and methodological violations.

It is important to note that the responsibility for the choice of the method and the results of psychological diagnostics, whatever they may be, lies with those who use it. According to LF Chuprov, “the attribution of responsibility for the quality of the fulfillment of a request lies entirely with the psychologist himself. This is where the ethical principles governing the activities of a specialist come into play, the main of which for both medical and psychological practice is "Do no harm!" ... Only in this case, adequate implementation of ethical requirements will be achievable, and the qualified use of diagnostic tools in educational practice, and the risk of making an iatrogenic diagnosis will be reduced, and the preservation of the professional dignity of a specialist.

Summing up a brief summary, we note that the proposed diagnostic procedure requires careful content-semantic and psychometric revision, and in the form in which it is presented in the sources under consideration, it cannot be recommended for practical use by specialists of educational institutions, neither as a monitoring method, nor as an independent diagnostic procedure for working with adolescent students.

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Alexey Yurievich Ovchinnikov, 4th year student of the Faculty of Psychology, Novosibirsk State Pedagogical University (Novosibirsk, Russia).

Olga Alfonsasovna Belobrykina, Candidate of Psychological Sciences, Associate Professor, Professor of the Department social psychology and Victimology, Faculty of Psychology, Novosibirsk State Pedagogical University (Novosibirsk, Russia).

The main indicator of the effectiveness of any activity is, as you know, its result. Few would argue that the result of upbringing is the personality of the pupil. True, the question always arises - what exactly does it mean?

Perhaps, many teachers would answer this question - "the all-round development of the child's personality." Here's the result! And, at first glance, you can't argue here. But let's ask ourselves a few simple questions. Comprehensive personality development ... How many sides does a personality have? What are these sides? How do you know if you have brought up this result? And in general - is it achievable in the wide practice of education? It seems that such a definition of the results of upbringing is very general, amorphous and not diagnosable.

It would seem that a way out of the situation can be found as follows. Determine a clear set of useful personality traits (a certain standard of upbringing), the formation of which in a child will be the result of upbringing. But here, too, questions arise. And what if the child can never reach that "level of education", which was set by the teachers of the school? And not through their own fault, but, for example, due to difficult family circumstances? Is he a priori ill-mannered? Is it too harsh a sentence?

The main difficulty in deciding the question of the results of upbringing consists in the need to observe simultaneously two important conditions. On the one hand, these results must be clearly identifiable, realistic and diagnosable. On the other hand, the definition of the results of upbringing and the process of diagnosing them should reflect a respectful attitude towards the personality of the pupil.

In our opinion, it is unacceptable to define the standard of good breeding that a child must comply with. Some children cannot reach this standard - and not through their own fault, but, for example, due to difficult family circumstances. Comparison of pupils with each other is inadmissible - “one is better, the other is worse” (such a comparison, by the way, is precisely what is supposed to be introduced by the introduction of a standard of good breeding). It is possible to compare a child not with another child, but only with himself, thereby emphasizing the positive or negative changes that have occurred in him over a particular period of time. It is also unacceptable to make a direct assessment of the child's personality - "you are bad" or "you are good." You can evaluate the actions, views, but not the children themselves.

In our opinion, the above conditions will be met if we consider the personal growth of the child as the result of humanistic upbringing.

What is this personal growth?

Personality is a person who freely and responsibly determines his attitude to the world, to people, to himself. Such relationships can be value (positive), non-value (indifferent) and anti-value (negative). Therefore, the personality should not be viewed only with a positive sign. The same can be said about personality development - it can be progressive, and it can also be regressive. Likewise, upbringing cannot be understood only in the context of a positive influence on the child. It is known that it can be both orienting the child towards positive values, and orienting him towards negative values.

However, the status of upbringing as a socially valuable human activity and the need for a public assessment of the goals and results of this activity require the introduction of a concept that determines precisely the positive direction of personality development. This concept can become "personal growth". It seems to us that personal growth is the development of a person's value attitude to those objects of reality that are recognized as a value within the framework of the civilization with which the person identifies himself. The attitude to these objects as to anti-values ​​will testify to the regressive development of the personality.

In modern Russian society, which thinks of itself within the framework of the so-called global (or rather European) civilization, humanistic values ​​are recognized as priority. Thus, it is advisable to consider personal growth as the development of humanistic value attitudes of the individual to the world, to people, to himself.

What kind of objects of the reality around us are recognized as values ​​in our society? That is, the development of which value relationships will testify to the child's personal growth?

Here we relied on the opinion of V.A. Karakovsky, who believes that in modern society such phenomena as Man, Family, Fatherland, Earth, Peace, Knowledge, Labor, Culture can be recognized as values. This series attracted us by the fact that it is precisely the objects of value relations that can be "grasped", objectified in reality, in contrast, say, from such phenomena as Good, Truth, Beauty, which, moreover, are understood by many people for some reason. differently.

Since we are talking about humanistic values, more attention should be paid to the fundamental value of humanism - the value of Man. It can manifest itself in two hypostases: as the value of another person and as the value of his own I. The development of a child's value attitude towards these phenomena will indicate his personal growth.

Let us present this in the form of a table, where, for greater clarity and a better understanding of our idea of ​​"personal growth - personal regression", we will contrast the indicators of the value and anti-value attitude of the individual to certain values-objects:

Attitude to the world

Relationship objects	How is the value attitude of the individual to these objects expressed (indicators of personal growth)	What is the expression of the anti-value attitude of the individual to these objects (indicators of personal regression)
	respect for family traditions, pride in your family, your surname	social groundlessness, ignorance of responsibility for the continuation of life
Fatherland	citizenship, patriotism	philistine and social dependency
	love for nature, respect for its wealth	consumer attitude to nature and its wealth
	peacemaking and rejection of violence, pacifism	militarism
	hard work, desire for creativity
Culture	intelligence	lack of culture, rudeness and vandalism
	curiosity	ignorance

Attitude towards other people

Attitude to oneself

We especially note that when evaluating the results of upbringing through the category of personal growth, we emphasize the importance for the upbringing of positive dynamics of personality development (that is, the development of the child's value attitude to people, his fatherland, work, etc.), and not its compliance with any standard , standard, norm (to be without fail a humanist, patriot, creator, etc.). This approach makes it possible to evaluate the efforts of even a poorly educated child to become a little better, without classifying him as “abnormal”, “deviant” children.

However, in our opinion, for a full description of a child's personal growth, it is not enough just to characterize his value attitudes towards the world, towards people, towards himself. To assess the personal growth of a child, it is also necessary to assess the stability of these relationships. We consider it possible to distinguish three types of relationships.

1. Situational relations, characterized by variability and determinism of a specific life situation in which a person finds himself. The situational nature and instability of personality relationships are clearly manifested in the so-called periods of spiritual searches of adolescents and young men (girls). This is a fairly common phenomenon, which can be assessed negatively only when they turn into unscrupulousness, a conscious rejection of one's own self.

2. Stable relationships characterized by relative resistance to various life situations. The stable, conscious, reflexive relationship of the individual to the world, to others and to himself is fixed in the position. But the position is not formed once and for all. Critical life situations, strong emotional experiences can contribute to a change in the already established attitudes of the individual to certain phenomena of the surrounding reality. The position will undergo changes. A person must each time assert himself as a person, choosing and defending his own position in a specific act.

3. An unshakable relationship characterized by constancy, immutability. There are not many examples of this in the history of mankind. The carriers of such relationships, as a rule, are very bright, outstanding personalities. These are either fanatics or ascetics, who in different cultures are revered as teachers or saints. For the former, it is characteristic to build a personal value hierarchy, where one value dominates over all others. Fanatics (such as Robespierre, for example) evaluate and comprehend the world, others, and oneself through the prism of this only fetish value. In the life of the latter, on the contrary, any hierarchy of values ​​disappears, giving way to the feeling of a deep substantial connection I-Others-World. The ancient Greeks invented for this the concept of "microcosm", Russian religious philosophy - "God-man", in modern Russian psychology they speak of man as a Universe. An example would be such personalities as Siddhartha Gautama, Fantsis of Assisi, Sergius of Radonezh, Mahatma Gandhi.

Evaluation of the effectiveness of the process of upbringing by the dynamics of personal growth of schoolchildren forces us to turn to the question of diagnosing this dynamics.

What is the essence of personal growth diagnostics?

To begin with, we offer two versions of the diagnostic questionnaire - for students in grades 6-8 and for students in grades 9-11. The structure of these two questionnaires, the methods of their processing and interpretation of the results do not fundamentally differ from each other - only some of the wording of the questions differ.

Each of the questionnaires consists of 91 statements to which adolescents can express their attitude. To do this, they must decide for themselves how much they agree (or disagree) with the statements contained in the questionnaire, and assess the degree of their agreement (or disagreement) in points from "+4" to "–4". The number of statements - 91 - is explained as follows: for each of the 13 values ​​(more precisely, the objects of value relation) presented in the table, we have developed 7 statements that reveal the attitude of schoolchildren to these values.

It is important to note here one problem related to the large number of statements contained in the questionnaire. As practice has shown, for high school students working with such a questionnaire will not cause any particular difficulties and will take only one lesson. But schoolchildren in grades 6 - 8 will find it difficult to work with a large amount of information. Therefore, in these classes, we recommend carrying out diagnostics in two days, dividing the questionnaire in half, respectively. This will solve the problem.

When selecting materials for the proposed diagnostic questionnaire, we were guided by the following principles:

The wording of the statements should be understandable for schoolchildren and be perceived by them unambiguously;

The text of the questionnaire should be composed in such a way as to avoid possible conformal behavior of schoolchildren, attempts to “guess” the answer, “correctly” refer to a particular thesis. To do this, adolescents must be given the right to fill out the questionnaire anonymously;

The theses of the questionnaire should be formulated in such a way that this or that answer does not look in the eyes of the student as deliberately publicly approved.

Of course, the questionnaire can be used to assess the current (static) state of the adolescent's value attitudes towards the world, towards other people, towards himself. But since personal growth is a dynamic phenomenon, then the developed questionnaire should be used, in our opinion, to identify the dynamics of the student's personality development (his personal growth or personal regression).

In this regard, in our opinion, it is advisable to conduct a survey during the academic year: the first time - at the beginning, the second - at the end. This will allow teachers to see not only the nature of students' attitudes towards the world, towards other people, towards themselves, but also the change in these relations, that is, to trace the possible dynamics of personal growth. This method of conducting the survey has one drawback: if the questionnaire is offered to the same children more than twice, they may become addicted to it, which reduces the reliability of the results. However, it seems that a creative teacher will be able to find a way out of this difficulty.

Another scheme for conducting a survey is also possible: the first time - among sixth-graders, the second - among eighth-graders, the third - among ninth-graders, and the fourth - among the same schoolchildren, but already eleventh-graders. In this case, the dynamics of personality development becomes even more obvious - you can trace what changes have occurred in the development of your pupils over several (!) Years. But this method also has a drawback: the percentage of sixth graders who finish their studies in a particular school and a particular classroom up to the eleventh grade may turn out to be low. However, this difficulty is also surmountable.

Below we provide the texts of the questionnaires, answer forms and the general technique for processing and interpreting the results.

Questionnaire for students in grades 6-8

There are several different statements in front of you. Please read them and think whether you agree with these statements or not. If you agree, then put a positive rating (+1, +2, +3 or +4) in a special form next to the number of this statement. If you disagree with any statement, then put a negative mark on the form (-1, -2, -3, or -4).

"0" - neither yes nor no;

Try to be honest. There can be no "correct" and "wrong" assessments. It is only important that they express only your personal opinion. Thank you in advance!

1. I like it when our whole family comes to visit, celebrates some holiday or just gathers at a common table.

2. Those who criticize what is happening in the country cannot be considered true patriots.

3. Stray dogs must be destroyed because they can be dangerous.

4. Any quarrels can be settled without resorting to fights.

5. I am able to happily do a variety of jobs.

6. What adults call the cultural values ​​of the past, in fact, often turns out to be old junk.

7. Even if something is incomprehensible to me in the lesson, I will not ask the teacher clarifying questions - after all, this is not so important.

8. A person who has committed a crime will never be able to become good in the future.

9. It is foolish to take risks for the sake of another person.

10. Even the strangest people with the strangest hobbies should have the right to defend themselves and their views.

Sports activities are a must for the health of every person.

When I become an adult, I can live happily and without starting my own family.

I am lucky that I live in Russia.

People who oppose the war are probably just cowards.

Only losers are engaged in physical labor.

I like to learn the meanings of words I don't know.

Our country will be better if we get rid of all mentally ill people.

There are peoples who do not deserve to be treated well.

I think that smoking and alcohol helps people to relax, relieve stress after hard work.

I am often unhappy with the way I live.

I am not afraid to make a mistake when choosing something in my life.

It is good when a person does not have a family and children - this way he feels more free.

When I grow up, I will try to defend my homeland from enemies.

Action movies with shooting and blood help children become brave and courageous.

The janitor's job is just as important as any other job.

Obscene expressions in communication are a sign of lack of culture.

Studying is an occupation for abstruse nerds.

If for the sake of justice you need to kill a person - that's okay.

I like to give gifts to my friends, relatives, acquaintances.

Most of the crimes in our city are committed by people who came to us from other places.

I believe that you cannot become a drug addict from one dose of drugs.

I am very worried about any of my failures, even the smallest ones.

I am proud of my last name.

Trafficking in endangered animals is a good way to make money.

Prisoners of war can be treated cruelly, because they are our enemies.

If the child abruptly interrupts the conversation of adults, there is nothing to worry about - the child also has the right to speak out.

A person cannot know everything, so I am not worried about not knowing many important things.

Better to release 10 criminals than to execute one innocent person.

People who ask for alms are most likely lazy and deceitful.

All famous, famous people try to keep fit.

It is hard for me to meet new people, I am often shy and embarrassed at the same time.

I want to know why and for what I live.

I don't like it when our anthem is sung - it's boring and I have to get up all the time.

To concede in an argument means to show your weakness.

A good study is also important and serious work.

On the walls of the entrance, you can draw and write whatever you like.

I feel bad when the people around me are upset about something.

I will help another person, even if I'm very busy.

I like outdoor games, sports or fishing more than sitting in front of a computer or TV.

My actions often depend not on myself, but on other people.

A person does not need to know anything about their ancestors or relatives.

It happens that I experience great excitement, a sense of pride when I hear songs about my homeland.

It’s okay if you don’t turn off the tap in the school cafeteria after washing your hands, because our country has the largest reserves of water in the world.

A strong military power, including Russia, should be respected and feared by other countries.

A clean-up day for a home or school is a useless exercise.

If an adult swears, there is nothing wrong with that - after all, he is already an adult.

I think that even without getting good knowledge I will be able to get a good job in the future.

It is necessary to prohibit the entry of refugees from Asia and Africa into our country, as their influx increases the level of crime.

I think that health is not the most important thing for a person today.

I do not feel sad or longing when I am alone.

I most often agree with the majority opinion.

I would like to go to other countries, but I want to live in my own country.

I believe that it is imperative to feed homeless animals and wintering birds.

It seems to me that our country has too many weapons and this is bad - their number could be reduced.

If necessary, I can do even the work that I do not like.

I can offend a person if I don't like him in some way.

The TV is necessary for entertainment and recreation, and not in order to learn something new from it - there is a school for this.

All homeless people and beggars must be caught and forced to work.

A person will never do anything if it is not beneficial for him.

People of a different race or nationality may be normal people, but I would prefer not to take them as friends.

The taste of food is more important than its healthiness.

It seems to me that there is more bad in me than good.

When I do wrong, my conscience torments me.

Answer form

1 14 27 40 53 66 79

2 15 28 41 54 67 80

3 16 29 42 55 68 81

4 17 30 43 56 69 82

5 18 31 44 57 70 83

6 19 32 45 58 71 84

7 20 33 46 59 72 85

8 21 34 47 60 73 86

9 22 35 48 61 74 87

10 23 36 49 62 75 88

11 24 37 50 63 76 89

12 25 38 51 64 77 90

13 26 39 52 65 78 91

Last name, first name (You can indicate if you wish) _______________

Questionnaire for students in grades 9-11

You will be presented with a number of statements. Please read them and determine how much you agree or disagree with them. You can assess the degree of your agreement or disagreement in points (from "+4" to "–4"):

"+4" - undoubtedly yes (very strong agreement);

"+3" - yes, of course (strong agreement);

“+2” - in general, yes (average agreement);

"+1" - rather yes than no (weak agreement);

"0" - neither yes nor no;

"-1" - more likely no than yes (weak disagreement);

“–2” - in general, no (medium disagreement);

“–3” - no, of course (strong disagreement);

“–4” - no, absolutely wrong (very strong disagreement).

Try to be sincere. There can be no "correct" and "wrong" assessments. It is only important that they reflect your personal opinion. You can enter your grades in a special form next to the ordinal number of the approval of the questionnaire. Thanks!

I like it when our whole family comes to visit, celebrates a holiday or just gathers at a common table.

Those who criticize what is happening in the country cannot be considered true patriots.

Stray dogs must be destroyed as they can be dangerous.

Any conflict can be resolved without resorting to force.

I am able to happily do a variety of jobs.

What many call the cultural values ​​of the past, in fact, often turns out to be primitive old junk.

You should not ask the teacher with questions during the lesson: they distract from the main thing.

A person who has committed a crime can never change for the better.

It is foolish to take risks for the benefit of another person.

Even the strangest people with the most unusual hobbies and interests should have the right to defend themselves and their views.

Sports activities are a vital necessity for every person.

Most of my peers prefer to communicate with beautiful people.

I strive to solve my problems on my own, on my own.

I can live happily without starting my own family.

I owe a lot to my country.

It's better to go to the forest for a Christmas tree, because there you can choose the fluffiest one.

People who oppose the war are actually cowardly.

Physical labor is the lot of losers.

Appearance is an indicator of respect not only for oneself, but also for others.

I strive to find out the meanings of words unfamiliar to me.

It will become easier for the country if we get rid of mentally ill people.

I feel sorry for helpless people and I want to help them.

There are nations and peoples that do not deserve to be treated well.

I believe that smoking or alcohol can help me relax, relieve tension.

I often feel frustrated with life.

People often make mistakes when choosing, but I am not afraid to make a mistake when making a choice.

Without a family and children, a person feels more free.

I am ready to defend my homeland in case of serious danger.

Keeping animals in mobile menageries is inhuman.

Action movies with shooting and gore build courage.

A housewife can also be a creative person.

Obscene expressions in communication are a sign of lack of culture.

Study is an occupation for "nerds".

If for the sake of justice it is necessary to kill a person, then this is normal.

I have strong positive emotions when I give someone a gift.

Most of the crimes in our city are committed by visitors.

I will not become a drug addict from one dose of drugs.

I am very worried about any, even minor, failures.

I am ready to argue with the teacher if I think that he is wrong.

I am proud of my last name.

Importing rare exotic animals from abroad is a normal way to make money.

Prisoners of war should not be subject to human rights.

I would like to earn extra money in my free time, if it does not interfere with my studies.

What communication without a bottle of "Klinsky"!

A person cannot know everything, so I am not worried about my ignorance of some important things.

It is better to acquit 10 criminals than to execute one innocent person.

People who beg for alms are most likely lazy and deceitful.

Judging "ours" at international competitions is often unfair, because no one likes Russians.

All people who have taken place in life are trying to maintain good physical shape.

It's hard for me to make acquaintances with new people.

It is important for me to find the meaning of my own life.

Looking at old family photos is a freak's business.

Once abroad, I will try not to be perceived as a Russian.

Cleaning up someone else's garbage at tourist camps is a stupid task.

Making concessions means showing weakness.

A good study is also serious work.

Vandalism is one of the forms of youth protest.

I like to dig in encyclopedias, magazines, dictionaries: you can find a lot of interesting things there.

I cannot feel good when the people around me are overwhelmed by something.

I can sacrifice my well-being to help someone I don't know.

It is unfair to put dark-skinned people as leaders over white people.

I prefer active rest to sitting in front of the TV or computer.

I feel uncomfortable in unfamiliar company.

My actions often depend on external circumstances.

A person does not need to know their ancestry.

It happens that I experience great excitement when I hear songs about my homeland.

Considering all the pros and cons, the storage of foreign nuclear waste in Russia will bring more financial benefits than environmental harm.

We are a strong military power, and that is why we must be respected.

The clean-up day for a house or school is a relic of the past.

I cannot imagine Russian spoken language without a mat.

I think that without getting good knowledge I will be able to make a good career in the future.

Even notorious criminals deserve torture and bullying, because they are people too.

I am ready to help an elderly person only for a reward.

The authorities should deny access to our country for refugees from economically backward states, as their influx increases the level of crime.

I think that health is not the most important thing in life today.

I am not oppressed by temporary loneliness.

I most often follow the opinion of the majority.

It saddens me that I do not do everything for my parents that I could.

I would like to go to other countries, but I prefer to live in my own.

I think that wearing fur coats made of natural fur is immoral.

It seems to me that there are too many weapons in our country.

I can force myself to do work that I don't like.

I can get nasty on a person if I don't like him in some way.

Television, first of all, should be a means of entertainment and recreation, and only secondly - a source of information about events in the country and the world.

All homeless people must be caught and forced to work.

It is natural for a person to never do anything without regard for his own benefit.

There can only be one true religion.

Taste qualities of food, in my opinion, are more important than their usefulness.

Deep down, I know that I value myself low.

When I do wrong, my conscience torments me.

Answer form

1 14 27 40 53 66 79

2 15 28 41 54 67 80

3 16 29 42 55 68 81

4 17 30 43 56 69 82

5 18 31 44 57 70 83

6 19 32 45 58 71 84

7 20 33 46 59 72 85

8 21 34 47 60 73 86

9 22 35 48 61 74 87

10 23 36 49 62 75 88

11 24 37 50 63 76 89

12 25 38 51 64 77 90

13 26 39 52 65 78 91

Surname, name (you can specify if you wish) _______________

Processing of results

The students' answers are distributed on 13 scales: they correspond to 13 lines in the answer form filled in by the respondent. Results are obtained by adding the scores for each scale.

1. The nature of the student's relationship to the family is shown by his assessments of statements No. 1, 14, 27, 40, 53, 66, 79. At the same time, in the answers to questions No. 1, 40, 79 the sign does not change. In the answers to questions No. 14, 27, 53, 66 the sign is reversed.

2. The nature of the student's relationship to the fatherland is shown by his assessments of statements Nos. 2, 15, 28, 41, 54, 67, 80. At the same time, in the answers to questions Nos. 15, 28, 67, 80 the sign does not change. In the answers to questions No. 2, 41, 54, the sign is reversed.

3. The nature of the student's relationship to the Earth is shown by his assessments of statements Nos. 3, 16, 29, 42, 55, 68, 81. At the same time, in the answers to questions Nos. 29, 81 the sign does not change. In the answers to questions No. 3, 16, 42, 55, 68, the sign is reversed.

4. The nature of the student's relationship to the world is shown by his assessments of statements No. 4, 17, 30, 43, 56, 69, 82. At the same time, in the answers to questions No. 4, 82 the sign does not change. In the answers to questions No. 17, 30, 43, 56, 69, the sign is reversed.

5. The nature of the student's attitude to work is shown by his assessments of statements No. 5, 18, 31, 44, 57, 70, 83. At the same time, in the answers to questions No. 5, 31, 44, 57, 83 the sign does not change. In the answers to questions No. 18, 70, the sign is reversed.

6. The nature of the student's relationship to culture is shown by his assessments of statements Nos. 6, 19, 32, 45, 58, 71, 84. At the same time, in the answers to questions Nos. 19, 32 the sign does not change. In the answers to questions No. 6, 45, 58, 71, 84 the sign is reversed.

7. The nature of the student's attitude to knowledge is shown by his assessments of statements No. 7, 20, 33, 46, 59, 72, 85. At the same time, in the answers to questions No. 20, 59 the sign does not change. In the answers to questions No. 7, 33, 46, 72, 85 the sign is reversed.

8. The nature of the student's relationship to the person as such is shown by his assessments of statements Nos. 8, 21, 34, 47, 60, 73, 86. At the same time, in the answers to questions Nos. 47, 60, 73 the sign does not change. In the answers to questions No. 8, 21, 34, 86 the sign is reversed.

9. The nature of the student's relationship to the person as the Other is shown by his assessments of statements No. 9, 22, 35, 48, 61, 74, 87. At the same time, in the answers to questions No. 22, 35, 61 the sign does not change. In the answers to questions No. 9, 48, 74, 87 the sign is reversed.

10. The nature of the student's relationship to a person as a Other, as to a representative of a different nationality, a different faith, a different culture is shown by his assessments of statements No. 10, 23, 36, 49, 62, 75, 88. In this case, in the answer to question No. 10, the sign does not change. In the answers to questions 23, 36, 49, 62, 75, 88 the sign is reversed.

11. The nature of the student's relationship to his bodily self is shown by his assessments of statements Nos. 11, 24, 37, 50, 63, 76, 89. At the same time, in the answers to questions Nos. 11, 50, 63, the sign does not change. In the answers to questions No. 24, 37, 76, 89 the sign is reversed.

12. The nature of the student's relationship to his inner world, his spiritual self is shown by his assessments of statements Nos. 12, 25, 38, 51, 64, 77, 90. At the same time, the sign does not change in the answer to question No. 77. In the answers to questions No. 12, 25, 38, 51, 64, 90, the sign is reversed.

13. The nature of the student's relationship to his spiritual self is shown by his assessments of statements No. 13, 26, 39, 52, 65, 78, 91. At the same time, in the answers to questions No. 13, 26, 39, 52, 91 the sign does not change. In the answers to questions No. 65, 78, the sign is reversed.

Interpretation of results

The description of the levels of development of the child's attitude to a particular value, offered to your attention, gives an approximate, typified picture of what is behind the student's answers to the corresponding group of questions. This is not an accurate diagnosis, it is a trend, a reason for your pedagogical thinking.

In the case of group diagnostics, when summarizing the results, do not limit yourself to stating the percentage distribution of answers over four levels. Make the big picture multifaceted and multi-colored, celebrate especially outstanding results.

In the case of an individual diagnosis, be extremely careful about the teenager's answers. When carrying out factor analysis, pay attention to what his answers "fall out" of his own individual "norm". Perhaps this is the point of his personal growth (or regression).

And in that, and in another variant of the diagnosis, even if there is a negative trend, try to emphasize all the available positive points.

If you need to make the results of a survey public, please be extremely tactful. Remember: you are not judging, you are thinking!

The attitude of the teenager to the family

From +15 to +28 points (stable-positive attitude) - the value of the family is highly significant for a teenager. He values ​​family traditions and foundations, remembers various little things that are pleasant to some of the family members. Family holidays are always held with his participation and assistance in preparation. In the future, he wants to create a happy family.

From +1 to +14 points (situationally positive attitude) - a family is of a certain value for a teenager, but the very fact of having a family, family traditions is perceived by him as natural (“how could it be otherwise?”). A teenager takes part in family holidays, but without a reminder, he does not always remember the birthday of someone close to him. Takes parental care for granted. He assumes that the family he will create in the future will not be very similar to the one in which he lives now.

From -1 to -14 points (situationally negative attitude) - the adolescent's attitude to the family is, as a rule, consumerist. He "should" give money for petty expenses and forgive pranks. But if something serious is needed from the parents, the teenager will achieve this by any means - flattery, lies, obedience. He himself, most likely, believes that he owes nothing to anyone.

From -15 to -28 points (stable negative attitude) - the family does not represent any value for the child. This attitude manifests itself in a sense of shame for their surname, a conscious rejection of the norms of behavior adopted in the family, ideas about life. All this in the future may negatively affect his ability and desire to create his own happy family.

The adolescent's attitude to the Fatherland

From +15 to +28 points (stable-positive attitude) - a teenager has fully developed feelings of citizenship and patriotism. Homeland for him is not an abstract category, but a specific country where he is going to live, of which he is proud. He feels personally responsible for the fate of the country. At the same time, such feelings are not caused by the conjuncture, not by the fashion for patriotism, but are deeply personal, experienced.

From +1 to +14 points (situationally positive attitude) - the teenager experiences the feeling of the Motherland as the feeling of his home, village, city. However, it seems to him that what is happening in the country and in his "small homeland" has little in common. He gets up when a hymn is played, rather not out of a spiritual impulse, but because it is so accepted. If necessary, the teenager will not refuse to help the veterans, although he himself may not offer his help.

From -1 to -14 points (situationally negative attitude) - the teenager tries not to openly show his attitude towards the country. In principle, he is indifferent to talking about her "wretchedness". He can speak “correctly” on the topic of citizenship and patriotism, but depending on the situation, he can place the emphasis in different ways. The teenager knows how to guess at what moment what is “patriotic” and what is not. It seems to him that what is happening with the country and with himself has little in common.

From -15 to -28 points (consistently negative) - it can be assumed that the teenager is distinguished by a philistine attitude towards his country. Homeland for him is just a place where he lives, and which can be easily exchanged for any other. All successes are his own successes, and the country is to blame for the failures ("yes, unless in this country ..."). Maybe he himself will not participate in the desecration of monuments, but he certainly will not condemn others, because memory is not something for which you can get dividends.

The adolescent's attitude to the Earth (nature)

From +15 to +28 points (stable-positive attitude) - the adolescent has a fully developed ecological consciousness. It is natural for him to feel pity and empathy for any animal; he is ready to clean the forest and clean water bodies, finding these activities exciting and important for himself. And he will certainly pick up and feed the abandoned puppy, will not forget to water the flowers (not at all out of a desire to receive praise from an adult, but out of the need to feel the harmony of the world in which he lives).

From +1 to +14 points (situationally positive attitude) - a teenager cares about animals, flowers, but mainly about those that belong directly to him. Environmental problems are perceived by him as objectively important, but at the same time do not depend on him personally. He will not litter in the forest if others do not. He will take part in the cleanup with the class, but if there is an opportunity to refuse, he will most likely use it.

-1 to -14 points (situationally negative attitude) - personal opinion adolescent about environmental problems depends on the conjuncture. He prefers not to pay attention to such trifles as the rubbish thrown by him, the lit trash can. Breaking branches in the forest, chasing cats and dogs in the yard, he does not think about what he is doing. And even more so it will not react if others do the same. He divides all animals into useful and useless, pleasing him and his eyes and causing disgust.

From -15 to -28 points (stable negative attitude) - nature is perceived by a teenager as a commodity. The adolescent's attitude to the forest, animals, reservoirs is dictated by the need for his own comfort, and if it works out, then the benefit for himself. He is able to hurt an animal for simple fun. He scoffs at those who show respect and love for "our little brothers."

The teenager's attitude to the world

From +15 to +28 points (stable-positive attitude) - the adolescent has a clearly expressed pacifist position. He believes that only weak people and states resort to violence. He has an emphatically negative attitude towards manifestations of brute force. I am sure that there is always an opportunity to settle the conflict without infringing upon the rights of other people. Not afraid to make concessions.

From +1 to +14 points (situationally positive attitude) - the teenager as a whole shares the ideas of peace and non-violence, but at the same time believes that in some cases the use of force is justified. He treats manifestations of brute force with a mixed feeling of rejection and fear. The teenager believes that in a complex modern world one must always be ready for confrontation, therefore, unfortunately, one cannot do without weapons. He tries not to make concessions, because he does not want to appear weak in the eyes of others.

From -1 to -14 points (situationally negative attitude) - a teenager is sure that peace can be maintained mainly by force, threats, ultimatums. He views war as one of the natural ways to resolve conflicts. In his opinion, strong is the one who is feared. He believes that there are enough potentially hostile people and states around. It is unlikely that he himself will be the initiator of the violent act, but he will most likely not refuse to play the role of the "second plan".

From -15 to -28 points (stable negative attitude) - it can be assumed that there is no alternative for a teenager - negotiations or a military operation. War for him can be a value - with the help of it he can solve the problems of overpopulation and lack of food for everyone. He is completely and completely on the side of the force, and everyone who tries to resist this is "weak" for him. Most likely, this applies to both local (class, courtyard, school) and large conflicts, where nothing depends on him so far.

The adolescent's attitude to work

From +15 to +28 points (stable-positive attitude) - the teenager is distinguished by hard work in everything: from cleaning the classroom to reading a difficult book. He enjoys difficult, time consuming, even tedious work. He does not consider it shameful to help his parents with the housework, he can offer to do something himself. Whether he earns money somewhere or not yet - in any case, the teenager is not ashamed of this.

From +1 to +14 points (situationally positive attitude) - most likely, only a prestigious job earns the adolescent's respect. Although if everyone around you is busy with something not prestigious (for example, cleaning the area during a clean-up day), then you can take part "for the company." He will help with household chores, but he will be annoyed that it takes so long.

From -1 to -14 points (situationally negative attitude) - the teenager, if possible, will shift part of his work to another. If he finds out that one of his classmates is working after school, he will most likely react like this: “What, you have nothing to do ?!”. In his view, "dirty" work is the lot of second-class people or those who have not managed to get a job in life. He himself would certainly never tackle it.

From -15 to -28 points (stable negative attitude) - more or less difficult work disgusts the teenager. He comes up with a lot of reasons why you shouldn't take it. The teenager will gladly take advantage of the fruits of someone else's labor, passing them off as his own whenever possible. There is no connection between hard work and well-being for him.

The adolescent's attitude to culture

From +15 to +28 points (stable-positive attitude) - cultural forms of behavior, of course, are personally significant for a teenager and are actively implemented by him in Everyday life... Rudeness, "decoration" of speech with obscene phrases are alien to him, he is attentive and tactful in relation to other people. He understands the need to preserve the cultural heritage that we inherited from the past, and categorically does not accept vandalism.

From +1 to +14 points (situationally positive attitude) - a teenager recognizes the objective value of cultural forms of behavior, but is by no means always guided by them in his daily life. He probably would like to look like a "cultured person", but he is not ready to put daily efforts to this. He finds justification for episodic manifestations on his part of rudeness ("I am rude only in response"), slovenliness ("well, let them be greeted by their clothes, but escorted by their minds"), obscene abuse (" powerful emotions difficult to express in another way "), etc. Vandals are antipathetic to him.

From -1 to -14 points (situationally negative attitude) - cultural forms of behavior are viewed by the adolescent as something dogmatic, coming from the world of adults, and therefore burdening his daily life. He is a supporter of the natural expression of his thoughts, feelings, desires and believes that cultural cutting will only prevent him from being who he is. He probably associates the word “culture” with the TV channel “Culture” and evokes an irresistible boredom. It is unlikely that he himself is capable of an act of vandalism, but most likely he will not condemn peer vandals.

From -15 to -28 points (stable negative attitude) - the word "culture" in all its forms causes rejection in the adolescent and is considered as a manifestation of the deceit of the adult world. He probably knows what cultural forms of behavior are, but in his everyday life he implements them exactly the opposite. Tactfulness seems to him a manifestation of weakness, rudeness and foul language - strength, "sipping beer" to the accompaniment of swearing - the best pastime. Monuments of the past are perceived by him, most likely, as ordinary old junk, so he is not at all opposed to "throwing them off the ship of our time."

The adolescent's attitude to knowledge

From +15 to +28 points (stable-positive attitude) - in front of you is an inquisitive person who has a steady desire to learn new things. A teenager may be “uncomfortable” for a teacher, as he asks a lot in the lesson, doubts seemingly obvious things. He believes that the success of professional growth and career is directly related to the depth of knowledge, and strives to obtain them.

From +1 to +14 points (situationally positive attitude) - a teenager can study well, but on his own initiative he is unlikely to dig in books for a long time to find the meaning of a term or fact that he does not understand. In his mind, knowledge and future career, of course, are connected, but do not put so much effort into this!

From -1 to -14 points (situationally negative attitude) - a teenager will never ask an adult if something is not clear to him. Frankly does not understand how one can watch popular science programs on TV. Knowledge is purely utilitarian for him (if he learned it, he answered, it means he didn't make any trouble).

From -15 to -28 points (stable negative attitude) - obviously, the adolescent's need for knowledge acquisition is practically absent. He openly despises those who study, considers them "nerds" - people who live an inferior life. He is confident that the level and quality of his education will not have any impact on his future life.

The attitude of a teenager to a person as such

From +15 to +28 points (stable-positive attitude) - the value of a person as he is in all his manifestations is, of course, significant for a teenager. Human life is priceless for him. No considerations of justice can justify the "tears of the innocent." “The forest is being cut, the chips are flying” - this is unacceptable for our hero. He is merciful, capable of sympathy, compassion, forgiveness.

From +1 to +14 points (situationally positive attitude) - the value of a person can be understood by a teenager, but not fully felt. He can demonstrate his humanism, but deep down in his soul, certain categories of people (for example, the mentally ill, beggars, homeless people) seem to him to be those who prevent him from feeling the joy of life. The teenager admits the death penalty for the most serious crimes. When the triumph of justice and "mercy to the fallen" are on different scales, he will most likely choose the former.

From -1 to -14 points (situationally negative attitude) - most likely, the teenager is inclined to divide people into normal and abnormal. He treats the former quite respectfully, maybe even merciful to them; he considers the latter to be “subhuman” and would like to encounter them as little as possible. A great goal, in his opinion, cannot be achieved without getting your hands dirty. The principle of "chopping wood, chips flying" is quite acceptable for a teenager. At the same time, he equally does not want to be either a "lumberjack" or a "chip" - rather, a "gatherer" or "knitter of firewood."

From -15 to -28 points (stable negative attitude) - a person as a value is most likely an empty phrase for a teenager. He is prone to cruelty towards other people, scornful of any acts of mercy. "Weak people" and "abnormal", in his opinion, worsen our life, inhibit the growth of well-being, therefore, they must be completely isolated from society. Surely he believes that justice, order, stability are worth eliminating mentally ill, homeless people. The most dangerous thing is that he can move from words to actions.

The adolescent's attitude to a person as to another

From +15 to +28 points (stable-positive attitude) - a teenager is a true altruist. He is always ready to help other people, even strangers, without waiting for a request from their side. In his actions for the benefit of others, he is disinterested. Always ready to help the weak, the needy. For the sake of such help, I am ready to risk my own well-being. Likes to give gifts “just like that”.

From +1 to +14 points (situationally positive attitude) - the teenager is not averse to helping those in need, but prefers to do it when asked. He is careful in his actions for the benefit of others, tries not to jeopardize his own well-being. He does not trust the sincerity of those asking for alms, and if they are near him, he tries to pretend that he does not notice them. He enjoys giving gifts, but at the same time, deep down, he counts on a return gift. If this does not happen, he gets upset.

From -1 to -14 points (situationally negative attitude) - the adolescent only occasionally thinks about the needs and feelings of other people. For the most part, these are those on whom he depends to one degree or another. Unselfishness seems to him a waste, he prefers to do everything for his own benefit, skillfully masking it. He is sure that every good deed should be adequately rewarded, therefore, before doing anything good, he is not ashamed to find out, but "what will happen to him for it."

From -15 to -28 points (stable negative attitude) -the teenager is focused exclusively on his own person, sincerely considers himself to be the "center of the universe." Not exactly doing, but even thinking about others is not part of his plans. In everything he is looking for benefit, not really hiding it. Unselfishness seems to him absurd, utter stupidity. He is prone to backbiting, cynical attitude towards those who need something, who need help. All beggars for him are lazy and liars. Much more than giving, he enjoys accepting gifts, preferably expensive and useful.

The adolescent's attitude towards a person as an Other

From +15 to +28 points (stable-positive attitude) - a teenager recognizes the rights of people to a different way of life, different from his own, and the free expression of his views. He, of course, accepts other cultures, has a positive attitude towards cultural differences, and is susceptible to any manifestation of cultural discrimination. He strives for understanding, penetration into the essence of other cultures, is able to avoid cultural prejudices and stereotypes in their assessment. There is also a tangible desire to view other cultures not from their own "bell tower", but through the prism of the values ​​and priorities of these cultures themselves.

From +1 to +14 points (situationally positive attitude) - a teenager is inclined to recognize and accept cultural pluralism, respect a wide variety of socio-cultural groups, but at the same time shares (often unconsciously) some cultural prejudices, uses stereotypes in relation to representatives of certain cultures ... He cannot see for himself many, especially hidden, manifestations of cultural discrimination in everyday life. It is difficult for him to imagine what problems cultural minorities, migrants or refugees might face. This is due to the lack of understanding of the Other, the inability to see him from the inside, to look at the world from his point of view.

From -1 to -14 points (situationally negative attitude) - a teenager verbally recognizes the rights of others to cultural differences, declares the principle of equality of people, but at the same time experiences personal rejection of certain sociocultural groups. The adolescent tries to justify such a dissonance between the declared humanistic principles and the real manifestation of intolerance by referring to public opinion ("everyone thinks so"), immoral behavior allegedly characteristic of representatives of these groups ("they are all like that"), personal unsuccessful experience of interaction with them ("I I met such people and I am sure that ... "). This position is based on culture-centrism, xenophobia, and the presumption of the guilt of the other. While denying such flagrant manifestations of intolerance as fascism, genocide, segregation, a person can easily label people of other cultures as “unworthy of respect”, “dangerous”.

From -15 to -28 points (stable negative attitude) - the adolescent deliberately refuses to recognize, accept and understand representatives of other cultures. He is inclined to characterize cultural differences as deviance, he does not want to recognize the equal rights to existence of those who have a different physical appearance or share different values. Often he is demonstratively hostile and contemptuous of such people, eager to “cleanse” them from the space of his own life. The teenager does not feel the slightest desire to look at certain life situations from the point of view of another culture.

The adolescent's attitude to his bodily self

0т +15 to +28 points (stable-positive attitude) - for a teenager, the value of health is a priority. He understands what a healthy lifestyle is, consciously cultivates it and associates his future success in life with it. He is able to resist attempts to involve him in the process of using tobacco, alcohol, drugs and will try to prevent this in relation to others.

From +1 to +14 points (situationally positive attitude) - the value of health is significant for a teenager. Objectively, he understands the importance of a healthy lifestyle, but subjectively he does not put it too high. Health for him is a natural state, a self-evident "thing", and not something that requires special efforts. Addiction to bad habits is an excusable weakness, not a manifestation of lack of will. Perhaps, deep down, he believes that he is able to achieve success in life without paying close attention to his physical form.

From -1 to -14 points (situationally negative attitude) - the value of health is low in the mind of a teenager. Reflections and conversations about health and a healthy lifestyle, he considers a waste of time, the lot of pensioners. He wants to look good, in a sporty way, in the eyes of others, but he is frankly lazy to do something for this. Bad habits do not seem so bad to him, on the contrary, they have a certain pleasantness, charm. He will probably grin approvingly when he heard the phrase "who does not smoke or drink, he will die healthy."

From -15 to -28 points (stable negative attitude) - one's own health, especially the health of others, does not represent any significant value for a teenager. He either does not care at all about his physical condition, or he hates everything that is connected with his bodily life ( last case real under the condition of low self-acceptance of the adolescent). He despises those who care about their health. He considers his bad habits to be absolutely natural and, perhaps, even takes pride in them. On occasion, he will not fail to ridicule everything related to the topic of health, physical education and sports.

The adolescent's attitude to his soul self

From +15 to +28 points (stable-positive attitude) - the teenager accepts himself as he is. He believes in his strengths and capabilities, honestly treats himself, sincere in the manifestation of feelings. Feels comfortable even in an unfamiliar company. He is not afraid of loneliness, minutes of solitude are important and fruitful for him. He bravely endures personal troubles, is not afraid to seem ridiculous.

From +1 to +14 points (situationally positive attitude) - accepting himself as a whole, a teenager may still feel awkward about some of his characteristics. He thinks of himself as a person who is sympathetic to others, but a worm of doubt and insecurity still erodes him. He would like both now and in the future to guarantee himself against falling into ridiculous positions and situations. He is somewhat burdened by a solitary position and, whenever possible, tries to replace him with something (listening to music, watching videos, etc.).

From -1 to -14 points (situationally negative attitude) - a teenager accepts himself as he is, only in certain moments of his daily life. He always wants to "jump" out of his "skin", immediately turn out to be beautiful, rich and famous. His idols are usually just like that. Deep down, he hopes for his attractiveness to others, but he is sure that they see his shortcomings in the first place. Loneliness is both painful and salutary for him. In the society of his peers, he prefers to be on the sidelines.

From -15 to -28 points (stable negative attitude) - the teenager does not accept himself, considers himself ordinary and unworthy of the attention of others. He hates his reflection in the mirror (his speech, his clothes, etc.). Any change in the situation is perceived as potentially catastrophic for him in consequences. Once alone, he begins to engage in "masochistic self-digging" and "self-criticism." His own inferiority is his obsession. He experiences an acute sense of guilt for what he really is, which in the future may turn into a painful desire to dominate others.

The adolescent's attitude to his spiritual self

From +15 to +28 points (stable-positive attitude) - the teenager considers himself as the author and manager of his own life. The feeling of personal freedom is extremely important for him, and for the sake of this feeling he is ready to resist external pressure. He is capable of independent and responsible choice. It is very important for him to find the meaning of his own life, which he wants to live "according to his conscience."

From +1 to +14 points (situationally positive attitude) - the adolescent feels in himself the opportunity to be the master of his own life, but considers this to be real only in case of favorable external circumstances. He likes to feel free, but he is not ready to risk his own well-being for the sake of freedom. The choice is attractive to him, but he goes to him with an eye: the possibility of error and responsibility put him on guard. He recognizes the objective significance of the categories of conscience and the meaning of life, but in his everyday life he prefers to be guided by other, more pragmatic regulators.

From -1 to -14 points (situationally negative attitude) - the adolescent is more impressed by the role of the follower than the author and manager of his own life. He is looking for a society of people whose spiritual strength could “cover up” his indecision and self-doubt. He tries to get away from the choice as much as possible; with noticeable external pressure, he is ready to give up personal freedom in favor of a sense of peace and spiritual comfort. He is inclined to explain his failures by an unfavorable coincidence. The pangs of conscience weigh on him, so he prefers not to think about his conscience.

From -15 to -28 points (stable negative attitude) - the teenager feels himself to be a “pawn” in the surrounding element of life, a hostage of powerful external forces beyond his control. He is afraid and avoids any free action. Seeks patronage the mighty of the world this is what I am ready to trust them without looking back. He prefers complete certainty and unambiguity in everything and does not want a choice. He believes in the strength and infallibility of the majority, because this saves him from personal responsibility for himself and his life. The principle of his life is not to protrude.

I. Purpose of monitoring

II. Monitoring subject

The personality of the pupil himself is the main indicator of the effectiveness of the upbringing process.

The children's team is one of the most important conditions for the development of a child's personality.

The professional position of a teacher is another of the most important conditions for the development of a child's personality.

Organizational conditions that ensure the effectiveness of the upbringing process.

Expertise

III. Studying the personality of a student as the main indicator of the effectiveness of the upbringing process

1.Diagnosis of personal growth of schoolchildren

What is this personal growth?

What is the essence of personal growth diagnostics?

Questionnaire for students in grades 6-8

Questionnaire for students in grades 9-11

Processing of results

Interpretation of results

2. Individual diagnostic interview

Situation 1.

Situation 2.

Situation 3.

Situation 4.

Situation 5.

Situation 6.

Situation 7.

Situation 8.

Situation 9.

Situation 10.

IV. Studying the children's collective as a condition for the development of the student's personality

1.Methodology for studying the level of development of the children's team "What kind of team we have"

Progress

Figurative description of the stages of development of the team

Processing of the received data

2.Sociometric study of interpersonal relationships in a children's team

Questionnaire

Processing of the obtained results

An example of a sociometric table

Interpretation of the results obtained

V. Studying the professional position of the teacher as a condition for the development of the student's personality

1. Diagnostics of the professional position of a teacher as an educator

How is the diagnosis carried out?

Questionnaire No. 1

Questionnaire No. 2

Processing of results.

Interpretation of results.

2.Methodology for studying professional guidelines of the teaching staff in the field of education

Questionnaire

Processing and interpretation of results

Vi. Analysis of some organizational conditions of the upbringing process

Children's associations

Student self-government bodies

School parenting concept

School education programs

Plan educational work class teacher

Literature

The book presents a system for monitoring school education developed on the basis of modern scientific achievements; contains specific methodological recommendations for conducting such monitoring; and also provides full descriptions of specially developed diagnostic procedures to identify the effectiveness of the education process at school. This methodological manual is written from the standpoint of humanistic pedagogy, which puts a person above all sorts of concepts, programs, education technologies and is based on the basic principle of "do no harm".

Addressed to school teachers, administrations of educational institutions, methodologists of the IPC and IUU, employees of education departments.

"Questionnaire" Personal growth "(methodology Grigoriev D.V., Kuleshova I.V., Stepanova P.V.) Purpose: To reveal the nature of the adolescent's relationship to people, nature, homeland, work, etc. Progress. ... "

Personal growth questionnaire

(methodology of Grigoriev D.V., Kuleshov I.V., Stepanova P.V.)

Purpose: To reveal the nature of the adolescent's relationship to people, nature, homeland, work and

The course of the event. The teacher addresses the pupils with the words: “You will

a number of statements have been proposed. Please read them and determine how much you

agree or disagree with them. You can assess the degree of agreement or disagreement in

points (from "+4" to "-4");

"+4" - undoubtedly yes (very strong agreement);

"+3" - yes, of course (strong agreement);

“+2” - in general, yes (average agreement);

"+1" - rather yes than no (weak agreement);

"0" - neither yes nor no;

"-1" - more likely no than yes (weak disagreement);

"-2" - in general, no (medium disagreement);

"-Z" - no, of course (strong disagreement);

"-4" - no, absolutely wrong (very strong disagreement). Try to be sincere. There can be no "correct" or "wrong" assessments. It is only important that they reflect your opinion. You can enter your grades in a special form next to the ordinal number of the approval of the questionnaire. Thanks!"

1. I like it when our whole family comes to visit, celebrates some holiday or just gathers at a common table.

2. Those who criticize what is happening in the country cannot be considered true patriots.

3. Stray dogs must be destroyed, as they can be dangerous.

4. Any conflict can be resolved without resorting to force.

5. I am able to happily do a variety of jobs.

6. What many call the cultural values ​​of the past, in fact, often turns out to be primitive old junk.

7. It is not necessary to ask the teacher with questions during the lesson: they distract from the main thing.

8. A person who has committed a crime can never change for the better.

9. It is foolish to take risks for the benefit of another person.

10. Even the strangest people with the most unusual hobbies and interests should have the right to defend themselves and their views.

11. Sports activities are a vital necessity for every person.

12. Most of my peers prefer to communicate with beautiful people.

13. I strive to solve my problems on my own, on my own.

14. I can live happily without starting my own family.

15. I owe a lot to my country.

16. It is better to go to the forest for a Christmas tree, because there you can choose the fluffiest one.

17. People who oppose the war are actually cowardly.

18. Physical labor is the lot of losers.

19. Appearance is an indicator of respect not only for oneself, but also for others.

20. I am anxious to know the meanings of unknown words.

31. The country will become easier if we get rid of mentally ill people.

22. I feel sorry for helpless people and I want to help them.

23. There are nations and peoples that do not deserve to be treated well.

24. I believe that smoking or alcohol can help me relax, relieve tension.

25. I often feel frustrated with life.

26. When choosing, people often make mistakes, but I am not afraid to make a mistake when making a choice.

37. Without a family and children, a person feels more free.

28. I am ready to defend my homeland in case of serious danger.

29. Keeping animals in mobile menageries is inhuman.

30. Action films with shooting and blood build courage.

31. A housewife can also be a creative person.

32. Obscene expressions in communication are a sign of lack of culture.

33. Study - an occupation for "nerds".

34. If for the sake of justice it is necessary to kill a person, then this is normal.

35. I experience strong positive emotions when I give someone a gift.

36. Most of the crimes in our city are committed by visitors.

37. I will not become a drug addict from one dose of drugs.

38. I am very worried about any, even minor, failures.

39. I am ready to argue with the teacher if I think that he is wrong.

40. I am proud of my last name.

42. Importing rare exotic animals from abroad is a normal way to make money.

43. Prisoners of war should not be subject to human rights.

44. I would like to earn extra money in my free time, if it will not interfere with my studies.

45. What communication without a bottle of "Klinsky"!

46. ​​A person cannot know everything, so I am not worried about my ignorance of some important things.

47. It is better to acquit 10 criminals than to execute one innocent person.

48. People begging for alms are most likely deceitful and lazy.

49. Judging against “ours” is often unfair, because no one likes Russians.

50. All people who have taken place in life try to maintain good physical shape.

51. It's hard for me to make acquaintances with new people.

52. It is important for me to find the meaning of my own life.

53. Looking at old family photographs is an eccentric activity.

54. Once abroad, I will try not to be perceived as a Russian.

55. Cleaning up someone else's garbage at tourist camps is a stupid task.

56. Making concessions means showing weakness.

57. Good studies are also serious work.

58. Manifestation of vandalism is one of the forms of youth protest.

59. I like to dig in encyclopedias, magazines, dictionaries: there you can find a lot of interesting things.

60. I cannot feel good when the people around me are overwhelmed by something.

61. I can sacrifice my well-being for the sake of helping a stranger to me.

62. It is unfair to put dark-skinned people as leaders over white people.

63. I prefer active rest to sitting in front of the TV or computer.

64. I feel uncomfortable in unfamiliar company.

65. My actions often depend on external circumstances.

66. A person does not need to know his ancestry.

67. It happens that I experience great excitement when I hear songs about my homeland.

68. Taking into account all the pros and cons, the storage of nuclear waste will bring more financial benefits than environmental harm.

69. We are a strong military power, and that is why we must be respected.

70. The clean-up work on the territory of a house or school is a relic of the past.

71. I cannot imagine Russian speech without a mat.

72. I think that even without receiving good knowledge I will be able to make a good career in the future.

73. Even notorious criminals deserve torture and humiliation, because they are people too.

74. I am ready to help an elderly person only for a reward.

75. The authorities should deny access to our country for refugees from economically backward states, as their influx increases the level of crime.

76. I think that health is not the most important thing in life today.

77. I am not oppressed by temporary loneliness.

78. I most often follow the opinion of the majority.

79. I am saddened that I do not do everything for my parents that I could.

80. I would like to go to other countries, but I prefer to live in my own.

81. I think that wearing fur coats made of natural fur is immoral.

83. It seems to me that there are too many weapons in our country.

84. I can force myself to do work that I don't like.

85. I can get nasty on a person if I don't like him in some way.

85. Television, first of all, should be a means of entertainment and recreation, and only secondly - a source of information about events in the country and the world.

86. All homeless people must be caught and forced to work.

87. It is natural for a person to never do anything without regard for his own benefit.

88. Only one single religion can be a true religion.

89. Taste qualities of food, in my opinion, are more important than their usefulness.

90. Deep down, I know that I value myself low.

91. When I do wrong, my conscience torments me.

Answer form Processing of results The answers of adolescents are distributed on 13 scales: they correspond to 13 lines in the answer form filled in by the respondent. Results are obtained by adding the scores for each scale.

1. The nature of the adolescent's relationship to the family is shown by his assessments of statements No. 1, 14, 27, 40, 53, 66, 79. At the same time, in the answers to questions No. 1, 40, 79 the sign does not change. In the answers to questions No. 14, 27, 53, 6b, the sign is reversed.

2. The nature of the adolescent's relationship to the Fatherland is shown by his assessments of statements No. 2, 15, 28, 41, 54, 67, 80. At the same time, in the answers to questions No. 15, 28, 67, 80 the sign does not change. In the answers to questions No. 2, 41, 54, the sign is reversed.

3. The nature of the adolescent's relationship to the Earth is shown by his assessments of statements Nos. 3, 16, 29, 42, 55, 68, 81. At the same time, in the answers to questions No. 29, 81 the sign does not change. In the answers to questions No. 3, 16, 15, 68, the sign is reversed.

4. The nature of the adolescent's relationship to the world is shown by his assessments of statements No. 4, 17, 30, 43, 56, 69, 82. At the same time, in the answers to questions No. 4, 82 the sign does not change. In the answers to questions No. 1 7, 30, 43, 69, the sign is reversed.

5. The nature of the adolescent's attitude to work is shown by his assessments of statements No. 5, 18, 31, 44, 57, 70, 83. At the same time, in the answers to questions No. 5, 31, 44, 57, 83 the sign does not change. In the answers to questions No. 18, 70, the sign is reversed.

6. The nature of the adolescent's relationship to culture is shown by his assessments of statements No. 6, 19, 32, 45, 58, 71, 84. At the same time, in the answers to questions No. 19, 32 the sign does not change.

In the answers to questions No. 6, 58, 71, 84 the sign is reversed.

7. The nature of the adolescent's relationship to knowledge is shown by his assessments of statements No. 7, 20, 33, 46, 59, 72, 85. At the same time, in the answers to questions No. 20, 59 the sign does not change.

In the answers to questions No. 7, 33, 72, 85 the sign is reversed.

8. The nature of the adolescent's relationship to the person as such is shown by the assessments of statements Nos. 8, 21, 34, 47, 60, 73, 86. At the same time, in the answers to questions Nos. 47, 60, 73, the sign does not change. In the answers to questions No. 8, 21, 34, 86 the sign is reversed.

9. The nature of the adolescent's relationship to the person as the Other is shown by the assessments of statements Nos. 9, 22, 35, 48, 61, 74, 87. At the same time, in the answers to questions Nos. 22, 35, 61 the sign does not change. In the answers to questions No. 9, 48, 74, 87 the sign is reversed.

10. The nature of the adolescent's relationship to a person as an Other, as to a representative of a different nationality, a different faith, a different culture is shown by his assessments of statements No. 10, 23, 36, 49, 62, 75, 88. In this case, in the answer to question No. 10, the sign does not change. In the answers to questions 23, 36, 49, 62, 75, 88 the sign is reversed.

11. The nature of the adolescent's relationship to his bodily self is shown by his assessments of statements No. 11, 24. 37, 50, 63, 76, 89. At the same time, in the answers to questions No. 11, 50, 63 the sign does not change. questions №№ 24, 37, 76, 89 the sign is reversed.

12. The nature of the adolescent's relationship to his inner world, his spiritual self is shown by his assessments of statements No. 12, 25, 38, 51, 64, 77, 90. At the same time, the sign does not change in the answer to question No. 77. In the answers to questions No. 12,25,38,51,64,90 the sign is reversed.

13. The nature of the adolescent's relationship to his spiritual self is shown by his assessments of statements No. 13, 26, 39, 52, 65, 78. 91. At the same time, in the answers to questions No. 13, 26, 39, 52, 91 the sign does not change. In the answers to questions No. 65, 78, the sign is reversed.

Analysis of the results The description of the levels of development of a child's attitude to a particular value, offered to your attention, gives an approximate, typified picture of what is behind the adolescent's answers to the corresponding group of questions. This is not an accurate diagnosis, it is a trend, a reason for your pedagogical thinking.

In the case of group diagnostics, when summarizing the results, do not limit yourself to stating the percentage distribution of answers over four levels. Make the big picture multifaceted, note the outstanding results for yourself.

In the case of an individual diagnosis, be extremely careful about the teenager's answers. When carrying out factor analysis, pay attention to what his answers "fall out" of his own individual "norm". Perhaps this is the point of his personal growth (or regression).

And in that, and in another variant of the diagnosis, even if there is a negative trend, try to emphasize all the available positive points.

If you need to make the results of a survey public, please be extremely tactful. Remember: you are not judging, you are thinking!

1. The adolescent's attitude to the family From +5 to +28 points (stable-positive attitude) - the value of the family is highly significant for the adolescent. He values ​​family foundations, remembers various little things that are pleasant to someone from the family. Family holidays are always held with his participation and assistance in preparation. In the future, he wants to create a happy family.

From +1 to +4 points (situationally positive attitude) - a family for a teenager is of a certain value, but the very fact of having a family, family traditions is perceived by him as natural (“how could it be otherwise?”). A teenager takes part in family holidays, but without a reminder, he does not always remember the birthday of someone close to him. Takes parental care for granted. He assumes that the family he will create in the future will be different from the one in which he lives now.

From -1 to -14 points (situationally negative attitude) - the adolescent's attitude towards the family is, as a rule, consumerist. He "should" give money for petty expenses and forgive pranks. But if something serious is needed from the parents, the teenager will achieve this by any means - flattery, lies, obedience. He himself, most likely, believes that he owes nothing to anyone.

From -15 to -28 points (stable negative attitude) - the family does not represent any value for the child. This attitude manifests itself in a sense of shame for their surname, a conscious rejection of the norms of behavior adopted in the family, ideas about life. All this in the future may negatively affect his ability and desire to create his own happy family.

2. Attitude of the adolescent to the Fatherland From +15 to +28 points (stable-positive attitude) - the adolescent has fully developed feelings of citizenship and patriotism. For him, Motherland is not an abstract category, but a concrete country where he is going to live, of which he is proud.

He feels personally responsible for the fate of the country. At the same time, such feelings are not caused by the conjuncture, not by the fashion for patriotism, but are deeply personal, experienced.

From +1 to +14 points (situationally positive attitude) - a teenager experiences a feeling of the Motherland as a feeling of a home, a tree. However, it seems to him that something that is happening in the country and in his "small homeland" has little in common. He gets up when a hymn is played, rather not out of a spiritual impulse, but because it is so accepted. If necessary, the teenager will not refuse to help the veterans, although he himself may not offer power.

From -1 to -14 points (situationally negative attitude) - the teenager tries not to openly show his attitude towards the country. In principle, he is indifferent to talking about her "wretchedness". He can speak “correctly” on the topic of citizenship and patriotism, but depending on the situation, he can place the emphasis in different ways. The teenager knows how to guess at what moment what is “patriotic” and what is not. It seems to him that what is happening with the country and with himself has little in common.

From -15 to -28 points (consistently negative) - it can be assumed that the teenager is distinguished by a philistine attitude towards his country. Homeland for him is just a place where he lives, and which can be easily exchanged for any other. All successes are his own successes, and the country is to blame for the failures ("yes, unless in this country ..."). Maybe he himself will not participate in the desecration of monuments, but he certainly will not condemn others, because memory is not something for which you can get dividends.

3. The adolescent's attitude to the Earth (nature) From +15 to +28 points (stable-positive attitude) - the adolescent has a fully developed ecological consciousness. It is natural for him to feel pity and empathy for any animal; he is ready to clean the forest and clean water bodies, finding these activities exciting and important for himself. And he will certainly pick up and feed the abandoned puppy, will not forget to water the flowers (not at all out of a desire to receive praise from an adult, but out of the need to feel the harmony of the world in which he lives).

From +1 to +14 points (situationally positive attitude) - a teenager cares about animals, flowers, but mainly about those that belong directly to him.

Environmental problems are perceived by him as objectively important, but at the same time do not depend on him personally. He will not litter in the forest if others do not. Together with the group he will take part in the volunteer clean-up, but if there is an opportunity to refuse, he will most likely use it.

From -1 to -14 points (situationally negative attitude) - a teenager's own opinion about environmental problems depends on the situation. He prefers not to pay attention to such trifles as the rubbish thrown by him, the lit trash can.

Breaking branches in the forest, chasing cats and dogs in the yard, he does not think about what he is doing. And even more so it will not react if others do the same. He divides all animals into useful and useless, pleasing him and his eyes and causing disgust.

From -15 to -28 points (stable negative attitude) - nature is perceived by a teenager as a commodity. The adolescent's attitude to the forest, animals, reservoirs is dictated by the need for his own comfort, and if it works out, then the benefit for himself. He is able to hurt an animal for simple fun. He scoffs at those who show respect and love for "our little brothers."

4. The adolescent's attitude to the world From +15 to +28 points (stable-positive attitude) - the adolescent has a clearly expressed pacifist position. He believes that only weak people and the state resort to violence. He has an emphatically negative attitude towards manifestations of brute force. I am sure that there is always an opportunity to settle the conflict without infringing upon the rights of other people. Not afraid to make concessions.

From +1 to +14 points (situationally positive attitude) - the teenager as a whole shares the ideas of peace and non-violence, but at the same time believes that in some cases the use of force is justified. He treats manifestations of brute force with a mixed feeling of rejection and fear. The teenager believes that in a complex modern world one must always be ready for confrontation, therefore, unfortunately, one cannot do without weapons. He tries not to make concessions, because he does not want to appear weak in the eyes of others.

From -1 to -14 points (situationally negative attitude) - a teenager is sure that peace can be maintained mainly by force, threats, ultimatums. He views war as one of the natural ways to resolve conflicts. In his opinion, strong is the one who is feared. He believes that there are enough potentially hostile people and states around. It is unlikely that he himself will be the initiator of the violent act, but he will most likely not refuse to play the role of the "second plan".

From 4 -15 to -28 points (stable negative attitude) - it can be assumed that there is no alternative for a teenager - negotiations or a military operation.

War for him can be a value - with the help of it he can solve the problems of overpopulation and lack of food for everyone. He is completely and completely on the side of the force, and everyone who tries to resist this is "weak" for him. Most likely, this applies to both local (group, courtyard, educational institution) and large conflicts, where nothing depends on him so far.

5. The adolescent's attitude to work From +1 to +28 points (stable-positive attitude) - the adolescent is distinguished by diligence in everything: from cleaning the classroom to reading a difficult book. He enjoys difficult, time consuming, even tedious work. He does not consider it shameful to help his parents with the housework, he can offer to do something himself.

Whether he earns money somewhere or not yet - in any case, the teenager is not ashamed of this.

From +1 to +14 points (situationally positive attitude) - most likely, only a prestigious job earns the adolescent's respect. Although if everyone around them is busy with something not prestigious (for example, cleaning the territory during a cleanup), then they can take part "for the company." He will help with household chores, but he will be annoyed that it takes so long.

From -1 to -14 points (situationally negative attitude) - the teenager, if possible, will shift part of his work to another. If he finds out that one of his classmates is working after class, he will most likely react like this: “What, you have nothing to do ?!”. In his view, "dirty" work is the lot of second-class people or those who have not managed to get a job in life. He himself would certainly never tackle it.

From -15 to -28 points (stable negative attitude) - more or less difficult work disgusts the teenager. He comes up with a lot of reasons why you shouldn't take it. The teenager will gladly take advantage of the fruits of someone else's labor, passing them off as his own whenever possible. There is no connection between hard work and well-being for him.

6. Attitude of a teenager to culture From +15 to +28 points (stable-positive attitude) - cultural forms of behavior, of course, are personally significant for a teenager and are actively implemented by him in everyday life. Rudeness, "decoration" of speech with obscene phrases are alien to him, he is attentive and tactful in relation to other people. He understands the need to preserve the cultural heritage that we inherited from the past, and categorically does not accept vandalism.

From +1 to +14 points (situationally positive attitude) - a teenager recognizes the objective value of cultural forms of behavior, but is by no means always guided by them in his daily life. He probably would like to look like a "cultured person", but he is not ready to put daily efforts to this. He finds justification for episodic manifestations on his part of rudeness ("I am rude only in response"), slovenliness ("well, let them meet you by their clothes, but they see them off according to their minds"), foul language ("strong emotions are difficult to express in another way") and etc. Vandals are antipathetic to him.

From –1 to –14 points (situationally negative attitude) - cultural forms of behavior are viewed by the adolescent as something dogmatic, coming from the world of adults, and therefore burdening his daily life. He is a supporter of the natural expression of his thoughts, feelings, desires and believes that cultural cutting will only prevent him from being who he is. He probably associates the word “culture” with the TV channel “Culture” and evokes an irresistible boredom. It is unlikely that he himself is capable of an act of vandalism, but most likely he will not condemn peer vandals.

From -15 to -28 points (stable negative attitude) - “culture” in all its forms causes rejection in the adolescent and is viewed as a manifestation of the deceit of the adult world. He probably knows what cultural forms of behavior are, but in his everyday life he implements them exactly the opposite.

Tactfulness seems to him a manifestation of weakness, rudeness and foul language - strength, "sipping beer" to the accompaniment of swearing - the best pastime.

Monuments of the past are perceived by him, more likely sak ordinary old junk, so he is not at all against "throwing them off the steamer of our time."

7. The adolescent's attitude to knowledge From +15 to +28 points (stable-positive attitude) - in front of you is an inquisitive person who has a steady desire to learn new things.

A teenager may be “uncomfortable” for a teacher, as he asks a lot in the lesson, doubts seemingly obvious things. He believes that the success of professional growth and career is directly related to the depth of knowledge, and strives to obtain them.

From +1 to +14 points (situationally positive attitude) - a teenager can study well, but on his own initiative he is unlikely to dig in books to find the meaning of a term or fact that he does not understand. In his mind, knowledge and future career, of course, are connected, but do not put so much effort into this!

From -1 to -14 points (situationally negative attitude) - a teenager will never ask an adult if something is not clear to him. Frankly does not understand how one can watch popular science programs on TV. Knowledge is purely utilitarian for him (if he learned it, he answered, it means he didn't make any trouble).

From -15 to -28 points (stable negative attitude) - obviously, the adolescent's need for knowledge acquisition is practically absent. He openly despises those who study, considers them "nerds" - people who live an inferior life. He is confident that the level and quality of education will not have any impact on his future life.

8. Attitude of a teenager to a person as such From +15 to +28 points (stable-positive attitude) - the value of a person as he is in all its manifestations is, of course, significant for a teenager. Human life is priceless for him. No considerations of justice can justify the "tears of the innocent." “The forest is being cut, the chips are flying” - this is unacceptable for our hero. He is merciful, capable of sympathy, compassion, forgiveness.

From +1 to +14 points (situationally positive attitude) - the value of a person may have been comprehended by a teenager, but not fully felt. He can demonstrate his humanism, but deep down in his soul, certain categories of people (for example, the mentally ill, beggars, homeless people) seem to him to be those who prevent him from feeling the joy of life. Teen admits death penalty for the most serious crimes. When the triumph of justice and "mercy to the fallen" are on different scales, he will most likely choose the former.

From -1 to -14 points (situationally negative attitude) - most likely, the teenager is inclined to divide people into normal and abnormal. He treats the former quite respectfully, maybe even merciful to them; he considers the latter to be “subhuman” and would like to encounter them as little as possible. A great goal, in his opinion, cannot be achieved without getting your hands dirty. The principle of "chopping wood, chips flying" is quite acceptable for a teenager. At the same time, he equally does not want to be either a "lumberjack" or a "chip" - rather, a "gatherer" or "knitter of firewood."

From -15 to -28 points (stable negative attitude) - a person as a value is most likely an empty phrase for a teenager. He is prone to cruelty towards other people, scornful of any acts of mercy. "Weaklings"

and "abnormal", in his opinion, worsen our life, inhibit the growth of well-being, therefore, they must be completely isolated from society. Surely he believes that justice, order, stability are worth eliminating mentally ill, homeless people. The most dangerous thing is that he can move from words to actions.

9. The adolescent's attitude to the person as to the Other From +15 to +28 points (stable-positive attitude) - the adolescent is a true altruist. He is always ready to help other people, even strangers, without waiting for a request from their side. In his actions for the benefit of others, he is disinterested. Always ready to help the weak, the needy. For the sake of such help, I am ready to risk my own well-being. Likes to give gifts “just like that”.

From +1 to +14 points (situationally positive attitude) - the teenager is not averse to helping those in need, but prefers to do it when asked. He is careful in his actions for the benefit of others, tries not to jeopardize his own well-being. He does not trust the sincerity of those asking for alms, and if they are near him, he tries to pretend that he does not notice them. He enjoys giving gifts, but at the same time, deep down, he counts on a return gift.

If this does not happen, he gets upset.

From -1 to -14 points (situationally negative attitude) - the teenager only occasionally thinks about the needs and feelings of other people. For the most part, these are those on whom he depends to one degree or another. Unselfishness seems to him a waste, he prefers to do everything for his own benefit, skillfully masking it. He is sure that every good deed should be adequately rewarded, therefore, before doing something good, he is not ashamed to find out, but "what will happen to him for it."

From -15 to -28 points (stable negative attitude) - the teenager is focused exclusively on his own person, sincerely considers himself to be the "center of the universe." Not exactly doing, but even thinking about others is not part of his plans. In everything he is looking for benefit, not really hiding it. Unselfishness seems to him absurd, utter stupidity. He is prone to backbiting, cynical attitude towards those who need something, who need help. All beggars for him are lazy and liars. Much more than giving, he enjoys accepting gifts, preferably expensive and useful.

10. The adolescent's attitude to a person as Other From +15 to +28 points (stable-positive attitude) - the adolescent recognizes the rights of people to a different way of life, different from his own, and the free expression of their views. He, of course, accepts other cultures, has a positive attitude towards cultural differences, and is susceptible to any manifestation of cultural discrimination.

He strives for understanding, penetration into the essence of other cultures, is able to avoid cultural prejudices and stereotypes in their assessment. There is also a tangible desire to view other cultures not from their own "bell tower", but through the prism of the values ​​and priorities of these cultures themselves.

From +1 to +14 points (situationally positive attitude) - a teenager is inclined to recognize and accept cultural pluralism, respect a wide variety of socio-cultural groups, but at the same time shares (often unconsciously) some cultural prejudices, uses types in relation to representatives of certain cultures ... He cannot see for himself many, especially hidden, manifestations of cultural discrimination in everyday life. It is difficult for him to imagine what problems cultural minorities, migrants or refugees might face. This is due to the lack of understanding of the Other, the inability to see him from the inside, to look at the world from his point of view.

From -1 to -14 points (situationally negative attitude) - a teenager verbally recognizes the rights of others to cultural differences, declares the principle of equality of people, but at the same time experiences personal rejection of certain sociocultural groups. The adolescent tries to justify such a dissonance between the declared humanistic principles and the real manifestation of intolerance by referring to public opinion ("everyone thinks so"), immoral behavior allegedly characteristic of representatives of these groups ("they are all like that"), personal unsuccessful experience of interaction with them ("I I met such people and I am sure that ... "). This position is based on culture-centrism, xenophobia, and the presumption of the guilt of the other. While denying such flagrant manifestations of intolerance as fascism, genocide, segregation, a person can easily label people of other cultures as “unworthy of respect”, “dangerous”.

From –15 to –28 points (stable negative attitude) - a teenager deliberately refuses to recognize, accept and understand representatives of other cultures. He is inclined to characterize cultural differences as deviance, he does not want to recognize the equal rights to existence of those who have a different physical appearance or share different values. Often he is demonstratively hostile and contemptuous of such people, eager to “cleanse” them from the space of his own life. The teenager does not feel the slightest desire to look at certain life situations from the point of view of another culture.

11. The adolescent's attitude to his bodily self From +15 to +28 points (stable-positive attitude) - the value of health is a priority for the adolescent. He understands what a healthy lifestyle is, consciously cultivates it and associates his future success in life with it. He is able to resist attempts to involve him in the process of using tobacco, alcohol, drugs and will try to prevent this in relation to others.

From +1 to +14 points (situationally positive attitude) - the value of health is significant for a teenager. Objectively, he understands the importance of a healthy lifestyle, but subjectively he does not put it too high. Health for him is a natural state, a self-evident "thing", and not something that requires special efforts. Addiction to bad habits is an excusable weakness, not a manifestation of lack of will. Perhaps, deep down, he believes that he is able to achieve success in life without paying close attention to his physical form.

From –1 to –14 points (situationally negative attitude) - the value of health is low in the minds of a teenager. Reflections and conversations about health and a healthy lifestyle, he considers a waste of time, the lot of pensioners. He wants to be good, athletic, to look in the eyes of others, but he is frankly lazy to do something for this. Bad habits do not seem so bad to him, on the contrary, they have a certain pleasantness, charm. He will probably grin approvingly when he heard the phrase "who does not smoke or drink, he will die healthy."

From -15 to -28 points (stable negative attitude) - one's own health, especially the health of others, does not represent any significant value for a teenager. He either does not "give a damn" at all about his physical condition, or he hates everything that is connected with his bodily life (the latter case is real under the condition of low self-acceptance of the adolescent). He despises those who care about their health.

He considers his bad habits to be absolutely natural and, perhaps, even takes pride in them. On occasion, he will not fail to ridicule everything related to the topic of health, physical education and sports.

12. The adolescent's attitude to his spiritual self From +15 to +28 points (stable-positive attitude) - the adolescent accepts himself as he is. He believes in his strengths and capabilities, honestly treats himself, sincere in the manifestation of feelings. Feels comfortable even in an unfamiliar company.

He is not afraid of loneliness, minutes of solitude are important and fruitful for him. He endures personal troubles, is not afraid to seem ridiculous.

From +1 to +14 points (situationally positive attitude) - accepting himself as a whole, a teenager may still feel awkward about some of his characteristics. He thinks of himself as a person who is sympathetic to others, but a worm of doubt and insecurity that eats away at him. He would like both now and in the future to guarantee himself against falling into ridiculous positions and situations. He is somewhat burdened by a solitary position and, whenever possible, tries to replace him with something (listening to music, watching videos, etc.).

From -1 to -14 points (situationally negative attitude) - a teenager accepts himself as he is, only in certain moments of everyday life. He always wants to "jump" out of his "skin", immediately turn out to be beautiful, rich and famous. His idols are usually just like that. Deep down, he hopes that he will be attractive to others, but he is sure that they see his shortcomings in the first place. Loneliness is both painful and salutary for him. In the society of his peers, he prefers to be on the sidelines.

From -15 to -28 points (stable negative attitude) - the teenager does not accept himself, considers himself ordinary and unworthy of the attention of others. He hates his reflection in the mirror (his speech, his clothes, etc.) Any change in the situation is perceived as potentially catastrophic for him in consequences. Once alone, he begins to engage in "masochistic self-digging" and "self-criticism."

His own inferiority is his obsession. He experiences an acute sense of guilt for what he really is, which in the future may turn into a painful desire to dominate others.

13. The adolescent's attitude to his spiritual self From +15 to +26 points (stable-positive attitude) - the adolescent sees himself as the author and manager of his own life. The feeling of personal freedom is extremely important for him, and for the sake of this feeling he is ready to resist external pressure. He is capable of independent and responsible choice. It is very important for him to find the meaning of his own life, which he wants to live "according to his conscience."

From +1 to +14 points (situationally positive attitude) - the adolescent feels in himself the opportunity to be the master of his own life, but considers this to be real only in case of favorable external circumstances. He likes to feel free, but he is not ready to risk his own well-being for the sake of freedom. The choice is attractive to him, but he goes to him with an eye: the possibility of error and responsibility put him on guard. He recognizes the objective significance of the categories of conscience and the meaning of life, but in his everyday life he prefers to be guided by other, more pragmatic regulators.

From –1 to –14 points (situationally negative attitude) - the adolescent is more impressed by the role of the follower than the author and manager of his own life. He is looking for a society of people whose spiritual strength could “cover up” his indecision and self-doubt. He tries to get away from the choice as much as possible; with noticeable external pressure, he is ready to give up personal freedom in favor of a sense of peace and spiritual comfort. He is inclined to explain his failures by an unfavorable coincidence.

The pangs of conscience weigh on him, so he prefers not to think about his conscience.

From -15 to -28 points (stable negative attitude) - the teenager feels himself to be a “pawn” in the surrounding element of life, a hostage of powerful external forces beyond his control. He is afraid and avoids any free action.

He is looking for the protection of the powerful of this world and is ready to trust them without looking back. He prefers complete certainty and unambiguity in everything and does not want a choice. Believes both the strength and infallibility of the majority, for this saves him from personal responsibility for
outstanding achievements(or has internal prerequisites for such achievements) in that and ... "meeting of the pedagogical council" April 16, 2012 Prot ... " . "

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